The aim of a programme of education including the knowledge and understanding to be gained by each stage.
Our curriculum’s aim is to change learning and lives through an outstanding educational experience. We take our inspiration from and in response to the needs of students and our community alongside the requirements of the National Curriculum. We have the highest possible expectations of our students, and staff in the aim to develop independent, aspirational, confident, and resilient students with the learning skills and habits encouraged by the need to become a successful citizen who makes the best contribution to our society.
Our learning is carefully sequenced to include the coverage in all subjects through subject specific threads which build on prior knowledge and learning that facilitate the future gain of knowledge and skills. Throughout learning our five common themes are implicit in all areas.
Throughout learning we encourage:
- The acquisition and retention of knowledge and skills in all subjects and this is planned to ensure all staff know what students need to know or how to become better throughout their learning journey (skills and understanding) by the end of their 12-week journey at New Heights Primary.
- Where possible this is linked to previous learning at the student’s home school and the varied enriching experiences, we provide in the time spent at New Heights Primary.
- Student’s independence is developed throughout opportunities to develop New Height’s characteristics of a good learner.
- Student’s uses their oracy skills in a variety of contexts: through presentation, debates, discussions, and collaboration.
- Students demonstrate understanding by using their acquired knowledge and skills to show their opinions, makes comparisons, explain contrasts, and make links to previous and wider learning.
At New Height Primary our curriculum is accessible to all- including those with SEMH and SEN needs.
Translating the Intent/ aims over time into a structure and narrative, within an institutional context.
Schemes of work clearly detail what students will be expected to know by the end of all units of work. This forms the basics for planning. This in turn is assessed before the students begin work at New Height’s Primary through the GL Assessments which give the baseline for entry to the school. The students are then reassessed at the end of the 12-week placement to measure progress. Progress being understood as what student’s remember and can do now; they could not do before. Experts in SEMH are employed to ensure the highest possible standards of teaching throughout the curriculum to include all students with many differing needs.
Although work is differentiated appropriately, New Heights Primary offers a ‘Trauma Informed Approach’. All classes are mixed ability and students are encouraged, and given the opportunity, to challenge themselves to try to work whatever degree of difficulty. WE believe this removes barriers to their own and New Height’s expectation, cultivates self-belief and increases each student’s aspiration.
- In an area where opportunity for meaningful outside experiences is more limited due to the availability of transport facilities, we look to exploit all opportunities for student’s lives to benefit from Outside Learning away from the classroom. This includes outside sporting opportunities, visits from outside agencies, gardening and cooking workshops using home grown produce. Through this approach we provide context to our classroom learning and real, challenging experiences that enable our pupils to grow in confidence, independence, and resilience.
Independence Is developed through a focus on the characteristics of a good learner which are reported on in the End of Placement review completed at the end of the 12-week placement. Students are expected to:
- Be organised– have the right frame of mind and be prepared for lessons. Be punctual and have a 100% attendance, keep their workspace and the classroom tidy.
- Be respectful– show good manners, listen when being spoken to and follow instructions.
- Participate – ask questions, be inquisitive contribute to group work, work as part of a team and volunteer to help.
- Be responsible– take pride in their work through their books and presentation. Take pride in themselves and their overall presentation to take responsibility for their own actions, make good choices and accept their part in all choices they make.
- Be resilient – never give up even when things are difficult. We normalise resilience through this approach in all aspects of school life. Pupils understand that the only way we can fail is by not trying our best. ‘Every action has a consequence’.
Oracy- speaking and listening Opportunities are placed in lessons throughout the day and students are expected to always use Standard English. This is planned carefully through progression of skills in each year group. This impacts the writing standards as well as the student’s confidence and ability to express and justify their opinions in a variety of ways.
Vocabulary provided the tools to speak and write with greater clarity and precision. At New Heights Primary we actively seek opportunities to extend the range and depth of vocabulary for our students.
Outstanding talent and enthusiasm enable pupils to benefit from encouragement to uses their skills to be the best they can be. This is encouraged by inviting visitors into school as well as using inhouse staff to encourage and promote good behaviour using activities that involve all students and encourage others. At New Heights Primary we believe that promotion of skills and talents inspires students to pursue a variety of avenues and potential careers in the future.
Spiritual, moral, cultural, and mental development is promoted through an enriched curriculum known as Creative Curriculum together with PSHE/RSE. Several diverse opportunities are used to support students to learn. To promote British Values throughout the school, staff and students are expected to exhibit them in their own lives and they are studied weekly in a lesson provided by all staff. Issues also explored include the specific needs of our local community and in response to national trends to equip all our students with the skills and knowledge they need to keep themselves safe now and in the future. Issues such as Mental Health, Diet, Road Safety, Islamophobia and the dangers of drugs and alcohol are planned in a variety of ways through themed lessons. Being incorporated into appropriate areas of the curriculum.
At New Heights Primary we believe that a healthy body is essential for a healthy mind, and this is very relevant in an area of England where there is a statistically poor health record. We provide physical activity every day, and we employ specialist sports staff to work as Learning Support Assistants and incorporate their skills daily to encourage good behaviour a positive mind and encourage students to work towards a healthy body and lifestyle. The long-term benefits of regular exercise are also repeated and consolidated in PSHE and science lessons.
Creativity is a daily activity at school and our ARTS curriculum carefully reflects this to encourage freedom of thought, ability to create and to express feelings alongside giving a calming reflective teaching and learning experience.
In addition to all the exciting work done within the curriculum we encourage students and staff to engage further in aspects of their choice. Throughout their time over the 12 weeks placement students have the opportunity for enjoyment and the development of further skills beyond the school day through after school music sessions learning the guitar with a member of our teaching staff. This is free of charge and designed to enhance students’ enjoyment of a hobby that may not be available at home.
Evaluating what knowledge and understanding students have gained against expectations.
Throughout their placement at New Heights Primary students are expected to use their acquired knowledge and skills to show their understanding when returning to their home school or new placement school. This can be through direct questioning, demonstration or in response to challenging questions which require students to justify their answers. This is assessed by formative and summative assessment.
Formative assessment and verbal feedback:
This is the foundation of New Heights Primary assessment strategy and is the way we drive learning forward. Formative, verbal assessment and verbal feedback on how to improve is given at the point of learning or as soon after as possible by both the teacher and Learning Support Assistants within each class. This can be to individuals, groups, or the class. All lessons are assessed afterwards through a review of work done and knowledge, concepts, skills or understanding that needs to be readdressed, consolidated, or developed are noted in teachers’ personal assessment. Individual targets are set for all students and are updated throughout the 12 weeks stay.
Pupils complete GL Assessments in English and Maths at the start and completion of their 12 – week stay. Pupils are assessed as Below the standard, Towards the standard, At the standard or at Greater Depth.
This gives us clear, reliable data as to how effective teaching and learning has been and formative analysis of the tests enables us to identify anything that requires particular attention and response on the students return to their school.
New Heights Primary offers an alternative provision, we cater for complex pupils in Liverpool with Social, Emotional and Mental Health difficulties. Many pupils remain dual registered with their mainstream schools and return with information from our assessment centre that allows them to succeed on their return.
New Heights promote a positive teaching and learning environment and strong relationships between pupils, staff, parents, schools, and partner agencies.
At New Heights Primary we follow the National Curriculum. We do this in a specialised setting with differentiated tasks for each year group and each student. Alongside the learning in class, we like to take advantage of our outside space and the areas within school such as our large sports hall and Art specialist room to complete learning that is suitable for all.
|Art provides numerous benefits to students. It is quite astonishing to see the huge variety of skills that students can develop and gain from simply participating in art. These skills are not only beneficial during childhood, but they are also equally important in adulthood and useful in the real world.|
|Belonging allows students to understand how they fit into the world around them and how they can live alongside others. Topics include celebrating themselves, others and learning about religion, age and many different topics such as disability, loneliness and confidence.|
|The five British Values are democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. These are the 5 fundamental values that have been developed by the UK Government to create social unity and prevent extremism.|
|The Creative Curriculum is a unique and innovative approach to education. It’s based on creativity, collaboration, and fun. The curriculum is designed to help children learn through play and exploration. It’s divided into four main areas: The Arts. The Creative Curriculum UK encourages children to express themselves creatively. Language and Literacy. The curriculum includes various activities to develop children’s language and literacy skills. Numeracy. The curriculum helps children to develop their numeracy skills through various fun activities. Science. It includes science-based activities that help children to explore the world around them. Some key features of the Creative Curriculum include: Inquiry-based learning. It encourages children to be active learners, ask questions and investigate their environment. Creativity. The curriculum emphasises creativity and imagination. This allows children to express themselves in various ways. Fun. Learning should be enjoyable for all involved! The Creative Curriculum makes learning fun for both teachers and students. The Creative Curriculum is designed to be flexible. This allows teachers to adapt the curriculum to meet the needs of their students.|
|English is both a subject and the medium for teaching; for pupils, understanding the language provides access to the whole curriculum. Fluency in the English language is an essential foundation for success in all subjects.|
|Maths helps us understand and engage with the world, from everyday tasks such as managing money and following recipes to analysing data and solving problems. It is a fundamental skill that is used in every aspect of life. Math is the foundation for many other subjects.|
|PE has been scientifically proven that getting the children up and active, will stimulate the child’s brain ready for absorption of learning. Boosts children’s confidence and takes away the fear factor. Encourages Teamwork and friendship building. PE helps to build memories. Each student will remember when they first scored a goal, caught a ball, ran the fastest in the class. PE sets a good health and fitness base PE will set a great example about fitness alongside a healthy lifestyle for later in life. If every child gets into at least one sport this could continue right into adulthood. PE importantly helps concentration in the classroom, throughout the day.|
|PSHE gives a chance to every student an equal opportunity to develop the skills and knowledge they need to thrive now and in the future. This includes helping them to deal with critical issues they face every day such as friendships, emotional wellbeing, and change.|
|Science is a key subject for students to learn about as they grow up. Science encourages types of learning such as critical thinking and problem solving which will be applicable in the rest of their lives in and out of the classroom. It could also be argued that working in science also provides one of the most fulfilling career routes.|
LEARNING OUTSIDE THE CLASSROOM
|Outdoor learning improves child development, supports mental health and wellbeing, deepens nature connection, and promotes more inclusive and engaging learning, broadening the horizons of young people, raising self-esteem and making learning more memorable. Outdoor experiences can provide an opportunity to explore, discover and appreciate the natural world, as well as be active, strengthen fine and gross motor movement skills, test physical limits and get messy.|
ZONES OF REGULATION
|The Zones of Regulation is the original framework and curriculum (Kuyper’s, 2011) that develops awareness of feelings, energy and alertness levels while exploring a variety of tools and strategies for regulation, prosocial skills, self-care, and overall wellness. This curriculum provides us an easy way to think and talk about how we feel on the inside and sort these feelings into four coloured Zones, all of which are expected in life. Once we understand our feelings and zones, we can learn to use tools/strategies to manage our different Zones in order to meet goals like doing schoolwork or other tasks, managing big feelings, and healthy relationships with others. The simple, common language and visual structure of The Zones of Regulation helps make the complex skill of regulation more concrete for learners and those who support them.|
|The course is for any professional working with children and young people wanting to gain a deeper understanding of how to support the mental health needs alongside any other additional needs a child or young person may have and to take a whole school or setting approach to brain difference or neuro-diversity.|