11-16 Curriculum
11-16 Curriculum
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Woodfield Curriculum
Woodfield Curriculum
The Woodfield Curriculum follows the National Curriculum where appropriate, although content is adapted to meet our pupils’ learning difficulties. All pupils study a wide range of core and foundation subjects. The development of life skills along with developing appropriate skills for the world of work are a key focus for all pupils as they move throughout the school.
Our KS3 curriculum follows a Primary style model where the majority of lessons are taught by their tutors with English and Maths set within if appropriate for the needs of the cohort. KS4 follows a Secondary style model where pupils move around the school for all subject specific learning. Our curriculum has been broadened in order to continue to promote Life Skills and Employability as well as allowing greater and more varied levels of personalisation and differentiation to take place. We have done this through the introduction of Careers and Enterprise and through vertically streamed form groups which are linked to differentiated pathways and destinations. This structure allows us to embed the work we do within our curriculum, to prepare pupils for adulthood, and the word of work. In KS4 there has been an increase in the range of optional subjects. The three new option choices are Creative Arts, Science Plus and Life Skills Extra. Other option choices include Cooking, DT, Art GCSE, Duke of Edinburgh and Humanities.
Pupils attend daily reading sessions 4 mornings a week. They take part in weekly PE sessions. Health and Fitness is also promoted through clubs, competitions and cross curricular links such as Cookery. Social Emotional Mental Health & Well-being, Spirituality and British Values is supported and promoted through a strong pastoral system of care, the RE curriculum, daily reflection during well-being time, weekly whole school assemblies and therapeutic interventions. All pupils have a minimum of one Life Skills and one PSD lesson a week. The combination of these Learning and Teaching experiences support pupils with their learning surrounding social skills and strategies around self-regulation. Cross curricular skills are maximized where appropriate. Computing/ICT is delivered discreetly as well as through curriculum subjects. The Rewards and Enterprise programme along with all other aspects of learning outside of the classroom promote and develop life skills and employability.
We run various trips, visits and residentials throughout the academic year which provide extremely positive learning experiences for those who attend. We also hold learning events throughout the year such as Activity Week, World Culture Day and Feeling Good Days. The Creative Arts are promoted through our annual Christmas Production and Arts Exhibitions etc.
Pupils learning is assessed using various tools throughout their time in school. The process of accreditation begins in Year 9 and is matched to pupils’ needs and abilities. The majority of pupils follow a Functional Skills accreditation process with ASDAN. Some go on to achieve Level 1 in Maths and/or Maths and Art GCSEs.
During Year 11 we run a college link programme, Surrey Choices deliver Job Coaching sessions and the majority of students undertake work experience to widen their skills of the world of work. We also employ a Careers Adviser to deliver careers advice to pupils as they move into, and through KS4.
Future destinations for our students are varied and dependent on the nature of the courses offered.
These include:-
East Surrey College, Nescot, Woodfield Post 16, Surrey Choices, Merrist Wood, Brinsbury and Central Sussex.
Different colleges offer different courses and need to be researched in good time by attending Open Days and Evenings.
We cater for a small number of our pupils through the Flexi-teach provision. This is a vertically streamed group for our lowest ability pupils with the most complex needs and behaviours. The Flexi-Teach provision is a nurture/flexible teaching group for a small number of complex needs pupils who have not been able to access learning/education in a previous setting or in our main school. The aim is to provide these pupils with a small team of consistent adults and a truly personalised curriculum offer. The work set and the strategies used to support them is specifically tailored to their needs, through highly differentiated, small-steps and flexible teaching and learning.
Understanding the termly curriculum overview
Understanding the termly curriculum overview
The aims of the subject curriculum overviews are to:
Explain the nature of the main topic being covered in a subject – which may include knowledge or skills.
Identify opportunities to engage with learning based on spiritual, moral, social and cultural (SMSC) themes that will be taught as part of the topic. These opportunities are written in green on the overviews.
Identify links between subjects so that learning happens across the curriculum.
The English curriculum overview explains the basic structure of how English is taught. However, more specific information can be obtained directly from each English group’s teacher.
Planning has to remain highly flexible in order to provide the individualised learning that we pride ourselves upon at Woodfield.
The Maths curriculum overview is set out differently and focuses on the learning that is covered in different maths groups. Many areas of maths are constantly revisited and future teaching is dependent upon our ongoing assessment of students’ progress.
From the summer term teachers will provide information specifically about their maths group’s focus for the upcoming half-term.
Subject Overviews
Subject Overviews
Preparing pupils for adulthood:
Developing learners that are happy, successful and increasing in independence
Woodfield is a thriving and vibrant learning environment where all pupils are challenged to work to the very best of their ability. All that we do is aimed at improving the long term outcomes for our pupils and the families who support them. We strive to create an educational experience which recognises the need to support emotional wellbeing whilst ensuring that intellectual development is fostered. We offer a rich and diverse curriculum which is guided by the National Curriculum and differentiated to provide a learning journey which is broad, balanced and relevant to the individual needs of our pupils.
Woodfield School Curriculum
Woodfield School aims to give our young people with Moderate Learning Difficulties and Associated Needs a rich, broad and balanced curriculum experience that will prepare them for adulthood. We aim to develop happy, independent and successful learners by focusing on end point learning goals and enabling them to acquire the skills that will lead to appropriate further education, employment or training. We acknowledge that our pupils follow a number of different educational pathways and we differentiate accordingly whilst never putting a ceiling on their progress and development. We believe in aspirational, quality first teaching while also providing interventions which take place pastorally, academically and therapeutically for pupils who are experiencing barriers to learning. We offer pupils a wide range of subjects and educational experiences and support our pupils in making appropriate choices at Post 16.
The curriculum and the strategies with which we support pupils are designed to meet the needs of pupils working significantly below peers of a similar age. In addition to learning difficulties, our pupils will have additional barriers to learning, such as Social Emotional and Mental Health needs (SEMH), Autism, ADHD, medical issues or speech, language and communication needs. Many of the pupils that attend may also have a combination of needs and diagnosis, comorbidity and/or complex needs. The strategies we use to teach and support our pupils are underpinned and informed through evidence based research.
We have developed our practice to enable pupils, who are not always able or ready to access learning, to progress to a point where they are able to engage. This too is informed by evidence based research and theories such as Bruce Perry’s 3Rs, Zones of Regulation and a Trauma Informed Approach.
Pathways and Provision
Woodfield Main School ot Woodfield Education Centre @ Carrington?
Pupils will either attend Woodfield Mainschool or Woodfield Education Centre @ Carrington (WEC@C) from Year 7. Both provisions are for pupils with Moderate Learning Difficulties. They will be allocated to either the main school or WEC@C. Factors taken into consideration include their ability to access a mainstream secondary school environment with support, ability to follow a GCSE pathway with additional support. As a result pupils accessing WEC@C are likely to be working 2 to 3 years behind ARE. Pupils attending Woodfield main site are likely to be working 3 to 6 years behind ARE.
Learning Pathways
Pupils at the Main School will follow one of three pathways as they move through the school and into KS4:
● Aspire (X) → learners working towards employment and vocational outcomes
● Thrive (Y) → learners developing independence, regulation, and life skills
● Flourish (Z) → learners supported to live fulfilling, supported adult lives
Increased support pathways - Additional Provision and Pathways
Flexi-Teach
Where pupils have complex needs, comorbidities, medical needs and/or significant levels of anxiety, they may be placed within our vertically streamed Flexi-Teach provision. This provides an increased level of support alongside a bespoke educational offer, with varying levels of integration into the wider mainstream school community, according to individual need and readiness.
Alternative Learning Programme
Where a pupil has become disengaged from learning, is presenting with significant levels of social, emotional and mental health (SEMH) needs, and may be at risk of exclusion, we utilise a temporary Alternative Learning Programme. Pupils work closely with our Pastoral Team and Emotional Literacy Support Assistants (ELSAs) to develop emotional regulation and readiness to learn.
Initially, pupils receive a high level of support and guidance, with this gradually reduced as they develop greater independence and confidence. The aim is to support a successful and sustained reintegration into mainstream learning.
Pastoral Intervention Pathways
Pupils who are experiencing difficulties engaging with learning or making progress across areas of the curriculum may receive a bespoke programme of pastoral interventions. These are linked to learning, skills development and areas of key interest, with a focus on developing skills that may support future employment pathways.
This may include participation in off-site alternative programmes of study and, where appropriate, the opportunity to work towards recognised accreditation in areas such as animal care or mechanics. Pupils continue to access the majority of the mainstream curriculum, with functional skills and core subjects protected.
Collaboration with Carrington School
Where a pupil has demonstrated strong achievement and the potential to attain a GCSE in a subject that we do not offer at the main site, we will work collaboratively with Carrington School and WEC@C to explore the possibility of the pupil accessing the relevant course and sitting the examination at Carrington School.
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