My World

Geography

At Mabel Prichard, Geography sessions are designed to enhance learner’s natural curiosity of the world, and to support them into adulthood, by equipping them with functional skills and understanding of the world around them. It is important that learners are exposed to a variety of geographical skills that will enable them to become the most independent they can be, whilst also exploring what it means to be themselves within their local area and beyond. 

Learners are given opportunities to explore and interact with the world around them, fostering a deeper understanding and knowledge of their world. By facilitating exploration and discovery in a supportive environment, learners are empowered to actively participate in their community and further explore and question the environment, the seasons. Opportunities include community outings such as visits to the beach, museums, boat trips, parks, and shops, giving learners a diverse range of experiences to strengthen their connection to their community and the wider world. 

To support our learners, topics are broad so they can be learner led in terms of interest. Just as with maths, topics focus firstly on concrete rather than abstract concepts (using a variety of real world resources) to allow learners to gain understanding whilst also encouraging curiosity. 

Geography is taught across the school in the summer term, with a three year rolling programme to ensure depth and coverage.

• Learners experience their community, most are able to indicate choice as a result and some are able to independently access chosen and required facilities.

• Learners deepen their understanding of their world.

• Learners access wider experiences and as a result develop greater understanding, broader interests and an improved sense of wellbeing.

• Most learners appreciate there is a world beyond their local area and make choices about their own experiences within that.

• Learners have a deeper understanding of different cultures and as a result deepen their respect for others and interest in the world around them.

• My Life Skills

• My RE 

• My communication and interaction

• My history

• My literacy 

• My maths

• My physical education

• My PSHE

• Local visits to leisure facilities, experiences and places of interest.

• Travel training

• Visits to SOAP and BLAP

• Outdoor learning

Science

Our Science curriculum fosters curiosity, embeds scientific knowledge and skills, and is inclusive for all learners. It enables learners to develop an appreciation of cause and effect and develop a sense of curiosity, in an increasingly scientific and technological world, dependent on their individual needs and abilities. It aims to develop learners’ awareness of how science impacts on their everyday life, whilst developing skills to enhance their ways of living such as using technology and developing independence.

Learners are explicitly taught key scientific concepts through experience and concrete examples, and they are then encouraged to use these as a tool to develop their own thinking and problem solving. 

Science is taught in Spring term across the school, following a three year cycle to allow for depth and coverage. Science sessions are designed to foster curiosity and wonder, whilst also equipping learners with knowledge of the world around them; supporting them in their growing independence. 

Topics are broad to allow for directions to be followed depending on learner interest and learner need. Topics such as ‘the weather’, allow learners to engage in a wide variety of skills such as knowing what to wear, why to wear it, why weather may change, a change in seasons and activities that are dependent on weather trends. The topics chosen enhance life skills as well as teaching scientific research skills and language. 

• Learners deepen their independent thinking skills

• Learners develop curiosity

• Learners make choices based on their encounters, and/or knowledge of world around them

• Learners’ confidence to be independent grows

• Learners deepen their sense and acceptance of change in a constantly changing world

• My Life Skills

• My Geography

• My Communication and interaction

• My Literacy 

• My Maths

• My Physical education

• My PSHE

• Local visits to leisure facilities, experiences and places of interest.

• Outdoor learning

RE

Mabel Prichard aims to meet the statutory requirements of Religious Education and is informed by The Oxfordshire Agreed Syllabus for Religious Education 2023. Our provision is sensitive to, and meets the needs of the individual learner, celebrates the learner’s responses to learning in this area, and provides challenges as appropriate. Learners at Mabel Prichard have meaningful,practical experiences within Religious Education, which support them to know themselves and to respect and know the world around them. 

At its most fundamental level Religious Education focuses on the immediate experience of the learner; understanding of self and how they define their identity. Learning is experience led, using the rich stimulus of Religious Education to broaden learning e.g. through the stories, songs, foods, clothes, traditions etc. of different cultures. Lessons may include massage stories, taking part in events, and sensory experiences.

As learning develops, it may include (but is not limited to) exploring religion and more complex ideas through stories, role play, small world play, lived experiences of others and involvement in celebrations. Learners are encouraged and facilitated to give their own opinions in a range of ways. 

As part of Religious Education Learners are exposed to concepts that support them in adulthood and towards becoming active members of their communities; for example, the concepts of ‘being a good person’, equality, respect and stewardship. 

• Learners leave Mabel Prichard with a strong sense of their own identity.

• Learners have had broad and rich learning experiences which reflect not only the richness in our local community but the wider world.

• As a result of opportunities to explore their own emotions in a way that is appropriate to their need, learners build confidence and are self- regulating adults.

• As a result of opportunities to explore concepts such as stillness, awe, wonder, learners have a developed sense of spiritual awareness and wellbeing.

• Learners can make decisions about what is important to them and communicate these in their world.

• Learners have an understanding of making good choices and impacting positively on the world so that they are prepared for life in the world beyond school.

• My Communication and Interaction

• My World

• My Literacy

• My Creativity

• My Life Skills

• Community visits to places of worship

• Cooking

• Music and Dance community experiences and visitors to school

• Drama experiences in the community and in school.

History

The History curriculum aims to develop students’ understanding of the concept of time and of time passing, starting with visual timetables and ‘now and next’, building onto concepts such as ‘earlier’ and ‘later’. 

Learners begin to understand the passing of time as ‘yesterday’ ‘today’ and ‘tomorrow’, and begin to develop an understanding of old and new/ancient and modern through the exploration of artefacts. The learners will also explore historical sources through play based learning opportunities and visits out of school to places of historical interest e.g castles. 

They are taught history through a practical and multi-sensory approach and through a number of cross curricular links.

For pupils working at early stages of development, the History curriculum provides a theme or context for multi-sensory delivery. Learners access a wide range of creative and exciting planned activities to extend and build on known interests and motivations. The themes also enable repetition to sustain each learner’s achievements. There is an intensive focus on all aspects of communication and personal outcomes and engagement through the themes.

Some pupils develop an understanding and skills that are specific to subjects, or may access particular skills within the subjects based on their needs, interests and motivation. 

Communication and personal/social development remain an integral part of all delivery. The curriculum includes the development of self-awareness, the realisation that things change over time, and that change affects our lives. It provides learners with opportunities to compare their own lives and experiences with those of others from the past and promotes curiosity and basic comparison skills as well as an understanding of the wider world. 

Work focuses initially on learners’ own personal history and how they and the people and places closest to them have changed within their lifetime. Simple comparisons are then made with significant periods in history. Content is delivered in a very experiential and multisensory way through exploration of artefacts, clothing, food, music, job roles and leisure activities to make the content as meaningful as possible.

• Students develop a sense of time, with a broader understanding of the abstract concepts of past and present.

• Students develop a sense of self and diversity

• Students develop communication skills through narrative and the arts

• Students broaden their knowledge, experience and interaction with the world around them.

• My Communication and Interaction

• My PSHE

• My Literacy

• My Maths

• My Drama

• My Art

• My Dance

• My World

• My Music