A Curriculum for All
Our curriculum is driven by a series of pivotal and ambitious aspirations which celebrate and encompass the aims we hold for all of the individual stakeholders of Glenwood School; this includes every young person in our care and every member of staff employed here. We refer to these as our Curriculum Intentions. Key questions further enhance and support our aspirations and guide thinking and reflection around meaningful next steps and planning the journey for everyone at Glenwood School. We have a focus on depth and relevance that can make a profound difference to all. We believe our curriculum enhances their experience of the world and their ability to contribute, allowing them to be recognised for their unique strengths and encouraging them to have faith in their own value.
How each world contributes to our curriculum goals
Examples of how Areas of Learning and Subjects enhance our Curriculum
Within our Curriculum we endeavour to teach and plan everything in a way that is most meaningful and purposeful to our Young People. We have carefully designed and implemented a personalised Curriculum approach which is brave and aspirational.
The structure of our Curriculum Worlds leads the way for a broad and balanced curriculum. Each World encompasses important areas of learning for each of our young people and offers a way of ensuring coverage, balance and breadth.
To ensure our young people are given a wide range of exciting and varied learning opportunities we fully explore subjects and areas of learning to consider what they can meaningfully offer our Young People and to support our Curriculum extending and reaching as far as it needs to in response to strengths and talents our learners show us. We navigate and continually analyse our Curriculum approach from a range of perspectives and through different focus priorities to ensure any meaningful opportunities are not missed.
Subjects taught within the curriculum act as contexts and vehicles through which we can teach young people their prioritised next steps and offers opportunities for deep learning and varied application. Through learning areas and subjects we develop varied and exciting learning opportunities to guide a young person’s unique journey towards our Curriculum Intentions.
In order to work meaningfully and effectively with families and wider professional colleagues it is important that our Curriculum approach is accessible and recognisable and we are able to make clear links with more traditional and widely recognised educational language, subjects and learning areas. This also supports our Young People’s curriculum and education being highly valued and the important development of this approach to curriculum to be fully recognised.
The illustrations below includes examples of how more traditional subjects and learning areas may be reflected and explored in meaningful ways through our Young People’s Curriculum:
The Arts
‘Art enables us to find ourselves and lose
ourselves at the same time’
· Stimulates, motivates, provokes and connects
· Exploring a range of media
· Using art as communication to convey ideas, views, ask questions
· Using art as an expression/language of emotion
· Exploring and Discovery
· Performance/Audience
· Development of aesthetic appreciation
· Experiencing a range of arts
· Manipulation of textures for an artistic effect
· Skilled/Purposeful/use of tools and objects
· Development of creative process
· Use of body
· To promote enjoyment, entertain and connect to others
· Mindfulness
· Personal interpretation—all accepted and appreciated
· A way of recording what’s important to you
· Taking opinions and decide whether or not to make changes according to your vision/taste
· Design and composition
· Connecting to society
· Connecting to other cultures
When someone shows us more....
· Refined and high level skills in their area of talent/interest
· Enhanced opportunities to experience the artform they have shown interest/talent in.
· Seek opportunities from specialist colleagues and professionals
Science
‘Engagement, Exploration, Explanation,
Elaboration and Evaluation’
· All about The World Around us
· Making sense of our World
· Sense of intrigue
· Nurturing curiosity
· Questioning and ‘wonder’
· Exploring change – knowing and noticing change and differences
· knowledge is open to question and revision as we come up with new ideas and discover new evidence
· The excitement of new, different
· Giving instruction
· Simple Testing
· Prediction and Hypothesis
· Expressing own ideas and opinions
· Presenting/Communicating your ideas
· How to find out? (Research)
· Organisation
· Choosing equipment for a purpose
· Making connections
· Categorisation
· Enquiry and internal enquiry
· How things work
· Having a go and seeing if it works
· Noticing what’s ‘amazing’
· Sharing with others what fascinates and interests
· Learning and knowing about your body
· Looking closely and exploring (observation)
· Recording and Explaining
· Materials and properties– use, sensory
· Measuring
· Simple data and interpretation
· Technology
· Natural Phenomenon -
· Being respectful and caring for nature and the environment
· Weather
· Animal Experiences - ‘Being with animals, caring for animals
When someone shows us more....
· In-depth Scientific knowledge and exploration
· Follow their interest - ‘how far can we go?’
· Presentation of ideas
· Experiments
Geography
‘Routes, Journeys & Places’
· Helps them to make sense of the world around them and piques their curiosity in places and people
· Inspire curiosity to know more about the world in which they live
· ‘Routes, Journeys and Places’
· Places that are purposeful and important
· Experiencing and ‘being in and part of’ a range of environments and places
· Learning across environments
· Analytical Skills and Critical Thinking
· Question and exploration
· Routes and navigation
· Diversity
· Appreciation and knowledge of Cultures
· Transport
· Investigation and exploration
· Environments – looking after and exploration
· Designing the environment around us
· Symbolic Understanding e.g. maps, signs
· Exploring the Natural World around us
· Data
· Recognising the impact of different environments – How it makes you feel
· Places I like, need to go to
· Changes over time
· Seasons and change
When someone shows us more........
· In-depth knowledge and exploration
· Terminology
· Beyond …..Places near and far
Maths & Problem-Solving
‘Life is a maths equation. …’
· Comparison
· Conclusions
· Noticing
· Prioritising
· Predicting
· Selecting
· Thinking/questioning
· Collecting / Analysing/gaining meaning from information
· Presenting information
· Using information
· Probability
· Possibilities
· Space. Shape, Measure
· Spatial perception
· Object perception
· Relational knowledge
· Representations
· Sequence
· Patterns
· Consequences, anticipation
· Difference
· Signs and symbols
· Algebra (simplest (daily use) to complex)
· Number
· Technology
When someone shows us more....
· Ensure Curriculum extends/ liaise with colleagues/ ‘guidance from other Curriculums’.
· Higher levels of number work, calculation, problem-solving, algebra, etc.
Religious Education (R.E.)
‘Inspires us to explore, develop and affirm our own
faith and values and have respect for the faith, beliefs and values...’
· RE at Glenwood is about knowing who you are, where you belong and the things that are important and special in your life. It is also about recognising what things are important and special to others and developing respect for others, their culture and their religion.
· Exploring special objects and artifacts linked to faiths, cultures and celebrations
-Experiences linked to different faiths, cultures and celebrations e.g. Diwali and Hannukah -Developing vocabulary linked to ‘new’ experiences and by responding to resources such as artifacts linked to Diwali or Christmas
-Developing communication so learners can express their opinions (likes & dislikes), feelings and responses linked to experiences or activities Learning more about themselves -Developing awareness and curiosity of different cultures and beliefs.
· Promoting acceptance and understanding.
· Exploring important aspects of life – birth, growth, change, death.
· Sharing learners ‘special’ experiences or events with their peer group/class group
· Investigating the idea of what is ‘fair’ and ‘just’.
· Preparing learners for ‘special’ family events
· Developing a sense of spirituality, exploring the idea of feeling relaxed or peaceful.
· Spiritual development – finding ways in which physical movement through exercise, dance, yoga, relaxation – can create a sense of wellbeing within an individual or group.
· Sensory experiences
· Dance
· Assemblies
When someone shows us more........
· Developing learner’s ‘special’ talents
· Widening experiences through exploration of different places, celebrations, types of music, art, dance and food. Visiting new places, appreciating special buildings and the natural world.
RSHE
‘What we teach in the classroom will help our young people foster lifelong aspirations, goals and values.’
· The delivery of RSHE at Glenwood is very personalised.
· It is adapted to the unique needs and abilities of each learner.
· Developing vocabulary that helps them to establish and maintain friendships . Resolving friendship issues
· emotions and feelings including feelings of being unsafe
· Increasing their awareness of themselves and their bodies so they can let someone know if there are unwell, or a particular part of their body hurts. how to ask for help when they need it.
· Self care skills and developing some independence with these: eating, drinking, dressing, personal care, teeth cleaning, showering, brushing or combing hair, hand-washing……..
· Who to’ trust’ and how to behave safely within the community.
· Keeping safe online and how to ask for ‘help’
· Preparing learners for change, including changes in their bodies as they grow and develop. Managing Puberty.
· Being healthy—diet, exercise, keeping clean, dressing for the weather…
· Being able to relax and feel ‘peaceful’
· Learning what is important to them, what are their likes and dislikes?
When someone shows us more....
· Lunchtime activities or groups within corridors where learners share their interests or talents with others e.g. Lego club, drawing and art
· Offsite visits within the Community
· ICT and ‘Powered learning activities’ which provide opportunities to learn more about keeping safe online
Music
‘Music is the literature of the heart’
· Clear and explicit links with early Communication skills and development (e.g. making sounds in different ways, call/respond, I play, you play, copying, echo) as well as evident opportunities to enhance communication opportunities and motivation.
· Practical and meaningful examples of everyday language e.g. stop, go, fast, slow, loud, quiet, high, low..............
· Music adds meaning, cues mood, understanding e.g. stories, poems, films, computer games........
· Listen, Exploration – Early Phonics Skills
· Music and Sound as Communication
· Conducting/Simple Composing (giving/responding to instruction) -
· Patterns
· Contrast
· Exploring sound
· Sounds with your voice/body
· Movement to music/experiencing beat/vibration
· Understanding and navigating examples include- musical cues, sound transitions
· Music for Meaning
· Rhythm and Rhyme
· Anticipation
· Prediction
· Music within everyday environments (tolerating/enjoying)
· Enjoying/Experiencing music with others
· Giving new Music a try!
· Preference, choice, taste, growing your range and repertoire over time.
· Exploring sounds
· Making music
· Recognising different sounds – taking meaning
· Music Therapy
· Enjoyment and comfort
· Sharing experiences with others
· Exploring purpose and value of music to each young person.
· Personal meaning and impact
· Managing spaces and environments with music to support
· Styles of Music
· The effect of different Music on mood/feelings and motivation
· An alternative/supporting emotional language
· Music as part of social occasions, important events and celebrations
· Composing Music
· Music Technology
When someone shows us more........
· Learning to play, Seek specialist advice
· Language of Music and Terminology
· Continued development of skills linked to talent and interest
Physical Education (P.E.)
· Develop skills to maintain a lifetime of fitness and understanding of healthy lifestyles.
· Developing an awareness of their bodies, what they can do and the effect of activity upon them
· Developing and refining motor skills, including co-coordination, balance and agility
· Gaining control of their whole body through large movements
· Combining movements with ease and fluency
· Exploring moving in different ways such as running, jumping, hopping, skipping and climbing
· Awareness of position
· Spatial awareness , negotiating space and obstacles safely
· Fine motor control and hand eye co-ordination
· Trying new activities and sports
· Developing new skills
· Exploring space, equipment and new tools
· Learning to move in different ways and refining their skills
· Listening and responding to instructions
· Giving instructions
· Completing routines
· Developing tolerance and consideration of others , working together
· Being brave, and taking risks
· Supporting and encouraging others
· Recognising and celebrating your own and other’s achievements
· Build muscle strength , co-ordination and endurance
· Positive impact on mental wellbeing and ability to self regulate
· Teamwork and co-operation
· Communication, problem solving and conflict resolution
· Self discipline and goal setting
· Learning and knowing about your body
· Healthy eating
· Enjoyment in sharing new experiences with others
· Increasing independence when eating and dressing
· Remembering sequences, patterns and movements
· Trying and exploring physical disciplines such as gymnastics and dance, swimming, trampolining, horse riding and sports.
When someone shows us more....
· Developing Skills and technique
· Refining
· Understanding rules
· Expanding experiences
· Learning with others—higher level/ Team games
History
‘In history, a great volume is unrolled for our
instruction, drawing the materials of future wisdom…..’
· Learning from past experiences/ events meaningful to the young person
· Linking past/present/ future in meaningful and purposeful ways
· Forming opinions/ ideas based on what happened before
· Learning from own and other’s experience
· Important figures in society—meaningful to young people and community
· Traditions/reasons for celebrations/ understanding events
· Language associated with time
· Themselves through their life—growing up and developing
· Family
· Learning through Art, Music, Literature, Landmarks
When someone shows us more........
· Expanding Curriculum
· Delving deeper
· Greater exploration/ Skill development
English
‘Great literature is simply language charged
with meaning’
· Clear and evident links to the centre of our Curriculum—Communication
· Reading—in its widest sense
· Exploring and experiencing Poems, stories, rhymes,
· Writing in all its forms and for all its purposes
· Instructions
· Narratives
· Presenting ideas
· Signs and meaning
· analysis
· Sharing knowledge
· Asking questions
· Experiencing breadth of language and style
· Rules of English language
· Conversation
· Understanding/ comprehension
· Persuasion, reasoning, collaborating
· Listening/ responding
When someone shows us more....
· Expanding the learning opportunities and complexity
· Linking with colleagues and specialist professionals
· Ensuring Curriculum meets talent and interest shown
Philosophy & Sociology
‘The beginning of Philosophy is wonder’ - Aristotle
· Logic
· Reasoning
· Ethics
· Our place in society
· Community
· Beauty, enjoyment
· Beliefs
· Attitudes
· Values
· Meaning
· Wisdom
· Learning
· Our relationship to others
· Roles and responsibilities
· What do we know/How do know it?
· What is meaningful to me and others
· Social groups. Behaviours, rules
· How we behave/ treat others
· Experiences that change our thinking/ take us to a ‘different place’
DT (incl. Cookery & Nutrition)
‘Teaches Young People to think with their hands’
· Creativity
· Problem-Solving
· Planning
· Evaluation
· Testing
· Choosing the best
· Organisation
· Working towards aims
· Skills of the task/ subject/project
· Working with range of materials
· Nutrition, food hygiene,
· Cleaning,, tidying up,
· Electronics
· Modelling
· Textiles
· Woodwork
When someone shows us more....
· In-depth projects
· Skilled work and projects
· Innovative creative
· Terminology
· Areas of expertise/Mastery
Enhancing our Curriculum
Curriculum Planning & Curriculum Surgery
Teachers and HLTAs work together and support each other to plan curriculum content that is responsive to the priorities and needs of the young people in their classes and across the corridor. Conversations may involve; discussing individual learners, assessment, be topic specific, explore enrichment opportunities, make links with The Glen, engage in the wider community. Leaders will offer Curriculum Surgeries for staff to ensure each unique learner’s curriculum offers responsive, inspirational and forward-thinking learning opportunities which reflect our aspirational Curriculum Intentions. Staff share learning journeys with leaders and in Curriculum Focus Groups by referring to Evidence for Learning and Case Studies. Examples of questions discussed, ‘Is this a meaningful priority in the life of the learner?’, ‘Is this learning good enough?’, ‘What was the impact of this?’, ‘What next?’.
Curriculum Focus Groups
The Curriculum Focus Groups will be carefully selected small groups of leaders and teaching staff who regularly meet and work collaboratively to make sure that the curriculum for all young people is personalised and motivating. These important discussions aim to shape vibrant learner centred curriculums with effective communication and independence at its core. Staff challenge each other’s thinking in a supportive way; utilising the vast experiences of longer serving staff in supporting the new ideas of colleagues who are new to the school and new to the profession.
Enrichment Days
Each term encompasses an Enrichment Day which is led by Curriculum Leaders. Examples of this themed day includes, The Glenwood Harvest, Glenwood Joins World Book Day, Glenwood Makes Music. On this day, the whole school is involved in exciting, fun learning activities aimed to make links with the world around them, offer new experiences, plus, opportunities for learners to engage across corridors and with external providers from the local and wider community. These days are designed to bring new insight and diagnostic opportunities that underpin future planning; providing a dynamic counterbalance to negatives that threaten to narrow the curriculums of young people who face significant challenge in life.
Family Curriculum Events
Our parent/carer events encompass the Curriculum Worlds to provide a balanced range of stimulating contexts for learning through different learning experiences, themes and settings. These events allow us to bring wide and varied learning opportunities for our young people, including creating learning activities linked to the strengths, interests that our young people and their families share with us. This involves learners, their families and all Glenwood staff sharing an event together. At the end of a half term, corridors plan their own event and a whole school event occurs at the end of each term. Staff plan these together as part of their curriculum planning development with support from Curriculum Leaders. The events also provide opportunities for families to socialise, ask each other questions, share information and take their rightful places as our true partners in shaping their young person’s learning.