The curriculum offered within the Specialist Resource Base is specifically adapted from the EYFS and National Curriculum to provide for the academic and personal development of all pupils within the Base in a holistic manner. The starting point for the curriculum is the individual child with a programme designed to meet his/her needs taken from the full available curriculum. Making the learning enjoyable is fundamentally important. Every child has an individual education plan which identifies their learning priorities and any specialist strategies.
The Resource Base curriculum encompasses complementary and overlapping curriculum elements and allows the use of personal (including behavioural and sensory) and therapeutic approaches alongside subject based activities. The balance between subject based sessions, personal, behavioural and therapeutic input may vary for each of these pupils and is planned according to individual needs. It aims to promote independence, self- advocacy, pupil voice and opportunities for decision making for all pupils. The curriculum within the base is structured to ensure that Personal, Social and Health Education is accorded the status of a core subjects, alongside the academic subjects.
A range of specialised ‘Total Communication’ approaches including, Makaton, PECs and TEACCH strategies are used across the base to provide greater access to the curriculum. There is a great emphasis placed on communication skills for all our learners and this underlies most of the curriculum.
All children learn about their environment and themselves through their senses, vision, hearing, smell, taste, touch and movement. We will provide a stimulating multi-sensory curriculum for all our children who will benefit from this approach, to encourage more awareness of visual, auditory and tactile experiences. Systemic strategies and environmental adaptations increase access to participation and learning.
The curriculum is deigned to create opportunities for developing the skills of social interaction. It values and provides access to the child’s local environment such as active learning methods. Physical education also supports bridging the gap between therapeutic/educational divide for pupils with physical disabilities and finally the strategies are underpinned by combining emotional and social development with academic and cognitive growth.