• The School Curriculum

    Please click here to view details of our remote curriculum offer during school closure and partial closure
    Providing Remote Education – Information for Parents and Carers

    Our curriculum caters for students in Reception to Year 14. We are continuing to develop our curriculum offer within progression pathways in line with the National Curriculum.

    Teachers plan from the Early Years and National Curriculum year expectations which are accessible and appropriate to the students within their classes. The curriculum is a vehicle of enrichment to teach hierarchical, personalised skills which become functional for life as children and young people progress within developmental pathways through the school.

    Click here to view Whole School Map of Developmental Progression Pathways

    We aim to ensure that our pupils are 100% engaged in their learning and this aspiration leads our curriculum development. We are continually learning what motivates and engages our pupils and this is illustrated through increased multi-sensory and active learning in lessons. We ensure pupils have regular opportunities for physical exercise in addition to timetabled PE and swimming.

    The curriculum is delivered in the above classes through a topic based approach.  Objectives are individual and specific to the communication and behavioural needs of students. There are six main school topics interspersed with mini topics that last between one and two weeks.

    Main topics Year A:

    • Marvellous Me
    • Space Adventure
    • The Incredible Journey

    Main topics Year B:

    • Superheroes
    • The Sound of Music
    • Magical Materials

    Throughout the school, for some students the key focus will be on further developing functional communication and independence skills. For others the key focus will be on ensuring the highest academic qualifications as a passport to access to mainstream courses at a later stage in college.

    We are committed to considering the most appropriate pathways for each individual student and work in partnership with students, parents and carers to ensure common goals and aspiration.

    Click to the left to learn more about the curriculum in each phase group and about communication within the curriculum.  Any further information on the school curriculum can be sought by contacting the school office.

  • Green Pathway

    Green Pathway Classes (Orchard):

    • Cherry
    • Apple
    • Mulberry
    • Peach
    • Grape
    • Mango
    • Kiwi
    • Orange
    • Elm

    In classes within the Green Pathway, access to topics will be determined by pupil need and ability to access concepts.

     

    Click here to access the Curriculum Coverage Overviews for the Green Pathway Classes:

  • Orange Pathway

    Orange Pathway Classes:

    • Maple
    • Willow Class
    • Ash Class

    In classes within the Orange Pathway, access to topics will be determined by pupil need and ability to access concepts.

     

    Click here to access the Curriculum Coverage Overviews for the Orange Pathway Classes:

     

     

     

     

  • Purple Pathway

    Purple Pathway Classes

      • Sycamore
      • Hazel
      • Palm

    Click here to access the Curriculum Coverage Overviews for the Purple Pathway Classes:

  • Post 16

    The Post 16 provision is based at The Avelon Site (CT@TA) in Rainham.  There are four groups:

      • Bond Street
      • Oxford Street
      • Vine Street
      • Park Lane

    At Key Stage 5 students progress through accredited courses (where appropriate) and all learning programmes have a strong focus on functional skills for life.

    These are covered under the following themes (see Curriculum Overview below):

    • Getting to Know Ourselves, Our Peers and Our New Environment
    • Keeping Fit, Safe and Healthy
    • Preparing for the World of Work
    • Our Local Community
    • Travel and Tourism

    For some students the key focus is on further developing functional communication and independence skills. For others the key focus is on ensuring the highest academic qualifications as a passport to access to mainstream courses at a later stage in college.

    Assessment of Functional Living Skills (AFLS) assessment and skill tracking supports a continuous focus on the development of essential skills of everyday life at an appropriate level.  This covers:

    • Basic Skills
    • Community Participation
    • Home Skills
    • Vocational Skills
    • Independent Living Skills

    All personal learning pathways are planned around a young person’s interests and abilities and we work on the next steps to facilitate achievement of long term outcomes detailed in Education Health Care Plans.  This could be a move to supported living placement, work placement/work experience opportunities or further study on vocational college courses.

    We are committed to considering the most appropriate pathways for each individual student and work in partnership with pupils, parents and carers to ensure common goals and aspiration.

    Click here to access the Curriculum Coverage Overviews for the Post 16 Groups:

  • Communication

    Throughout the school we have an overarching focus on developing communication skills. Many of our pupils join us with significant barriers in their ability to communicate their wants, needs and feelings. We offer a range of approaches and programmes which are matched and adapted to individual needs. These include:

    • Individual programmes constructed by our Speech and Language Therapist
    • Verbal Behaviour Programmes
    • PECs
    • Language for Learning
    • Philosophy for children

    We believe it is essential to ensure that every child is helped to become the most effective communicator they can be. This may be through verbal language, sign language or a visual method of communication which may be through photograph’s, symbols, iPad communication or a specialist augmentative communication devices. For our most verbal children we develop thinking, reasoning and expressive skills through Philosophy for Children opportunities.

    Our Orchard department allows children of all ages to benefit from small language and communication based classes where skills are intensively taught and tracked within a sensory based curriculum. We are happy to train parents in the programmes their children are following to promote seamless transition from school to home. We also have a parent resource library to provide stimulating and appropriate games and activities to consolidate learning at home.

  • Phonics and Reading Schemes

    Reading Scheme

    The reading scheme that is used within the school and additional resources for reading can be accessed through the online resources at Oxford Owl. We are using the latest versions from the Oxford Reading Scheme including Project X and Oxford Reading Scheme Books and these now include resources for all ages and reading levels which focus on the skill development level and age appropriate resources.  All families can follow these instructions of how to log in to the website so you can access the available resources and online books.

    Phonics Schemes

    The main phonics scheme used throughout the school is Letters and Sounds providing a 6-phase teaching programme to teach children how the alphabet works for reading and spelling.  This is complemented with other schemes where necessary.

     

  • Computing Curriculum

    At Corbets Tey School a key aim for us all is 100% engagement for all learners in every lesson. Technology can provide the key to this and assist us in achieving it.

    Our commitment is evident through our investment in technology but only where we believe that it can provide access and extend, enhance or transform our curriculum.  Technology is used creatively and imaginatively in many different ways across our curriculum to remove barriers to achievement whilst motivating children to engage in their learning.

    We welcomed the changes to the Computing Curriculum in 2014 which had a much greater emphasis on teaching Computer Science.  The skills of logical thinking, problem solving, sequential instructions and making decisions are present, relevant and critical in everyday life and that understanding and using these specific skills expand our learners’ ability to develop functional life skills.

    The Computing Curriculum at Corbets Tey School

    We have developed a bespoke whole school framework for the Green, Orange and Purple curriculum pathways within the three strands of the computing curriculum, Computer Science, Digital Literacy and Information Technology.  This framework provides an inclusive and differentiated curriculum that links directly to the technology resources that we have at the school and ensures that staff can use them effectively, with a clear link to desired outcomes. We also hold regular Computing Days where students can all participate in a range of technology based activities and interact with all of the exciting and motivating technology resources that we have in the school.  Through these whole school events, we aim to raise awareness in our staff of what resources are available and also to build their confidence in using technology effectively with their groups of students.

    As a school with a high number of pre-verbal students and over 80% with a Speech, Language or Communication Need, technology has provided an eclectic range of solutions. We have an established an internal department for communication and interaction where students learning programmes are entirely personalized where learners receive daily 1:1 and group sessions that focus on their developmental communication pathways. All progress is measured using daily data sheets which are analysed weekly for progress. Technology plays an essential part in communication development where pre-verbal children can initially learn to express their wants and needs, for food or a preferred activity, progressing on to more sophisticated levels of communication and ultimately access functional learning.  Functionality is always at the core of communication programmes.  Communication aids that we use range from iPad Minis with apps installed such as ProloQuo2Go, PECS IV and Clicker Communicator as well as Windows based devices using Grid3 and Eye Gaze equipment and software.

    We currently have a total of 50 iPad minis in the school that provide a voice for students who require an alternative method to communicate. Initially we focus on developing communicative intent and motivation and a belief in the value of their interactions with others; a particular challenge with children who have Autism. iPads with a communication grid made specifically for each student facilitates a means to have their requests answered and therefore their needs and wants met.  Once a motivation and a mastery and fluency in using the device is achieved in a range of situations with different people, this can then be extended to become a functional method of communication for life.

  • Careers Curriculum

    We are committed to help young people with SEND to aspire to a wide range of destinations and to realise these aspirations.

    Providing students with taster opportunities, work experience, mentoring, enterprise education, access to role models and inspiring speakers can all help to achieve this.

    We will ensure that throughout our students’ school life we will help each pupil develop the foundations for success in adulthood:

    • A functional communication system
    • Social confidence and relationship skills
    • An understanding of work and the importance of contributing and earning for self-worth and wellbeing.

    CTS Careers Curriculum

    Our Careers Curriculum has been developed in line with the Gatsby benchmarks identified in 2014 by the Gatsby Charitable Foundation in the report ‘Good Career Guidance’.

    The 8 Gatsby benchmarks help schools deliver high quality careers and enterprise provision:

    1. A stable careers programme
    2. Learning from career and labour market information
    3. Addressing the needs of each pupil
    4. Linking curriculum learning to careers
    5. Encounters with employers and employees
    6. Experiences of workplaces
    7. Encounters with further and higher education
    8. Personal guidance

    SEND Gatsby Benchmark Toolkit

    Our curriculum delivery will be measured and assessed through monitoring our programme against the above benchmarks and individually for students through functional, life skills based assessment and target setting.

    Careers Leader: Gulsharan McDermott

    Careers Lead Teacher:  Hana Hussain

    Telephone:  01708 225888  Email: headteacher@corbetstey.havering.sch.uk