The Curriculum
The school has developed a curriculum adapting the National Curriculum for our students and this is used to produce our own progression documents and Teaching Plans. Students in our Upper Department follow a curriculum developed from the National Curriculum and follows a qualification and vocational pathway.
All pupils at The Woodlands School have Education, Health and Care Plans. These are used to ensure the pupils are kept at the centre of their learning.
To ensure we meet the learning needs of all our students our curriculum is designed into learning pathways. The Early Years Foundation Stage (EYFS) has a one year programme for pupils in Reception. The curriculum from Year 1 to Year 9 has been constructed with pathways to ensure that the curriculum is relevant to students and the level at which they are working at. The pathways are:
Pre-Formal: The Pre-Formal pathway is students who are need a sensory-based approach with an emphasis on engagement and early development. Students follow basic routines and structure to enable them to learn as effectively as possible.
Semi-Formal: The Semi-Formal pathway is followed by students in classes that have a lower starting point on the TWS Curriculum. These are usually following a highly structured approach to learning.
Formal: The Formal pathway is for those with higher starting points within the TWS Curriculum and are usually following a more traditional approach to learning.
Please use the contents to the right of the page to go each subject for more information. For further information please contact me via the school office on 01908 563885 or admin@twsmk.co.uk
Mr M. Russell, Deputy Head and Curriculum Lead
Targeted Curriculum Provision
Curriculum interventions
We offer a range of 1:1 or small group work that focus on:
Phonics
Reading
Mathematics
Social and emotional interventions
Pathways to learning
Our pathways are linked to SCERTS, as this is the programme that supports to select the best approaches and strategies for the class to access the Curriculum. All classes use a structured approach including aspects of TEACCH, and SCERTS.
Social Pathway: Very highly structured environment including workstations and designated curriculum areas within the classroom to minimise transitions. Sensory approach to support communication, motivation and engagement. Priority focus on prompting shared attention and functional use of real objects. High ratios of staff and limited number of peers maximum 5.
Language Pathway: Structured environment including workstations and access to designated curriculum areas. Using colourful semantics to promote communication and extend their range of word combinations. Priority on requesting and responding to emotional regulating activities to increase engagement. High ratios of staff with maximum class size of 8.
Conversation Pathway: Whole class approach to teaching within a more 'mainstream' classroom environment. Uses conversation skills including balancing turns to collaborate with peers. Priority focus on their social understanding, self-awareness and self-esteem. Maximum class sizes of 10.
Specialist Curriculum Provision
Specialist Provision
The school has a number of staff trained with specialisms in areas of the curriculum or SEND. These staff support the development of individualised approaches identified young people.
We also access the Educational Psychology Team at Milton Keynes City Council. Some elements are picked up through statutory work on Education, Health & Care Plans and we have some school commissioned time, which we direct, through our provision meetings.