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Curriculum

AIM Curriculum

Portable skills for life, living and work
The ethos of our AIM curriculum is:

    .To be Ambitious
    .To promote Independence
    .To ensure MyProgress®

Our curriculum at Robert Ogden School is designed to provide the pupils with portable skills for life, living and work that is developmental, skill and context based and encourages active engagement in learning. It is communication focused and Autism Specific. The curriculum focuses on developing the key skills of communication, cognition, independence, physical development and self-care, all transferrable skills that equip children and young people for life beyond the school.

MyProgress® at Robert Ogden School
At Robert Ogden School we use MyProgress®, The National Autistic Society’s overall strategy for working with autistic children. With MyProgress®, we know that your child will have the best start in life because every aspect of their care and education is tailor made for them. MyProgress® enables access to approaches that The National Autistic Society has tried and tested over many years: we know that they make a difference.

Find out more about MyProgress® today.

MyProgress® encompasses the way we assess your child, the way we plan the support we give them, the way we work with your child day to day and over the long term, and the way we make sure that we are giving your child the best possible opportunities to thrive and progress, by checking, monitoring and recording what we do together to create the best education for them as an individual.

MyProgress® is our promise to you that we will always do our best to help your child to learn, develop and prepare for adult life to the very best of their ability.

AIM Curriculum
Pupils learn traditional academic subjects alongside the Communication Education, Life Skills, Personal, Social, Health and Citizenship Education, (PSHCE), Spiritual, Moral, Social, Cultural, Online Safety and British Values they’ll need to become confident young adults. At every stage, students have their own timetable, which we plan with them according to their ability, needs and interests. Our curriculum strives to be responsive to each learner, and build on individual strengths and interests. A rolling plan is in place, which supports a balance of stimulating contexts for learning through different learning experiences, themes and subjects. The pupil’s timetable includes support from our resident Speech and Language Therapists, Psychologists, and Occupational Therapist and this can be direct or indirect intervention.

An overview of our Curriculum
The curricula areas directly feed into the outcomes from the SEN Code of Practice.

curriculum graphic

Teaching 
We provide opportunities which are meaningful, accessible, motivating, contextualized and appropriately challenging to maximize engagement and progress for each child and take the learning opportunities across every aspect of the pupil’s day.

We use a combination of Teaching methods, which are appropriate and adapt them to support the pupils learning styles and needs within individual classes. Learners are supported to develop their readiness to learn, attention, self-motivation, a “have a go” attitude and to take risks in their learning. Teaching across the school gives pupils relevant opportunities for learning, and motivates and inspires all pupils to make progress across their learning intentions. This is achieved through structured routines, appropriately paced and motivating activities with assessment for learning firmly embedded across all contexts.

Teaching provides opportunities for pupils to contextualize their learning, working within whole class, small group, individual and independent learning opportunities appropriate to that learner. We personalise the learning and ensure that pupils are given the opportunity to make as much progress as possible. Through this they will be enabled to use their skills in a range of contexts, to become increasingly independent, resourceful and resilient when faced with challenges.

The use of objects of reference, symbol support and Makaton signing are incorporated into the Teaching and Learning to encourage and support understanding. ICT is used to support and enhance learning across all areas of the Curriculum and the pupil’s day. We use a range of augmentative or alternative strategies geared to individual need, to promote the ability of learners to communicate successfully, enabling them to respond and interact to their full capacity, to give pupils a voice in their learning. We constantly value our learners’ efforts, promoting self-esteem and confidence through specific praise.

Planning
The school works with a rolling plan over 3 years, working within broad themes which are able to be adapted to the needs and interests of all learners. Medium term plans are tailored to the needs of the specific class, adapting the learning areas and opportunities to their interests, needs and level of learning. Planning supports the learning of individual pupils and is very adaptable to changes to support pupil’s learning opportunities and changing experiences.

The Learning Environment
Learning is promoted through well organised classrooms and learning environments across the school which allow pupils to develop their knowledge, understanding and skills across the Curriculum and personal needs, and encourages independence, problem solving and contextualisation of learning. This allows them to develop through independent or supported engagement and enquiry and the best use of space and the range of learning resources available. We encourage pupils to take responsibility and to care for their learning environment and resources, and to support the learning of others.

Classroom environments and outdoor learning opportunities are created to support the different range of needs within the class, or individual learning that is taking place. Learning resources which are shared are used across the school to support the individualised learning requirements of all pupils. This allows for pupils in a range of classes to have the resources available to support their interests and learning needs. Where needed pupils have individual workstations which allow for maximum concentration and support pupils who find the world a distracting or disturbing place. Everything we do is through personalised learning and supports pupils as individuals, incorporating their individual needs, interests and ways of learning.

Individual Learning Plans
The Teaching Teams have a thorough understanding of each child’s point of learning; their interests, strengths and barriers, developmental stage, learning level and medical needs. Each of these areas are used to effectively plan for a range of learning intentions for each pupil which are personalised to that pupils point of learning across the Curriculum. These are used across the day by giving continuity and contextualization, therefore giving breadth of approach and supporting pupils to achieve deep learning.

Continuity is ensured through  the use of the personal learning intentions and celebrated through learning journals which capture key achievements which develop into a record of learning for pupils, showing progress from entry to when the learner leaves. These are shared with pupils to encourage them to have pride in their accomplishments. We meet families regularly through Annual Reviews and MyProgress® Review Days. We recognize that parents and carers have a wealth of knowledge about their children and we work with them to identify learning goals for the individual pupil.

To find out more about our curriculum please contact Jon Mount (Deputy Principal) by telephone: 01709874443 or email: jon.mount@nas.org.uk.