Curriculum

The curriculum is the body of knowledge our students learn while at Gildredge House. 

It is best explained through the answers to three questions, namely: 

1. Intent:  What should students know by the time they leave Gildredge House? 
2. Implementation: How do we teach our curriculum? 
3. Impact: What do the students know, remember and understand? 
 

CURRICULUM INTENT STATEMENT 

At Gildredge House, we provide a progressive, ambitious and inclusive curriculum that is rich in language for all learners.  This: 

1. Prepares students for future careers, with appropriate knowledge and skills. 
2. Creates aspiration for lifelong learning. 
3. Develops independent, resilient people who positively contribute to their own lives and the wider community. 

SEND PROVISION AT GILDREDGE HOUSE 

We recognise, as a school, the importance, of ensuring that those students identified with particular needs, including those with Special Educational Needs and/or disabilities, have access to an ambitious curriculum.  We therefore aim to plan first for our students with SEND, with appropriate adaptations to tasks, support and level of challenge, to enable them to access the curriculum and ultimately move into further learning or an appropriate career of their choice. 

GENERIC SKILLS 

Through serial collaboration across our School, we have identified our eight generic skills, which we encourage our students to utilise.  These are the ability to: 

 IMPACT 

Our progressive, inclusive curriculum has an ambition for high achievement for all students, irrespective of background or starting points.  This achievement is represented in the key areas of: 

Impact 1: Students can communicate and apply their knowledge and skills, which will allow them to thrive in a career of their choice. 

Impact 2: Creates aspiration for life-long learning.  Students will seek appropriate courses in further education or the world of work.

 
Impact 3: Through appropriate challenge, students will show resilience and determination to succeed and contribute to the wider community.

EVALUATION 

We regularly review how well our curriculum Intent and Implementation enables consistent high achievement and has high Impact.  

In order to achieve high quality outcomes we consider: 

1. How well are students learning the content outlined in the curriculum? 
2. Is there evidence that students are making connections between old knowledge and new knowledge and between knowledge acquired across the curriculum? 
3. Are teaching expectations high enough? 
4. Are students challenged to think and evaluate their learning? 
5. Is assessment purposeful, efficient and used to shape learning? 

In order to ensure coherent curriculum content, we consider: 

1. Are students able to make horizontal, vertical and diagonal connections? 
2. Do teachers respond to educational research? 
3. Is learning adapted to reflect current affairs and students’ needs? 
4. Does assessment enable teachers to check that students have built the knowledge they need for subsequent learning? 

In order to ensure Mastery for all, we consider: 

1. Is the curriculum sufficiently challenging and appropriate for all? 
2. Are there high expectations for all? 
3. Does students’ work show that tasks are rich, allowing them to demonstrate high standards? 
4. Is teaching sequenced so that students master the fundamentals and then acquire more detailed knowledge? 

 CURRICULUM IMPLEMENTATION 

For information on each Phase, please click on the links below.