Curriculum Statement

Curriculum Statement2019-05-28T16:59:39+00:00
  • “Every student can learn, just not on the same day, or the same way.” – George Evans.
  • Liberty Lodge Independent School provides education for students with social, emotional and mental health difficulties (SEMH). Many of our students have fractured educational histories and thus are performing at levels below what would be expected of their mainstream peers.
  • Most students have statements of Special Educational Needs with SEMH as their primary need. Many also have additional needs.
  • Curriculum Aims
  • To make learning an enjoyable experience which develops students as fully rounded individuals and enables them to explore their talents and interests and achieve their potential.
  • To re-engage students with learning and build their confidence and self-esteem so that they see themselves as successful students.
  • To develop basic skills in communication, literacy, numeracy and decision making so that they can function in adult life.
  • To prepare them for the world of work and independent living and to take their place as active citizens in the UK.
  • To address students’ social, emotional and mental health needs
  • Underpinning principles.
  • We seek to deliver a curriculum that:
  • Is motivating and enjoyable and engages students in learning
  • Is challenging and promotes high aspirations
  • Is broad and balanced
  • Encourages students to take responsibility for their learning and behaviour and is based upon mutual respect.
  • Provides opportunities for accreditation
  • Provides students with opportunities to develop their skills and interests
  • Supports post 16 progressions into further education, employment or training.
  • Is personalised and individualised and recognises progress and celebrates the achievement.
  • Provides opportunities for students to “make good choices” and builds self- esteem.
  • Prepares students for life beyond school both in their personal and working lives.
  • Supports students to ‘be healthy’, ‘stay safe’, and ‘make a positive contribution’.
  • Promotes students spiritual, moral, social and cultural development and enables them to become active citizens.
  • Promotes mental health, wellbeing to a high level, so that students are able to understand the foundations in which they can build from into their transition into their adult life.
  • Is accessible to all students.
  • The Informal and Formal Curriculum
    We believe that the informal curriculum plays a very important role in supporting our students’ personal and social development. We actively seek opportunities to interact with students informally, to model expected behaviours and courtesies and to improve motivation. Break time, lunchtime and tutorials all provide valuable opportunities for informal contact.
  • In addition, we aim to have a range of trips, visits and visitors to enrich the formal curriculum. During the school year, we further enhance the formal curriculum with specialist workshops (eg in music and drama) and other activities (eg social events and charity fundraising). We invite appropriate professionals from a range of disciplines to actively work with us to support student progress.
  • Students that are working at a lower ability age-related level for their age will have a personalised time- table, to support their learning to increase their levels of education, the main focus is to help them with their transition around there education needs and EHCP plans, such as using wellbeing, mindfulness, for them to have an understanding of mental health and how we can use such tools to help progress with their education and life skills.
  • At Key Stage 3, the formal curriculum includes English, maths, ICT, science, humanities, PE, topic-based projects and art. In addition, students are offered a range of practical activities including gardening, woodwork, aspects of home economics.
  • In Year 9 students may have the opportunity to undertake a vocational taster course at a local college.
  • In Key Stage 4 students study English, maths, ICT, science, topic-based projects and PE in school. Programmes of study lead to appropriate nationally recognised accreditations such as GCSE, BTEC, Entry Level, functional skills and ASDAN/CoPE.
  • Students can spend at least 1 day per week off-site at a vocational placement.
  • Therapeutic sessions take place with outside agencies, as well as in school.