We believe the curriculum is everything a child experiences during their time in our school. With a constantly evolving curriculum which responds to the needs of our learners and their interests.

Churchill Park Academy is a large 3-19 all through special school in West Norfolk. At Churchill Park we provide a curriculum that embodies our school’s core values. One that allows pupils to develop their independence, develop excellence in all they do, fulfil their capacity, learn to be part of their community and we demonstrate inclusion at the heart of all we do.

Inclusion at the heart of all we do, but what does this mean? 

Equality means each individual or group of people is given the same resources or opportunities.                                                                                                                   The image represents how unjust it would be to treat children all equally. Each child is given the same materials and support, however only two of the three children benefit. The child on the right is at a clear disadvantage and is unsuccessful in seeing over the fence. Alternatively, if each child is provided with the level of support they require, they are all able to achieve the same goals. Just as within a classroom each child needs their individual level of support to be successful (Campbell, 2013). 

Same provision, same assessment

Meeting the needs of our students

Equality means each individual or group of people is given the same resources or opportunities.                                                                                                                   The above image represents how unjust it would be to treat children all equally. Each child is given the same materials and support, however only two of the three children benefit. The child on the right is at a clear disadvantage and is unsuccessful in    seeing over the fence. Alternatively, if each child is provided with the level of support they require, they are all able to achieve the same goals. Just as within a classroom each child needs their individual level of support to be successful (Campbell, 2013).

Pathways

Experience – Pre-formal

Our Experience curriculum is for our children and young people with complex and profound and multiple learning difficulties. This group of pupils are engaging at the very earliest stages of learning and will likely remain within developmentally early  intellectual parameters for the whole of their school career. The learning needs of our children and young people are best met through a personalised learning approach that places relationships at the heart of activities and is based on the principles of communication, cognition, social and emotional development and physical development. This group of learners need a bespoke timetable that enables health and care plans to be seamlessly incorporated into their daily timetable to run alongside their education plans. The focus of the curriculum is on the learner and his/her abilities rather than disabilities.

Engage – Semi-formal 

Our Engage learners are on a learning spectrum that indicates that they have complex learning needs. In addition to learning difficulties, they may also face other barriers to learning such as physical difficulties, medical conditions, sensory processing disorder, visual or hearing impairments, communication difficulties, ASD. Our learners will all require additional interventions throughout their day to enable them to fully access and engage with all educational activities and opportunities. Whilst they will benefit from accessing a more formal subject curriculum, they also need a more flexible and holistic approach to learning to ensure that all learning needs are met and barriers to learning are removed e.g. developing communication, independence, emotional literacy and ability to regulate behaviour.

Enhance – Formal

Our formal learners are working at a level that means they can access subject specific learning. The national curriculum forms the basis of CPA progression framework and pupils will access foundation and non-foundation subjects within a creative curriculum theme. Their curriculum will focus on qualifications and developing skills for the world of work. Alongside the formal curriculum, our learners also need to develop their skills in communication, cognition, self-regulation, generalisation, working memory, problem solving, physical skills, independence and functional skills.

EXPERIENCE CURRICULUM BOOKLET

ENGAGE CURRICULUM BOOKLET

ENHANCE CURRICULUM BOOKLET

In 2018-2019, the school carried out an extensive curriculum review, through consultation with pupils, parents and school staff we established a common intent for the schools’ curriculum.

Changes to the curriculum

Child at the heart

Grouped by Pathway

Pre-formal, Semi-formal, formal

Subject progression framework for all NC subjects

Classroom environment adapted to the needs

Curriculum developed from EHCP

Personal Learning Goals

Individual Curriculum

Not cognition and learning weighted

Covering all EHCP outcomes

Interventions

Linked to Values

Working towards qualifications

Linked to life and the world of work

Preparation for adulthood

Celebrating achievements

v

Key Stage 1 Phonics

We use Letters and Sounds and Jolly Phonics to teach phonics. This is done through:

  • Whole class phonics sessions
  • Individual reading using banded books
  • Story time sessions
  • EYFS activities
  • Child initiated centres
  • Adult led activities
h

KS4 Accreditations Courses

  • Edexcel Functional Skills English E1-L2
  • Edexcel Functional Skills MathE1-L2
  • Edexcel BTEC in: Performing Arts, IT, Food Studies, Construction, Hair and Beauty, Art and Design and Sports and Leisure
  • Duke of Edinburgh Bronze Award
  • TITAN- travel independence programme ReAdy to Go

Post 16 qualifications

ASDAN Personal Progress, AQA unit scheme award, TITAN, Preparing for adult life curriculum 

READING

RSHE

RE

X
Skip to content