Maths Key Stage 4 - Integrated Pathway
Students at Treloar School have a wide spectrum of physical, learning, communication, language and sensory difficulties. We established our curriculum model for the Integrated pathway in 2006, as a more suitable programme for those students with the most complex needs.The curriculum’s aim was to provide an holistic programme which would enable these students to reach their full potential by integrating their therapeutic and academic needs in the classroom. This pathway includes:
- flexible teaching arrangements allowing the class teacher to plan an appropriate curriculum
- provision of tactile and kinaesthetic materials to aid experiential and multi-sensory learning
- adaptations to the physical environment of the classroom including equipment, low vision aids, furniture and seating access to alternative and augmentative forms of communication, particularly the use of Picture Communication Symbols (PCS)
- regular and frequent access to the wider multidisciplinary team
The classroom is a lively environment with a stimulating atmosphere, where students with complex needs are engaged and motivated. Students are valued for their differences and provided with equal opportunities to achieve success. Evidence of their work, achievements and targets are clearly visible, and it is clear that all staff have high and yet realistic expectations of the group and are confident in providing clear and consistent boundaries. Displays are supported by PCS symbols and are regularly updated.
The Integrated group at key Stage 4 caters for a small number of students. There is a high level of input from all professional departments across the school, embodying a model of positive co-professional working. The consistent and experienced team of student support assistants have warm and supportive relationships with the students and are adept at providing essential continuity for them. Regular meetings ensure that individual needs are addressed; targets are reviewed;and planning is up-to-date and disseminated effectively. It is through this considerable teamwork and a multi-positional programme (including standing frames ,prone/supine lying, long sitting, stretches and massage) throughout the school day that physical and communication skills blend seamlessly into all areas of learning. Moving and Handling guidelines are carefully adhered to in the classroom to ensure safety for both staff and students.The class teacher has strong links with parents via home-school books and the weekly newsletter. She also works in the boarding house at various times through out the week in order to promote continuity and advise staff working with the students in the residential setting.
Students at Key Stage Four are following the ASDAN Transition Challenge. This accredited activity-based curriculum encompasses learning through the following modules:· Knowing How - Independent Living Skills·Making Choices - Self Advocacy· Feeling Good - Positive Self Image· Moving Forward - Personal Development·Taking the Lead - Personal Autonomy
The following themes will be covered during the two year course:
Autumn Term - Feeling Good (Part 1)
Spring Term - Taking the Lead
Summer Term - Moving Forward
Autumn term - Knowing How
Spring term - Making Choices
Summer term - Feeling Good (Part 2)
Two and a half modules are covered in each year. At the end of the second year all five modules will be internally and externally moderated.
In addition to the ASDAN Transition Challenge, the students in 3/4 INT will be following different topics each term:
Autumn Term - People Everywhere
Spring Term – Victorians
Summer Term - Shopping and Tourism
The curriculum is delivered, assessed and reported on in the following areas - Communication, Language and Literacy; Mathematical Development; Knowledge and Understanding of the World; Physical Development; Creative Development; and Personal, Social and Emotional Development - and is designed to incorporate the five Every Child Matters outcomes. As such, it provides a framework for educational and physical progress and social well-being, alongside promoting skills such as turn taking and choice-making, which can be applied in real-life situations outside of the classroom.The weekly timetable is specifically designed and planned for the students, with the class teacher delivering the majority of the academic subjects. There are opportunities each term for the students to enjoy trips into the community that are linked to these topics. Carefully crafted targets (set in the areas of Communication, Language and Literacy and Mathematical Development), chosen to meet individual needs, are assessed and updated termly. These targets are shared within the whole professional team so that they may be worked on in all situations, e.g. in the dining room or during a swimming session.
For more information about ASDAN please visit: www.asdan.org.uk.