This is for our students who are a little more independent.

• More established communication system but with complexities around processing and memory retention.
• Students will require some support but are working towards independence. The student to adult ratio is high.
• These students follow individualised timetables with an emphasis on EHCP outcomes, including speech and language and occupational therapy targets
• Students work from a more ‘traditional’ classroom, with easy access to an outdoor space. Transitions are kept short and part of a highly structured day. Teaching approaches are tailored to suit their needs.

The Equals curriculum for Semi-formal learners has need specifically designed for students with learning difficulties and complex needs.

‘…Children’s (with severe learning difficulties) likely lack of interest in the world generally can be a challenge but providing exciting activities can help to provoke interest. We need to introduce children to different kinds of animals, let them experience the weather first hand, work with artists, make films, visit unusual places, people and things and experience a range of physical movements from abseiling to horse-riding to sailing to ice skating. Just erecting a tent and eating homemade popcorn in it can provoke many thinking skills. There is a big wide world to be discovered beyond the routine, although we must be careful not to provide a catalogue of unconnected experiences. The connection is thinking and problem solving and we need to make that very explicit or the children may not notice. (Lacey, 200, www.Equals.co.uk).

The Semi-formal curriculum supports and guides learning through the following areas;

Our core curriculum:

• My Communication
• My Independence
• My Thinking and Problem solving
• My Physical Wellbeing

Additional Areas

• My Citizenship – RSE
• My Outdoor School
• My Art/Dance/Drama/Music
• The World About Me
• Attention Autism

Students are always working towards EHCP long term outcomes and we are using the 5 areas of engagement to monitor pupil engagement in learning. EHCP outcomes are split into 7 – 9 yearly targets across the 4 areas of need and these are broken down to termly targets; students are baselined and progress is monitored towards these targets.