Skip to content ↓

Chatsworth High School
& Community College

In this section...

Curriculum Assessment Statement

Curriculum Structure

The curriculum structure reflects the varying needs of our learners across the school. The subject focus differs between key stages 3/4 and 5 (please see appendix 1a and 1b, Sample Timetables). This supports learners to develop the skills and knowledge that they need at a particular stage in their lives, whilst also enabling them to build upon prior learning in a logical and well-sequenced manner. Subsequently, learners are able to move towards their longer-term goals and aspirations for the future.

The curriculum for each subject is planned out over a four-year cycle (please see appendix 2, Functional Skills: Home Long-Term Plan). Learners will therefore potentially cover each cycle twice during their eight years at Chatsworth High School and Community College. As they move through the year groups and key stages, learning is differentiated to reflect this and meet the needs of students at various stages in their educational career (please see appendix 3, Key Stage Differentiation Model). The curriculum is further divided into Curriculum A and Curriculum B. The former is intended to meet the needs of the Employability and Independence pathways, whilst the latter is designed for the more complex learners on the Relationships and Inclusion pathways (please see Appendix 4, Pathway Descriptors), although there is flexibility due to the varying profiles of our learners. For learners on the Inclusion pathway, Curriculum B can be adapted further by teachers to meet the specific needs and learning style of their learners. For example, teachers may select the most appropriate lesson objectives from over the course of a half-term and deliver these every week to allow learners to show progress in terms of engagement. Topics of study are carefully selected and sequenced to ensure that learners receive a coherent, rich and broad curriculum. These over-arching long-term plans are then sequenced into steps of weekly learning on a scheme of work (please see appendix 5, Scheme of Work). This enables learners to develop smaller components of learning which over time can be built upon and generalised into larger composites and schemata. Scheme of work planning is differentiated and adapted by teachers as necessary to meet the individual needs of learners in their groups.

Learners have five core targets which are embedded into planned activities. They are closely related to the themes found in section E of the EHCP. They are:

  • Communication
  • Cognition & Learning Maths
  • Cognition & Learning English
  • Social, Emotional & Mental Health (SEMH)
  • Sensory, Physical & Health Needs (SPHN)