Our curriculum is designed to meet the individual needs of our pupils. As an Academy, we understand that pupils within our setting have a range of developmental levels and varying degrees of complexity of need. To ensure our offer is relevant, curriculum arrangements are made acknowledging the following principles.

	Our offer is developed into learning pathways, ensuring all pupils access the most appropriate curriculum or provision that meets their individual needs.
	Every pupil has the right to a high-quality education that meets their individual needs. Our focus on accessible, adapted provision ensures that barriers to learning, whether physical, cognitive, linguistic or socio-economic, are identified and overcome, promoting equity, inclusion and engagement.
	We aim to create a dynamic classroom environment where learning ensures pupils feel inspired and empowered. Our curriculum is built to capture pupils’ interest and motivate them to learn. Using innovative and creative teaching and learning approaches to capture engagement.
	A curriculum offer that fosters direction, helping pupils with personal development focused on personal growth, future opportunities and a role in society. Therefore, connecting knowledge and skills to real world experiences.
	We aim for our pupils to be as independent as possible, equipped with the skills and confidence to tackle challenges, make decisions and take control of their own learning.
	By appreciating and planning for the challenges our pupils will face, as they transition throughout education and into adult life, our offer has a strong focus on preparation for adulthood through focused teaching of life skills, the world of work, a healthy and safe lifestyle, social interaction and community engagement.

Learning Pathways

At Medeshamstede, we are continually reviewing and refining our curriculum to ensure it meets the needs of all our learners and enables them to reach their full potential. Through a combination of Formal, Semi-Formal and Pre-formal models, teachers are able to plan in direct response to a pupil’s individual needs and interests, taking account of their barriers to learning.

 

Pre-formal Pathway: For students working at below pre-key stage standards that are pre-subject specific. Personalised learning approaches where pupils access targeted provision, combining curriculum and therapeutic approaches, developing functional communication and early learning skills. The differences within this pathway are important to note as we acknowledge pupils do not yet have the prerequisite skills to be able to be ready to learn. There is a significant emphasis on self-regulation, key functional skills, independence and targeted preparation for the next phase of their life.

Semi-Formal Pathway: For students working significantly below age-related expectations. Students within this pathway start to work within subject-specific learning with a significant emphasis on developing early literacy and numeracy skills as well as skills for life. A thematic-based curriculum combining subject areas allows students to explore learning at a greater depth and make better connections between different areas of learning and the world around them. (At times, and where appropriate, specific subject content may not explicitly link to the theme of the term).

Formal Pathway: For students working below or towards age-related expectations. Students within this pathway access the full national curriculum offer where subjects are taught discretely. Key knowledge and skills are sequentially planned for but learning opportunities are adapted to acknowledge the cohorts' specific learning needs. 

Each pathway is broken down into phases, by key stage, and curriculum or provision content in each phase has a different cycle pattern. 

Wider opportunities

To compliment our core curriculum offer, we provide a number of wider and extracurricular opportunities. 

Culture and Enrichment timetable 

Each week a culture and enrichment theme is planned to explore religious events; cultural or traditional events; personal, social, health and economic themes and/or other enriching events.