Phase 3

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Phase 3 at Milestone Academy supports students in Years 7-11 (aged 11-16 years old). We have 8 classes based on our mainsite, and a further 3 classes of students based in our Satellite provision, Milestone @ at the Leigh Academy (M@L). 

The Phase 3 curriculum for classes on the main site encompasses four learning pathways: Brook, Stream, River and Waterfall, allowing for each student to access a curriculum which meets their holistic learning needs. 

In Phase 3, every moment in school is considered to be a learning opportunity. 

All our pathways follow a three-year rolling program. Our learning is linked via a Transdisciplinary Theme, which forms the core of our International Baccalaureate (IB) approach. 

Lesson coverage has been created in collaboration with families, staff and students, with the aim to provide appropriate, engaging and relevant vehicles for learning. The topics are differentiated for each learning pathway, yet allow collaboration and inclusion across the Phase.

The aim of the curriculum is to build upon the foundations created in Phase 1 and 2, or previous primary provisions, and continue to develop student’s skills and knowledge in preparation for the next steps in their education as they approach adulthood. As students enter the secondary phase of their education, emphasis on independence and functional skills becomes paramount as we aspire for our students to leave Milestone Academy as confident, successful and resilient, life-long learners, able to make a positive contribution to their community in modern Britain, and the wider world.

To complement our curriculum, the co-curriculum provides opportunities to generalise skills and further develop communication, cognitive, personal and social skills. These opportunities include lunch time clubs, and regular community participation. This helps our students to build valuable cultural and social capital, and make clear links between their learning and the wider world.

The classes at Milestone @ the Leigh follow the Waterfall learning pathway. As with all our classes, we aim to provide a rich learning experience, underpinned by the values of independence, curiosity, self-confidence and community engagement. Pupils who attend the M@L satellite are expected to encounter challenges, and with increasing levels of self-sufficiency, overcome those challenges. We strive to provide a personalised, individualised experience for our pupils, where they can confidently help direct how and what they learn. We want pupils to understand how they are connected with the world around them.

Our curriculum is enriched through a variety of subjects, which wherever possible reflect student priorities. These include: Maths, English, Religious Education, Humanities (History and Geography), Science, Careers, Computing, Physical Education and the Arts, as well as Community Integration, Active Citizenship and Personal, Social and Health Education. The curriculum is informed by the National Curriculum, and skills extracted from the appropriate level. Where possible, content and themes are derived from the Curriculum for Key Stages 3 and 4. All areas of the curriculum are taught discretely but through an overarching theme each term.

phase 3 curriculum

  • Transdisciplinary themes are followed in the same pattern as River to allow for inclusion opportunities 
  • PE may be taught through Aqua learn and Rebound Therapy
  • Specialist lessons are accessed which include art, music, science and dance 
  • The whole phase community-based and offers co-curricular activities
  • Self help
  • Social skills
  • Science
  • Maths – counting and cardinality, comparison, composition, shape, space, pattern and measure
  • English – reading, writing, expressive communication, receptive communication
  • Physical – motor skills
  • Functional – citizenship
  • The Curriculum is delivered in a personalised way; all pupils follow and Individual learning plan and targets are set according to the individual areas of difficulty from the following areas, as well as from personal provision plans.
  • Group lessons taught with links to Phase curriculum Independence skills – through personal care, hand washing, carrying dinner, making choices, showing preferences.
  • Collaborative planning approach between classes that is reviewed termly with a focus on the current cohort’s abilities and interests, as well as in line with current affairs
  • Discrete learning objectives for functional skills are developed to include career aspirations
  • The Curriculum incorporates 6 ways to wellbeing
  • Pupils have access to lunchtime clubs, inter-sport competitions (as well as external competitions between other schools), and external coaching is available
  • Pupils are taught the following specialist lessons: art, PE, dance and music 
  • Collaborative planning approach between classes that is reviewed termly with a focus on the current cohort’s abilities and interests, as well as in line with current affairs
  • Discrete learning objectives for functional skills are developed to include career aspirations
  • The Curriculum incorporates 6 ways to wellbeing
  • Pupils have access to lunchtime clubs, inter-sport competitions (as well as external competitions between other schools), and external coaching is available
  • Pupils are taught the following specialist lessons: art, PE, dance and music