New Bridge School

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New Bridge Learning Centre 16 to 19

 

 

Curriculum Vision

The intent of the curriculum is to support students to achieve the following destinations: 

 

· Working with support in my Community

· Volunteering in my Community

· Playing a Part in My Community

· Taking Control

· Taking Part

· Being Involved

· Being Independent

 

With these destinations in mind, the Learning Centre curriculum is underpinned by the intent to live as independently as possible.

We aim to equip our students with the knowledge and skills to engage as fully as possible with the wider community. Central to these destinations is the aim that all students will develop their communication skills, and participate as fully as possible in activities at home, at school, and in the community.

To achieve this, we seek to offer an engaging and relevant curriculum that is flexible to the needs of our students and which reflects their EHCP targets and supports their wellbeing.  

 

Organisation & Planning 

At the Learning Centre, student's are grouped according to ability. Individual student needs are met by a highly differentiated teaching model.

In addition to the core offer of English, Maths, ICT, Living Skills and RSHE, students study other subjects such as PE, Creative Arts and Outdoor Education as part of a broad and balanced Curriculum.

There is a mixed delivery model, with the majority of lessons delivered by the class teacher and a smaller percentage delivered by specialist teachers.  

The curriculum offer at the Learning Centre allows students to build on the knowledge and skills developed at Keystage 4.

Teaching and learning stems from accurate assessment and understanding of each student’s needs. Schemes of work are adapted to meet these needs and are constantly under review.  

Lessons are well paced with opportunity for developing some independence and shared activities using various strategies and styles, including multi-sensory and kinaesthetic. 

The placement is decided on the primary needs of the pupil. Students are taught most lessons in these tutor groups.   

Students at the Learning Centre are placed in one of three pathways:


Curriculum-Gallery (ID 1086)

Impact & Assessment

New Bridge school has developed a bespoke assessment system to track pupil outcomes and progress.

This has been designed to assess, measure and track progress of young people academically and against their EHCP outcomes. All pupils are assessed formatively and teachers set targets for all pupils using small step ‘I can’ statements.

Learning activities in each subject area are carefully designed to give pupils opportunities to meet these targets. Teachers assess pupil’s knowledge, understanding and skills by making observations during lessons and by providing appropriate feedback. Work is recorded in books and more increasingly using digital portfolios.

Teachers measure progress against EHCP outcomes using a 0-10 scale from not achieved to achieved. Pupils are engaged in the assessment process by teachers encouraging them to take ownership of their targets, understanding what they have achieved so far and what their next steps are.

Curriculum leaders regularly analyse the data and provide feedback to the teachers in order to inform and improve future practice. 

Accreditation

Where appropriate to support students to achieve their aspirational destinations students will be entered for accreditations:

  • Functional skills in English
  • Functional skills in Maths
  • Apple Student Awards
  • Duke of Edinburgh 

Technology 

All pupils and staff at New Bridge have an iPad and technology that supports a flexible and collaborative approach to pupils’ learning. iPads are used creatively in a range of different ways across all subjects. They provide opportunities for collaborative learning which have proven to positively impact on teaching and learning.

Technology is used in the classroom to support the development of independent working and pupil’s ownership of their own learning. Flipped learning is used where teachers record video demonstrations of techniques to support adaptations in mixed ability groups. Pupils can re-watch demonstrations in their own learning space to increase their independent engagement. iPads are used to encourage pupils to research knowledge about new topics being taught.

Technology allows for such flexibility in learning that it will enable and encourage pupils to work in a more collaborative manner. Technology is a key building block in facilitating collaborative learning. The iPad will allow pupils to contribute to lesson content from the front of the class, engage with their peers in problem solving activities and create a more collective approach to lesson time. Supported by technology, pupils are generating new approaches to problem solving and learning how to work alongside their peers, a great attribute for their future destination.

The use of technology helps to enhance the immersive learning experience, e.g. through the augmented reality apps, communication apps. Technology engages pupils with skills which have previously been taught using fewer motivating resources and methods such as textbooks. Every subject has a range of Apps that they utilise to support teaching and learning. These may develop skills in specific areas of the Curriculum or allow pupils to practice taught content. 

Technology supports the assessment of progress through the use of digital portfolios where teachers track the development of pupils and record their outcomes. This supports interactive feedback, with pupils able to comment on their own abilities.

 

Core Subjects 

 

Core-Subjects-(New-Bridge-Learning-Centre) (ID 1087)

Foundation Subjects 

Foundation-Subjects-(NBLC) (ID 1088)

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