Our Curriculum
The Meadows curriculum is based upon three pathways leading to three broad outcomes: Learning for Life, Learning for Independence, Learning for Employment.
For the lowest ability student outcomes include AQA unit awards and ASDAN programmes of learning, for the more able students a pathway leads to Entry Level qualifications and then Functional Skills Entry Levels and finally the most able students achieve GCSE qualifications and Functional Skills level 1. The proportion of students on each pathway can vary from year to year.
The three main pathways lead to distinct outcomes in terms of accreditation but there will also be wider outcomes we aspire to see in the adults who leave the school. The first pathway will aim to develop adults who can care for themselves, keep themselves safe, be healthy and have the communication skills to experience some level of independence including independent living. The second pathway will aim to develop adults who as well as the former also have some functional skills and the life skills to live independently, some of whom may continue their education by accessing specialist colleges. The third pathway will aim to develop adults who have functional skills and the accreditations to go onto to access education placements in colleges, who will live independently and secure employment. All the pathways will seek for the individual to maximise their potential and be successful members of their local community. These three pathways are best described by the intent: Pathway one – Learning for Life, Pathway two- Learning for Independence, Pathway three – Learning for Employment
Students can move between pathways during their time at the school depending upon circumstance. In Years 7 and 8 it is established which pathway a student is to begin upon. Broadly, pathway one will include the students with the most complex ASC, pathway two and three will include students who have SLD, MLD and a variety of other needs.
Classes 5 (NF) and 6 (HP)
These classes use a thematic approach based on a different text per half-term. This approach encourages our students to generalise their skills, linking understanding in a wider context. Recent texts have included Dickens - ‘A Tale of Two Cities’, ‘Around the World in 80 Days’ by Jules Verne. We are currently studying ‘Frankenstein’ by Mary Shelley.
The curriculum is enriched further with specialist teaching for music therapy, rebound therapy and sound-bath therapy. Communication is our passion; we use PECS, PODD, AAC devices and signing in our classrooms and tailor our lessons to meet the very individual needs of our students.
We use ASDAN to deliver nationally accredited courses; currently these are ‘New Horizons’ for our younger students, Transition Challenge and Transition Challenge (sensory) for our older students, depending on their needs.
These courses cover a wide range of PSHE subjects, for example Citizenship, Relationships, British Values and life-skills.
We form close links with our colleagues in health and social care, actively seeking a pro-active approach to ensure our students are supported in an holistic manner, ensuring we can deliver the very best experience and learning we can.
Classes JB, JH, NM, and MW
These classes include the majority of students who are new to the school at Year 7. The classes are set up to provide a gradual transition from their primary school experience. The classes follow a curriculum including English, Reading, Maths, Science, ICT, PE, History, Geography, MFL, Art, Music, Technology, Careers, Citizenship, PSHE and RE. There is some teaching by specialist subject teachers and the groups have some lessons in different classrooms but the group spend the majority of their lessons with their form tutor.
Topics covered include: Ancient Egypt, Medieval Britain, Dubai, Mumbai, Hong Kong/Beijing, Christianity and Islam, Roald Dahl, French, E-safety, Science including ways of investigating, observing over time, fair testing, sorting and classifying, designing and inventing, and pattern seeking
The curriculum is enriched further with extra-curricular activities for one afternoon a week. There is also a variety of individual and small group interventions including speech and language, reading, art therapy, lego therapy, nurture sessions, a variety of outdoor education experiences, swimming and regular visits to the local community.
Class AB
This class follow a curriculum including English, Reading, Maths, Science, ICT, PE, History, Geography, MFL, Art, Music, Technology, Careers, Citizenship, PSHE and RE. There is a focus on developing greater independence, maturity, in preparation for KS4. There is a greater amount of teaching by subject specialist teachers and the group has several lessons in different classrooms.
Topics covered include: Ancient Egypt, French, E-safety, Hugo Cabret, Roald Dahl, David Walliams, Science including separating mixtures, acids and alkalis, forces, cooking and cleaning, creepy crawlies.
At Year 9 some students may begin to follow a GCSE syllabus including English, Mathematics and ICT.
The curriculum is enriched further with extra-curricular activities for one afternoon a week. There are a variety of individual and small group interventions including speech and language, reading, art therapy, lego therapy, nurture, a variety of outdoor education experiences, swimming and regular visits to the local community.
Class NB
These classes follow a curriculum with a focus on Entry Level accreditations. Students complete units of work which may be combined to achieve accreditations in English, Maths, Science, ICT, PE, PSHE, MFL and Art. There is a large amount of teaching by specialist teachers and the groups have several lessons in different classrooms.
Topics covered include: Shakespeare: Romeo and Juliet, Form Writing, French, Science including materials, electricity, forces, floating and sinking, cooking and cleaning, electricity, earthquakes, genes
Some students may follow a GCSE syllabus including English, Mathematics and ICT.
The curriculum is enriched further with extra-curricular activities for one afternoon a week. There are a variety of individual and small group interventions including speech and language, reading, art therapy, lego therapy, nurture, a variety of outdoor education experiences, swimming and regular visits to the local community.
Sixth Form (Classes AC, BP and PH)
The Sixth Form offers a highly personalised curriculum. Many students follow individual timetables. Students experience greater independence than at statutory school age and a greater level of personal organisation is expected. Some students who need more structure follow the ASDAN personal progress curriculum which covers elements of English, Mathematics and PSHE. The majority of students study toward Functional Skills Entry Level and Level 1 accreditations in English, Mathematics and ICT. Some students may follow a GCSE syllabus including English, Mathematics and ICT. There are a variety of other courses which students may follow including Travel training, Horticulture, Sports and Leisure and Work skills. The vast majority of students attend colleges for a day a week in Leek and Stoke on Trent following college link courses in Construction, Motor Vehicle Studies, Art, Hair & Beauty, Media Studies and Gaming, Catering & Hospitality, Pottery and Woodwork. Many students are involved with the Duke of Edinburgh Award programme. There are a large variety of work placement opportunities and some students are involved with a gardening maintenance social enterprise.
If you have any questions, queries, or would like any further information regarding the curriculum, please contact your child's class teacher.