Curriculum for Supported and Independent Learners

Hazelbeck Curriculum for Supported and Independent Learners

Key Principles

The key drivers for the curriculum for all learners are:

  • Communication
  • Independence
  • Meaningful skills
  • Preparation for next stages

Students are assessed using iASEND, students working on this curriculum are identified as working within Range S, E, N or D.

  • Students working within Range S and lower E are Supported Learners
  • Students working within Ranges E, N and D are Independent Learners.

Key stages 3 and 4
At Hazelbeck, in key stage 3 and 4 we group our students on their learning needs and abilities as oppose to their chronological age as we believe that this allows us to help students overcome barriers to learning and best prepare them for the next stages of their life.  The accreditation that they work towards does however change depending on the key stage they are in (please see assessment and accreditation overview for more detail).

Topic based approach
All students in key stages 3 and 4 access Maths, English, Science, Computing and PSHE.
They also access subjects such as Creative Arts (Music, Art, Dance), Cooking and, for Independent Learners, Geography and History. These subjects are linked by a theme, or topic for that term. The topic is launched by a ‘Wow’ event to set the scene for the topic and finished with a ‘Celebration’.  For more information see the Curriculum overview
English may be linked to the topic for that term, possibly through using a text that draws it together. Science may be linked to the topic, depending upon the subject content for the term. Maths is not necessarily linked to the topic.
In all creative subjects, including Cooking, the process of learning a skill and building resilience and independence is understood to be more important than the creation of a finished product. This might include finding things out, trialling specific techniques or making choices and being allowed to find out whether they are successful. It may also involve revisiting a skill on many occasions, in similar and different contexts, to consolidate learning.

Functional based learning
For all our students we believe that functional based learning is essential in preparing our students for future life. Functional based Learning addresses: cognition expansion, reading, writing, mathematics, science, history and more integrated in new, more meaningful ways (please see our Supported and Independent learners Cross curricular overview  for more detail). 
For example through:

  • Reading recipes, newspapers, applications, advertisements, maps, web sites, bus routes, event schedules, menus, community signs and interest based magazines to increase comprehension.
  • Writing out recipes, menus, schedules, invitations, email, applications, and shopping lists with excellent spelling, punctuation and sentence structure
  • Mathematical skills can be taught through cooking, measuring,  mapping, exercising, scheduling, community access, music activities and art activities
  • Science skills can be taught through gardening, community access activities.

Underpinning our functional curriculum is an understanding of our student’s development learning challenges; the  use of engaging and meaningful activities; the use evidence-based strategies that help our students’ access educational information.  As a result, our curriculum delivers effective functional learning environments where our students enjoy learning in a meaningful way.

Maths and English - Independent Learners
English is mainly delivered through other subjects, although there may also be English and Maths specific lessons timetabled during the week, particularly for students who are studying for accreditation. Students also access short guided reading or phonics sessions.

Accreditation
Students in key stage 3 are involved in the Arts Award Discover accreditation.
Students in key stage 4 are involved in the Arts Award Explore accreditation, ASDAN Personal Progress and where appropriate AQA Entry level Maths and English.