Redwood School Curriculum Model 2018/2019

Personal and Social development - Achievement - Leadership - Creative - Community

Redwood’s curriculum model is based around preparing all students for adulthood through an appropriate curriculum that supports and challenges all students and allows them to achieve their full potential. All students have an Education Health and Care Plan and our aspirations are for all students to progress relative to their starting point. Our broad and balanced curriculum offers significant opportunities for students to achieve, make good progress and become as independent as possible


Key Stage 3

“Learn to Learn”

Key Stage 4

“Preparing Youngsters for Adulthood”

Key Stage 5

“Preparing for Adulthood”


In years 7,8 and 9 students are organised into family groups which are organised loosely around ability. Students are taught in these groups for most curriculum areas.

Core Curriculum

English, maths, computing, physical development, Swimming, Life Skills, Science

Wider Curriculum

Humanities, Art & Design, DT, Performing Arts, My Plan.

In years 10 and 11 students are organised into family groups which are organised loosely around ability. Students are taught in these groups for most curriculum areas.

Core Curriculum

English, maths, computing, physical development, PSHE, Life Skills, Science

Wider Curriculum

Options, My Plan, Food

KS5 is driven by ‘inspiring independence’ and preparing students for adulthood. The programme is influenced by student’s individual needs and abilities at the end of KS4.

The Real Work Project (NOCN EL1 – Level 2)

Year 1 and 2 – Employability and Independence

A 2 year programme developing functional, vocational, life and personal skills and how this applies in the real workplace

Year 3 – Supported Internship

This programme supports students into further training and voluntary/paid employment. The focus is on working with real employers and employees.

Accelerated Group made up of year 8 and year 9 students identified as more able working towards GCSE or Similar.

Accelerated Group made up of year 10 and year 11 students identified as more able working towards GCSE’s

Students who are identified as not being “ready to engage and learn” in the MSB but who have potential to learn and achieve may be placed in the Alternative Group. These students study a thematic base curriculum with a key focus on developing appropriate learning behaviours at the same time as studying a programme like the MSB. The intention is for students to return to MSB.

Personalised Provision at REEC is a new post 16 group for young people who have the potential to move towards employment but need intensive work around lifeskills and social conformity.

Supported Group are made up of year 7-11 students who are placed in mixed year groups. These students are mainly the young people with SLD, although, where appropriate, students with ASD and complex needs and some students with PMLD join this pathway. A main school body style curriculum is followed with a high level of support and minimal transitions.  The curriculum is more sensory based and whilst there is more consistency, the young people do access some subject specialist staff and environments.

At KS5 students are placed on the Skills for Independence Programme (3 years) which encourages effective communication and develops functional skills, employability and independent travel training (where appropriate) through practically based experiences. All students gain an NOCN at EL1 -2 or level 1.


Students in SSC (Student Support Centre) are aged 11-19 years old who are on the autistic spectrum and have complex communication and challenging behavioural needs. Students are taught in needs based mixed age groups. The bases are highly structured, low stimulation environments. They use aspects of the TEACCH approach and are mainly assessed through SCERTS. The curriculum is planned to take account of student’s interest, motivation and enjoyment and re structured to ensure that students are able to reach their full potential. There is strong focus on communication, life skills and community access. A wide range of subjects such as: Numeracy, Literacy, PSHE, Creative, ICT, PE, Swimming and outdoor activities enable students to experience a breadth of educational and social interactions and experiences.


The Sensory experiential PMLD curriculum delivery is creative, thematic and designed to meet the individual needs of the students. It has an informal approach to learning which is driven by the students individual learning intentions in relation to communication, thinking skills, personal, social and emotional development and physical development. Students learn through interaction and the curriculum give access to a range of therapeutic activities such as hydrotherapy splash, rebound therapy, massage and multi sensory studio programmes to improve their well being and enhance their experiences. The curriculum supports independence and students use strategies such as objects of reference, symbols, switches, eye gaze technology, touch screen devices and PEC’s to support their learning and communication where appropriate to their needs. Student progress is tracked through MAPP and students gain internal certificates to mark milestones and achievement.