Curriculum Overview

Key stage 1

Curriculum vision and missionAt Martin Bacon Academy children and young people will be placed at the centre of all we do. This will focus around a core offer of a personalised curriculum. The underpinning ethos of our school is to develop and celebrate each individuals’ qualities, making sure that we plan from where the learner is (if we look/listen carefully enough they will show us).Each individual’s curriculum will centre on what we know about them, what they want and need, and the knowledge, visions and priorities of parents, carers and other professionals.Being in a very unique situation of a new Specialist Provision sharing a site with a mainstream school, we pride ourselves in being able to offer your children and young people bespoke curriculums which meet their diverse individual needs; academic, emotional, social, communicational, interactional and physical. Which may include aspects of work across both schools allowing all young people to draw from and contribute to the wider learning of all students and staff. (My Journey)‘My Journey’ is a personalised curriculum, with communication at the core. Each individual’s curriculum must start from what we know about them, what they want and need, and the knowledge, visions and priorities of parents, careers and other professionals. We think about future outcomes and put targets and strategies in place to begin the journey of equipping them with skills that will lead to a future where they can be happy, communicate as well as they can and be as independent as possible.

Curriculum RationaleOur curriculum is both skill and context

(process) based and encourages active

engagement in learning. The curriculum

focuses on developing the key skills of

communication, cognition, physical

development and PSHE (Personal, social,

emotional and health education) all

transferrable skills that equip children and

young people for life beyond the school.

Our curriculum strives to be proactive and

reactive for 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.

‘My Learning’ A part of ‘My Journey’

In key stage 1 our curriculum aims to be a broad, balanced and delivered through MBA learning experiences. The experiences enable us to best meet the needs of each individual, as part of their ‘My Learning’ journey.

Class groups are set by educational and individual needs. Sometime pupils will join other classes for part of their timetable. This is based on delivery of content to meet specific needs.

The four key strands of ‘My Communication’, ‘My Thinking’, ‘My Well-being’ and ‘My body’, are the basis of timetables and learning takes place throughout the day in every activity, environment and situation.

The areas of learning and timetable weighting differ between experiences; however, all allow for a mix of learning experiences, these being;

My Communication (Communication and Language, social skills)My Thinking (English, Maths, Science, Art, Music, RE )My Wellbeing (Personal, Social and Emotional development )My Body (PE, Swimming, Physio, Hydrotherapy)

Learning experiences

Discover Explore Pioneer

Pre-formal curriculum

Semi-formal curriculum

Formal curriculum

Curriculum areasThe table below illustrates how the Key stage 1 curriculum taught through the learning experiences at MBA.

Discover

Explore

Pioneer

My Thinking

My Communication

My Wellbeing

My Body

Engagement Model

National curriculum subjects – statutory entitlement for all pupils

Subject curriculum overviews

My ThinkingInstructional language Constructional language Functional language Curriculum links Communication is at the core of our curriculum, using the principles of SCERTS, we are able to support the development of our pupils language and communication.

Curriculum aims: The why Instructional Supports help remove educational or behavioral stumbling blocks for all students in the regular classroom.

For pupils to be able to communicate effectively, pupils need to develop an understanding of sentence structure and grammar.

We understand the importance of pupils being able to communicate their basic wants and needs. Therefore, we ensure that we provide the support and guidance to provide a tool to develop each pupil's voice & functional language skills, reducing dependency on adults, in preparation for adulthood.

Curriculum content; The what Pupils will be supported to develop their instructional language through;Learning stations, task cards, interviewing, journaling, differentiated visual instructions, timetabling and social stories to be able to access their learning environments.

Pupils will be supported to develop their construction of language, through explicitly teaching them about sentence structure and grammar.

Pupils will be supported to develop their communication by exploring different communication methods to supplement and enhance their learning, expanding their breathe of vocabulary to be able to communicate effectively with others.

Curriculum Delivery; The how VisualsTimetablesSocial storiesCommunication in print

Colourful semantics - is a targeted approach to support children with their sentence building and to teach them about sentence structure.

Communication in print - is a desktop publishing program for creating symbol-supported resources for printing. It is an excellent tool for anyone wanting to make accessible materials for their school, home, business or community. ... This allows us to communicate with a child who is non verbal, or unable to sign.

Social stories - Social Stories were devised as a tool to help individuals with ASD better understand the nuances of interpersonal communication so that they could "interact in an effective and appropriate manner".

Sensory cues, AAC – switches, electronic devices/ talkersIntensive interaction - Intensive interaction is an approach for teaching communication skills to children and adults who have autism, severe learning difficulties and profound and multiple learning difficulties who are still at early stages of development.

Objects of reference - Objects of Reference are objects used to represent a person, activity or event. When used, children will learn over time that the object represents an event, activity or a person. These objects are used to help a child to understand what is happening in their environment.

TACPAC - Tacpac is a sensory communication resource using touch and music to align the senses and develop communication skills.

Makaton - Makaton is a language programme that uses signs together with speech and symbols, to enable people to communicate. It supports the development of essential communication skills such as attention, listening, comprehension, memory and expressive speech and language.

PECS - The Picture Exchange Communication System, or PECS, allows people with little or no communication abilities to communicate using pictures.

My Communication

My ThinkingReading Writing Maths

Curriculum links https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study

https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study

https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study

Curriculum aims: The why

Reading is a fundamental life skill and we want all our pupils to progress with their reading skills and read for enjoyment as well as for functional life reasons. In order for those goal to be realised we need to provide a range of opportunities to develop , practise and overlearn those reading skills whether that is for decoding or for comprehending what has been read.

Writing is a fundamental life skill and in Keys stage 1 we will have pupils that may be at the mark making stage and others who can write some phonemes. We offer real reasons for writing within the school environment, and opportunities to explore and develop skills to make choices as a writer, develop skills in spelling and choosing vocabulary

In KS1 we strive to make Maths relevant, engaging and fun. Maths can be found in every part of day to day life and is a fundamental skill, that we need to support our pupils developing in preparation for adulthood.

Curriculum content; The what

Pupils will engage with a wide range of fiction and non-fiction, including whole books, poems and plays. We want all our pupils to enjoy listening to stories and have opportunities to know stories well, retell them in a range of ways including role play or with puppets.

At MBA we want to develop a love of mark making and writing to give enjoyment, for self expression and develop the life long skill. We do this through creating real opportunities for writing as part of the whole curriculum – through play, making lists, writing notes, character description, wanted poster. We may write instructions related to a science activity or food related, such as sequencing making a sandwich. We want all our pupils to have a multisensory approach to developing writing skills as we know that this aids memory and

We teach the fundamental skills needed for future life. Following the National Curriculum we use the key subject content, to help guide our learners of ‘What’ skills they need; these include;

Number and Place ValueAddition and SubtractionMultiplication and DivisionFractionsMeasurement Properties of shapePosition and DirectionStatistics

Curriculum Delivery; The how

Reading opportunities are wide and varied. opportunities to develop phonics and simple comprehension through Reading EggsFor those pupils who are able to learn synthetic phonics, we teach phonics through the use of Storytime phonics, so related to real books and use a range of opportunities to practise blending and segmenting words to read. For some pupils a whole word approach will be more appropriate and so each learner has the reading curriculum tailored to their own neds.

We have a range of approaches to writing that are tailored to each pupil to ensure they experience success and feel a sense of pride in their achievements. Some pupils use Talk for writing which uses a model text and pupils imitate and innovate in that genre. For others, sensory experiences to develop mark making. We use colourful semantics to develop sentence structure. We want all our pupils to have opportunities to develop their writing skills at whatever stage they are at.

We aim to root Maths in real experiences and use concrete manipulatives such as cubes, bead strings money, to help consolidate a pupil’s understanding of number and build a strong foundation on which to build further maths skills in addition, subtraction, multiplication and division. Mathletics & Maths Seeds is a resource that is used to help engage pupils using an online platform that has a range of activities for all abilities. Understanding that all of our pupils are individuals and at different points in their learning, we challenge pupils in line with their ability.

My Thinking

My ThinkingScience History, Geography, Music, Art and Design

Curriculum links https://www.gov.uk/government/publications/national-curriculum-in-england-science-programmes-of-study/national-curriculum-in-england-science-programmes-of-study

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239035/PRIMARY_national_curriculum_-_History.pdf

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/239044/PRIMARY_national_curriculum_-_Geography.pdf

https://www.gov.uk/government/publications/national-curriculum-in-england-art-and-design-programmes-of-study/national-curriculum-in-england-art-and-design-programmes-of-studyhttps://www.gov.uk/government/publications/national-curriculum-in-england-design-and-technology-programmes-of-study/national-curriculum-in-england-design-and-technology-programmes-of-studyhttps://www.gov.uk/government/publications/national-curriculum-in-england-music-programmes-of-study/national-curriculum-in-england-music-programmes-of-study

Curriculum aims: The why

We want to develop every child’s curiosity for the world around them and how things we work. . We aim to inspire children to develop their skills and knowledge through, hands-on experiences and exciting opportunities.

We want pupils in Key stage 1 to begin to have a sense of where they belong and an awareness of their own timeline. These will then form the foundation of later enquires into areas of history and geography that they can relate to themselves

In Key Stage 1 music and art are an integral part of the curriculum design developing key skills in expression, making choices, gaining enjoyment from the arts. We see the arts at MBA as an opportunity to develop confidence, communication and social interaction

Curriculum content; The what

In all their scientific experiences, pupils will have the opportunity to express their ideas, make predictions, develop scientific vocabulary and be able to use that in practical activities, explain their ideas and develop reasons • Animals and humans• Plants • Seasonal changes • Everyday materials and their uses• Living things and their habitats

• Personal history – what I could do as a baby and what I can do now

• Family history – changes within their lifetime• Local area and geographical features• Signs in the environment and their meaning• Visits to places to look at differences and similarities with

their own locality and the beach, village, harbour.

• Explore a range of media • Opportunities to design, make and evaluate models• Use their voices expressively and creatively by singing songs

and speaking chants and rhymes• play tuned and untuned instruments musically• listen with concentration and understanding to a range of

high-quality live and recorded music• experiment with, create, select and combine sounds using

the interrelated dimensions of music

Curriculum Delivery; The how

We use Cornerstones Curriculum Maestro, and science is an integral part of the two year cycle. Pupils have experiments to carry out, are encouraged to make predictions of what might happen. In Year 1, pupils look at animals, similarities and differences and how their features are related to the way they live. They explore how ice melts, and the life cycle of butterflies.

We use Cornerstones Curriculum Maestro, and history and geography are an integral part of the two year cycle. They make comparisons between the city and the village. Look at their own history and think about the changes that have experienced in their lives or the lives of their families.

We have an art studio and music room with a range of instruments where pupils can explore rhythm and pitch and play percussion instruments. Singing songs and rhymes is an integral part of the day and a great way to develop social interaction and communication and have fun together. Pupil have opportunities to explore art through a range of media in both 2D and 3D. Some of their music and art experiences are related to their themes.

My Thinking

My Well-beingLife SkillsCurriculum links https://www.gov.uk/government/publications/personal-social-health-and-economic-education-pshe/personal-social-health-

and-economic-pshe-educationhttps://www.gov.uk/government/publications/sex-and-relationship-educationhttps://www.pshe-association.org.uk/curriculum-and-resources/curriculumhttps://www.cmatrust.co.uk/wp-content/uploads/2019/11/CMAT-Lifeskills-2019-2020-Curriculum-Map.pdf

Curriculum aims: The why The aim of Life Skills is to explore a range of topics that extend beyond the usual academic subjects. Students should study and reflect on those areas of life which affect us all, developing knowledge, skills, understanding, resilience and reflection. The core curriculum is based around the PSHEE programme of study, including learning about Relationships, Sex and Health. There are a number of over arching themes: • Health & Well-Being • Living In The Wider World • Relationships

Evidence shows that well-delivered PSHE programmes have an impact on both academic and non-academic outcomes for Pupils, particularly the most vulnerable and disadvantaged.

Curriculum content; The what Our programme of study aims to develop skills and attributes such as resilience, self-esteem, risk-management, teamworking and critical thinking in the context of learning grouped into three core themes: health and wellbeing, relationships and living in the wider world (including economic wellbeing and aspects of careers education).

Curriculum Delivery; The how Pupils work in PHSE lessons towards these topics but also have access to PHSE learning topics throughout the school day. Pupils will learn, throughout KS3, about particularly relevant topics which include; sex and relationship education, social diversity, bullying, puberty and crime.

My Wellbeing

My BodyPE Swimming

Curriculum links https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study

https://www.gov.uk/government/publications/national-curriculum-in-england-physical-education-programmes-of-study/national-curriculum-in-england-physical-education-programmes-of-study#swimming-and-water-safetyhttps://www.swimming.org/learntoswim/swim-england-awards-badges-certificates/

Curriculum aims: The why Pupils build on and embed the physical development and skills learned and become more competent, confident and expert in their techniques. Pupils are able to try and explore a wide range of sporting activities in order to extend their physical, mental and cultural wellbeing

MBA pupils to develop water confidence, being able to swim competently and confidently.

Curriculum content; The what

Pupils are take part in seasonal sport and PE activities throughout the year including team games, individual sports, athletics, health related exercise, swimming and outdoor education. Pupils work towards knowing what makes a performance effective and how to apply these principles to their own and others’ work. Pupils are encouraged and supported in their development of confidence and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

Following the National Curriculum we use the key subject content, to help guide our learners of ‘What’ skills they need. This is broken down into stages by pupils following the Learn 2 Swim programme and Swim charter developed by Swim England.

Curriculum Delivery; The how

Learning objectives are linked to the National Curriculum PhysicalEducation. Pupils work on their teamwork and individual performance skills in lessons. We link these to real world environments and empower Pupils with confidence and knowledge.

The structured and progressive content is based on a games-led approach to ensure pupils enjoy learning. And with a bright new range of badges and certificates, the Programme provides motivation and support for children at every level – from their first splash to gaining their enhanced aquatic skills. Pupils will have two swimming lessons per week as part of their timetable.

My Body

Enhancing the Key Stage 1 and 2 CurriculumMy Pledge

Extending the BoundariesCurriculum links

https://www.cmatrust.co.uk/our-curriculum/https://www.cmatrust.co.uk/about-cmat/our-values/

Curriculumaims: The why

Providing a breadth of experience through the curriculum and beyond including an entitlement for all pupils to educational visits and other activities that enhance and extend the curriculum, including providing a range of opportunities for spiritual, moral, social and cultural education that instil the values of MBA and society more widely.

Curriculum content; The what

PLEDGES is an awards system which offers Pupils a range of opportunities that enhance their learning and development. It is an expectation of every pupil to complete their PLEDGES during their time at the academy.

At MBA, we all understand that learning does not just take place in the classroom. We want to challenge Pupils to try new things and experiences, to help them find what skills and interests they have. Our staff have collaborated with Northstowe Secondary College to create ’99 Things to Achieve’. Each pupil will have these written to be bespoke to their needs, like and strengths and these individualisedversions will be written into the ‘My Journey’ Document.

Curriculum Delivery; The how

Pupils will have dedicated Extending the boundaries sessions, whereby they will explore the two programmes developed.

The PLEDGES system aims to encourage and support many important qualities in Pupils, such as responsibility, leadership, and citizenship, all of which are crucial for ensuring pupils are ready for the next stage in their education, training or employment and have brighter futures.

Specialist subject teachers enriches our Art, Design & technology and PE curriculum.

Opportunities for pupils to engage with accredited courses. E.g. Arts Award

Pupils’ learning opportunities are enhanced by whole-school events, e.g. Sports Day, activity days or weeks, charity events, assemblies etc.

Educational trips and visits

Teaching & Learning

Key stage 1 uses a thematic approach to support teaching and learning with a rolling plan of themes over two years. We use Cornerstones Curriculum Maestro themes, which we are able to personalise learning 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 access to learning.

Daily team reflection allows staff to share information, think through adaptions to learning opportunities and plan learning around what is happening for each pupil. It also allows staff to reflect on their own teaching & learning.

Learning themes Cornerstones curriculum KS1

How many Colours in a rainbow?

Why do you loveme so much?

Can we exploreit?

Where does snow go? What’s that

sound?What can yousee in Summer?

StreetDetectives

Paws, Clawsand Whiskers

Dinosaur Planet

Bright Lights, Big City

Muck, Mess and Mixtures

Wriggle and Crawl