Our curriculum has been designed to ensure that all of our pupils are given the opportunities to excel regardless of their starting points or background; by using a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life.  For more information regarding the curriculum vision or the curriculum in general; contact the school office to arrange a meeting with our SENDco.

At The Tweed, we are committed to providing a curriculum which is broad and balanced, and provides our pupils with opportunities to gain essential knowledge, skills and understanding which will enable them to flourish and reach their full potential academically, physically and creatively, whilst ensuring that they are socially and emotionally ready for life outside of The Tweed.

Whilst our curriculum encompasses the formal requirements of the National Curriculum, our vision is to provide our pupils with a range of learning experiences beyond the classroom which inspire our pupils and help shape their futures; ensuring that they are responsible citizens of the future. The school is committed to providing a broad and balanced curriculum, based on the National Curriculum for those pupils of compulsory school age. This is blended with opportunities for pupils to develop functional skills, social, emotional and independence skills and skills for working life as appropriate in line with the expectations we have for their transition into secondary education.

Our curriculum puts the child in the centre of everything that we do, in which the children are able to journey through different pathway options. Meaning a child’s interest and academic ability are taken into account.

To ensure that we do this our curriculum is;

• • Broad, ambitious, and grounded in the national curriculum – so that all groups of pupils have access to an academic programme of study where challenge, achievement and progress are expected for all. Promotes intellectual, moral, spiritual, aesthetic, creative, emotional, and physical development.
  • Knowledge rich – so that all pupils acquire the core knowledge to which they are entitled and the powerful knowledge they need to expand beyond their own experiences. 
  • Intelligently planned – Focuses on progression by carefully sequencing knowledge; provides clarity about what ‘getting better’ at the subject means.
  • Culturally rich – broadening horizons and exposing pupils to the vast wealth of experiences in the wider global society be that the arts, music, sport, or extracurricular pursuits.
  • Reading focussed – Promoting a love of reading for pleasure and as a vehicle to access the full curriculum.
  • Values-driven – to develop principled young people who respect others in all their diversity, put kindness at the heart of all their decisions and strive to achieve excellence in all that they do.
  • Appropriate – Matches the level of challenge to a pupil’s current level of maturity and knowledge.

Intent

• • The curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment
  • To have the same academic, social or vocational ambitions for all learners. For all learners, the curriculum is designed to be ambitious and to meet their needs
  • For learners to study the full curriculum. The Tweed ensures this by teaching a full range of subjects for as long as possible,  ensuring that the child is in the centre of all planning, to keep their opportunities as broad as possible.

Implementation

• • Teachers have good knowledge of the subjects they teach. Leaders provide effective support, including the use of specialist staff when appropriate.
  • Teachers present subject matter clearly, promoting appropriate discussion about the subject matter they are teaching. They check learners’ understanding systematically, identify misconceptions accurately and provide clear, direct feedback. In doing so, they respond and adapt their teaching as necessary, without unnecessarily elaborate or differentiated approaches
  • Over the course of study, teaching is designed to help learners to remember in the long term the content they have been taught and to integrate new knowledge into larger concepts
  • Teachers and leaders use assessment well, for example to help learners embed and use knowledge fluently or to check understanding and inform teaching. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens for staff or learners
  • Teachers create an environment that allows the learner to focus on learning. The resources and materials that teachers select, in a way that does not create unnecessary workload for staff.  – reflect the school’s ambitious intentions for the course of study and clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
  • A rigorous approach to the teaching of reading develops learners’ confidence and enjoyment in reading. At the early stages of learning to read, reading materials are closely matched to learners’ phonics knowledge.

Personal Development 

• • The curriculum extends beyond the academic or vocational. It provides for learners’ broader development, enabling them to develop and discover their interests and talents
  • The curriculum, and the school’s wider work, support learners to develop their character – including their resilience, confidence and independence – and help them know how to keep physically and mentally healthy
  • At each stage of education, the provider prepares learners for future success in their next steps
  • The provider prepares learners for life in modern Britain by: equipping them to be responsible, respectful, active citizens who contribute positively to society; developing their understanding of fundamental British values; developing their understanding and appreciation of diversity; celebrating what we have in common and promoting respect for the different protected characteristics as defined in law.

Values

Our values curriculum is an essential part of The Tweed School life. Our values-based approach is referred to as our ‘ACE skills’ (Achievement, Creativity & Endeavour) and this is embedded in all we do.

We believe the values contribute to a strong learning environment that enhances achievement and develops pupils’ social, emotional and relationship skills. Not only are the values held in high regard, acknowledged and celebrated in the pupils, but they are modelled by the staff throughout.

Our whole school approach helps develop well rounded and resilient learners. It breaks down the pre-conceptions of ‘fixed mindset’ and allows personality and character to flourish in a safe and progressive way. It quickly liberates teachers and pupils from the stress of confrontational relationships, freeing up quality learning time where a positive attitude is most valued.

The Tweed School ACE skills are key to equipping our pupils with relationship skills, intelligences and attitudes to succeed at school and in their futures.

Enrichment

Alongside the traditional curriculum, the school plans many opportunities to extend the experiences and learning of pupils. Where promoting a variety of  activities to broaden the learning experience of pupils before they leave The Tweed. There is a mix of academic and physical activities, in addition to creative activities to interest all.  The school uses visits to museums, universities, sporting activities, and conferences to add memorable experiences to support pupils’ self-development.

Pupil participation is tracked for all organised opportunities, to ensure all groups of students are accessing the full range of activities available.