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Implementation

The curriculum is planned to provide continuity and progression through the provision of well-structured and sequential schemes of work. To ensure a fully inclusive curriculum is implemented, many pedagogical approaches are adopted:

  • Teachers employ a range of strategies, approaches and activities to meet the needs of all our learners. Continuing Professional Development opportunities are used to give staff the skills to do so effectively
  • Lessons are well paced and challenging with the understanding that this will look different depending on the needs of the students
  • There are opportunities for individual, small group and whole class activities
  • Learning extends beyond the classroom and school environment, with a range of high-quality enrichment opportunities

Melland High School has developed a multi-tiered curriculum approach.

The multi-tiered curriculum approach ensures there is a fluidity which both allows for and encourages a personalised or individualised approach, whilst still recognising that core elements of each curriculum will broadly fit the learning needs of all learners. The logic behind this approach comes from the sure and certain knowledge that our learners can make progress within curricula specifically designed for them but will struggle to do so within curricula that is not (Imray and Hinchcliffe, 2014).

Melland High School curriculum model is comprised of three broad pathways; Pre-formal, Semi-formal and Formal. Each pathway is designed to ensure a broad and balanced curriculum provision reflecting the concepts of Intent, Implementation and Impact.

The curriculum is coherently planned and sequenced to enable all groups of students gain the knowledge, skills and cultural capital they need to succeed. The curriculum is planned and delivered using a systematic and strategic approach to assessing, developing and embedding skills, knowledge and understanding over time. Students revisit essential learning as they move through the school to build, develop and refine their skills.

As a result of the coherently planned and sequenced curriculum, all groups of students are able to apply the skills and knowledge gained in order to achieve the best possible outcomes.

Teachers’ pedagogical and subject content knowledge support the successful acquisition of essential skills, knowledge and understanding consistently across all subjects and key stages.

High priority is given to the learning environment to ensure that it reflects the needs of the students i.e. dedicated classrooms for students with profound and complex needs and how these may look different to a classroom where subject specific lessons are taught.