The Curriculum
Most pupils attending Woodside School have an Educational & Health Care Plan (EHCP), and are working below their expected age levels. The curriculum is differentiated to accommodate for this, and we teach “stage not age.” This means that teaching groups often comprise of mixed age groups, with a wide range of abilities from ages 8 – 17 who are not working at their age-related expectations.
Our curriculum is created to meet the students at Woodside School, with an understanding that the individual needs of the students, requires a broad and holistic approach. Our high aim is for every student to reach his/her fullest potential, becoming an independent and thriving member of society. In order to achieve this, we have adapted curriculum into differentiated pathways providing a clear and ambitious pathway enabling the development of skills, knowledge, and understanding.
Building on research-based evidence and best practice, our curriculum has been adapted from the EQUALS Curriculum, and developed with a dedicated teaching approach, consisting of building strong engagement in an experiential and project-based methodology, allowing for individual focus within a purposeful and integrated environment. The Child is always at the Centre of our approach, following the developmental pedagogy of Montessori.
Our curriculum provides a coherent framework in which outcomes in the areas of Education, Health and Care Plans, our adapted curriculum, learning pillars, accredited learning, PSHE/SMSC/RSE, and other areas of learning are combined to form a holistic learning pathway for each student.
The outcome of our curriculum is that our students are able to successfully transition to their post-school placements and to thrive as confident, competent, and connected members of their community.
Approach
The guiding element of the approach we take supports the developmental path of students in the following three stages: ‘Building community’, ‘Diverse Learning’ and ‘Developing Independence’. Each supports and transitions into the next, creating a learning journey that is inclusive of everyone while emphasising the diverse needs of the student body.
Community Engagement is a vital aspect of our approach, focusing on building the physical and social environment as a community of students and adults. This supports with generating interest, purpose, curiosity, communication and relationships, ultimate creating a sense of ownership for a student over their learning and development. Students contribute to the community at their own level and capability, providing inclusive space and opportunity for all.
Emphasising Community provides a platform to offer a diverse learning experience that includes opportunities that stem from Community projects, themes, and events. These are purposeful and experiential goal orientated opportunities that support the rounded nature of the development and progress sought after.
From this diverse learning experiences, comes the development of independence, from a practical perspective to a learning perspective and finally as a Preparation for Life.
Pathways - "Stage not age"
To ensure that we are able to meet each child’s holistic needs as specifically as possible, Woodside’s curriculum is arranged into three pathways, Emerald, Sapphire, and Pearl.
Each pathway has a unique overarching pedagogical (teaching and learning) approach designed to address the collective needs of the pupils within that pathway. This approach is further personalized to a greater extent to cater to the specific needs of individual students.
There are a number of features which are common to all of the pathways, namely, a recognition that:
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The learner is always at the centre of the curriculum.
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Each curriculum is designed to be holistic, and learning is not compartmentalised.
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It is impossible for any National or Common Core Standards Curriculum (NC) to fulfil the educational needs of children, young people and adults (CYPA) with PMLD, CLD or SLD.
Each pathway has defined curriculum areas that are closely matched to the developmental needs of the learners accessing that pathway, enabling them to develop the appropriate baseline level of knowledge, understanding and the skills required to access the next pathway approach or to prepare them for life beyond the school, secondary school and adulthood.
The school is set up with three distinct pathways, adapted and developed from the EQUALS Curriculum;
Pearl for pupils who are working towards the National Curriculum: English, Maths and Science accreditation and working towards preparation for adulthood to include independent life skills and employability with advice from a careers advisor.
Emerald for pupils with moderate - severe learning disabilities and are working below National Curriculum standards and will begin to develop their subject specific skills such as numbers, reading and writing through an active learning approach in the subject areas of communication, thinking and problem solving, independence and creative arts.
Sapphire for pupils with complex learning disabilities (many of whom are non-verbal and require support with independent living skills). We focus on five key areas: communication, physical well-being, independence, outdoor experience and play.
Therapy
Learners in all pathways receive tailored Therapeutic input to support their holistic development. Pupils at Woodside School receive individualized therapeutic input including Speech and Language Therapy and Occupational Therapy.
A large number of pupils at Woodside School have some level of speech and language or physical, sensory, or cognitive needs. To support this, speech and language and occupational therapy is commissioned for individual pupils as required. The whole school environment is also considered with regards to ensuring that it is communication friendly. This may include teaching the pupils to use some form of Augmentative and Alternative Communication (AAC). The HCPC registered Speech and Language and Occupational therapists will deliver sessions in a number of ways, including assessments, observations, individual targeted work, whole school approaches and small group sessions.
Other Therapy that is integrated into the curriculum include PET, Play, Music, and Equine.
Further Opportunities
The curriculum takes full advantage of all of the diverse and wonderful opportunities that being located in Central London affords us. This includes, but is not limited to:
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Mindfulness and meditation
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Sensory Activities
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Visits to parks, museums, art galleries, theatres, sporting stadiums
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Speakers to the school
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Visits to businesses
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College visits
Physical Activities
Stressing importance of physical activity for development and wellness. Special attention to individual and group exercises, developing mutual support and trust among the student body.
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Sports
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Swimming
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Martial arts
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Dancing
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Gymnastics
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Nature / Forest exploration
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Expeditions & trips
Our integrated approach is encompassing of curricula including PSHE, SMSC, RSE, and FBV. We ensure that our holistic approach focusing on building community and ownership naturally supports and integrates these into a student’s plan and journey with us. We also emphasize a strong calendar of cultural and community events and activities bringing in themes of PSHE and SMSC and creating real student experiences.
