Curriculum

Curriculum

Subject Intent statements

Curriculum Intent Statement

Children and young people will be equipped with a breadth of skills to progress socially, academically and creatively. We will encourage and model play, nurture, independence, resilience, respect, good communication and positive relationships to enable successful futures.

English Curriculum Intent Statement

This will focus on pupils using English functionally and appropriately in a range of settings and to a range of audiences. Key to this will be developing life skills and emotional literacy, allowing pupils to express how they think and feel and successfully navigate society.

Math’s Curriculum Intent Statement

Pupils will apply mathematical reasoning and competence. They will move from concrete to abstract understanding and develop functional skills needed for everyday real life situations.

Science Curriculum Intent Statement

Science will deepen specific scientific skills and knowledge to ensure that pupils develop the scientific, environmental and social awareness to become informed members of the local and global community.

Art and Design Curriculum Intent Statement

Pupils will experience a range of genres, artists, media and techniques. They will have opportunities to develop new and familiar cultural experiences, helping to equip them with the skills and confidence to express themselves.

Design and Technology Curriculum Intent Statement

To give pupils freedom to make and explore using a range of materials. To challenge pupils through the design and make process to solve real problems, considering the needs of themselves and others now and into the future.

Humanities Curriculum Intent Statement

Our humanities curriculums aim to inspire our children and young people to become compassionate global citizens, by exploring, making sense of, and being curious about their place in the world and how this has changed over time. Opportunities are provided to enable our pupils to explore and understand their values and responsibilities, questioning and connecting the past, present and future, encouraging a more sustainable contribution to the planet.

Geography Curriculum Intent Statement

Pupils will develop an awareness of our world, the impact that they and others have on it. They will increase their understanding of how others live and how to celebrate diversity and difference. We will focus on and encourage a more sustainable approach to life.

History Curriculum Intent Statement

Pupils will recognise and understand the importance of how key moments in History link the past to the present and they will gain an understanding of how the world has changed over time.

RE Curriculum Intent Statement

Pupils will learn about the six main World Religions, with a focus on Christianity. They will develop a greater understanding of diversity and difference. Pupils will celebrate a range of key festivals throughout the year and have opportunities for immersion days within that.

Physical and Outdoor Education Curriculum Intent Statement

Pupils will be supported in acquiring the tools and understanding required to make a positive impact in their own physical and emotional health and well-being. They will experience a wide variety of physical activities and opportunities which will enhance life-long fitness and life choices. PE will help our pupils develop resilience and promote self-esteem through the development of physical confidence and problem solving.

Food Technology Intent Statement

Pupils will develop culinary skills that support health, well-being and independent living, these are transferrable to career opportunities locally, regionally and the global stage. They will experience a range of foods and cooking techniques from around the world, encouraging diversity and confidence in trying new and unfamiliar foods.

Music Intent Statement

Pupils will have opportunities to experience new musical genres, a range of musical instruments, develop musical understanding and skills and have occasions to show case these in a variety of ways.

PSHE and Citizenship Intent Statement

 Pupils will learn how to develop the skills for effective communication, safe and successful community and social interaction, the ability to recognise and make healthy choices, know how to recognize and respond to danger, understand and apply key life skills linked to economic wellbeing and how to be a good citizen that is willing to help and support others but also recognizes how to ask for help and support for themselves.

Our Four Part Curriculum

At WAVE, we believe that the word ‘curriculum’ should be interpreted in its widest meaning: It is every learning experience, (both planned or unplanned), our pupils experience as a member of the school community, delivered both formally within a lesson or informally outside the classroom, throughout the whole school day.

This therefore encompasses the taught subject timetable, our approach to spiritual, moral, social and cultural development, enrichment learning outside of the classroom and the activities that we organise in order to promote learning, personal growth, emotional literacy, resilience and the well-being and development of our pupils.

Our staff aim to structure these experiences to ensure that they have the most positive effect on the attainment, progress and personal development. However, they are also dynamic and responsive to need, recognising the ability to draw learning from unplanned opportunities and interactions.

With this approach underpinning our curriculum delivery, WAVE academies offer a four-part curriculum comprised of Academic/Vocational, Enriched, Engagement and Therapeutic/SEND-specific elements.  Through this combination, we deliver highly-personalised learning programmes which meet the specific needs of each pupil, in each academy.

Our Academic/Vocational Curriculum

Our Academic/Vocational curriculum centres around subject-specific learning. It is broad and balanced and aligns to the National Curriculum.

Subject specific learning across key stages 2 – 4 is carefully and coherently planned and sequenced to ensure knowledge and skills are built up over time. Links are made to prior learning, existing learning is contextualised and future learning is signposted. Cumulatively, this ensures our learners acquire sufficient knowledge, skills and understanding to access future learning, training or employment opportunities.

We assess attainment and progress in our academic/vocational curriculum using subject specific learning goals relating to knowledge, skills and understanding. 

Our Enriched Curriculum

Our pupils benefit from participating in a variety of activities and experiences outside of the subject specific offer, each designed to enrich and enhance their learning and help to build the cultural capital required to succeed in life.

Our Enriched Curriculum is intrinsically linked to elements of social, moral, spiritual and cultural (SMSC) education as well as International Awareness, Community Cohesion and Fundamental British Values.

The added element of our Enriched Curriculum is each School’s aim to nurture the often hidden/ undiscovered talents of each pupil. The Enriched Curriculum responds to the interests and aspirations expressed by our pupils, factors and issues affecting each academy’s immediate locality and includes work experience and community-based service.

Our Enriched Curriculum may include: outdoor learning experiences (such as forest school, Beach School or farm visits), access to adventurous activities such as skating and surfing, opportunities for community work experience, careers advice, cultural visits, the opportunity to take part in a public performance, go on a residential school trip, representing the school in some way, visiting the theatre, visiting an art gallery, etc.

Our Engagement Curriculum

WAVE recognises that many of our pupils require individualised support to enable them to re-engage with learning, feel valued and reach their potential

Acknowledging Maslow’s Hierarchy of Need alongside a Trauma Informed Approach, we understand that in order for our pupils to learn and achieve their full potential (self-fulfilment needs), we must first ensure that their basic and psychological needs are met. These include the need to feel safe, feel loved and build a sense of belonging, as well as develop an increase in personal self-esteem. Staff will use the 4 categories for a Trauma Informed Approach- Protect, Relate, Regulate and Reflect in supporting our pupils.

Our aim is to enable our pupils to achieve self-fulfilment through delivery of our engagement curriculum: supporting learners to overcoming barriers which may prevent them accessing, engaging in, or enjoying learning.

We offer a nurturing provision throughout the school, allowing children and young people to work in small, familiar groups with practitioners who, first and foremost, aim to build positive, caring relationships with pupils: the foundations for positive engagement in learning.

We work with our pupils to develop their metacognitive abilities and build a Growth Mindset (we aim for pupils to understand that their abilities are not fixed, but can be developed through developing a love of learning and resilience to setbacks).

In addition we recognising the importance of parent partnership and offering the opportunity to actively engage parents in learning opportunities within the academy setting. We call these our “Family Schools”.

We assess progress in our engagement curriculum using our own Benchmark Profile, Readiness for Reintegration Tool, Behaviour Tracking and Boxall profiles.

Our Therapeutic and SEND Specific Curriculum

We underpin our academic, enriched and engagement curriculum offer with a wide range of interventions, designed to meet the special educational needs of our pupils and address specific gaps or barriers in their communication, cognitive, social, emotional or mental health development, with the support, where available of outside professionals and other agencies.

By addressing individual needs in relation to a pupil’s diagnosed Special Educational Need or Disability, we create learning environments and take informed approaches to ensure the development of each pupil and his/her capacity to learn.

Our therapeutic curriculum is also underpinned by a sound knowledge and understanding of the impact of Adverse Childhood Experiences (ACEs) and Childhood Trauma to allow us to target appropriate intervention effectively.

Our Therapeutic Curriculum may include: daily literacy and numeracy support, music therapy, pet therapy, Lego Therapy, speech and language therapy, play therapy, draw and talk, art therapy and counselling for pupils.

We assess progress in our Therapeutic/SEND curriculum using our Benchmark Profiles, Readiness for Reintegration Tool, Behaviour Tracking and Boxall profiles as well as other systems specific to need, often in partnership with outside agencies and professionals.

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