Curriculum Pathways & Sequence
The curriculum is sequenced to develop individuals that can self-advocate, be independent and are socially and emotionally resilient with functional skills that enable them to lead as full a life as possible both now and in preparation for adulthood. Each personalised learning pathway is sequenced to provide a rich, broad and balanced curriculum experience that engages, motivates and maximises opportunities for learning.
The curriculum is designed to follow the trajectory of learning from pre-birth cognition through to that of a neuro-typical 5-year-old whilst ensuring that each individual is challenged appropriately to achieve their full potential. However, whilst it is set out in a linear format, learners at The Ridgeway rarely learn in a linear way and therefore, the curriculum is designed to layer learning and support small step progress.
This layered learning centres around the individual and consists of;
Personal Outcomes: Priority areas as identified within the EHCP and in response to the developing needs of our young people.
Thinking Skills: A range of metacognitive skills that our learners require to interact with the world around them, problem solve, and they therefore enable new knowledge to be explored and secured.
Knowledge Progression: The sequence of knowledge acquisition reflects the cognitive start points of our learners and focuses on the core learning that is required for individuals to access the wider world effectively and as independently as possible. Core knowledge is identified within Communication, Early Awareness, Literacy, Mathematics, PSHE and Understanding the World (Science). This core knowledge is embedded across the curriculum and provides a focus alongside Thinking Skills to support individual progress.
Depth of Learning: To ensure that small step progress is both recognised and celebrated, depth of learning is used to identify how independent the learner is and how generalised a skill or knowledge item is.
This learning is then delivered through a rich thematic cycle of experiences that ensures that all learners access a breadth of opportunity whilst also enabling them to revisit experiences to secure and enhance their understanding. These experiences are the vehicles for the above layers of learning to take place.
The curriculum has been matched to nationally recognised curriculum frameworks and assessment tools.
Thinking Skills Progression
Understanding the World
Mipango ya masomo na utaratibu Mipango ya masomo imepangwa ili kuendeleza watu ambao wanaweza kujitegemea, kuwa huru na kuwa na nguvu za kijamii na kihisia na ujuzi wa kazi ambao huwawezesha kuongoza maisha kamili iwezekanavyo sasa na kwa maandalizi ya utu mzima. Kila njia ya kujifunza ya kibinafsi imepangwa ili kutoa uzoefu wa mtaala wa kina, mpana na usawa ambao unajumuisha, kuhamasisha na kuongeza fursa za kujifunza. Mpango wa masomo umebuniwa kufuata trajectory ya kujifunza kutoka kwa utambuzi wa kabla ya kuzaliwa hadi kwa yule wa neuro-kiolezo cha miaka mitano, wakati wa kuhakikisha kwamba kila mtu anashtakiwa kwa usahihi kufikia uwezo wao kamili. Hata hivyo, wakati ni kuweka nje katika muundo linear, wanafunzi katika Ridgeway mara chache kujifunza kwa njia linear na kwa hiyo, mtaala ni iliyoundwa kwa tabaka kujifunza na kusaidia hatua ndogo maendeleo. "Kutoka kwa msingi wa elimu ya msingi, ""Matokeo ya kibinafsi"" ni maeneo ya kipaumbele kama ilivyoainishwa ndani ya EHCP na kujibu mahitaji ya maendeleo ya vijana wetu." Uwezo wa kufikiri: ni aina ya ujuzi wa metacognitive ambao wanafunzi wetu wanahitaji kuingiliana na ulimwengu unaowazunguka, kutatua tatizo, na kwa hivyo kuwezesha maarifa mapya kuchunguzwa na kuhifadhiwa. Mfuatano wa upatikanaji wa maarifa unaonyesha hatua za mwanzo za utambuzi wa wanafunzi wetu na unazingatia kujifunza msingi ambao inahitajika kwa watu binafsi kupata ulimwengu kwa ufanisi na kwa kujitegemea iwezekanavyo. Maarifa ya msingi ni kutambuliwa ndani ya Mawasiliano, Awareness Mapema, Literacy, Hisabati, PSHE na Kuelewa Dunia (Sayansi). Ujuzi huu wa msingi ni embedded katika mtaala na hutoa lengo pamoja na Kufikiria Skills kusaidia maendeleo ya mtu binafsi. Kujifunza kina: Ili kuhakikisha kwamba maendeleo ya hatua ndogo ni wote kutambuliwa na kusherehekewa, kina ya kujifunza ni kutumika kutambua jinsi kujitegemea mwanafunzi ni na jinsi generalized ujuzi au maarifa item ni. Kujifunza hii ni kisha kutolewa kupitia mzunguko tajiri wa uzoefu wa mada ambayo inahakikisha kwamba wanafunzi wote wanapata upana wa fursa wakati pia kuwawezesha kurudi uzoefu ili kupata na kuboresha uelewa wao. Hizi uzoefu ni magari kwa ajili ya tabaka hapo juu ya kujifunza kuchukua nafasi. Mpango wa masomo umepangwa kulingana na mifumo ya mipango ya masomo na zana za tathmini zinazotambuliwa kitaifa. Maendeleo ya Uwezo wa Kufikiria Kuelewa Ulimwengu