At Overton School, we have developed a curriculum that is adaptable, flexible and robust in its approach to prepare young people for adulthood and their next steps.
The curriculum at Overton School is set into 2 different Pathways; The Equals Pathway and the Formal Pathway, in order to meet the needs of all pupils. Equals Pathway consists of three strands where by the curriculum is delivered in an informal (Corndon), semi-formal (Clee) or formal (Callow) approach. The curriculum is designed to be different rather than differentiated, as the way the learner’s following this pathway is different. The Formal pathway consists of two strands – Mortimer and Stretton, both are delivered using a formal approach and lead to accredited qualification suited to pupils individual needs. Mortimer strand includes personalised aspects of the National Curriculum whilst developing pupil’s independence. It prepares them for their next steps by working towards and gaining accredited certificates and qualifications for Asdan, AQA unit Awards, Functional Skills and Open Award qualifications. Stretton strand is similar in the aspect that follows a bespoke plan with elements of the National Curriculum relevant to each pupils learning journey and pupils prepare for their next steps by working towards and gaining accredited certificates and qualifications for Asdan, AQA unit Awards, Functional Skills, Open Award qualifications as well as GCSE.
Each Young person’s personalised planning places an emphasis on addressing the core characteristics and challenges associated with autism by offering a comprehensive educational programme via their personalised timetable. Timetables are designed to promote social communication, language, literacy, problem-solving and self-management of behaviour and emotions.
We use evidence-based practice to identify the unique needs, difficulties and learning skills of each Young person, supporting us to provide personalised learning experiences that:
- Are appropriately challenging and enjoyable in varied environments
- Utilise approaches, programmes and plans based on evidence of their progress and learning outcomes
- Include opportunities for students to be involved in making choices and decisions
- Have a predominantly thematic focus
- Include planned opportunities to generalise skills, knowledge and understanding to natural situations and settings (including the family home, care-setting and the community)
- Prepare for adulthood and a life that is as independent and fulfilled as possible
- Is broken into small steps and provides frequent opportunities to repeat and practice skills
- Has an emphasis on experiential and sensory learning.