The Iffley Academy Curriculum and Delivery The Curriculum It is important that our students receive a broad and balanced curriculum, which gives them the opportunities they require to learn new skills in a targeted and structured way but also gives them the opportunity to use and generalise these skills. Our students have specific needs and difficulties, which need to be addressed if they are to make progress. It is essential that we prioritise the teaching of key skills and ensure that we provide opportunities regularly for this work to be effective. Currently we prioritise for individual pupils by setting targets at their annual review which form the basis of individual teaching programmes but moving forward we will also prioritise certain curriculum areas in the way we timetable the curriculum across the school. Historically we have chosen to teach every curriculum area to every student every term. This model was well suited to the needs of the students in our community who have Moderate Learning Difficulties (MLD) and/or Behaviour Emotional and Social Difficulties (BESD) and enabled them to make good progress. The new Curriculum for 2015 The Iffley Academy now has more complex cohorts of learners with very particular special needs and disabilities. The complexity of the students and their individual needs, particularly around Communication and Interaction, would not be suited to a strict weekly timetable of the full curriculum. This model would not provide sufficient time and opportunity to rigorously tackle individual teaching programmes with sufficient frequency for our pupils to learn new skills. Thematic Approaches to Learning Consequently moving forward we will offer a thematic cyclical approach to curriculum coverage which ensures that all classes are not drawing on the same resources at the same time in the same term but that, across the year, the curriculum is broad and varied enough to remain interesting and stimulating. Class Teams Additionally, our students will remain in their own class, with their own teaching team for much of the teaching week. As a school we aim to provide our students with the best opportunities to develop a sensitivity and respect towards the needs of others and a desire to learn and achieve. We understand many of these skills and attitudes are not learnt through specific individual teaching but by consistent responses from all the adults working with a young person. Therefore, within our Special Academy, the teacher/child relationship and the attitudes and approaches of staff are fundamental to student achievement. These relationships are forged primarily in class teams so it is vital that students spend much of their week benefiting from the consistency and safety they provide. Individualised Teaching Plans The new approach to the delivery of the curriculum across the school will aim to offer a balanced framework based on clearly defined individual class medium term teaching plans, appropriately targeted group work and carefully planned opportunities for our pupils to consolidate and extend their skills. Plans will be written collaboratively by the Teaching Team, for each specific stage of the school. This approach will provide consistency throughout the school but also give opportunities for individual teachers to design and implement highly structured teaching programmes to meet the very specific educational needs of each child in their class. It equally provides guidance for achieving a balanced selection of appropriate teaching objectives across the curriculum areas. This individualised approach not only considers the age of the child but also the nature and degree of their specific disabilities and barriers to learning. New teaching workshops will be held fortnightly to develop curricular ideas and to share specific skills, resources and expertise. Colleagues from each Stage of the school will meet together e.g. The Tate Gallery. A member of the Senior Leadership Team has been assigned to each stage of the school to provide support and monitor and evaluate the delivery of the new curriculum model. Timetabling Curriculum areas, which will remain constant for The Tate Modern and The Louvre, are: Language and Communication Skills/Drama English (Literacy Skills) Sound Reading (Phonics) Mathematics (Numeracy Skills) Physical Education Computing Curriculum areas, which will rotate termly through a thematic approach, are: Art Music Technology History Geography Science RE Personal and Social Education (Citizenship, The World of Work and Sex and Relationships Education) Curriculum areas, which remain constant for The Guggenheim, are: Language and Communication Skills/Drama English (Literacy Skills) Sound Reading (Phonics) Mathematics (Numeracy Skills) Physical Education Science Curriculum areas, which will rotate termly, through Vocational and Life Skills, are: Art Music Technology History Geography RE Personal and Social Education (Citizenship and Sex and Relationships Education) No more than four of the above curriculum areas will be covered by any Stage in any one term. In Term 1 and 2 2015 we will draw up a series of Themes, 6 per year on a 3-year cycle, which will have a range of curriculum foci and will cover the range of curriculum areas listed above. Subject Time Allocations The Tate Modern and The Louvre Taught by Lesson per week Language & Communication/Drama CT 1 English CT 3 Sound Reading All 2 Maths CT 4 Computing GT 1 PE GT 2 Thematic Approaches to Learning (TaL) CT 10 Total 23 RE and PSE (Assembly time) 1 hour The Guggenheim Taught by Lesson per week Language & Communication/Drama CT 1 English CT 3 Sound Reading All 2 Maths CT 4 Science CT 2 PE GT 2 Computing GT 1 Vocational and Life Skills (SfL) CT 8 Total 23 RE and PSE (Assembly time) 1 hour The MOMA stage classes will run the old curriculum delivery model for the academic year 2015 ‰ÛÒ 2016: Burgerman (MW) and Rothko (SR). This model will cease at the end of the academic year 2015 ‰ÛÒ 2016. The MOMA Taught by Lesson per week English MW 4 Maths MW/SR 3 Science SR 3 Computing SR 2 PE GT 2 PSE CT 1 RE MW 1 Options Range 7 Total 23 RE and PSE (Assembly time) 1 hour Class Teacher (CT) Guest Teacher (GT)