For all our Semi-Formal learners, we provide a curriculum that reflects the needs of the whole child. Our curriculum aims to prepare our learners for life as adults after St Francis School by offering functional and personalised learning to enable them to hold a positive place in their community. The curriculum has a strong foundation of life skills and promoting independence in our learners. Our curriculum also includes functional English (My Communication) and functional Maths (My Thinking and Problem Solving). We provide real-life opportunities for the pupils to feel part of and understand their community and wider world as well and encouraging social communication and opportunities to apply these skills in their local community. The curriculum also provides opportunities for creativity and the development of their physical well-being, through PE, Games, yoga and mindfulness as well as Physiotherapy and Swimming. With the right environment and support, we strive for our pupils to become confident communicators, early readers, independent thinkers and problem solvers.

Our Semi-Formal Curriculum follows the principles and format of the EQUALS Semi-Formal Explore and Challenge Curriculums. This approach has allowed us to promote what our learners need, rather than being constrained by subject areas.

Semi-Formal 1

Semi-Formal 1 learners are offered Core Skills Stories, covering personalised learning intentions for each learner. Whilst discrete lessons are offered for My World, My Cooking, My Art and My Social Skills, a continuous curriculum is at the heart of a Semi-Formal 1 pathway. The continuous curriculum environment is created so that learners can engage with all areas and able to make progress in multiple learning intentions within the different areas. It also offers opportunities for paired and group interaction, promoting social skills, whilst the timetabled, core skills stories offer a more focused, individual learning context.

Semi-Formal 2

Lessons for a Semi-Formal 2 learner are delivered in discrete subject-specific lessons where students can learn the skills required. However, there are many opportunities for learning intentions to also be achieved in subjects such as; My World, My Cooking, My Independence and My Social Skills, allowing them to apply the skills in another learning context.

Learning Intentions and Holistic Progress Meetings

The pupils are set learning intentions in 5 areas: My Communication, My Thinking and Problem Solving, My Physical Wellbeing, My Independence, and My Social Skills. These are set on a termly basis: in conjunction with parents and other professionals. The pupils are also involved through their person-centred plans. We measure the outcomes using the Holistic progress meetings which is a professional discussion with the class teacher and a member of SLT. The journeys of pupils are shared, showcasing their journey through Seesaw. The following areas are considered when discussing progress and learning intentions: ability to maintain the skill, apply and transfer outside of the classroom and the ability to carry out the skill with a level of independence. This discussion then informs next steps for the individual pupil needs and interventions if they are required to ensure we are being ambitious for each pupil and that they continue to make expected progress.

For non-core subjects, pupils are tracked on the progression of skills framework for each curriculum area. This ensures that the pupils are taught at their correct starting point.

Seesaw Learning Journal

Seesaw is a secure online portfolio that allows teachers to document and reflect on pupils’ engagement within school whilst also sharing these with families. Each pupil has their own individual journal where pictures, videos and messages can be shared between school and home. This also allows practitioners to reflect on learning within the five key areas of need within in our curriculum. All parents have the opportunity to connect with their child’s journal where they are able to view, like comment on the learning journey that their child is making throughout the year. This also provides a good communication platform and an opportunity to share all that their child is involved in at school.

Holistic Assessment Meetings

Previous standardisation meetings became irrelevant so now practitioners meet together at the end of each term to reflect on pupil journeys over time. In these meetings we discuss pupil progress, the impact of the curriculum and the pupils’ engagement within the sessions offered.

Intervention Plans

Practitioners hold pupil discussion meetings to identify curriculum areas where added support is required. As a team, intervention plans are devised, and practitioners work together to solve the on-going challenge of finding extra pockets of time to provide the necessary support. These meetings are held alongside updating the MAPP sheets, but time is regularly set aside during curriculum meetings to discuss interventions when a need arises.

The Formal Curriculum offers the same subject range as the Semi-Formal 3 Curriculum but is delivered at a higher cognitive level through delivery of discrete subjects. Although there are elements of a mainstream model, consideration is given to an adapted curriculum which reflects the whole child’s needs. We have high aspirations for all of our pupils and they will have the opportunity to access work at their level and where appropriate it may be necessary to obtain off site support. Pupils who are working and progressing within the national curriculum framework and who are continuing to make good linear progress, will carry out this curriculum. During Key Stage 4 these pupils will be expected to carry out accredited courses.

A Formal learner is offered English and Maths lessons which are functional to their life. They cover a range of topics which will enable them to be as independent as possible in their community and wider world. Learners will also have regular lessons of Independence Skills and My World which will better equip them with the knowledge and skills they need when they leave St Francis School. Lessons are taught in discrete subjects whilst working towards multiple targets which are relevant to their individual needs.

Learners will also have the opportunity to enter for accredited courses through the WJEC and AQA examinations board. Accreditation consists of a range of coursework modules and external assessments to earn credit value which will contribute to an award, certificate or diploma in different subjects at Entry Level. This coursework-based approach will also prepare them for their transition into Upper School where they will complete Functional Skills examinations.

The Science and Humanities accredited modules are delivered in relation to the meaningful and motivational rolling themes for the Semi-Formal Curriculum.

Targets

The students are set targets for the core subjects of English and Maths where multiple targets can be worked on throughout the academic year.  Additionally, they will be set targets based around social and emotional development and physical/independence skills. We measure the outcomes for English and Maths using our ‘Onwards and Upwards’ tracking system using the St Francis Stages outcomes, which is updated termly, marking any progress against the objective statements. The students will also undertake accredited courses at Entry Level 1, 2 or 3 or Level 1, where appropriate across a range of subjects.

Seesaw Learning Journal

Seesaw is a secure online portfolio that allows teachers to document and reflect on students’ engagement within school whilst also sharing these with families. Each student has their own individual journal where pictures, videos and messages can be shared between school and home. This also allows practitioners to reflect on learning within the four key areas of need within in our curriculum. All parents have the opportunity to connect with their child’s journal where they are able to view, like comment on the progress their child is making throughout the year. This also provides a good communication platform and an opportunity to share all that their child is involved in at school.

Holistic Assessment Meetings

Previous standardisation meetings became irrelevant so now practitioners meet together at the end of each term to reflect on students journeys over time. In these meetings we discuss students’ progress, the impact of the curriculum and the pupils’ engagement within the sessions offered.

Internal Moderation

Internal moderation meetings take place for our formal learners to scrutinise marked accredited coursework prior to submitting to the WJEC examination board for external moderation. This moderation takes place with other experienced teachers in Semi-Formal and Upper School.

Intervention Plans

Practitioners hold student discussion meetings to identify curriculum areas where added support is required. As a team intervention plans are devised and practitioners work together to solve the on-going challenge of finding extra pockets of time to provide the necessary support. These meetings are held alongside updating the MAPP sheets, but time is regularly set aside during curriculum meetings to discuss interventions when a need arises.