At Southall School we have a developmental curriculum designed to meet the needs of our pupils. This is our universal provision, in other words what all pupils will access at school.
We have developed pathways which are designed to support the preferred way different pupils learn and opportunities are offered to ensure they have the best access to the curriculum.
All pupils at Southall School have an Education, Health and Care Plan or Annual Review. These are used to ensure the pupils are kept at the centre of their learning.
Core skills of literacy, numeracy, as well as communication are focussed upon in all stages and areas of the curriculum. Independence and skills for life are encouraged at all times.
Information Communication Technology (ICT) pervades the whole curriculum and is used as a tool to:
• Enhance opportunities & learning experiences;
• Support pupils to access the curriculum;
• Develop & support pupils to communicate, ensuring equal opportunities for all;
• Allow pupils to access learning at home.
Key Stage 3
Key Stage 3 consists of pupils from Year 7 to Year 9. Students in Year 7 follow a themed creative curriculum which is adapted to their ability.
Core areas are taught as discrete subjects:
The following subjects follow a thematic approach to make links in learning:
• Art and Design
• Design and Technology/Food Technology
• Performing Arts
The following are taught discretely:
Physical Education including Swimming
• Sex & relationship education
• Religious education through mini topics
Plus additional provision:
• Forest School
• Residential trip
Key Stage 4
Key Stage 4 consists of pupils in Year 10 and 11.
Compulsory areas that all pupils follow at Southall include:
• ICT (Information Communication Technology)
• PSHE & Citizenship
• Sex & Relationship Education
• Physical Education
- RE (threaded through curriculum, focus days and assemblies)
The following subjects are delivered through options chosen by the pupils in year 9:
• Performing Arts
• Humanities (History, Geography and Religious Education)
• Design & Technology
• Duke of Edinburgh
Employability and Transition:
• Work Experience
• College Links (Year 11)
We use a range of qualification bodies to provide accreditation opportunities for our students that are accessible and appropriate to their academic ability.
Phonics & Reading Schemes
To develop phonetic knowledge we use the ‘Letters and Sounds’ document adjusted for our pupils. We are aware that some of our pupils will not develop phonetic understanding and will learn whole words (as advised by the Downs Syndrome Association and National Autistic Society). When identified these pupils follow a targeted intervention.
We follow a range of reading schemes to ensure we have texts that are at an appropriate level and that are age-appropriate.