Today you are you! That is truer than true! There is no-one alive who is you-er than you! - Dr. Seuss
Sensory & Experiential Curriculum
At Beechcliffe school we believe that all pupils are individuals and as such are all working within their own individual developmental stage.
With this in mind the school operates upon three differing but progressive curriculums. These are post sixteen, modified and supported bases, alongside sensory and experiential bases.
This allows for specific targeted learning opportunities at an appropriate developmental level alongside generic activities such as performing arts when all pupils work together in their preferred areas.
Pupils working within the sensory and experiential bases will follow the Early Years Development Matters curriculum. This curriculum places the pupil at the centre of all learning opportunities, a unique child (EYFS Framework 2014) and as such emphasis’s how positive relationships and enabling environments allow development for individuals to progress.
The curriculum works upon three prime areas of development and four specific areas of development;
- Personal, social and emotional development
- Physical development
- Communication and language
- Knowledge and understanding of the world
- Expressive arts and design
A unique pupil at Becchcliffe school will be encouraged to develop independent thinking, an interest in the world around them, opportunities to develop positive relationships with their peers and adult working with them. Pupils will have a balance between activities which are led and directed by adults alongside the opportunity to take the lead and direct activities of their own choosing, where possible. This will include time been allowed for them to respond to different media and each other before adult direction is given. Pupils at Beechcliffe school will be assessed and progress monitored to ensure they are given continual opportunities to make progress in all areas of the curriculum. The pupils will work with adults who know them well and also understand which developmental stage they are working within and also what the next developmental step is for them.
An enabling environment at Beechcliffe school will consist of classrooms which are divided into different areas which will support pupils to develop the above skills. These areas will be offered for a half term enabling oportunities for repation and development of specific skills. However, as the curriculum is pupil led, areas may change to follow pupils interests. Pupils will work in these areas either individually or alongside their peers. Pupils will, where possibe and using different methods of communication, select the areas they wish to work in and it is expected that pupils will visit many areas within the school day and often make repeated visits to some areas. Within each classroom their will be a focus area with activities which are planned and changed on a daily basis. These activities will be adult led and have specific learning targets in mind. Generally these focus activities will be based upon Communication/Literacy and Mathematics, however, these will incoporate other areas of the curriculum as these areas are embedded within all other areas for development. Pupils will also gather for short periods of time throughout the school day as a whole group working upon morning greetings, sensory stories and tac pac activities etc.
Pupils at Beechcliffe school are encouraged and given the opportunity to make positive relationships with their peers and adults working with them. Pupils will throughout the school day be given the opportunity to work and socialise with their class peer group and the wider school community. In the classroom pupils will be given the opportunity to interact with each other during activities and these interactions will be encouraged and supported by adults around them. Pupils at Beechcliffe school often need high levels of adult interventions to meet their medical and hygiene needs and having adults who value their individuality and dignity is at the heart of what we do and as such positive relationships is a strength all our staff have with the pupils they work with