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Curriculum Implementation

EYFS

The Early Years Foundation Stage (EYFS) consists of Nexus Observation and Assessment Nursery and two Reception Classes on main site, Tonbridge, and a further Reception / Year 1 class based at our Satellite Provision at Wouldham Church of England Primary school.

All children are baselined within the first three weeks of joining Nexus Nursery, or joining a

Reception Class at Nexus School.  This baseline is completed against all areas of the Early Years Foundation Stage, using the Development Matters age bands. Children within the EYFS are not entered in to a Pathway

The Reception year is used as a diagnostic assessment period to then identify a Pathway for transition in to Year 1.

 Within the EYFS we provide a well-planned and organised play- based environment that offers children rich and stimulating experiences, alongside opportunities to explore, experiment, plan and make decisions for themselves.   

Our early years department follows the curriculum as outlined in the new Statutory Framework which comes in to effect from 1st September 2021.

Areas of Learning and Development.

Prime Areas of Development

Aspect (Early learning Goals)

Personal, Social and Emotional

Development

Building Relationships

Managing Self

Self- Regulation

Physical Development

Gross motor skills

Fine motor skills

Communication

Listening and attention

Understanding

Speaking

Specific Areas of Development

Aspect

Literacy

Comprehension

Word reading

Writing

Mathematics

Number

Numerical patterns

Understanding the World

People, Culture and Communities

The Natural World

 

Past and Present

Expressive Arts and Design

Creative with Materials

Being Imaginative and Expressive

 

We value the importance of each of these areas as interconnected and imperative in a child’s learning and development.   

Please also refer to the EYFS Policy.

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

Assessment tools include:

Early Years Foundation Stage Profile (EYFSP), Evidence for learning, Routes for Learning, 

Learning Journeys, The Engagement Model, naturalistic observation and anecdotal records.

 *This is not a definitive list; frameworks will be included which are relevant for each pupil’s personalised curriculum.  

Sense and Experience Pathway

This pathway has been created for pupils with profound and multiple learning disabilities who have complex learning needs. Pupils learn through a holistic sensory approach.

The curriculum supports pupils to learn through:

  • Personalised learning focusing on individualised targets
  • Sensory experiences allowing them to engage with their environment
  • Specific therapy interventions to develop physical skills
  • Early communication that allows them to express their feelings and make choices

The curriculum supports pupils to live in fully dependent living after Nexus.

 Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

 

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, Routes for Learning, MOVE, The Engagement Model, Intensive Interaction, Learning Journey’s, naturalistic observation, anecdotal records and Life skills Framework.

 *This is not a definitive list; frameworks will be included which are relevant for each pupil’s personalised curriculum.  

 

Discover and Explore Pathway

This pathway is designed for pupils who have significant learning, communication and sensory needs who benefit from working in a highly structured environment, whilst giving them the opportunity to learn through exploration and begin to generalise their learning.

Pupils are working towards:

  • Personalised learning focusing on individualised targets
  • Developing their communication skills using a variety of methods including, but not limited to, PECS, Communication Books and Boards, Symbols, Makaton and VOCA devices.
  • Early Numeracy and Literacy skills for functional use.
  • Increasing their team work and social skills to allow them to build positive relationships.
  • Learning skills that will allow them to be more independent in adult life.

This curriculum is designed to allow pupils to access fully supported living in adult life.  

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, AET, Autism Progression Framework, Engagement Model, MAPP, Life skills framework, naturalistic observation and anecdotal records.

*This is not a definitive list; frameworks will be included which are relevant for each pupil’s personalised curriculum.  

Develop and Enquire Pathway

This pathway has been developed for those pupils who have severe learning difficulties, who can require adult support to access and organise functional learning opportunities.  

Pupils could face barriers within their social communication, emotional regulation and transactional needs.

Pupils are given opportunities to learn through:

  • Functional Literacy and Numeracy such as the use of money, calendar or time.
  • Community based learning, for example shopping for ingredients at the local supermarket.
  • Development of communication skills in order to be understood by a wider audience within their community.
  • Opportunities to develop life skills to increase independence both within school and out in the community.

Pupils learn through practice and using skills in different contexts to develop greater knowledge and understanding. This pathway is working towards supported or independent living and assisted employment.  

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, Engagement Model, Pupil Asset, Life skills Framework,  

Appropriate accredited courses;

KS4: AQA Entry Level Certificate in Mathematics, AQA Entry Level Certificate in Step up to

English, AQA Level 1 and 2 Functional Skills Mathematics, AQA Level 1 and 2 Functional Skills

English, AQA Entry Level Certificate in Science (Single/Double), AQA Unit Award Schemes – ICT  

KS5: AQA Entry Level Certificate in Mathematics, AQA Entry Level Certificate in Step up to

English, AQA Level 1 and 2 Functional Skills Mathematics, AQA Level 1 and 2 Functional Skills

English, AQA Unit Award Schemes – ICT, Sports Leaders – Sport Leadership, Duke of Edinburgh, OCR Life and Living Skills

*This is not a definitive list; frameworks will be included which are relevant for each pupil’s  Personalised curriculum.  

Apply and Extend Pathway

Pupils on this pathway have additional/moderate learning difficulties; a personalised curriculum allows them to become independent learners.  

Pupils access a more traditional range of subjects, allowing them to work towards gaining qualifications and preparing them for college or the world of work. Post-16 pupils will have opportunities to attend college. Learners will be provided with opportunities to integrate into mainstream learning environments where appropriate. Pupils continue to work on social skills, particularly respect for others and being part of the wider community whilst developing their own confidence.

This pathway works towards independent living and independent work/vocational learning.  

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, Engagement Model, Pupil Asset, Maths, English, Computing.

Appropriate accredited courses;

KS4: AQA Entry Level Certificate in Mathematics, AQA Entry Level Certificate in Step up to English, AQA Level 1 and 2 Functional Skills Mathematics, AQA Level 1 and 2 Functional Skills English, AQA Entry Level Certificate in Science (Single/Double), AQA Unit Award Schemes – ICT  

KS5: AQA Entry Level Certificate in Mathematics, AQA Entry Level Certificate in Step up to English, AQA Level 1 and 2 Functional Skills Mathematics, AQA Level 1 and 2 Functional Skills English, AQA Unit Award Schemes – ICT, Sports Leaders – Sport Leadership, Duke of Edinburgh, OCR Life and Living Skills  

*This is not a definitive list; frameworks will be included which are relevant for each pupil’s personalised curriculum.  

The Bridge

The Bridge is an academic based curriculum specifically for pupils attending the Nexus Wouldham Primary Satellite (Wouldham All Saints Church of England Primary School) and Nexus Secondary Hub Provision. This pathway is designed to prepare students for further study and employment. Pupils following this pathway may have a significant need in an aspect/s of their development. However, this is typically accompanied by a need/s in other areas near expected level, which is best supported through highly bespoke, planned inclusion opportunities within the mainstream setting. Inclusion ensures these pupils develop their personal strengths in relation to the academic curriculum and/or enable social communication and interactions with peers of the same age within the mainstream setting.

Pupils access the breath of subjects from the National Curriculum allowing them to work towards gaining a range of accredited qualifications and preparing them for future college or the world of work. The themes and genres predominantly follow that of the mainstream setting to aid smooth inclusion practices and ensure coverage of the broad curriculum. However wherever necessary, this will be highly differentiated and personalised to meet the individual needs of learners.  

Alongside the academic curriculum opportunities there continues to be a focus on the areas of their EHCP and independent skills. This is to reduce barriers to learning such as difficulties with self-regulation and ensure they are as independent as possible in the community and beyond. EHCP targets are addressed through specific interventions and therapeutic approaches. The onsite SLT and OT therapists work closely with class teams to ensure pupils receive the support they require. Interventions are delivered through carefully planned 1:1, group or whole class sessions by therapists, the class team or both in collaboration.

Learning outside the classroom, offsite visits and enrichment activities aim to nurture wellbeing, confidence, and self-esteem in our pupils. These activities not only encourage pupils to find out more about their own interests and potential hobbies but also develop independent skills needed for life in the community and work. As well as going offsite in their class hubs they also join with their mainstream link classes to access activities such as swimming, forest school and residential/adventurous activities.  

Nexus School is currently using a wide range of assessment tools across the pathways. These tools enable staff to track progress of EHCP outcomes and other relevant assessment frameworks.  

 

 

 

 

 

We assess pupil progress through the following tools / basket of indicators:

Evidence for Learning, Engagement Model, Maths, English, Computing.

Appropriate accredited courses; KS5: AQA Entry Level Certificate in Mathematics, AQA Entry Level Certificate in Step up to English, AQA Level 1 and 2 Functional Skills Mathematics, AQA

Level 1 and 2 Functional Skills English, AQA Entry Level Certificate in Science (Single/Double) , AQA Unit Award Schemes – ICT 

*This is not a definitive list; frameworks will be included which are relevant for each pupil’s personalised curriculum.

Post -16

Our Post-16 department caters for students with a range of moderate, severe and complex learning difficulties and continues to support pupils across the 4 pathway areas. We continue to focus on a broad range of subjects with a focus on putting these skills to use in a wider context out in the community. Where necessary, students may also develop their skills and passions in a College environment with specialist providers.    

Our Post-16 curriculum is designed to meet a wide range of needs from each pathway with every aspect focussing on “Preparation for Adulthood”, providing students with the relevant learning experiences they require, enhancing their ability to live as independently as possible and play a positive role within the community. This is to ensure that our students leave school at 19 years old being as independent as possible to enable them to move onto the next stage of their lives. Our curriculum is relevant and reflects what our students and their families want, preparing them for the opportunities in life after school whether it be supported living, further education, apprenticeships or employment. 

Topic Frameworks

English

Literacy Curriculum Intent Statement

Intent

The aim of the Literacy Curriculum is to develop the key skills of literacy (spoken language, reading and writing skills) by providing a rich, stimulating language environment in which each pupil can be nurtured to reach his or her own potential.

The Literacy Curriculum aims are to:

• To enable every pupil to develop meaningful modes of communication to ensure that they have ‘a voice’ and can express their needs, share their stories and be understood by others.

• To provide all children with methods of communication appropriate to their needs; verbal/signed/symbolic/tactile/augmentative/written. This will support their learning and provide functional access to literacy, reading and recording.

• For pupils to access a curriculum pathway that develops and fosters literacy skills that can be shared and enjoyed with others throughout pupils’ lives and support independent living skills.

Implementation

Literacy skills are not only taught and developed in literacy lessons, but throughout the curriculum. Communication and interaction is at the heart of every lesson, with each pupil being given a voice to share their ideas, whether that is through non-verbal language, speech, AAC devices or signing.

Role play and drama experiences allow pupils to develop key literacy skills in a safe environment where they can challenge their thinking, and develop their communication skills.

Visitors play an important part in our literacy curriculum with drama specialists, immersive story authors and poets being on list of resources to provide exciting and memorable experiences throughout the year.

Real life application is something which we strive for and is particularly important in the upper school departments.

The learning pathways at Nexus provides pupils with opportunities to develop core skills, extend their subject knowledge and to practice, generalise and apply these skills in real life and practical situations at level which meets their needs.

Literacy in the Sense and Experience Pathway

This pathway is for pupils with profound and multiple learning difficulties who have complex learning needs and who are working at the early stages of development. In addition to profound learning difficulties, pupils may have significant difficulties, such as physical difficulties, sensory processing needs or a severe medical condition. Literacy in this pathway requires:

Sensory exploration which encourages children to use an appropriate means of communication to show understanding.

Sensory storytelling and experiences.

Use of objects of reference in order to extend vocabulary and enable association.

Literacy in the Discover and Explore Pathway

This pathway Is for pupils who have significant learning, communication and sensory needs who benefit from working in a highly structured environment which helps them to consolidate and generalise learning. In addition, these pupils require high levels of adult support. Literacy in this pathway requires:

  • Developing imitative, perception, cognitive verbal (expressive) and cognitive performance (receptive) skills. 
  • A multi model approach, ensuring that pupils use their preferred method of communication. This can be non-verbal communication (gestures such as Makaton, nodding, pointing and giving), as well as signed and symbolic units of communication (PECS, communication books and choice boards).
  • A multi-sensory approach where children can explore using all their senses in order to develop their vocabulary and understanding of language.
  • Developing play-based skills to widen children’s experiences, knowledge and understanding of life skills.
  • Following simple instructions to support independence in a variety of different sessions during the day; unpacking their bags, using the toilet, washing their hands, cooking etc.
  • Symbols and Makaton will be used to support children’s understanding of language and support them to widen their vocabulary use.

Literacy in the Develop and Enquire Pathway

This pathway Is for pupils who have severe learning needs/delay, sensory and/ or communication needs, may need adult support to work with others and organise themselves for a task. Literacy in this pathway requires:

  • Pupils to practice literacy skills in different contexts, with books, drama and writing based around termly topics. 
  • Pupils to deepen their literacy skills through phonics, and increasing their understanding and use of vocabulary. All pupils will access the Sounds-Write programme for phonics.
  • Pupils to begin making predictions and responses to drama and books
  • Using typing as well as handwriting to write labels and short captions using their phonic knowledge.
  • The use of colourful semantics around meaningful experiences for the children in order to develop their sentence structure.
  • Imaginative story telling using props.
  • Pupils undertake standardized assessments throughout Nexus School and undertake the AQA Step up to English levels 1 and 2.

Literacy in the Apply and Extend Pathway

This pathway is for pupils with moderate to severe learning difficulties. Pupils are capable of independent working, when the curriculum is personalised and appropriately resourced. Literacy in this pathway requires:

  • A broad range of books to be used to embed reading skills in a variety of different ways such as 1:1 reading, paired reading, shared reading and guided reading.
  • A wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language. 
  • To develop their phonics knowledge taught to enable them to use this independently in their reading and writing.
  • Writing clearly, accurately and coherently, and adapting their language and style in and for a range of contexts purposes and audiences.
  • Using discussion to learn, making presentations and participating in debate.
  • The use of colourful semantics around meaningful experiences for the children in order to develop and extend their sentence structure and move towards more independent writing styles.
  • Imaginative storytelling and writing using supports such as drama.
  • Pupils undertake standardized assessments throughout Nexus School and undertake either AQA Step up to English or AQA Functional Skills. Some may be able to obtain GCSE English.

Literacy in the Bridge Pathway

This pathway is for pupils with moderate to severe learning difficulties. Pupils are capable of independent working; students have inclusion opportunities within a mainstream setting. Literacy in this pathway requires:

  • A broad range of books to be used to embed reading skills in a variety of different ways such as 1:1 reading, paired reading, shared reading and guided reading.
  • To develop their phonics knowledge taught to enable them to use this independently in their reading and writing.
  • Imaginative storytelling and writing using supports such as drama.
  • Writing for different purposes which will support life skills for example; writing a recipe, a shopping list, a menu and so on.
  • Reviewing books commenting on what they liked/didn’t like, how the story made them feel and so on.
  • Writing and reading non-fiction including; fact files, recounts, encyclopaedias etc.
  • Pupils undertake standardized assessments throughout Nexus School and undertake either AQA Step up to English or AQA Functional Skills. Some may be able to obtain GCSE English.

Impact

At Nexus School we believe that our students are able to make progress and diversify their skills. The students will continue to develop their Literacy skills both linear through the curriculum and also learn to apply their knowledge to further and wider environments, therefore preparing them for their own individual next steps. Pupils will have an effective means of communication that will support their independence by enabling them to have their own ‘voice’ to make choices and express needs and opinions.

To support the tracking of this at Nexus there are a range of measures used to evaluate the impact of the curriculum. These include:

  • Progress measures using formative and summative assessment via B Squared
  • Monitoring of EHCP targets
  • Sounds Write assessments to continuously analyse where children’s levels are in their phonics learning.
  • Monitoring and assessment of whole word learning approach.
  • Observation of pupil engagement during drop-ins, lessons observations and learning walks.
  • AQA Step up to English 1-3.
  • AQA Functional Skills Levels 1 and 2.

Lydia Topping

November 2021

 

Topic Framework Literacy across the Key Stages

Phonics and Reading

 

At Nexus, we use the Sounds-Write phonics programme to teach our pupils to read, spell and write.   Sounds-Write is effective in teaching pupils to read, spell and write because it starts from what all children know from a very early age – the sounds of their own language. From there, it takes them in carefully sequenced, incremental steps and teaches them how each of the 44 or so sounds in the English language can be spelt.

The words used in the teaching process and the conceptual knowledge of how the alphabet code works are introduced from simple to complex, in accordance with the fundamental principles of psychological learning theory. For example, at the start, simple, mutually implied (one sound, one spelling) CVC words (consonant, vowel, consonant) only are introduced. Pupils quickly learn to read and spell words such as 'mum', 'dog', 'jam' and 'sit'. When all the single-letter sound-spelling correspondences have been introduced and established, Sounds-Write initiates the concept that the sounds '', '', '' and '' can be spelt with the two letter-spellings '', '', '' and '', respectively.

As the programme progresses, the complexity of one-syllable words is carefully increased through a variety of VCC, CVCC, CCVC, CCVCC and CCCVC words, such as, for example, 'elf', 'hand', 'swim', 'trust' and 'scrub'.

After this, pupils' understanding of the concept 'two letters - one sound' is further developed through the introduction of the most common consonant two-letter spellings: '', '' and '', in words like 'shop', 'chimp' and 'thin', for example.

Finally, two, three- and four-letter spellings of the vowels are introduced and pupils are taught how to read and spell polysyllabic words, starting with simpler words (such as 'bedbug') and gradually moving to the more complex (such as 'mathematical').

All of this is taught within a well-structured, incremental and coherent framework based on the knowledge - both conceptual and factual (see below) – on which the alphabet principle and thus the writing system is based and the three key skills needed to enable learners to use the principle effectively.

Our approach teaches the conceptual understanding needed to become an effective reader:

  • that letters are spellings of sounds: visual language is a representation of spoken language
  • that a spelling can contain one, two, three, or four letters - examples are: s a t, f i sh, n igh t and w eigh t
  • that there is more than one way of spelling most sounds: the sound 'ae', spelt as in 'name', can be represented as in 'table', in 'rain', in 'eight', in 'play', and so on
  • that many spellings can represent more than one sound: can be the sound 'e' in 'head', 'a-e' in 'break', or 'ee' in 'seat'

Within this conceptual framework, we teach the factual knowledge required to become an effective reader and speller: the approximately 176 spellings that represent the 44 or so sounds in English, starting with the simplest one-to-one correspondences.

Reading and spelling also requires expertise in the skills necessary to make use of the alphabet code and pupils need to be able to:

  • segment, or separate sounds in words
  • blend, or push sounds together to form words
  • manipulate sounds: take sounds out and put sounds into words

Sounds-Write provides opportunities for practising these skills on an everyday basis until pupils achieve the automaticity required for fluent reading and spelling.

Maths

Mathematics Curriculum Intent Statement

At Nexus School, we believe that Mathematics is a fundamental building block for all students to develop their own individual independence and allow students to develop the fundamental skills to lead as independent a life as possible. To achieve this the students will need to develop:

  • Their ability to understand money and use in real situations from shops to budgeting
  • Their ability to manage a range of calculations and use these to solve real life problems
  • Their ability to understand time from understanding what will happen next to telling the time and planning trips.
  • Their ability to work by themselves or with others to solve problems
  • Their ability to explain their solutions to problems to others
  • Their ability to be resilient and preserve when things are difficult

Mathematics Curriculum Implementation

At Nexus School education is about the individual student and recognises the skills and abilities of that pupil. The curriculum is highly differentiated to ensure that challenge is maintained and managed as well as to recognise the individual achievements of our students.

All of our students benefit from small managed steps and the opportunity to over learn. As well as the opportunity to apply their knowledge to a range of practical uses. By introducing life skills and using Maths in cross curricular ways it is the belief of Nexus School that we will increase engagement, allow for a meaningful curriculum and allow our students to recognise a purpose of their maths work.

Number and calculation will be embedded across the curriculum to ensure that the links are formed between mathematical concepts, an ability to use number and calculation skills in a wide range of areas. As well to develop this key area which will allow for an increased fluency in all other areas. 

Our students benefit from high level of manipulatives to support their mathematical development. This methodology reduces anxiety and allows for links between mathematical concepts to be understood. Over time we allow our students to reduce use of manipulatives and will encourage students where appropriate to use pictorial or abstract understanding of mathematics.

We categorise the different stages and abilities of children into pathways to make them more accessible for individual pupils.

Mathematics in the Sense and Experience Pathway

Is for pupils with profound and multiple learning difficulties who have complex learning needs and who are working at the early stages of development. In addition to profound learning difficulties, pupils may have significant difficulties, such as physical difficulties, sensory impairment or a severe medical condition.

  • Pupils require a curriculum that focuses on the processes that support early communication, social interaction and cognitive skills.
  • This would include a sensory approach to Mathematics
  • Opportunities to explore Mathematical concepts in wide variety of environments and ways
  • Opportunities to overlearn and self-explore and discover mathematical concepts

Mathematics in the Discover and Explore Pathway

Is for pupils who have significant learning, communication and sensory needs who benefit from working in a highly structured environment which helps them to consolidate and generalise learning. In addition, these pupils require high levels of adult support.

  • Pupils are working towards greater intentionality and awareness.
  • This could include a sensory approach to Mathematics
  • Opportunities to explore Mathematical concepts in wide variety of environments and ways
  • Opportunities to overlearn
  • High level use of physical manipulatives to support mathematics.
  • Mathematics embedded in all activities to promote mathematical understanding and develop the ability to apply skills in all areas

 

Mathematics in the Develop and Enquire Pathway

Is for pupils who have severe learning needs, sensory and/ or communication needs, may need adult support to work with others and organise themselves for a task.

  • Opportunities to self-explore and discover mathematical concepts through play (EYFS, Key Stage 1)
  • High level use of physical manipulatives to support mathematics.
  • Mathematics embedded in all activities to promote mathematical understanding and develop the ability to apply skills in all areas
  • Students move to understanding Mathematical in the abstract ways, supported where needed with physical manipulatives
  • Students encouraged to develop a problem solving attitude and ability to solve problems by finding and recognising patterns.
  • Students undertake standardised assessments throughout Nexus School and undertake Entry Level AQA Mathematics at Key Stage 4 and 5
  • Science, Technology, Engineering and Maths (STEM) activities used to develop problem solving, team skills and mathematical ideas in practical scenarios.

Mathematics in the Apply and Extend Pathway

Is for pupils with moderate to severe learning difficulties. Pupils are capable of independent working, when the curriculum is personalised and appropriately resourced.

  • Opportunities to self-explore and discover mathematical concepts through play (EYFS, Key Stage 1)
  • Reducing use of physical manipulatives to support mathematics (objects are available to students and they are encouraged to use objects when they need greater support)
  • Increased ability to apply mathematical understanding across multiple subjects
  • Students Increasing taught through the abstract and then apply their knowledge to mathematical problems
  • Students encouraged to develop a problem solving attitude and ability to solve problems by finding and recognising patterns.
  • Students undertake standardised assessments throughout Nexus School and undertake E2-L2 AQA Functional Skills. Some may be able to obtain GCSE Mathematics
  • Science, Technology, Engineering and Maths (STEM) activities used to develop problem solving, team skills and mathematical ideas in practical scenarios.

Mathematics in the Bridge Pathway

Is for pupils with moderate to severe learning difficulties. Pupils are capable of independent working; students have inclusion opportunities within a mainstream setting.

  • Opportunities to self-explore and discover mathematical concepts through play (EYFS, Key Stage 1)
  • Reducing use of physical manipulatives to support mathematics (objects are available to students and they are encouraged to use objects when they need greater support)
  • Increased ability to apply mathematical understanding across multiple subjects
  • Students Increasing taught through the abstract and then apply their knowledge to mathematical problems
  • Students encouraged to develop a problem solving attitude and ability to solve problems by finding and recognising patterns.
  • Students undertake standardised assessments throughout Nexus School and undertake E3-L2 AQA Functional Skills. Some may be able to obtain GCSE Mathematics
  • Science, Technology, Engineering and Maths (STEM) activities used to develop problem solving, team skills and mathematical ideas in practical scenarios.

Mathematics Curriculum Impact

At Nexus School we believe that our students are able to make progress and diversify their skills. The students will continue to develop their mathematical knowledge both linear through the curriculum and also learn to apply their knowledge to further and wider environments, therefore preparing them for their own individual next steps. 

To support the tracking of this at Nexus there are a range of measures used to evaluate the impact of the curriculum. These include:

  • Progress measures using formative and summative assessment
  • Monitoring of EHCP targets
  • Sandwell Testing
  • Observation of pupil engagement during drop-ins, lessons observations and learning walks
  • AQA Examinations

 

Document Link - Topic Framework

RSE

As part of your child’s educational experience at Nexus, we aim to promote personal wellbeing and development through a programme of Personal, Social, Health and Economic (PSHE) education that gives our students the knowledge, understanding, attitudes and practical skills to live healthy, safe, fulfilled lives, both now and in the future.

Relationships and Sex Education (RSE) is a lifelong process of acquiring knowledge and understanding and of developing attitudes, beliefs and values about sexual identity, relationships and intimacy. This education is delivered consciously and unconsciously by parents, teachers, peers, adults and the media. In schools, RSE will provide structured opportunities for pupils to acquire a knowledge and understanding of human relationships and sexuality through processes which will enable them to form values and establish behaviours within a moral and social framework. This approach gives opportunities to young people to learn about relationships and sexuality in ways that help them think and act in a moral, caring and responsible manner. We have an obligation to provide pupils with high-quality, developmentally appropriate teaching of these subjects which is accessible to all our pupils.

We recognise that parents have the primary responsibility for the personal
development of their children, and it is our wish to compliment that role. With the school and the family working together, the programme can have greater success. You can support the PSHE programme at home by encouraging and praising the efforts of your young person, by communicating with them about their own growth, development, friendships, decisions and health. The RSE component of the programme will take place in class groups in harmony with the ethos of the school.

 

Document link - RSE Policy 

Careers

Careers

 

All Teachers across the school play a vital role for pupils within the support of careers, personal development, the next phase of education and work related learning. Our curriculum is designed in such as a way as to ensure that enterprise and careers is reflected within a variety of subjects (please see Topic Frameworks). This in turn enables pupils to experience, develop and build on functional skills that are relevant within the world of work.

 

At KS4 there are strong business links within the curriculum, in Food Technology and Horticulture lessons, which provide pupils with work related learning and when pupils reach KS5, there are opportunities for work placements in order to build on pupil’s passions and interests and also links with local businesses.

  

Enrichment and Learning Outside the Classroom

Content to follow

Life Skills

Content to follow

Engagement Model

SCERTS

Content to follow

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