Key principles

Effective learning is often defined as methods of learning that involve the learner actively participating in their own learning and personal development. Research has shown that learners are more likely to learn by accessing a hands-on and practical curriculum, which engages and interests them.

At Yeoman Park, we believe that an effective curriculum for our learners must take into consideration the following key elements:
• A multi-disciplinary approach, which incorporates input from various specialists, including speech and language therapists, occupational therapists, physiotherapists and behaviour specialists, to ensure all aspects of a learners development are addressed.
• Functional and practical skills, where emphasis is placed on teaching skills that enhance the learner’s independence and daily functioning.
• Sensory integration, to ensure all learners access sensory-friendly environments and activities, which will help them to regulate and engage more effectively.
• Social interaction and inclusion, for learners to be able to interact with each other that will foster socialisation, communication and empathy.
• Life skills and transition planning, which focuses on preparing our learners for adulthood including developing skills relating to employment, community involvement and living skills.
• Individual learning plans (ILP), whereby each learner has their own ILP which outlines their unique goals, needs and targets, which link to their education, health and care (EHC) plans.

The development of our curriculum has taken into account these key elements and acknowledged that our learners are all on their own pathways, and therefore we need to ensure flexibility and adaptability within this.

At Yeoman Park, we believe that a robust and effective curriculum recognises the whole school day and that every part of our day is a learning opportunity. We provide learning experiences both formally and informally across the school week to enable our learners to build on their skills and independence to prepare them for life beyond Yeoman Park.

Development stages

Within our curriculum, we use the following titles to support the learning journey of our learners:
• Discovery stage (waypoints 1-6)
Our discovery learners are at the early levels of development. They access a sensory and practical-based curriculum which focus’ on developing their sense of identity and community within our school whilst building positive relationships with others. Whilst the main focus within this stage is to develop their communication and independence, it is important to note that they will be exposed to all aspects of the curriculum through a cross-curricular approach.
• Exploration stage (waypoints 7-11)
Our exploration learners access a structured environment, which builds on skills they have accessed within the discovery stage of our curriculum. Learners will access learning through a mixture of play and practical-based opportunities as well as through functional learning and paper-based activities, where appropriate.
• Consolidation stage (waypoints 12-14)
Our learners within the consolidation stage access a more formal approach to their learning, with links to the National Curriculum, modified in relation to their development and additional needs. Their curriculum offer will also focus on the real-life application of the skills they have learnt to support them in independence and life after Yeoman Park.

All learners who attend Yeoman Park Academy have an EHC plan, which underpins their learning needs and has personalised targets that link to their curriculum offer.

See our learners development in relation to age-related expectations and waypoints:

Our learner development waypoints

Supporting information

To develop our curriculum offer at Yeoman Park, we have extracted and analysed documents, assessment systems and frameworks, which are already in place. These documents are recognised nationally by the Department of Education and/or local authorities, thus supporting our structure and progression of skills within our continuums.