CURRICULUM information
Welcome to the Cleeve Meadow Curriculum Site
On this site you will find all the information required to understand the social and academic journey our students will travel during their time in KS3 (Years 7 to 9) and KS4 (Years 10 to 11). If you require further information on our curriculumn please email enquiries@cleevemeadow-tkat.org
In each subject are you will find a selection of the following as applicable:
The Key Stage Subject intent
Learning Journey
A break down of topics to be covered
Curriculum intent (click to expand)
We strive to ensure that our curriculum meets the holistic needs of all our students, facilitates their success and enjoyment and inspires them to become confident life-long learners who are able to fully participate in, and contribute to, society. We believe that our curriculum design should provide broad, balanced and meaningful learning experiences.
Ambition
Our School Values are central to our ethos and learning culture and are embedded within our curriculum. We want all of our students to develop positivity and belief in themselves in order to make a positive contribution to society and create successful futures.
We are committed to empowering our learners to develop confidence and autonomy, to take ownership of their own learning and control over their lives. We support our learners to be honest and reflective and encourage them to enjoy the freedom to take risks and to learn from their mistakes. We are passionate and ambitious about learning and progress and strive to promote a culture of aspiration, effort and resilience.
We recognise that student wellbeing and good mental health are essential components of a learning environment. Our curriculum supports students to develop an awareness of emotions and an understanding of healthy habits for learning and wellbeing. We want all of our students to have the knowledge and tools they need to be able to self-regulate and build healthy relationships.
Curriculum Aims
To achieve our vision, our curriculum aims to:
Provide opportunities for all students to make excellent progress through learning and achieve challenging targets.
Develop the student’s literacy, numeracy, communication and independence skills and their ability to apply them in relevant situations.
Ensure all students are enabled to access the cultural capital of their mainstream peers and to develop inquisitive minds, a spirit of curiosity and a passion for learning
Engender an appreciation of human creativity and achievement and to encourage self-expression and imagination.
Effectively scaffold the students’ personal development, physical and emotional health and wellbeing.
Actively promote the students’ spiritual, moral, social and cultural development.
Actively promote the fundamental British Values
Provide students with exciting and engaging opportunities across a range of stimulating contexts including learning outside the classroom
Offer an inclusive programme of extra-curricular activities to enhance and enrich the curriculum.
Offer a wide range of accredited courses to ensure best possible outcomes for students
Prepare all students for the successful transition to further education, employment and adult life, enabling students to live as independently as possible.
Assessment (click to expand)
Assessment at Cleeve Meadow
Our Core purpose
To prepare students for their life journey enabling them to reach their potential to be confident, independent, thoughtful and ambitious young adults.
Assessment intent: Child centred progress
Assessment at CMS reflects our high expectations to prepare our students for their life journey with ambitious, child centred progress at the core.
Every student at our school will have different starting points and will make progress at a different pace academically and socially in comparison to their peers in a mainstream setting.
As a result we have developed the ‘Meadow Pathway’ which measures progress at all levels capturing small step progress up to recognised external qualifications. Our ‘Meadow Pathway’ has an ambitious end point in mind and works towards that potential for every child.
In creating the pathway, we worked alongside an outstanding SEN provision, the ‘Specialist Learning Partnership’ and SEN consultants to carefully consider and develop subject specific progress stepping stones that will demonstrate achievable and realistic academic progress for each child.
We recognise that progress is both academic and holistic and as such progress towards EHCP targets is carefully tracked to provide a personalised picture of the progress a child is making in the following areas:
Supergoals (personal ambition goals)
Education/ Training and employment
Independent Living skills/ Housing
Promoting good health and wellbeing
Independent interaction/ community and Transport
Both academic and EHCP progress measures are important and recognised as providing a sound foundation for preparing students for their life journey, enabling them to reach their potential to be confident, independent, thoughtful and ambitious young adults.
Assessment implementation: Meadow Pathway
The ‘Meadow Pathway’ is constructed of 26 stepping stones which provide an incremental growth path of skills, knowledge and understanding.
Subject curriculums have been created to prioritise not only progression towards L2 qualifications, but also skills for life and independence. This is reflected in the Pathway level descriptors.
Within the first term at Cleeve Meadow school, baseline assessment is undertaken through a range of child centred methods to gain an understanding of entry level ability. Students enter the Pathway at different starting points and they begin their progression journey.
To capture the wide range of achievement across key stages, progress is measured via:
Annual review of EHCP targets
Teacher assessment
Formative assessments such as low stake quizzes
Written and spoken assessments
Tracking through STAR reading and Maths testing processes
Qualification assessment criteria
Formal public examinations where appropriate
Online assessment tools such as TSS touch typing program and Freckle (RL)
Assessment impact:
Over time the pace of progress will vary for some students and across subjects and personal development areas.
Whilst we recognise that child centred progress in our setting is not always linear or evenly paced, our ambition is for each child to make two letters of progress in each subject each year.
Subjects and personal development progress areas are linked to the individual profile of the student leading to:
Personalised flight paths towards formal accreditations and qualifications
Personalised EHCP targets which are reviewed annually and updated where required
Individualised interventions to support progress
Twilight Training Questions:
What methods of assessment have been most useful for assessing student progress?
How does this vary for you between classes/years?
How might it vary for varying student needs within groups/classes?
How does this vary between subjects? Discuss with a peer.
PE Lessons