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At Nexus the curriculum is designed to:


  • Inspire pupils to learn
  • Create successful learners who make progress
  • Teach transferable skills that equip pupils for life beyond school


The curriculum secures breadth, depth, balance and relevance in its content. The impact of the curriculum focuses upon pupil’s outcomes including their personal development, behaviour and welfare. 


Curriculum Intent


To create a curriculum which:

  • Takes into account individual needs and learning styles – placing pupils at the heart of personalised learning
  • Enables pupils to engage and actively participate – building upon individual strengths and interests
  • Allows all pupils to experience success
  • Ensures appropriate challenges to enable pupils to achieve their full potential
  • Facilitates the transference and generalisation of skills learnt within a structured setting to real life contexts
  • Provides all pupils with the opportunity to develop:
  • self-respect
  • personal autonomy
  • sense of responsibility
  • ability to make informed decisions
  • Encourages all pupils to lead the most independent lifestyle they can


In order to achieve this pupil’s follow a “learning pathway” which:


  • Ensures they are given opportunities to develop “Skills for Life and Independence”
  • Ensures that there is appropriate progression for all pupils no matter what their starting point
  • Ensures all their individual learning, social, communication needs are being met
  • Enables the school to track academic / non-academic progress and attainment
  • Allows for the continual assessment of pupils, which may result in pupils moving between pathways in order to meet individual needs
  • Provides a curriculum that includes therapy intervention, where appropriate
  • Prepares pupils for each stage of their education and equip them for life after Nexus


Learning Pathways:



Pathway 1


Pathway 2


Pathway 3


Pathway 4

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 other significant difficulties, such as physical disabilities, 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.  

Pupils who have significant or profound learning, communication and sensory needs who benefit from working in a highly structured environment which helps them to consolidate and generalise learning.


Pupils are working towards greater intentionality and awareness.


Pupils may also need augmentative communication strategies, resources, specialist equipment and/or technology.

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.


Pupils require the opportunity for over learning and the chance to practise / generalise skills in different contexts and to develop greater knowledge and understanding.


Pupils may also need augmentative communication strategies, resources, specialist equipment and/or technology.

Pupils with moderate to severe learning difficulties.

Pupils are capable of independent working, when the curriculum is personalised and appropriately resourced.


Pupils benefit from discreet subject learning to enable depth and breadth to develop.


Pupils have a wide vocabulary that enables them to explain ideas and develop reasoning skills.


Pupils are able to apply previously acquired skills and knowledge to wide range of contexts, situations and problems.


At Nexus we celebrate individual achievements and believe every pupil is important.

It is the aim to make all pupils feel safe and secure when they are in school.


The Learning Continuum

Nexus school recognises that all children, young people and adults have unique abilities and ways of learning. We totally support the need for a broad and balanced curriculum however it must be wholly appropriate to the needs of the child / young person.

Education is concerned with the child or young person as a whole. The principle underpinning the curriculum focuses on the outcomes which pupils and their families want to achieve so that all decisions are informed by their aspirations.

Each pupil’s Personalised Learning Profile (PLP) will reflect their curriculum content and priorities for learning. The starting points will be diverse, the speed and direction of development will vary.

This curriculum offers ideas, not instructions and is by no means prescriptive. It is the medium through which teachers will operate and our children and young people will learn. The pupil must be central to the educational process. The curriculum should allow for flexibility thus ensuring pupil centred planning and assessment which puts the needs of the learners first. Planning, teaching, learning and assessment should be built around these needs. Our curriculum planning process involves the parents, teaching staff, therapists and other disciplines as defined by the profile of the pupil.

Core Strands

The core strands are;

  • Cognitive development
  • Communicative development
  • Physical, motor and sensory development
  • Emotional and social development
  • Creative development

All these areas of learning are both interrelated and highly dependent on each other. The core strands are delivered via a thematic approach and taught through activities. All activities are taught to accommodate either skills based learning or process based learning.


Key Stage 4/5 (14 – 19 Department)

The KS4/5 curriculum is designed for students who are working predominantly at Entry Level up to Level 3. It builds on prior achievement and ensures progress to either higher education, training, supported employment and / or independent living via individual study programmes.

The aim is to ensure that every student has a high quality learning route enabling them to participate, achieve and progress to higher levels.

It provides the young people access to an innovative curriculum the fundamental aim of which is to identify and best equip them for an identified and desired destination on leaving school.

From year 10 onwards individual study programmes provide options tailored to individual needs, strengths and ambitions.

Central to this process is meaningful and effective student input in decision making supported by family, friends, involved professionals, and others who know the student well.

For all students there are high, yet realistic, expectations regarding what each individual student is capable of achieving and aspiring to.

The curriculum is built around a destination led functional, vocational, and personal skills framework emphasising individual curriculum pathways, meaningful and recognised accreditation, with the primary aim of equipping individual youngsters for life.


Individual Study Programmes:

Following the Year 9 Transition Review the young person begins the process of transition into the 14-19 Department. This will involve, over the rest of the academic year, a series of visits and shared experiences, the transfer of key information, and a range of curriculum taster sessions. It will also involve some direct work with the student and the Department staff on planning the student’s initial curriculum pathway. At this point each student will be helped to develop an initial Destination Statement which they will hold a copy of along with their Person Centred Plan and their Curriculum Pathway. In time this will develop into a portfolio showing their individual attainment levels and achievements.

Students are encouraged to drive their own learning forward and to be involved, as appropriate, in all target setting and review of progress both on a short term and on a longer term basis.


Courses Available:

The table below shows a selection of the courses available to students within Key Stage 4 and 5

Entry Level Maths and English

Functional Skills Maths, English, ICT

ASDAN – Towards Independence

ASDAN – Work Right

ASDAN – Employability

OCR Life & Living Skills

Edexcel Home Cookng

Duke of Edinburgh

Sports Leadership

First Aid

WJEC Creative Media & Performing Art



Vehicle Maintenance


Class Folders

Teachers update the class folders on a termly basis.

The information contained within the class folders includes:

  • A module summary which details the topic and areas being covered each term. Where appropriate there is information about activities you can work on at home with your son / daughter
  • Weekly timetable
  • Termly newsletter


For more information about the national curriculum please click on the link below:

Should you require any additional information about your childs curriculum please contact their class teacher.

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