Our Curriculum

Intent

All students who attend our school have a learning disability and/or Autism and as such our unique
curriculum must be both adaptive and responsive to these needs whilst preparing them for
experiences in later life. Our curriculum must be able to teach explicitly the knowledge and skills
required to facilitate meaningful participation in society with as much independence as possible.

Curriculum Aims

To match the curriculum offer to the cognitive ability and individual strengths of all students
To prepare students for adult life after school through a cross-curricular programme.
To embed a therapy perspective (SLT, OT) throughout our curriculum offer to ensure we
meet the complex learning and behavioural needs of our students through evidenced based
multi-agency differentiation.
To provide a well-planned and sequenced curriculum throughout the key stages
To develop a clear accreditation pathway (ASDAN, Entry Levels, Functional Skills 1 and 2,
BTEC and GCSE) for students that underpins their learning and acknowledges the progress
that has been made throughout their secondary education.
The curriculum is designed around a strand based model with core subject areas which
complements the individualised outcomes in students’ EHCPs and ensures we meet our
statutory obligations as laid out in the Code of Practice.
Social and Emotional independent regulation (e.g. feelings, behaviour, interaction)
Cognition and Learning (e.g. Functional skills – English, Maths, Science, ICT)
Communication and Interaction (e.g. expressive communication - short sentences, single
words, non-verbal (use of Body Language/facial expression/signing/pictures or
symbols/objects)
Sensory and Physical (e.g. Health needs/Engagement in physical activities/Sensory
processing/Special diets/Puberty)
Independence (e.g. Community access/travel training/Work placements/Personal Care)

Implementation

We implement the curriculum through contextual learning experiences, supporting
students to generalise their skills across a range of settings.
The curriculum is further split into 6 areas of learning. Teaching and learning in each
discrete subject area will vary according the needs of the pupils for each of the curricula,
but these headings are used for timetable purposes to ensure a common language
throughout the school:
Functional Skills: Literacy, Maths
Creative Development: Music, Art, Drama,
Physical Development: PE, swimming, sports activities
Independent Living Skills: PSHE, RSE, Food Technology, Personal Care, Careers,
My community Awareness: travel training, community visits, environment, forest school
Science and Technology, ICT

Learning Pathways

There are three learning pathways at Eagle Park School.
These are:

Formal Pathway 1
Formal Pathway 2 (Semi formal)
Sensory Pathway

All of these pathways lead to accreditation and preparation for adulthood but learning is
differentiated to the needs of the students to ensure best possible progress and outcomes. On
admission to Eagle Park, students are carefully accessed and placed in a class that will ensure they
can make best progress and where they will have a peer group that will also allow them to have the
best possible peer interaction and learning experience.

Classes are not set up according to age but students learn within their Key Stage unless there are
exceptional circumstances. Students will move between up to another pathway if they are making
unexpected progress and if medical conditions impede progress temporarily or permanently,
students may move to another pathway for a fixed amount of time. All decisions about changing
pathways are taken in conjunction with SLT, parents or carers and Therapy.

Primary Pathway Curriculum Planning

To ensure a tailored and effective curriculum in Primary, each year a long term plan is developed for
each class. This is done in conjunction with the headteacher, the class teacher and therapy.

Topics are carefully chosen so that students are exposed to different skills and areas of knowledge
and learning, but the abilities and interests of the students are also taken into account to ensure that
there is engagement and progress with students being able to achieve targets in all areas of the
curriculum. Attached to this curriculum document is the Long term planning for the classes for
2025/2026.

Secondary Pathway Curriculum Planning

When students enter secondary school they are placed into three pathways according to their
abilities and interests. This is done after assessment and in conjunction with SLT, Therapy and
specialist teachers.

There are three pathways in secondary school:

These are:

Formal Pathway 1
Formal Pathway 2 (Semi formal)
Sensory Pathway

The formal pathway classes are taught by different specialist teachers for English, Drama, Maths,
Science, Art, Music and Spanish. Food Tech, PSCHE and Humanities are taught by class tutors.

The Sensory Pathway class has specialist teachers for Music and Art, but it is taught on a class-
based model for all other subjects to ensure continuity of approach and allow students flexibility of
activities throughout the day to help them focus on skills, such as regulation, independence and
self-care.

All of the pathways lead to accreditation that is tailored to the needs, abilities and interests of the
students and ensures that their learning is evidenced and celebrated.

Accreditation includes:

An ASDAN learning portfolio tailored to each pathway
Entry Levels in English, Maths, Science and Computing and ICT
GCSEs in English, Drama, Art, Biology and History
BTEC in Food Technology
A portfolio of Computing qualifications

Attached are the curriculum documents for the Sensory Pathway and Formal Pathway 1 and 2.

Sensory

Formal