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Rosebank SchoolListening, Responding, Learning

Curriculum

Rosebank Curriculum 

Intent:

Our curriculum is driven by the specific needs of our pupils with Autism Spectrum Condition, allied to their EHCP, and by L.I.F.E Skills: Learning (PSHE Units), Independence and Community participation, Faith, and Emotional (Zones of Regulation). Our curriculum is adapted each year to suit the needs of each cohort, as these can vary considerably year on year.

Our curriculum is designed in order to:

  • Give our pupils a curriculum founded on autism specific approaches to match the strengths, needs and interests of the pupils and to reduce barriers to learning. We ensure that each pupil’s outcomes from their Education and Health Care Plans are central to their learning.
  • Provide a coherent, structured curriculum based on the EYFS and National Curriculum adapted to meet individual needs. Each of the phases builds on the last to ensure that our curriculum is both rich in relevant knowledge and skills, and is ambitious in its content and progression, allied to pupil strengths and needs.
  • Acknowledge that children progress at different rates and from different starting points as we prepare them for life beyond Rosebank.

 

Implementation:

Our curriculum is delivered over three phases as set out below, and is delivered through our whole school provision map which details the offer each child receives at Rosebank.

The Three Phases of the Rosebank Curriculum:

Phase Specific Curriculum Maps (Please click the links below to see the Curriculum Map for each Phase)

Phase 1: Current Saplings Class

Phase 2: Current Holly, Chestnut and Sycamore Classes

Phase 3: Current Elm and Oak Classes

 

 

Impact:

The Rosebank School curriculum provides a strong foundation and a wide range of opportunities to prepare our pupils for transition into the next stage of their learning. On leaving Rosebank School, pupils transition to mainstream and special schools successfully and confidently.

Progress and success are measured in many ways, for example achieving EHCP outcomes, meeting expectations for academic attainment over time, tracking progress within the AET Progression Framework, increased self-awareness and emotional understanding of self- and others. Some pupils access end of Key Stage Testing where appropriate.

Our curriculum ensures that the needs of individual pupils can be met within the environment of high quality autism specific teaching, supported by proven interventions where appropriate.