Phase 2

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The Phase 2 curriculum is designed on a three-year rolling programme with full differentiation for all Phase 2 pupils for the four pathways. The curriculum continues to build on the skills learnt in Phase 1. The curriculum has been designed on a topic approach with six themes per year. Each theme is differentiated for different ability levels. Provision has been made within the Phase 2 curriculum for pupils working up to Stage Two and is sufficiently flexible and adaptable to accommodate pupils of all abilities and with different needs. If pupils are working beyond Stage Two in some areas we will look to stretch and challenge their learning, considering mainstream inclusion opportunities.

Phase 2 is split over two sites, with seven classes at the main site in New Ash Green and a further three classes at our primary satellite provision. It is made up of 2 PMLD classes following within the Brook pathway, 2 high needs classes following the Stream pathway and three SLC classes following the River pathway. The satellite classes are predominantly year 3-6, working between River and Waterfall pathways.

It is the aim of the Phase 2 curriculum to provide pupils with a broad and balanced curriculum which is appropriate, meaningful and which provides opportunities for all pupils to learn and achieve. The curriculum addresses the need to provide quality teaching and learning opportunities for pupils to develop communication, social, independence, personal and life skills.

In Phase 2 we plan to ensure pupils become valuable and fully rounded members of society who treat others with respect and tolerance, regardless of background. We take every opportunity to promote individual heritage and celebrate cultural differences. In every aspect of our teaching we promote British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance for those of different faiths and beliefs. Our aim is to ensure where possible young people understand the importance of respect and leave school fully prepared for life in modern Britain.

phase 2 curriculum

  • Pupils within this cohort have profound and multiple learning difficulties. Therefore, they access an individual needs curriculum and learning targets are interwoven into the pupils’ individual profiles across curriculum areas.
  • Pupils within this cohort are at very early stages of development and it is more appropriate for them to access a more focused curriculum using individualised learning plans (ILPs).
  • Pupils follow the ImPACTS which is an assessment, monitoring, target setting and implementation tool and child centred planning.
  • The ImPACTS programme offers a specialised curriculum in five Key Skill Areas: Communication, Cognitive Skills, Environmental Control Technology, Social and Emotional Well Being and Physical Skills (Gross and Fine Motor).
  • Pupils follow the same transdisciplinary theme as the other pathways in their phase, but it is incorporated in a sensory, appropriate level to ensure all pupils are accessing their learning.
  • The curriculum is delivered in a personalised way; all pupils follow an Individual learning plan and targets are set according to the individual areas of difficulty.
  • There is a combination of adult-led, teacher taught sessions as well as a wealth of stimulating continuous provision opportunities.
  • We develop each individual holistically, preparing them for life beyond Milestone
  • Learning environments, both inside and outside are adapted daily to meet the varied and developing pupil needs
  • The environments are developed to promote pupils’ independence and allow them to access the curriculum independently and confidently with the necessary level of support and challenge.
  • Pupils are taught phonics via the Systematic Synthetic Phonics Programme (also referred to as SSP) – Read Write Inc.
  • Students are taught via a transdisciplinary curriculum framework based on the the National Curriculum, adapted to meet the individual needs of each student.
  • Planning centres around a pathway-specific Transdisciplinary Theme, which makes clear connections between learning, promotes pupil agency, and provides opportunities to take action.
  • Specialist coaching from external providers includes swimming and football, which may be site-specific
  • Pupils are taught phonics via the Systematic Synthetic Phonics Programme (also referred to as SSP) – Read Write Inc.
  • Students are taught via a transdisciplinary curriculum framework based on the the National Curriculum, adapted to meet the individual needs of each student
  • Planning centres around a pathway-specific Transdisciplinary Theme, which makes clear connections between learning, promotes pupil agency, and provides opportunities to take action.
  • Specialist coaching from external providers includes swimming and football, which may be site-specific
  • Pupils are taught phonics via the Systematic Synthetic Phonics Programme (also referred to as SSP) – Read Write Inc.