In this section you’ll be able to find information about our curriculum approach for each key stage. In case you'd like to see a little more detail, curriculum plans and schemes of work are available within the Information for Parents section of our website. You can also find our Curriculum Policy and Statement of Purpose which provide more detail on our processes and approach.
We provide a full and varied curriculum which enables our students to learn at the level and pace which is appropriate to them. Building upon positive experiences, reinforcing appropriate behaviours and inspiring our students to strive to achieve; we create a culture of enquiry and personal growth.
Students are taught by Key Stage with each class having mixed year groups. This means that there is the potential of students studying with other young people of different ages. Our curriculum plan has been developed with this in mind, with a focus upon tailoring education to the individual rather than the cohort as a whole. Our curriculum approach allows our students to learn at an appropriate pace in a way that is best suited to their individual needs
Key Stage 3
Key Stage 4
Post 16
Physical Education Our physical Education timetable is broad, with students taking part in different activities each term. The fundamentals behind physical education will be explored with cross curricular links made to the science and creative curriculum. Individual performance and team building is embedded throughout the PE timetable with teaching focused upon developing the tactical and creative skills associated with developing strategies to improve personal and team performance. Students will have the opportunity to take part in a variety of activities including team and individual sports. Working with our local sports centre, we are able to provide excellent facilities for our students. Football, Basketball, Swimming and Badminton are but a few of the activities available. We are lucky to be located on the edge of town, with footpaths leading through areas of natural beauty. We are surrounded by historic buildings, castles and national parks. This provides excellent opportunities to take learning beyond our school walls.
Outdoor Adventurous Activities All students will have the opportunity to take part in our Outdoor Adventurous Activities Programme. Our curriculum embeds these activities into the school timetable, with one term being dedicated to these experiences. Students will be able to take part in High and Low rope challenges, climbing and abseiling, as well as archery and canoeing. Post 16 students may choose of focus on a specific activity and extend this as part of their options for the academic year. Where possible courses will be accredited and will form part of their options choice. Mountain Training Association: Climbing Wall Award / climbing wall leaders award. British Canoeing Association: 1 Star award / 2 star award.
Beyond the Classroom Where possible experiential learning is introduced into the curriculum. Topics are made meaningful and memorable, with educational visits and outdoor learning providing opportunities for students to further engage.
Scaffolding Learning The personal and social developmental needs of our students act as a barrier to accessing their education and often impact upon effective engagement in their social world. Having an understanding of the young person and how they interact with the world in which they operate is key. We focus on helping our young people overcome the challenges they face throughout the school day. Staff are on hand to support young people understand the difficulties they face, and to find routes to overcome these. This is a gradual process, with young people slowly moving to a position where habitual behaviours and thought patterns are modified; becoming more effective in building upon positive experiences. Staff model best practices and work pro-actively with students to find opportunities for success. Positive reinforcement is used, resulting in the raising self-esteem, general well-being and resilience being underpinned to provide the natural traits required to self-motivate. The relationships between staff and students is central to this, indicating a requirement for all staff to have the skills to engage effectively, with the knowledge and understanding to be effective in their role.
Learning Behaviour Our student body will have had negative learning experiences in the past and / or have had traumatic life experiences which have an impact on their engagement with the curriculum. We endeavour to provide our students with the support, the environment and balanced curriculum that enables them to learn. We build upon positive experiences, under pinning the self-confidence and resilience required to meet the challenges associated with academic learning and successful future life outcomes. We provide a curriculum level that is tailored to the individual. Our approach is designed to provide an environment and culture of enquiry, where the whole cohort feel safe to challenge themselves academically, to enjoy their successes and to feel confident in meeting areas for development.
Personal Development All aspects of the Views School’s approach are in place to support our students in gaining a better understanding of themselves and how, for example, being an Autistic person impacts upon them in their day to day lives. By supporting this development, students become more empowered in taking control of how the world around them has an effect upon them, their anxieties, and actions. This ability allows people to make a choice when facing challenges, providing greater opportunities for positive outcomes. Our understanding of a diagnosis and how this relates to an individual provides the initial guidance on areas of need. Finding ways to motivate and inspire our students to learn and grow in all aspects of their lives is established. We not only identify the strategies to engage with our learners, yet provide them with the personal skills to successfully engage with the world around them. Our aim is not only to remove the barriers to education; we empower our students to overcome them independently. We support our students in developing an understanding of self-worth including their own personal care and appearance. With a shower and washing facilities on site we work with the individual in ensuring a standard of personal care, health and well-being. We explore healthy living as part of the curriculum across all key stages, accrediting knowledge through Btec awards at Level 1 and Level 2.
British Values and Social, Moral, Spiritual and Cultural learning (SMSC) The broader curriculum includes how we approach British Values, identified by the UK Government as: • The value of democracy. • The rule of law. • Individual liberty. • Mutual respect and tolerance to those of different faiths and beliefs. With this transferring as a knowledge of • An understanding of how citizens can influence decision-making through the democratic process; • An appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety; • An understanding that there is a separation of power between the executive and the judiciary, and that while some public bodies such as the police and the army can be held to account through Parliament, others such as the courts maintain independence; • An understanding that the freedom to choose and hold other faiths and beliefs is protected in law; • An acceptance that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated, and should not be the cause of prejudicial or discriminatory behaviour; and • An understanding of the importance of identifying and combating discrimination. This is an area of particular focus, as it is the understanding and processing of the world around us which forms opinions and actions. The possible lack of empathy or social understanding could be the factor which impacts upon a student having an understanding or acceptance of elements of our core British values. This can lead to social isolation, socially unacceptable behaviour or lawbreaking. We promote British values throughout the curriculum and challenge our students into thinking more deeply about their place in society and the expectations placed upon them. Assemblies, Tutor Time and Reflection times all consider the respect and tolerance of other people, their faiths and beliefs and how to work respectfully with differences of opinion or view. Our students are further taught how to remain safe through an ever-changing world, where information is available at the touch of a button and opinions are thrust upon us through social media and sensationalized reporting. We monitor online activity and support learning outcomes to ensure our students are aware of the dangers of grooming and extremism. Social, Moral, Spiritual and Cultural learning (SMSC) is embedded into the PSHE and PSD curriculum and scaffolded development takes place during social times. We explore different aspects of society and how these form a rich and diverse global and local community. Students will have further opportunities to embed their knowledge and understanding through experiential learning, school trips and activities.