Curriculum Vision and Mission
At SGS Pegasus we aim to develop the whole child by creating a bespoke and individualised curriculum, that promotes and nurtures the academic social, emotional and physical growth of all the children in our care.
We are committed to ensuring every student makes progress regardless of their context or starting point. We want young people to become:
- Ambitious and curious learners who are empowered to achieve lifelong success and employability.
- Empowered to be resilient, happy, self-regulators who understand their own needs and manage their emotions.
- Empathetic informed contributors to society with British values.
- Healthy, happy and confident individuals who are equipped with the necessary life skills for independence.
We are a relatively new school (opened in Sept 2016) and currently have 56 students on roll, spanning primary and secondary, with ages ranging from 7 to 13 years old. All of our students have a diagnosis of Autism and have individualised educational health care plans (EHCPs). The vast majority of our students are boys (diagnosis of Autism is currently higher in boys than girls).
Most of our children have some form of communication and social difficulties, whilst some have very specific sensory and physical needs. We are not a selective school and the majority of our students are working below age related expectations (ARE), either due to mild or moderate learning difficulties or simply missed learning opportunities from lack of engagement and or low attendance at previous schools. As a result, few of our students take part in primary statutory testing.
The number of pupil premium students in the school is very close to the national average, which is 28%. Approximately one third of our children join us having had adverse childhood experiences (ACEs) and subsequent negative impacts on learning, behaviour and health. Studies show that ACEs, ‘can cause fear and chronic anxiety in children and that these states trigger extreme, prolonged activation of the body’s stress response system. These experiences cause changes in brain activity and have been shown to have long-term, adverse consequences for learning, behaviour, and health’ (National scientific council on the developing child, 2017). As a result, many of our children have complex social, emotional and mental needs that make engagement in academic and typical classroom learning challenging.
A bespoke curriculum that meets the needs of every student
Our curriculum is designed to cater for our very individual student cohort, providing individualised academic, social, emotional and physical learning opportunities, that meet the child at their point of learning, and to cater to each child’s individual and or complex needs. Our balanced curriculum is then organised into four components; ‘my thinking’, ‘my world’, ‘myself’ and ‘my life skills’. There is opportunity for academic, social, emotional and physical learning across all component areas of the curriculum (see figure 1). Educational research informed teaching and learning approaches, alongside interdisciplinary and pastoral team intervention, work collaboratively to help unlock the potential of each child.
Each curriculum area is divided into subjects.
‘My thinking’ provides opportunities for core numeracy and literacy learning and follows the National Curriculum (2014) guidance.
‘My world’ provides opportunities for foundation subject learning such as Humanities, Computing, Science, PSHE, PE and Art, which also follow the National Curriculum (2014) guidance. Depending on the needs of the child, they might not cover the entire National Curriculum for each subject area; appropriate aspects will be selected at their point of learning, hence composing each student’s individualised curriculum.
‘Myself’ comprises each child’s bespoke school curriculum offer, which is developed according to their individual EHCP outcomes.
‘My life skills’ curriculum area comprises each child’s personalised enrichment programme that aims to promote the life and learning skills needed for everyday life beyond school; skills that employers, colleges and universities look for, while also giving students the opportunity to find out more about their interests and passions, beyond their normal studies. Opportunities include those that allow work-related learning, community participation, physical and creative challenges and personal development, e.g. voluntary work, activities such as sport, arts, drama and music, outdoor learning and charity work, community partnerships and work experience.
|My Curriculum area||Subjects||Curriculum progression frameworks (used for writing termly bespoke My Curriculum targets)||Schemes of work used for resources|
|My thinking||Maths||National Curriculum (rising stars) and or SEN toolkit in combination if child not ARE (in order to help them close gaps in threshold concepts and catch up).||Primary – Abacus (Pearson)|
Secondary – KS3 Maths (Pearson)
|Reading||Pearson Bug club and school developed structure and policy|
|Writing||Primary – School developed – individualised by class due to variety of needs/interests|
Secondary – CLF resources/school developed
|My world||Science||National Curriculum (rising stars)||Primary: Empiribox, Secondary: CLF resources|
|Computing||Primary: school developed|
Secondary: taught externally by UTC colleagues
|PSHE||PSHE association (for 2020) & AET framework||School developed – 7th Nov 2019|
|Myself||My communication||Individualised: EHCPs and pastoral team developed and SEN Toolkit S & L|
|My well being|
|My life skills||Enrichment||Aspects of AET (not covered in PSHE) and school developed – in order to provide rich and diverse learning experiences outside of the national curriculum|