Curriculum Intent

​

At New Horizon Academy it is our intention to ensure that the curriculum we offer:

• is broad and balanced and that it meets the requirements of the Education (Independent School Standards) 2014 

• caters for the requirements of each pupil in all areas: knowledge & skill; personal empowerment, preparation for citizenship, preparation for life and work

• is suited to the needs and characteristics of every cohort of pupils

• is accessible for pupils of varying capability while also being sufficiently challenging to drive progress and engage pupils who may be operating at higher levels in some areas of the curriculum

• is reviewed regularly to evaluate its continued suitability for pupils and its impact in producing the desired outcomes for pupils

• prepares pupils to leave the school at the end of Key Stage 4:

  • with significantly increased numeracy, literacy, and communication skills

  • more independent than they were when they arrived

  • ready to move on to destinations that suit their interests and their needs 

​

​

Curriculum Implementation – an overview

​

At New Horizon Academy our curriculum will be delivered:

• through lessons, play, experiential learning, extra-curricular activities

• in small groups and through 1 to 1 tuition 

• according to careful planning which sequences concepts in a way that ensures pupils have the pre-requisites to access new learning and make progress 

• with multiple opportunities for pupils to revisit topics and practice skills over and over as required by their level of need

• with a careful balance of support and challenge to ensure that pupils can access the curriculum and stretch to engage at progressively higher levels

• by teachers who are specialists in their subject whenever possible or when not possible, by qualified staff who are sufficiently supported in their subject knowledge to be able to use it effectively to promote learning

• with the support of suitably qualified teaching assistants

• by teachers and support staff who receive regular training to equip them with strategies for engaging and supporting pupils with MLD and SLD

• by teachers who work collaboratively in their planning; share and discuss their teaching repertoires; actively reflect on their practice; actively take part in continuous professional development; engage with research to identify relevant strategies to apply to their practice

​

​

​

​