Curriculum intent – Bespoke pathways

The PLC curriculum is borne out of a deep understanding of the diverse needs of students and is heavily influenced by the need for bespoke pathways to meet the individual needs of all students who attend PLC. We recognise that these needs change, sometimes frequently and at short notice, therefore our curriculum must also offer the flexibility to meet those changing needs. The PLC trauma recovery model supports the identification of bespoke pathways for all our students and has been adapted from the Matthews and Skuse[1] model and research which is based upon the four key aspects of:

  • Presenting behaviour
  • Underlying need
  • Types of intervention
  • Sequenced intervention

The key underlying principle is that: behaviour in troubled children is developmentally driven, so intervention must be sequenced accordingly.

[1] https://jonnymatthew.com/2015/08/03/a-model-for-helping-troubled-kids-to-recover/

Click here for a full size image of the PLC Pathways Trauma Recovery Model +Info

The curriculum offer

The PLC curriculum is a broad and balanced offer that develops the knowledge and skills our students need to achieve our core curriculum goals. These are :

  • Becoming an informed and ethical participator
  • Being enterprising and creative
  • Being healthy and confident
  • Developing ambition and become a capable learner

 These core curriculum goals are achieved through the implementation of 40 core curriculum purposes, delivered across and throughout our curriculum offer, through the broad range of specific subjects and learning opportunities available. This allowing students opportunities to revisit and repeat concepts frequently, in order to connect learning and embed those concepts as knowledge.

The breadth and depth of our curriculum includes the range of subjects and opportunities that you would broadly expect to see in a mainstream school, as we recognise that many of our CYP will transition back to this setting. But, significantly, our ability to also offer CYP opportunities to experience a trauma informed curriculum, within a relationships focused culture, so they are better able to understand themselves as young people, plays an equally important part in what the PLC curriculum is about.

They key documents we use to show our curriculum intent are:

  • The ‘Journey of the student through PLC’
  • PLC Curriculum Purpose overview
  • PLC Pathways – Trauma Recovery model
  • PLC Values
  • PLC Curriculum Map

Implementation

Broad methodology

As students arrive from any year group, at any time into PLC; our curriculum model aims to identify and close any gaps in students’ knowledge or skills, both academic or social and emotional, and embed the acquisition of knowledge or skills to ensure a long term alteration has taken place. We achieve this by ensuring the concepts delivered to CYP will follow on from prior learning in an appropriate sequence. This may be via class based teaching and personal experiences, or as a result of specific interventions which support individual needs.

Our curriculum purpose document outlines the key skills we believe our students should experience across our curriculum. We call these key skills our PLC core purposes. These are 40 key skills, challenges and opportunities that students experience and develop across the wider curriculum offer. The repetition and revisiting of our core purposes in a range of different context, secures students’ development towards our four core curriculum goals and develops and embeds their awareness of key concepts and subject knowledge, so they can make progress through the curriculum and close any gaps in knowledge or skills that may exist.

These PLC core purposes are also mapped against other skills and values to ensure robust coverage. These include:

  • Personal Learning and thinking skills
  • SMSC skills
  • PLC core values which underpin everything we do. These are:
    • Relationships
    • Respect
    • Empathy
    • Perseverance

 

Ensuring consistency

The PLC core purposes are mapped across subject and intervention schemes and reviewed annually. This allows us to monitor how and when learning takes place and ensure that the acquisition of knowledge is appropriately sequenced.

Sequencing

Sequencing learning is a key part of the implementation of the PLC curriculum, as we believe that deliberate sequencing aids readiness.  This is achieved through the audit of subject schemes so that key concepts (schema) can be mapped to ensure multiple, sequenced, learning opportunities for students to experience repeat examples (prototypes) of specific concepts. This enables them to learn increasingly complex concepts and embed that knowledge as successful learning.

The frequent review and audit of our curriculum, also allows us to make the appropriate changes, where necessary, in order to ensure diversity, provide equality of opportunity and take account of an ever-changing world.

The key documents we use to demonstrate our curriculum implementation are:

  • Subject area curriculum implementation plans
  • PLC Values subject Implementation plans
  • Subject area – Medium Term Plan –Implementation
  • PLC Core purposes subject tracker
  • Pathways and Interventions implementation plan

Click here for larger image of the PLC 40 core purposes model

Click here for a larger image of the PLC Curriculum map