Curriculum Progression Intent

Curriculum Progression Intent Chart 

Each learner’s needs can vary a great deal depending on their circumstances and personal abilities, as well as the nature of their disability, hence, it is likely to have gaps in their functional abilities and education achievements. Some learners may find it very difficult to perform basic skills necessary to live independently and safely. Their communication skills may be underdeveloped. It might be very challenging for some learners to effectively complete any academic skills such as basic literacy or numeracy. Moreover, they may demonstrate a variety of challenging behaviours. An initial assessment of the learner helps the school determine the needs of the individual and the kind of support they need. All learners’ EHCP targets are linked to the curriculum. 

Transitional assessments and interventions take place at the end and beginning of each key Stage 

By the end of the following Key Stages learners will learn: 

Subject 

KS3 

KS4 

KS5 

English 

Develop an appreciation and love of reading and read increasingly challenging material.                              Consolidate and build on their knowledge of writing, grammar and vocabulary.  

Speak confidently and effectively. 

Read a wide range of high-quality, challenging, fiction, non-fiction and poetry.  

Write accurately and effectively for pleasure and information. Draw on new vocabulary and grammatical constructions from their reading and 

listening.  

Work effectively in groups of different sizes and taking on required roles, 

including leading and managing discussions, involving others productively. 

Start completing Entry Level Qualification Units. 

Read and appreciate the depth and power of the English and worldwide literature. Choosing and reading books independently for challenge, interest and enjoyment.Write accurately and effectively for pleasure, information and purposes of employment and preparation for adulthood, paying attention to the accuracy and effectiveness of grammar, punctuation and spelling.  

Write, read and comprehend for self-advocacy.  

Listen and respond in a variety of different contexts, both formal and 

informal, and evaluating content, viewpoints, evidence and aspects of 

presentation. 

Where possible complete E1,2,3, GCSE or its equivalent. 

Maths 

Consolidate their numerical and mathematical capability from key stage 2 and extend 

their understanding of the number system and place value.  

 

Consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system and place value, select and use appropriate calculation strategies to solve increasingly complex problems. 

Develop awareness of Financial Education. 

 

Extend and formalise their numerical and mathematical capability and use mathematical language and properties precisely.  

Apply their knowledge in solving practical everyday problems and working with measures and geometry. 

Gain detailed knowledge and understanding of all aspects of Financial Education and be able to apply it in everyday life. 

Science 

 

 

 

Humanities 

Geography: Extend their locational knowledge and deepen their spatial awareness of the world. 

History: Awareness of significant historical events of mankind 

Geography: Broaden their knowledge of the world: continents, oceans and countries.  

History: know and understand significant aspects of the British history and the wider world: the nature of ancient civilisations; British history, ethnic diversities. 

Geography: Extend their knowledge on key physical and human characteristics, countries and major cities 

 understand geographical similarities, differences and links between places through the study of human and physical geography.  

History: Broaden and deepen their knowledge and understand significant aspects of the British history and the wider world: the nature of ancient civilisations; British history, ethnic diversities. 

SMSC/ PSHE 

Build on the knowledge and understanding, skills, attributes and values they have acquired and developed during the primary phase. Emerging awareness of diverse relationships, social media and the increasing influence of peers. 

Deepen their knowledge and understanding, extend and rehearse skills, and further explore attitudes, values and attributes acquired during key stage 3. Consolidate on their learning to manage diverse relationships, their online lives, and the increasing influence of peers and the media. 

Prepare learners to manage their current lives and laying the foundations for managing future experiences. Learners continue to learn about real-life issues. 

Reinforce their knowledge and understanding, skills, strategies and attributes they need for independent living, community participation, financial awareness and the next stage in their education or career. 

PFA 

Emerging knowledge of: future plans and careers, independent living, education options establishing friendships, travel training, hygiene routines. School sessions from visitors on their careers.  

Expected knowledge of: future plans and careers, independent living, education options establishing friendships, travel training, hygiene routines. School sessions from visitors on their careers. work experience starting with tasters and building up to increasing time in the workplace with support when needed, financial education life skills, staying safe online, bullying, health and safety 

School sessions from visitors on their careers. Community facilitiesTravelling locally walking to different local destinations e.g. shops, cafes, parks, using public transport; planning and making journeys; personal safety in a range of situations; knowledge and use of community facilities; road awareness skills, knowledge of important or useful people in the community; appropriate behaviour in the community; knowing what to do in emergencies; community/voluntary work; caring for the environment; using literacy and numeracy skills in functional ways; identifying social sight vocabulary, using money and getting ready to go out; developing community participation skills: getting out and about; mini enterprise projects; fundraising/charity work, orienteering 

and navigational skills. 

Using public transport; planning and making journeys; personal safety in a range of situations; knowledge and use of community facilities; knowledge of important or useful people in the community; appropriate behaviour in the community; knowing what to do in emergencies; community/voluntary work; caring for the environment – recycling, energy saving, improving the environment, using parks, environmentally friendly items, horticulture; using literacy and numeracy skills in functional ways; Mini Enterprise projects; fundraising/charity work. 

Established knowledge of: previous key stage units and build on strengths and interests highlighted in personal vocational profile. Vocational options, apprenticeships, supported internships, college vocational courses ie Entry 2 award in community and money (Uxbridge college) job interviews and CV writing, financial education, life skills, staying safe online, bullying, health and safety 

School sessions from visitors on their careers.  Community facilities 

Sixth form students spend a large amount of their time out of school as part of this course and have the opportunities to develop a range of skills and a greater degree of self-confidence in relevant contexts. Activities/experiences are organised with an emphasis on students taking the lead in planning and carrying out tasks safely with diminishing 

adult supervision. 

Aspire 

Knowledge and Skills acquisition 

 

Emerging 

Knowledge and skills Application 

 

Expected 

Practise and Consolidate Knowledge and skills  

Exceeding 

Voc Ed 

In housework experience 

Horticulture sessions 

In housework experience 

Work experience in inhouse café and shop 

Horticulture sessions 

Life skills flat  

Uxbridge college 

Advisory sessions from the Department of work and pension  

Supported internships in the Hospitality sector 

 

Emerging – means that the learner has some understanding of the area. It could be an area that has recently been introduced or it could be an area which the learner found difficult.  

Expected – means that the learner has the expected understanding of this area and is ready to move on to the next level.  

Exceeding– means that the learner has exceeded the understanding that was expected of them as an individual while learning about that area.