Curriculum

Pictor Academy’s curriculum approach is relatively unique. To ensure that we are able to meet each child’s holistic needs as specifically as possible, Pictor Academy’s curriculum is arranged into four pathways.  These are the PMLD Pathway, the Informal Pathway; the Semi Formal Pathway; the Formal Pathway.  Each of these pathways has its own distinct overarching pedagogical (teaching and learning) approach that begins to meet the collective needs of the pupils within that pathway.  This is then personalised to a higher degree to meet the specific needs of individual pupils.

The school has 120 pupils, grouped into 16 classes that are arranged across 3 theoretical pedagogical pathways. Each curriculum pathway is designed to have a defined approach in terms of its provision that extends to the curriculum areas taught, numbers of pupils in a class, staff to pupil ratios, underlying pedagogy and recommended developmental frameworks. Each pathway works towards specific but broad outcomes that underpin and form the foundation of the learners individualised needs.

Within the context of an underlying approach, all pupils are then planned for and taught at Pictor Academy in a highly personalised way, by using developmental Personalised Learning Goals.

References

• Moylett, H. (2022) Characteristics of Effective Early Learning: Helping Young Children Become Learners for Life. London: Open University Press.
• UNICEF (2018) Learning through Play: Strengthening learning through Play in early childhood education programmes. New York: UNICEF.

'Intent' - What are we trying to achieve with our curriculum at Pictor?

We believe that it is vital that our pupils are equipped with the tools needed to become independent learners, both inside and outside of the classroom. All children and young people will receive an education that enables them to achieve their best possible outcomes, and become confident, able to communicate their own views and ready to make successful transitions into secondary school and then adulthood.

'Implementation' - How do we deliver our curriculum at Pictor?

Our curriculum starts with each individual child.  Teachers plan for learning based on each child’s personal learning gooals. These are worked on across the school day and in sessions such as 1:1 or group sessions, Snack Time, Dinner Time, Outside Play, Group Times, and  Hygiene times as well as transitioning around school and independent work where appropriate.  Details of what this learning looks like is described in individual termly learning plans and shared with parents through ongoing feedback and our Evidence for Learning platform.

We use discrete learning activities, real life experiences and play as key vehicles to deliver our curriculum as we believe that this is the best way to engage our pupils in learning. Direct teaching may occur in 1:1, small group and larger group sessions. In addition to this very personalised learning, we have four curriculum approaches-  PMLD, Informal, Semi Formal and Formal.  These are predominantly topic based and ensure our curriculum is broad and balanced and engaging for our pupils.  Each of our curriculum styles is designed to be fun, engaging, practical and meaningful and matched to pupil learning and developmental needs.  Individual learning styles are enabled with opportunity for repetition, reinforcement and overlearning.

All three curriculum pathways support different levels of learning and engagement, but all are child led and driven by the individual interests and motivations of the pupil.  They all have an overarching focus on communication, social interaction, independence, emotional wellbeing, physical development and cognition.

We use the Equals Informal, Semi-formal and Formal schemes of work of work to support teaching and learning  across our different pathways. Curriculum areas have been defined in line with this and are closely matched with the developmental needs of the learners to support relevant teaching of key skills and knowledge. Additionally, topics may be introduced to support breadth of learning and opportunities for pupils to acquire knowledge and apply skills through exploring new and existing interests. There is a rich and broad offer of curriculum areas and approaches and teachers personalise this to ensure it is coherently planned and sequenced towards cumulatively sufficient knowledge and skills to build on prior learning and prepare pupils for their next steps.

'Impact' - How do we know it's working?

We assess pupils in lots of different ways. For all pupils, we record key, personal learning using software called ‘Evidence for Learning’.  We gather a range of evidence including photos, videos and observations which can be linked to pupil's personal learning goals and other significant frameworks. We use this to assess progress towards personal learning outcomes and identify next steps for individual learners. Teachers also access a wider basket of assessment tools and approaches to support teaching and progress for different pupils and specific areas of learning.

Please see our assessment overview and parent information booklet below: 

Parent Assessment Booklet

Further Curriculum Information

•    Pictor Curriculum Pathways
•    Parent Curriculum Booklet
•    Child Led Curriculum Map
•    Formal Learners Curriculum Map

•    Parent Reading Booklet
•    Floppy’s Phonics Book Sequence
•    Maths Parent Booklet