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Kaimes School Curriculum
2010 (updated 2012/2013/2014)
Celebrate our uniqueness
Achieve our
potential
Respect our self
and others
Towards
independence
Our Vision • Our shared vision is to engage our learners with a wide
range of high quality learning experiences so they can achieve and attain their very best. We strive to maintain positive outcomes at each transition and embed skills for learning, life and work.
• We are committed to supporting the holistic development
of the individual child through partnership working with families and our community. We have high ambitions for our young people to reach their full potential and be included and respected in School and society.
Our School Values
To encourage communication.
To develop social interactions and
positive relationships.
To support sensory needs.
To encourage flexibility in thinking and
behaviour.
To create a predictable environment to help
reduce anxiety.
Our School Aims
Our aim is to help all our learners be the best they can be as independent • Successful learners • Confident individuals • Responsible citizens • Effective contributors
Our Curriculum Rationale
The curriculum is the totality of experiences both in and out of the classroom and includes 4 contexts for learning: v Ethos
v Curriculum
v Inter-disciplinary learning
v Personal Achievement
However, the right to share in the curriculum does not
automatically ensure access to it, nor progress within it.
Learners with autism have special curricular needs, which
imply that their education should be built on their
strengths and target their individuality.
At Kaimes School we aspire to provide our learners with a strategic, yet flexible curriculum alongside a mix of evidence based Autism specific approaches in order to maximise their success in attainment, personal achievement and independence.
Curricular ENTITLEMENTS
• Coherence • Broad General Education • Senior Phase • Skills • Achievement • Sustained Positive Destination
PRINCIPLES of design
• Challenge and enjoyment • Breadth • Progression • Depth • Personalisation and choice • Coherence • Relevance
CURRICULUM AREAS
• Expressive Arts • Languages & Literacy • Health & Well-Being • Maths & Numeracy • Religious & Moral Education • Science • Social Subjects • Technologies
Our Curriculum Design Offers: • A coherent BGE curriculum from P1 to S3 including all
eight curricular areas which is appropriate and meaningful to the age and stage of each child.
• A senior phase curriculum from S4 with three possible pathways leading to certification within the SQA framework.
• Personalisation and Choice in aspects of the curriculum at different stages.
• Focus on literacy, numeracy and health and wellbeing • Interdisciplinary learning is planned and based around
subjects, projects and interests. • Opportunities to develop personal wider achievement
which is valued and accredited by National Awards. • Engagement in outdoor learning and residential
experiences.
ASD support available via: • Shared understanding of known psychological issues
associated with ASD
• Skills based curriculum (IEP target based)
• Use of SALT and OT services
• Use of outside agencies to augment expertise
• Use of best practise from tried and proven education programmes e.g. TEACCH
• Deployment of resources to address specific need
• Flexibility of approach and adaptability
Friendships
ASD Support
Interdisciplinary learning
Learner
Theory of Mind
Executive Function
Central Coherence
Co-Morbidity
Managing change
Sharing
Communication skills
Social Skills
Relationships
Coping with the unexpected
Personal Hygiene
Self esteem
Relaxation
Independence Self help
Life skills
HWBPE,HE,
ODE,SLSWSL
And PSE
Mathematics and Numeracy
Maths
RUTS
Tuck Shop
Street Dance
Unsung Stories
Graffiti Art
Sports Coaching
End of Term Party
Cafe
Skiing
Occupational Health
Speech and Language Therapy
Languages and literacy English, German, Media
Studies
Expressive Arts Art and Design, Music and
Drama
Religious and Moral Ed. Drama PSE
Sciences Biology,
Managing En.Res.
Technologies CDT ICT
Social Studies Cross curricular
ICT, ODE ,Drama,
DofE
Horse riding
Scotland Yard
What does this look like?
Friendships
Managing anxiety
Art therapy
Emotional literacy
Music
instruction
JASS
Food for thought
Sensory support
Breakfast club
Play skills
STAGE
P1-‐P7 Transi0on S1 S2 and S3 Senior Phase S4
Senior Phase S5
Number of classes at each stage 6 2 4 2
2
Curriculum Breakdown -‐ Periods per week
HWB-‐ PE
X2 of PE Specialist
3 3 3 3
HWB-‐ PSE With topic rotaAon 1 1 1 1
HWB-‐ PLP 1 1 1 1 1
Religious Observance/HWB and Assembly 1 1 1 1 1
IDL -‐ AcAviAes 1 1 1 1 1 RME With topic rotaAon 1 1 1 with drama 1 with drama English/literacy 5 5 5 5 5 Modern Foreign Language -‐ 1 1 -‐ -‐ Maths and numeracy 5 5 5 5 5 Expressive arts -‐music 1 1 1 (x3) Choice column 1 (AA?) Expressive arts-‐ art 1 2 2 (x3) Choice column 1 Expressive arts-‐ drama -‐ 1 1 (x3) Choice column 1 Technology-‐ CDT
1 2 3 (x3) Choice column 2
Technology-‐ HE 1 (cooking) 2 3 2 3
Technology-‐ ICT 1 1 -‐ (x3) Choice column 2
Science With topic rotaAon 3 3 (x3) Choice column 2
Social Subjects With topic rotaAon 3 2 -‐
Media Studies -‐ -‐ 1 -‐ -‐ Skills for learning, life and work (ASD focus) 1 1 1 TransiAon Studies x3 TransiAon Stud x4
Skills for learning, life and work Visit rota Y/HR/OEd
-‐ -‐ DoE-‐ Outdoor Learning (x7)
College (x5)
Personalisa0on and Choice
AcAviAes Instrument instrucAon AcAviAes Lunch clubs
Instrument instrucAon AcAviAes Lunch clubs Ski club
Instrument instrucAon AcAviAes Lunch clubs Senior Phase choice (2 subjects) Ski club
Instrument instrucAon AcAviAes Lunch clubs Senior Phase choice (2 subjects) Ski club
IDL X1 Sco[sh theme Exp arts/ language/ HWB Performance
X1 Expressive arts+ HWB Drake music/ residenAal context
X1 Healthy Schools (food for thought) or Fair Trade Technology/ HWB/ Science/ Lang etc.
X1 Unsung Heroes AnimaAon English/ exp arts
Duke of Edinburgh for some Enterprise for some
Ethos and life of the School
Assembly Pupil Council P7 Buddies
Assembly Pupil Council S1 Buddies
Assembly Pupil Council
Assembly Pupil Council Prefects Peer AssisAng Learner (PAL)
Assembly Pupil council Prefects/Head Boy or Girl PAL
Eco school Li`er Waste Energy Water CiAzenship/ Enterprise/ fundraising
Local area/ school partner
Citywide partner
Sco[sh partner
NaAonal partner
Global partner
Personal Wider Achievement
JASS JASS Personal Achievement Award Nat 1 or 2 B/S/G during AcAviAes?
Duke of Edinburgh – Bronze
TransiAon Studies –College link and or work experience Personal Dev Award? Nat 3
Outdoor Learning X2 blocks/year OEd The Yard Horse riding
OEd Topic ouAngs x3 every 2 weeks
X2 blocks/ year OEd
Ski club Ski club
ResidenAal experience LP -‐Lowport UP-‐ Dounans
Calvert Trust S2 Bendrigg/ S3 Benmore
Lagganlea (or Possibly overseas ski trip)
London possibly
Senior Phase Curriculum Modelling
• 3 pathways
LSP
GHSIP
KAP
ASDS
• KAP Kaimes Attainment pathway
• LSP Life Skills pathway
• GHSIP Gracemount HS integration pathway
• ASDS Autistic Spectrum Disorder Support
Kaimes Curriculum Modelling
ASDS
ASDS
ASDS
ASDS
(Celebration of Achievement)
(Celebration of Achievement)
Kaimes Curriculum Modelling
Adapted
curriculum including National Courses (27.5hrs)
4/5 Nat. courses at
Level 4/5 (16/20hours)
ASDS including National courses/units
at Level 2/3/4 (11.5hrs/7.5hrs)
LSP 27.5 hours contact
KAP/GHSIP 27.5 hours contact
Prog
ress
ion
Kaimes Curriculum Modelling
S
C
H
O
O
L
D
a
y
SCQF level
SQA National Units, Courses and Group Awards
Higher Education
Scottish Vocational Qualifications
12 Doctorates
11 Masters SVQ 5
10 Honours degree Graduate diploma
9 Ordinary degree Graduate certificate
8 Higher National Diploma Diploma in Higher Education
SVQ 4
7 Advanced Higher Certificate in Higher Education
6 Higher SVQ 3
5 Intermediate 2 Credit Standard Grade /Nat 5
SVQ 2
4 Intermediate 1 General Standard Grade /Nat4
SVQ 1
3 Access 3 Foundation Standard Grade /Nat3
2 Access 2 /Nat2
1 Access 1 /Nat1
Scottish Credit and Qualification Framework
