Curriculum

Curriculum Statement

At Hinderton our curriculum provides a range of relevant educational activities and experiences which meets the needs of all our pupils and helps to achieve our ‘vision’ for Hinderton. Our National Autistic Society Accreditation Review held in 2018 indicated the Curriculum to be an area of strength where practice meets and exceeds NAS standards.

“ The curriculum at Hinderton school is carefully considered and suited to the pupils’ needs. The breadth of activities offered ensures that the children are valued as learners and as individuals. The range of activities provided takes account of strengths and areas of special interest and provides access to excellent learning experiences.The curriculum nurtures social and emotional growth”.

We recognise the need to put ‘Autism’ at the heart of the curriculum and have developed a curriculum that demonstrates progression in learning and that has the essential skills for learning and life at the core for all our pupils with autism.

Early Years Foundation Stage

The Early Years Foundation Stage Curriculum applies to children attending school from the age of three years to the end of Reception year when they are five years of age. The EYFS is made up of seven areas of learning:

  • Personal, Social and Emotional Development
  • Communication and Language
  • Physical Development
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

All areas are delivered through a balance of adult led and child initiated activities. Activities are determined by the pupil’s individual needs and interests.

Key Stage One and Two

At Key Stage One and Two pupils from age five to eleven follow an Academic Curriculum and an Essential Skills Curriculum according to their individual needs and abilities.

Our Academic Curriculum consists of six core areas of learning:

  • English
  • Mathematical Development
  • Knowledge and Understanding of the World ( Science, Geography, History, Computing, Design Technology, Religious Education and a Foreign Language at Key Stage 2.
  • Creative Development ( Art and Design, Music)
  • Physical Education
  • PSHE ( Personal, Social, Health and Economic Education)

Subject specific teaching and learning meets the requirements of the National Curriculum and its programmes of study.

Our Essential Skills Curriculum consists of four areas of Learning:

  • Social Communication ( Joint Attention and Symbol Use)
  • Personal and Emotional Development ( Personal Care, Emotional Regulation,)
  • Learning and Thinking ( Developing Independence, Problem Solving, Coping with Change)
  • Physical and Sensory Motor Development ( Gross motor and sensory motor activities, Child Specific Sensory Diets)

The Essential Skills Curriculum refers to learning and development for each pupil at Hinderton with Autism.

A Cheshire Essential Skills Syllabus (CHESS) has been produced by Cheshire SLD Schools’ Behaviour Consortium. This document includes a syllabus of essential skills that need to be included in all teaching programmes if our pupils are to develop as successful adults.

The autism Specific Learning Environment at Hinderton employs a range of approaches to support individual learning. A SCERTS Model ( Social Communication, Emotional Regulation, Transactional Support) is a multidisciplinary approach to enhance communication and the social and emotional abilities of all our pupils. Staff complete yearly SCERTS assessment and together with the CHESS document informs target setting for individual personal learning plans.

Planning and Delivery

Medium Term Plans are written with a themed approach and form part of the Long Term Curriculum plan which provides an overview of planned learning and is currently based on a three year rolling programme of termly themes.

Medium term plans are written at the beginning of each term. Learning targets relating to each area of learning and specific to each class are written, with planned activities and resources to meet these targets. These plans are evaluated termly.

Lesson plans for each teaching and learning session throughout the day are written and include learning targets, activity plan details and organisational requirements. Lesson plans are evaluated at the end of each session.

Lessons are structured to include :

Whole class teaching, adult led group and individual teaching and independent activities. We use a model of: working for ‘choose time’, whereby pupils complete directed tasks on their individual schedules to earn a short ‘choose time’. The focus of choose time maybe to develop social interaction in sharing activities with other pupils or an individual pupil led activity which the pupil finds highly motivating. At Hinderton ‘ Choose time’ is viewed as a valuable learning opportunity enabling pupils to develop essential skills linked to achieving outcomes within their EHC plans.

Learning takes place throughout the day and we view ‘snack time, outside playtimes and lunch time’ as opportunities to develop essential skills relevant to each pupil.

We provide many opportunities to enhance our curriculum with learning taking place outside the classroom, in different environments and within the community.

The aim of the curriculum at Hinderton is to provide a range of broad, balanced and relevant educational activities and experiences which meet the individual needs of all our pupils, and helps to achieve our ‘vision’ for Hinderton.

We recognise the need to put ‘Autism’ at the heart of the curriculum and have developed a curriculum that demonstrates progression in learning and that has the essentials for learning and life at the core for all our pupils with autism.

Literacy and Phonics

At Hinderton we use a synthetic phonic approach ‘Read Write Inc.’ developed by Ruth Miskin.

Read Write Inc. is a systematic and dynamic literacy programme rooted in Phonics teaching. Five key principles underpin all the Read Write Inc. Phonics teaching; Participation, Praise, Pace, Purpose and Passion. Also,

  • Each child’s phonic knowledge is assessed and begins to read books that match their phonic knowledge
  • The 44 sounds and corresponding letters are introduced and taught systematically
  • Children use short ‘ditties’ to practise early reading and writing and are taught more letter/sound correspondences
  • Children read a series of levelled decodable texts , both fiction and non-fiction.
  • There is ongoing assessment to ensure the best progress for every child.

FUNS for Everyone

At Hinderton School physical education and physical activity are important aspects of our curriculum. Children with autism may exhibit a variety of physical sensory needs as well as difficulties with core strength, balance, coordination and agility. As a result physical activity is incorporated across the curriculum, throughout the day in order to address these needs. We have also implemented the FUNS for Everyone multi skills programme into our physical education schemes.

Medium-Term Plans

Samples of Curriculum Planning from across the school.

Curriculum Overviews

Details of how each subject is covered in each year group.