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A Thematic Approach

A Thematic Approach

A Thematic Approach to Curriculum Delivery


At St. Bosco Koon Ying School, we provide a modified curriculum based on the English National Curriculum, which is beneficial for our learners as they are not yet fully engaged in subject specific learning. The curriculum looks distinctly different to that followed by mainstream students as our focus is more on acquisition of core skills, and progress is not linear but appears varied. 


Our students benefit from process-driven, concrete and contextualised learning opportunities that allow for more abstract and higher-level thinking skills to be developed in a holistic manner. Personalisation is also key for our learners to be successful. This means understanding each learner’s starting points, taking advice from therapeutic practitioners, considering parental views and incorporating the teacher’s assessment of needs. The teacher decides what is most important to the individual student and also what they need to develop and work towards in order to best prepare them for their future. Although we aim to provide a broad and balanced curriculum, due to the learners’ own areas of need and development, it may mean that a student has a more intense focus on one area.


The curriculum is based on five Areas of Learning (the areas of learning are adapted from the Early Years Foundation Stage Curriculum and English National Curriculum which aids potential transition at a later stage)


  1. My Communication
  2. My Thinking and Problem Solving
  3. My Independence and Life Skills 
  4. My Wellbeing
  5. Enrichment – How My World Works, My Creativity, Additional Provision


A Thematic Approach

The focus of the curriculum is on developing skills, capabilities and knowledge through a theme. The theme is followed by the whole school to aid collaborative planning, resource management, to build opportunities across the school community and for shared celebrations throughout the year. Each term there is one ‘WOW’ enrichment opportunity (e.g. arts, visitors, trips, collaborative events), sensational days and a celebratory or show-case sensory assembly.


Example Theme map:


Curriculum Themes
Autumn Spring Summer
The Deep Blue Sea Heroes and Villains Into the Woods
‘WOW’ Enrichment Opportunity Trip to the Seaside  Immersive Theatre experience Animal Party
Sensational days Eco Warriors Superheroes Grow your Own
Assemblies Jonah and the Whale Easter Egg Hunt Sunflower Competition


Curriculum Guidance


  1. My Communication


Supporting the development of core communication skills is a high priority. Effective communication is at the heart of every aspect of school life, and this is true both for students and staff. English is generally taught in My Communication lessons, with a focus on learners moving beyond functional communication to become confident in communicating in the wider world. Examples of communication methods include verbal, PECS, signing and electronic devices used for speech (AAC). 


Developing children’s speech, language and communication skills contributes to a wide range of positive outcomes in educational achievement, social competence, behaviour and mental health. The wide range of learning, physical, sensory and health needs of the students means that a ‘Total Communication’ environment is needed to meet the diverse communication challenges that they face. This means communicating with people in the best ways that are accessible to them. A Total Communication environment addresses both receptive and expressive needs and includes Augmentative and Alternative Communication (AAC). Appropriate approaches and strategies are used consistently by adults in all aspects of daily school life. However, different methods, or a mixture of methods, may be used by the students in different situations. Where necessary, the Speech and Language Therapist will work with the class teacher to support the communication needs of the child, set targets and suggest resources or a therapy programme. Other relevant and appropriate professionals also provide additional support where appropriate.


The following areas are addressed: 


My Communication

(developing use of AAC technology across all strands, if applicable)

Comprehension and Understanding of Language


Interaction and Social Communication

  • Attention and Listening Skills
  • Speech Sound (phonics) and Reading Development
  • Developing Understanding and the Language of Learning – composition and writing
  • Receptive and Expressive Language Development – vocabulary, concept development, verbal reasoning and sentence building
  • Narrative
  • The Interactive Process of Communication – awareness of self and others, and communication in a social context


  1. i)   Attention and Listening
  • Develop fleeting attention – this is not under the child’s control and new stimuli will take their whole attention
  • Paying attention when an adult is speaking directly to them
  • Shifting attention from the task they are doing to somebody speaking to them
  • Listening to something or someone at the same time as playing or working
  • Listening and attending well in class
  • Concentrating whilst ignoring something
  • Showing anticipation and anticipating a routine or regular event
  • Knowing and responding to their own name
  • Expressing an early meaning such as ‘I like/don’t like this’, ‘I want/don’t want more of this’


  1. ii)   Speech Sound (Phonics) and Reading Development

Speech sounds typically develop in the following sequence. (This may be different for pupils with SLD).


  1. m n p b t d w
  2. h y f
  3. s z k g ng
  4. v sh ch j I
  5. r zh th
  6. Clusters (br, sp, gl)


When teaching a student to say a new sound, it is important to work through the activities in an appropriate order and the activities below are an example. The Speech and Language Therapist provides appropriate activities for the student where appropriate.

  • Firstly, listening activities that help the student hear the difference between the target sound and their errors, for example minimal pair activities.
  • Followed by activities such as “silly sensible” and “silent sorting” which help the student think about whether a word has been produced correctly or incorrectly.
  • Once the student can hear the differences between sounds, they practise producing the target sound on its own.
  • Then they practise producing the target sound with a vowel.
  • Next they try putting the target sound in a word.
  • Finally, the student is encouraged to use the target word in a short sentence.


iii) Developing Understanding and the Language of Learning

Adults use language that is appropriate to the level that is required for the student to develop their understanding. Asking too many questions can put pressure on them and stop the flow of conversation. The child may struggle to listen, process and understand the question. We turn questions into comments when we know the answer. Instead of ‘What are you doing?’ we say “You are building a tower – a tall tower.’ We then pause to give the child an opportunity to add something if they want to e.g., ‘bricks’. Using comments demonstrates the use of vocabulary and language relevant to the child’s level and the activity that they are interested in. We try to use five comments to each question asked. When questions are needed and are meaningful, then we use a question at the appropriate level for the individual child. 


There are four levels of comprehension required for the classroom, which are categorised according to complexity from concrete to abstract. Using these levels as a guide allows adults to direct questions at the child’s level of understanding, thereby ensuring success for the child. Adults also expose students to questions at the next level to stimulate development of comprehension skills. The questions require both receptive and expressive language.


Level 1 Level 2 Level 3 Level 4
Naming things Describing things – Answering Who? What? Where? Talking about stories and events Solving problems and answering Why? questions


Level Questions
Level 1 Questioning: 

Matching Perception – focus on the whole object and what the child can see, objects in the ‘here and now’ or the immediate past. 

Name an object – What is this? 

Point to an object – Show me the… 

Point to an exact match – Find one like this… 

Name something in the immediate past – What did you see on the table?

Level 2 Questioning: 

Selective analysis of perception – focus refers directly to an object but is now specific on part of an object. Moving away from the most concrete questions, and is still about the ‘here and now’. 

Finding objects by function – Which do we eat with? 

Sentence completion – I put my hat on my …. 

Naming things that match – What goes with the spade? 

Sorting and categorising – What else is a fruit? 

Linguistic concepts – Find a blue ball, find a small hat. 

Describe a scene – What is happening in the picture? 

Name a difference – What is different about a dog and a horse? 

Describe things – Who? What? Where? 

Level 3 Questioning: 

Reordering perception – thinking about an object in its context. Moving away from concrete perception to abstract thought and talks about the ‘here and now’ as well as things in the future. Also beginning to think about ideas from another person’s perspective. Uses pre-existing knowledge and can require them to predict what happens next. 

Following a set of directions e.g. Put the dog in the box. Put the lid on and give it to me. 

Give an example with a condition e.g. Show me an animal that is not black.

Identify similarities – How are these the same? 

Can arrange pictures in a sequence. 

Tell a story/describes an event – What did you do today in games? 

Summarise the story in a sentence – What have you done? 

Predict – What might happen next? 

Show theory of mind – What might Mum say? What might Mum feel? 

Give a definition – What is a mouse?

Level 4 Questioning: 

Complex and abstract verbal problems, considering the relationships between objects, people, events and reasons. Uses previously acquired knowledge from a variety of sources and own experience, requiring thinking about abstract concepts. Drawing on knowledge and experiences not specifically related to the ‘here and now’ – requires higher level problem solving and explanation.

Justify a problem – Why will the boat float?

Identify the cause – What made the boy cry?

Solve a problem – What could you do if you didn’t have your lunch? 

Solve a problem from another person’s perspective – What could Mrs Smith do if she didn’t have any paper? 

Make an inference from an observation – How can we tell that this book is old? 

Explain why something cannot be done – Why can’t penguins fly? 

Select a means to a goal – What do we need to make a sunflower picture? 

Explain the logic of compound words – Why is this called a newspaper?


  1. iv) Receptive and Expressive Language Development

Understanding a Simple Sentence

Everyday strategies we embed into the school day include:

  • Being aware of their level of understanding and using our language accordingly
  • Using lots of two- and three-word level phrases when commenting and expanding as they are linking more words
  • Expanding single word utterances to two words, expanding two-word utterances to three words etc.


Understanding Action Words

Everyday strategies we embed into the school day include:

  • Emphasising action words.
  • As well as naming an object, talking about (and demonstrate where possible) the different actions that it can be used for. For example, ’Spoon’ ‘I can eat with the spoon – stir, mix, wash the spoon, dry the spoon’.


Understanding and Using Prepositions

Everyday strategies we embed into the school day include:

  • Emphasising the words that tell us where things are in everyday speech. 
  • Supporting the spoken word with signs and symbols.
  • Using the words in meaningful contexts – for example when tidying things away students are encouraged to help – in the fridge, under the table, on the trolley, on the cooker, in the microwave, next to the kettle, behind the door etc.


Understanding and Using Adjectives

Everyday strategies we embed into the school day include:

  • Emphasising the words that describe things that are in everyday speech.
  • Supporting the spoken word with signs and symbols.
  • Using the words in meaningful contexts – talking about what people are wearing. Who has stripy socks, a spotty scarf, a green jumper, fluffy slippers etc.


Understanding and Using Negatives

Everyday strategies we embed into the school day include:

  • Using negatives with emphasis (and accompanied by a sign) in everyday routines. For example, ‘Who did this lovely picture?’ ‘Not x, not y ….. It was z!’


Understanding and Using Pronouns

‘He’, ‘She’, ‘His’, ‘Her’

Activity example: Have two bags or cases labelled for a boy/man and girl/lady and a selection of items to pack. The child selects an item and decides where to pack it. “He likes swimming. They are his trunks. In his bag’ etc. Or empty out two students’ trays that have items in and recall where to return the items. ‘It is his book’ or ‘This is her pen’.


Understanding and Using Tenses

Everyday strategies we embed into the school day include:

  • Emphasising when the past tense is used in everyday speech. For example, when summing up at the end of a lesson. ‘We watched the film; we drew a picture, we chose our favourite character, we wrote about the character.’
  • Supporting the spoken word with signs and symbols.


Understanding and Using Questions

Everyday strategies we embed into the school day include:

  • Taking care to use the correct question words. Making sure you ask ‘who’, ‘what doing’ or ‘where’, rather than just using ‘which’ and giving a choice of two.


Developing Vocabulary

Core vocabulary refers to the small number of words that make up 70-90% of what we say on a daily basis. These words are relevant across contexts and can have many meanings. Core words can be taught and reinforced in a variety of activities and allow for quick and easy 2-word combinations. This vocabulary is powerful because it allows communicators to express a wide variety of concepts with a very small number of words. The ability to produce core words aids in the auditory processing of those core words when listening to others. 


Developing Understanding of Early Concepts


For example: 

Same/Different Happy/Sad Full/Empty Loud/Quiet Old/Young Sharp/Dull Tall/Short /Down More/Less Top/Bottom Big/Little All/None Thick/Thin Old/New Long/Short Hard/Soft Hot/Cold Smooth/Rough High/Low Always/Never Heavy/Light Forward/Backward

Colours – red, yellow, blue, green, black, white, brown, pink, purple

Place – On/Off/In Over/Under In front of/Behind Up Front/Back Above/Below/ Next to


Everyday strategies we embed into the school day include:

  • Introducing the selected concept in relation to the child and their experiences
  • Using real objects before using pictures or photos
  • Not working on more than two concepts at a time
  • Not teaching opposites together, nor using the opposite while teaching the target concept. For example, if teaching ‘tall’, we use ‘not tall’ instead of ‘short’ as a comparison as the child can easily confuse the words even if the 2 concepts can be grasped together.
  • Highlighting examples as they occur during the weekly curriculum.


  1. v) Narrative

Narrative is the ability to tell a story or series of events with precision and clarity and can be spoken or written narrative. When developing narratives, we focus on: using simple sequences; starting to link events; cause and effect developing; starting to set the scene and tie in events and plots together; developing understanding of simple story structure i.e. beginning, middle and end.

Everyday strategies we embed into the school day include:

Using Picture Materials for Sequencing

  • First, consider how many cards – use fewer cards for simple sequencing
  • Provide the first picture and the student can carry on with the sequence
  • Provide all the pictures for the student  to put into the correct order
  • Put the pictures in sequence but miss out the final one – can the student predict what will happen?
  • Put the pictures in sequence, missing out the one picture that shows the cause of the problem – can the student identify what the problem was?
  • Think of an alternative ending – what might happen next, or what would you do?


When working on sequencing, we may need to reinforce or specifically teach certain words and concepts. These include: NOW AND NEXT, BEFORE AND AFTER, FIRST, THEN, LAST. We ensure that the student understands these concepts and continues to use them consistently throughout the sequencing activities.

  • Use photographs and talk about familiar sequences in the pupil’s life at school – washing hands, getting ready for PE, assembly, Play Pod etc. Can the pupil put the photos into the correct sequence?
  • Can the pupil retell the sequence?


True narrative – complex 

  • Good understanding of complex story structure 
  • Well-developed plots – can jump around in time
  • Cause and effect linked to overall theme or plot
  • Start to understand character’s intentions, motives
  • Understand how the ending relates to the rest of the story 


Everyday strategies we embed into the school day include: 

  • Working on ‘when’ and the concept of time in relation to the student’s own experiences 




Concrete Units of Time:  Abstract Concepts of Time: 
Times of day

Days of the week

Months of the year



Parts of the day can be taught through visual timetables, e.g. activities in the morning are colour-coded as distinct from afternoon activities.Thinking about what events relate to times of the day i.e. When do you go to sleep? When do you go to school?


In a minute




In a while


  1. vi) Social Communication

Social communication, or pragmatics, refers to the way in which we use language within social situations. It has three components including:

  1. The ability to use language for different purposes (e.g. to greet, inform people about things, demand, command, request).
  2. The ability to adapt language to meet the needs of the listener or situation (e.g. talking differently to a baby versus an adult, talking louder when there is lots of noise, being aware of the listener’s knowledge and giving more information or less when needed).
  3. Following the often “unspoken” rules of conversation and storytelling (e.g. taking turns in conversations, looking at the speaker, standing at an appropriate distance from the speaker, using facial expressions and gestures).


Social Communication sub skills include:

  • Awareness of personal space
  • Awareness of self/others
  • Giving an opinion 
  • Giving and receiving compliments
  • Coping with difference of opinion 
  • Understanding being kind/unkind
  • Understanding bullying
  • Handling constructive criticism
  • Being assertive
  • Greetings
  • Expressing emotions 
  • Identifying emotions in others
  • Developing good listening skills
  • Developing conversation skills
  • Understanding sarcasm
  • Understanding idioms
  • Understanding humour
  • Inference and reasoning 
  • Adjusting language or “social code” according to the situation or person 


Everyday strategies we embed into the school day include: 

  • Supporting effective social skills through tutorial times, peer mentoring and buddy schemes
  • Promoting talk, communication and interaction skills through small group, individual and whole class work – lunch-time groups, games sessions, clubs such as cookery club and computer games club
  • Maintaining close links between school and home so that there is a shared understanding of the difficulties a student may be experiencing across settings
  • Whole school policies on communication, behaviour management and bullying -making rules explicit and discussing them with the students
  • Involving the whole class and producing a poster to remind everyone of the rules
  • Commenting when rules have been followed. ‘X, you did some really good listening when Y told you about his weekend’
  • Providing opportunities to take turns when possible 
  • Using and listening to a communication partner 


Early Interaction sub skills include:

  • Establishing eye contact
  • Smiling when socially approached
  • Laughing in response to play or interaction
  • Participating in simple games such as peekaboo
  • Responding to facial expressions
  • Identifying self in a mirror
  • Imitating an adult’s actions
  • Imitating a pretend play action (e.g. giving a drink) or demonstrating play related to their body (e.g. sleeping, eating).
  • Treating dolls or teddies as if they are alive


Everyday strategies we embed into the school day include:

  • Following a  child’s lead wherever possible
  • Getting down to the child’s level
  • Minimising distractions where possible 
  • Establishing the student’s motivators and using them in interactions


Curriculum Guidance


  1. My Thinking and Problem Solving 


Cognitive skills affect a student’s ability to think, reason, maintain attention and remember. A child with SEN may have difficulties developing these skills as they require use of parts of the brain that may not function efficiently, leaving gaps in their visual and auditory processing capabilities. Our students are encouraged to process information, make sense of it and be able to apply it to a scenario. To develop cognitively, they must have first-hand experiences which are modelled and then repeated in order for them to understand and remember the process. It is particularly important to avoid doing anything for the child that it is possible for them to do themselves, as this hinders the learning experience. Learning is supported by visual and auditory clues where appropriate. We aim to develop memory, recognition and problem solving, evaluating solutions, as well as developing questioning. 


The skills that are developed are essential in order for a learner to develop their understanding of the world. Our first-hand experiences and exploration of space and objects is what enables us as learners to develop understanding. Such skills enable our students to appreciate other people, objects and environments, encouraging their imagination and practical participation. In order for us to enhance learning and give our students the best possible opportunities for developing these skills, we provide enriching, relevant and exciting cross-curricular learning activities that engage them and give them the opportunity to develop their awareness, questioning and problem-solving ability and therefore enhance their choices and decision-making skills. The skills learnt within this curriculum area may not be taught discretely or in an allocated timeslot as there are opportunities to develop these skills throughout a number of ways, environments, activities and everyday life situations. We consider all situations as opportunities for problem solving and developing thinking skills.


Maths is taught through a thematic cross-curricular approach and is included in My Thinking and Problem Solving. It is embedded in all sessions in a way that is relevant and meaningful to the students. The rationale for this is that many mathematical concepts can be abstract, and it is important for our learners to learn, develop and understand key mathematical concepts with a strong concrete foundation. This approach means that maths is taught in a practical way that students can relate to, understand, generalise and importantly, find engaging. A focus on practical and useful maths gives learners the skills to apply maths to their own lives as they prepare for adulthood. 


My Thinking and Problem Solving

(developing an awareness of safety and the use of technology across all strands)

Following Instructions Sequencing Problem Solving –





Weighing, Measuring and Estimation Money Time and time Management
Counting and Number Understanding and using Technologies Observation skills
Recognising and drawing shapes and patterns Estimating, predicting and describing properties Evaluating skills and presenting information


Sample Assessment Outcomes (Final Pre-Key Stage 1 and 2 Standards 2020/21)


Standard 1 The student can: 

  • demonstrate an understanding of the concept of transaction (e.g. by exchanging a coin for an item, or one item for another, during a role-play activity)
  • distinguish between ‘one’ and ‘lots’, when shown an example of a single object and a group of objects
  • demonstrate an understanding of the concept of 1:1 correspondence (e.g. giving one cup to each student). 
Standard 2 The student can:

  • identify the big or small object from a selection of two
  • sort objects according to a stated characteristic (e.g. group all the small balls together, sort the shapes into triangles and circles)
  • say the number names to 5 in the correct order (e.g. in a song or by joining in with the teacher)
  • demonstrate an understanding of the concept of numbers up to 5 by putting together the right number of objects when asked
  • copy and continue simple patterns using real-life materials (e.g. apple, orange, apple, orange, etc.).
Standard 3 The student can:

  • identify how many objects there are in a group of up to 10 objects, recognising smaller groups on sight and counting the objects in larger groups up to 10 
  • demonstrate an understanding that the last number counted represents the total number of the count 
  • use real-life materials (e.g. apples or crayons) to add and subtract 1 from a group of objects and indicate how many are now present 
  • copy and continue more advanced patterns using real-life materials (e.g. apple, apple, orange, apple, apple, orange, etc.). 
Standard 4 The student can: 

  • read and write numbers in numerals from 0 to 9 
  • demonstrate an understanding of the mathematical symbols of add, subtract and equal to 
  • solve number problems involving the addition and subtraction of single-digit numbers up to 10 
  • demonstrate an understanding of the composition of numbers to 5 and a developing ability to recall number bonds to and within 5 (e.g. 2 + 2 = 4 and 3 + 1 = 4) 
  • demonstrate an understanding of the commutative law (e.g. 3 + 2 = 5, therefore 2 + 3 = 5 ) 
  • demonstrate an understanding of inverse relationships involving addition and subtraction (e.g. if 3 + 2 = 5, then 5 – 2 = 3)
  • demonstrate an understanding that the total number of objects changes when objects are added or taken away
  • demonstrate an understanding that the number of objects remains the same when they are rearranged, providing nothing has been added or taken away
  • count to 20, demonstrating that the next number in the count is one more and the previous number is one less
  • recognise some common 2-D shapes.


Curriculum Guidance


  1. My Independence and Life Skills 


My Independence and Life Skills focuses on personal development and is a holistic approach to developing an understanding about a range of things that are present in the child’s life. It develops their independence, confidence, identity, self-belief and preferences, as well as enhancing their emotional wellbeing. 


These attributes are also developed through every area of the curriculum. Learning is focused on the student and experiences that are personal and relevant to them. 


My Independence and Life Skills is an important area for our students as, for many, they will not have the same social understanding as their peers in mainstream settings. Understanding the ‘rules of life’ may not naturally develop for them as easily and therefore they have to learn these, which may take a long time. For some of these skills, depending on the physical ability of the student, we must reduce the level of dependence as far as possible whilst increasing opportunities for choice and decision-making. We involve the learner in the process so that it is something done with the learner rather than to him/her. It may also be that physical difficulties allow us the opportunity to work more on making informed choices. As the range of our students is so varied, we personalise learning to what is important to individuals, and learning may look very different from one student to another.


My Independence and Life skills

(developing an awareness of safety and the role of technology across all strands)

My Cooking My Self-Help Skills My Community
  • How to prepare a meal
  • Practical skills
  • Healthy eating
  • Safe handling and storage of food 
  • Growing and buying food 
  • Preparing for a shopping visit
  • Going to a café or restaurant
  • Daily routines 
  • Personal self-help skills and hygiene
  • Public and private body parts
  • My rights and responsibilities
  • Expressing my views and listening to others 
  • Understanding how my body works
  • Being able to choose appropriate clothing for the weather 
  • Safety at home and using equipment safely
  • First Aid
  • Friendships and relationships
  • Good health (people who help me to stay healthy)
  • Travel awareness 
  • Independent living
  • Budgeting
  • Services and shops
  • Key places of interest 
  • Celebrations
  • Diversity
  • People in the community and the jobs that they do 
  • My world on-line
  • Volunteering and Careers
  • Forming and maintaining friendships
  • Understanding different relationships
  • Developing safe relationships with others 


Curriculum Guidance


  1. My Wellbeing 


Wellbeing and movement is a huge part of the curriculum across the school and is incredibly important to all learners. External professionals such as Occupational Therapists and Physiotherapists are pivotal for target setting, managing equipment and ensuring staff are well informed and trained to provide the best possible support and opportunities for our students. My Wellbeing looks quite different for each child depending on the opportunities they are entitled to such as Physiotherapy sessions, Rebound Therapy, yoga and other therapeutic provisions. Within lessons, the class teacher may have a more “P.E. based” session or they may decide to have thematic activities that encourage an awareness of the student’s wellbeing. The children have a P.E. lesson at least once a week which helps them to work towards their wellbeing goal, as well as a session run in classrooms around wider aspects of personal wellbeing. 


For P.E. type activities, there is little point in doing any of these activities once as learning takes time, and repetition is key for embedding knowledge and developing mastery. Games are adapted and differentiated to the level of skill and understanding of the learners. We do not risk losing motivation with complicated rules that can be misunderstood causing confusion and failure. If a child does not understand the rules of the game, then we simplify them, but do not continuously change them. Where appropriate, we involve learners in getting out and packing away the equipment needed for the session. This may just be them watching us put the mats out, which is often important for their processing of what is happening. Depending on ability, they know where and how equipment is stored and we build time into the session to make sure that all learners are involved in both the setting up and the packing away. Learners setting up and putting away equipment starts as early as possible so that it becomes an expected essential of every session. We communicate the resources we need, and the sequence in which they are brought out and put back, through verbal instruction, signing, symbols, photos or objects of reference. As learners get more familiar with the equipment needed, they gather the equipment more independently and without cues, thus developing their independence. For students with a visual or hearing impairment, all games and activities are adapted by using larger balls, brightly coloured balls, balls with lights in, balls with bells in, or balls wrapped in plastic. All these are adapted with inexpensive materials, such as cellophane, chiffon and food dye/paint.


My Wellbeing 

(developing an awareness of safety and the role of technology across all strands)

Healthy lifestyle Mental Health and Wellbeing

(Reducing Health Inequalities)

Physical Education 
  • Knowing the importance of exercise 
  • Movement
  • Exercise
  • Dance
  • Yoga
  • Daily Mile
  • Body awareness and self-actualisation
  • Growth mindset
  • Strengths based approach
  • Persistence and self-motivation
  • Exploration and problem solving
  • Stamina
  • Therapeutic practices
  • Animals
  • Drama 
  • P.E. Games
  • Balance and flexibility
  • Spatial awareness
  • Orientation and locating
  • Gross and fine motor skills
  • Sports
  • Aquatics
  • Physical activities
  • Sportsmanship 
  • Sport Leaders


Curriculum Guidance


  1. Enrichment


Within enrichment subjects, students work towards their four core learning goals or other important life skills. They may be generalising and consolidating existing skills or learning new things about the world around them. Enrichment also provides fun, exciting experiences for our pupils, that they may not always get the chance to be part of outside of school life. We aim to offer an exciting curriculum across all subjects of course, but enrichment provides that little bit of extra creativity. 


  1. i) How My World Works 

Students learn life skills that enable them to be active in routines and to complete everyday tasks more independently. Activities are personalised to the child depending on things that are most important to them and their potential future independence. Some activities may reappear in this area from a core area and the purpose is to give the skills further context.


Activities that we embed into the school day include: 

  • Learning routines
  • Practising transitions
  • Cause and effect activities
  • Learning about familiar and unfamiliar people
  • Social boundaries, do’s and don’ts when out and about
  • Role play
  • Computer skills, answering emails, how to search for information
  • Operating cooking equipment
  • Answering the telephone
  • Practising functional skills in different environments
  • Weather forecast
  • Road Safety
  • Night and day
  • Days of the week, months of the year and seasons
  • Sequencing
  • Time and place
  • Gardening
  • Community experiences
  • Packing their own bag to go home and learning about their belongings
  • Tidying away, understanding where things go
  • Conflict resolutions
  • Greeting people
  • Resonance boards
  • Sensory room
  • Using the microwave
  • Using the photocopier and other office equipment
  • Listening to the news
  • Free play and the opportunity for social activity between peers
  • Anything to do with nature and the outdoors
  • Careers work and enterprise activities
  • Learning how to order prescriptions
  • Making appointments – at the doctor’s, hairdresser’s etc.


  1. ii) My Creativity 

Students with SEN benefit greatly from expressing themselves through the arts. Encouraging imaginative thinking and expression builds confidence and develops communication skills. Subjects such as art, music and dance are key to developing conceptual understanding, giving meaning to more abstract concepts, such as people’s emotions and feelings. Play is vital in developing imaginative skills, as well as social interactions and problem solving. Students with SEN are likely to have communication barriers that influence their experiences. It is essential to support play in order to create learning opportunities, as play can develop skills in any or all of the core subject strands. We recognise the process that students go through and try to avoid a sole focus on the ‘end product’. It is the journey they go through and their processing that is important. It is also a great opportunity for our students to be proud of something and take care of something that they are creating. 


Activities that we embed into the school day include: 

  • Activities from Sounds of Intent (music based)
  • Sensory stories
  • Painting and printing
  • Arts Award
  • Enterprise
  • Rhythm based activities
  • Diversity days
  • Drumming
  • Visit from an external artist
  • Drama and role play
  • Call and response activities
  • Poetry
  • Band
  • Cutting out, folding, gluing, stapling
  • Choir
  • Song club
  • Performance workshops
  • Instrumental exploration
  • Designing and making
  • Relaxation
  • Messy play and other activities with no ‘end product’
  • Cooking
  • Dance and other forms of gestural expression
  • Creating a piece of music
  • Listening to different styles of music including jazz, opera, folk music
  • Designing a room – plan how you would decorate your bedroom considering layout and colour schemes
  • Experimenting with and mixing colours
  • Thinking about personal style, clothing choices, hairstyles and how you may express yourself by the way you look


iii) Additional Provision

  • Forest School 
  • Sensory Room
  • External visitors
  • Visits
  • Links with other organisations
  • Clubs
  • Celebration days
  • Diversity days
  • Fun time
  • Attention Autism
  • Musicians
  • Therapy animals
  • Rebound therapy
  • Dance
  • BMX-ing
  • External Coaches
  • Swimming and hydrotherapy
  • Horse riding
  • Yoga