Curriculum
At Grange Academy, we believe all our pupils deserve the opportunity to have a broad range of experiences that are engaging and purposeful. Through our curriculum, our intention is that we enable all pupils to feel a deep sense of belonging, develop a strong belief in their own skills and abilities and ensure that they leave Grange with achievements that they value and that will enable them to sign up to post 16 courses of their choice. We want to have high aspirations and ensure that the knowledge and skills that we grow and develop allow; our pupils to be as independent as possible and that they are able to participate in local events and contribute to society as active citizens.
At Grange Academy we give curriculum emphasis to the development of:
• Communication and Interaction Skills
• Cognition and Learning Skills, including Literacy, Numeracy and ICT skills
• Social, Emotional and Mental Health skills, including PSHE, Life skills, resilience and well-being.
• Independence Skills
• Sensory and Physical Skills
• Work-related and Vocational Skills
• Creativity and self-expression
• STEM
The curriculum is topic based where appropriate. Each term we have a termly theme across each nest which allows a flexible cross-curricular approach to fully embed learning. The long-term planning is set on a 3-year rolling programme but is flexible to cater for pupils’ needs and interests. In some KS4 classes, the curriculum is delivered in distinct subject areas including option subjects.
All pupils at Grange Academy have additional opportunities to participate in enrichment activities for example: theme days, workshops, activities off site, work experience residentials etc.
The aim is to for Grange pupils to be successful and to become moral citizens with a holistic set of core values as aligned to our Grange/British Values and the UNICEF Rights Respecting Charter.
In some classes teaching is underpinned by the TEACCH approach, whereby predictable routines, high levels of structure and the use of visual cues enable pupil progress. The classroom environments are clearly organised and accessible for pupils with autism. Visual schedules support pupils to understand the sequence of events of the day. A range of AAC (Augmented and Alternative Communication) strategies are used to facilitate expressive and receptive communication. Learning is supported by visuals, symbols, photographs, real objects, and demonstrations. Teachers demonstrate skills and use tasks which they have broken down into small chunks to scaffold learning and enable pupil progress.
Our schemes of work are carefully planned to include cross -curriculum links wherever possible and create opportunities to overlearn. We try to link learning to real life experiences as often as we can and make the most of the local community by visiting attractions, educational establishments, and inviting visitors to deliver talks, workshops and assemblies. We believe learning is not a linear experience for our pupils and our teaching, therefore, reflects this. We have developed a curriculum that blends and builds upon pupils’ knowledge and skills cross all subjects.
Through our curriculum we hope to:
To develop the appropriate subject specific knowledge, skills and understanding, so that our pupils make consistent progress academically, reach personal targets and exceed their potential in all areas as outlined within their EHCPs.
To encourage our pupils to have a holistic set of core values that prepares them for life in the modern world in a diverse and ever-changing community. To inspire pupils to want to learn and to allow them to show resilience and experience success.
To develop the behaviours that pupils need to succeed in school and within the wider community such as concentration, perseverance, imagination, co-operation, the enjoyment of learning, independence and curiosity.
To develop the appropriate skills and understanding, through accessing a diverse range of life skills-based opportunities, supporting pupils to be independent in all areas of personal development.
We embed Maths, Phonics, Reading and Writing throughout the curriculum.
As pupils move through the school, the expectation for the depth and breadth of their learning is increased, depending on their individual abilities, interests, specific learning needs and pathways.
Schemes of work map knowledge and skills into three pathways. In all classes, work is highly differentiated and bespoke to the needs of the pupils, allowing for further challenge and extension opportunities. Some exam classes will therefore spend more time focussing on specific subjects so that they are able to complete the highest possible qualification in that subject.
We regularly evaluate and make changes to ensure that the curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before.
Extra-curricular experiences also form an integral part of the school’s provision. Educational visits, visitors and key whole school events make learning meaningful and engaging for pupils, linked to real life experiences. We ensure that all pupils are exposed to arts and cultural experiences, and we timetable local, national and international key events into the school calendar, so that pupils get to engage in new experiences as they progress through school. Examples of this have been: theatre visits, local artists working with our pupils, dance classes, residential trips, attending a university, visits to a wide range of museums and places of religious and cultural interest.
Our rights respecting work also ensures that Grange Values are embedded into everything we do. We review our curriculum annually in line with the interests of our pupils and also as part of our curriculum offer.
Through rigorous termly tracked assessment, it is evident pupils make outstanding progress over time. Most pupils in Year 10 and 11 achieve recognised external qualifications, supporting them in gaining placements into Post-16 Education or apprenticeships. Our pupils have demonstrated increasing resilience, independence and confidence and have participated and contributed to local events.
Our pupils have a good sense of right and wrong and go out of their way to help others. They leave us as kind, caring, dedicated students with aspirational goals. They have raised money to support local, national and international charities.
For more information, please see our Curriculum Policy.
Where appropriate, at Grange Academy we teach Phonics and spelling using Twinkl Phonics, it is endorsed by schools and validated by the DfE.
It is a comprehensive programme that is taught from Phase 1 to Phase 6 with a multi-sensory approach. We teach ability groups so that objectives covered closely match the needs of all learners and their EHCP targets. We ensure that our Phonics programme is delivered at the pace optimal for our pupils’ learning needs. Where necessary we adapt to enhance engagement and learning for our pupils making it accessible for all.
Pupils on our phonics program receive bespoke Phonics lessons 4 times a week and this is further enhanced by visuals that are used across the Curriculum enabling pupils to apply their phonetic knowledge. We have a wide range of decodable books that further supports this.
Our pupils Phonics ability is closely monitored and tracked using Phonics Tracker.
Where needed small group or 1:1 intervention is used to support and increase a pupil’s Phonic knowledge and associated skills. In addition to this, we apply a range of other spelling and reading strategies to support and compliment this.
Please contact the school on the following details if you require further information on our curriculum.
Tel: 01234 407100 Email: grange@biltt.org
Grange Academy is a Unicef Gold Rights Respecting School and Gold Artsmark School. Ofsted rated ‘Good’ (May 2022).
Telephone: 01234 407100 – Office Email: grange@biltt.org
Grange Academy is part of Bedford Inclusive Learning and Training Trust
Company Number: 08156641
