Introduction

Our curriculum is guided by our core values of respect, perseverance, cooperation and responsibility.  We hold dear the belief that every single pupil is capable of making a positive contribution to society but understand this won’t happen without a carefully sequenced curriculum that supports their personal development and enables them to know more, remember more and do more. 

Respect is evidenced in the high value we place on the development of positive and appropriate relationships.  We recognise that our pupils struggle to make safe and meaningful connections and aim to address this over time.

Perseverance is demonstrated through our approach and our commitment to doing the right thing for our pupils in the long term.  This includes tackling areas of personal development that have previously prevented pupils from accessing formal learning. 

Cooperation is evidenced through the work we undertake with parents and partners, including professionals from health and care.  We recognise that our pupils require support from a range of adults and that work must take place in school, in the community and in the family home. 

Responsibility is embedded in our practice as we undertake precise and diligent work to plan and deliver a curriculum that is carefully matched to our pupils’ needs: starting with the work to engage them in learning - ending with the work that supports them to gain a range of relevant qualifications, underpinned by appropriate knowledge and skills.

The overall purpose of our curriculum is to prepare pupils for adulthood.  We want to give our pupils the best possible chance of being successful learners, confident and resilient individuals and responsible citizens.  The practical steps we will undertake to do this are outlined below.

Our Purpose

Our Curriculum Model 

The diagram below helps pupils and parents to visualise our offer. 

Each pupils’ offer is differentiated according to their needs and our shared aspirations for their future. 

Planning

In September teachers, parents and pupils work together to turn EHCPs into Personalised Aspiration Maps.  These maps set our intentions for each pupil every year.  Next, teachers place these maps against our carefully sequenced curriculum to identify next steps for teaching and learning.  Teachers' medium and short term plans then bring together the different elements of our curriculum for each child.  

Our Approach

We are not a mainstream school.  We are a special school for children whose needs cannot be met in mainstream settings.  For this reason our classroom practice does not seek to imitate what you might see in a local primary or secondary classroom.  Instead we use a nurture-based approach that integrates knowledge about adverse childhood experience, special education and the way children learn.  The specific pedagogy teachers may employ according to the age and stage or their pupils is shared below:

Curriculum by Key Stage

Key Stage 2

  • In the mornings, every child accesses English and maths - reading is a priority.  When required, teachers use a phonics based approach known as Read Write Inc to teach segmenting (writing) and blending (reading). 

  • Other academic subjects are embedded into the Cornerstones Curriculum.  The Cornerstones Curriculum is delivered through Imaginative Learning Projects (ILPs).  More information can be found here.  

  • In the afternoon, every child accesses a personal development curriculum with aspects of experiential learning.  This includes PSHE, RSE, PE, personalised interventions and time on the school farm.

Key Stage 3

  • All pupils in key stage three access English and Maths with a particular focus on reading.  

  • Other academic subjects are embedded within our Elements curriculum, which is closely mapped to the national curriculum to keep our curriculum as broad as possible for as long as possible.

  • Science, ICT, PE and PSHE (combined with RSE) are delivered through stand alone lessons.

  • Pupils in this key stage continue to access experiential learning including increased opportunities to gain confidence off-site.

Key Stage 4

  • In years 10 and 11 we start to focus on pupils’ long term goals and adjust our curriculum accordingly.  

  • Every pupil continues to study English, maths and PE as well as Citizenship with RSE.  

  • Pupils also access a range of accredited courses that are updated on an annual basis according to their needs and aspirations.  

  • Pupils continue to access experiential learning, which includes opportunities to complete work experience (see below).

Qualifications

In KS4, pupils can access qualifications in the following areas: English, maths, science, citizenship, arts, sport, animal care, vocational studies and music.  Our accreditation is updated on an annual basis to ensure it meets the needs and aspirations of our pupils.  

Careers 

For Key Stages 2 to 4 Careers Education is embedded within the PSHE curriculum. Students receive a bespoke and targeted offer to address any barriers to participation in education and employment. Joseph Norton Academy is fully compliant with the Baker Clause and all students from Year 7 onwards have at least one employer/workplace encounter and one further education/apprenticeship encounter each year. We ensure Labour Market Information is at the forefront of our Careers Programme and our annual Careers Week looks to target local employers within a range of industries to visit our school. All Key Stage 4 students have the opportunity of Work Experience placements, again working alongside local businesses to ensure our students have a broad range of career paths to consider at Post 16 alongside their academic pathway. We work closely alongside our partners within Kirklees to support and deliver positive career outcomes for our students.

Vocational Provision & Work Experience opportunities

Pupils in year 10 and 11 can also access off-site projects and placements to support transition to positive post 16 provision.  Providers are quality assured by a member of the leadership team through a series of checks and visits and, in some cases, the Local Authority’s inspection team. 

Extra-Curricular Activities

Extra-curricular activities are an important and exciting feature of school life and contribute enormously to our pupils’ social and academic development.  There is an extensive menu of extra-curricular activities on offer including art, music and sporting provision with opportunities to take part in workshops and field trips.  We also offer pupils the chance to experience different cultures and experiences through our range of local and national trips and visits.  Theatre trips, visits to exhibitions and museums plus excursions to local colleges occur regularly and provide further opportunities for pupils to enrich and extend their learning beyond the classroom.  Pupils engage in curriculum enrichment days half termly which range from World Book Day to Mental Health Awareness week.

Personalised Provision

Where the additional or special educational needs of pupils are such that they require bespoke or specialist support, we work with parents and relevant professionals to build a package of personalised provision. Our offer for these pupils is rooted in the solid consensus that they need to prioritise the development of attendance, attributes and behaviours that will:

  • Keep them safe in school and in the community;

  • Support them to access the wider curriculum over time;

  • Support their transition to a more appropriate setting, if required;

  • Enable them to take advantage of opportunities, responsibilities and experiences later in life

These intensive packages are agreed through the annual review process and reviewed on a regular basis.

Programmes of Study

Our Remote Learning Policy can be access here.