Uplands School

Uplands School
A Vibrant and Caring Community Where Learning for Life is Fun
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Uplands School Uplands School

Curriculum Pathways

At Uplands, class groups are organised in order that educational experiences are relevant, enjoyable and beneficial in enabling students to make the best possible progress. The flexibility of the curriculum enables students to access activities in classes other than their own if this best meets an aspect of their individual needs. As far as possible within this, classes are organised by Key Stage in order to allow for the curriculum to be delivered sequentially and for transitions to be most effectively supported.

The Sensory Pathway
The classes, in which the predominant diagnoses of the students is PMLD, provide a sensory curriculum tailored to best meet their needs and enable them to engage with learning activities.  These classes provide a high staff to student ratio.  Staff access a range of professional expertise to support the complex needs of these students including medical, physical and communication needs.  The school is well equipped to provide specialist support to pupils with profound and complex needs, in particular in terms of physiotherapy and health programmes, using the hydrotherapy pool and therapy programmes provided by the Multi-Agency Unit.

Developing Independent Learning
Students with Complex Learning Difficulties are supported in a variety of ways. The classes within the school in which the predominant diagnoses of the students is Complex Learning Difficulties, provide a range of support to enable students to have positive learning experiences with as much independent learning as possible.

In key stage three a topic based approach is followed, based predominantly on the National Curriculum, with a commitment to engage with the interests of the student to acquire knowledge and build on independent learning skills. The curriculum is tailored to best meet the needs of the students and enable them to engage with learning activities.

As students progress throughout key stages four and five, the curriculum is broadened to focus on gaining accredited qualifications, gain work experience and focus on vocational and life skills.

A Structured Approach  
Those classes which support students that often have complex needs require a structured approach to the learning environment or to access sessions delivered in a variety of ways. The classes operate in a structured way, providing the necessary scaffolding to enable students to have positive learning experiences. In key stage three a highly structured approach is followed, drawing on the TEACCH principles of classroom organisation, personalised schedules, individual work stations, physical activity and a commitment to engaging with the interests of the student in order to enable them to access the learning experiences. The curriculum is tailored to best meet the needs of the students, enable them to engage with learning activities and develop flexibility of thought. As students progress throughout key stages four and five, where possible the scaffolding is removed as students prepare for life in a less structured wider world. However, the commitment to physical activity, a sensory curriculum, individualised learning pathways and a functional curriculum remain at the core of the curriculum for students within these classes throughout all key stages.

Houses
Each class is based within one of three house groups (Avebury, Lydiard and Stanton) which comprise of students from all key stages and learning pathways. Classes within houses work collaboratively to enhance peer to peer learning opportunities and maximise opportunities for building on our core values of Independence and Interdependence.