Our Curriculum Offer
Through a varied and adapted curriculum we aim to teach learners how to grow into positive, responsible young people who can not only have a positive impact within our local community but can also successfully transition into further education, employment, volunteering and adulthood.
We value the spiritual and moral development of each person, as well as their intellectual and physical growth – the ability to participate positively in society is also at the heart of our planning. Development of social skills is promoted though our “Talkabout” programme where elements such as self-esteem and self-awareness, body language, the way we talk, conversation and assertiveness are explored and progress of learners evidenced.
Orchard in the community on Fridays gives learners the opportunity to practise their skills in external situations with the support and care of our skilled staff team. The curriculum is fully adapted, from Foundation all the way up to Functional Skills and GCSE courses, offering a suitable pathway appropriate to all academic levels. Other qualifications offered include BTEC and occupational studies for the workplace.
Our curriculum has been developed and built “in-house” to ensure that it is tailored to the needs of our learners. It has been designed to be colourful, visual and experiential, enabling skills to be learned and practised in a fun and practical way.
Our assessment model “Stepping stones” is bespoke to the school and enables a personalised approach to supporting development and progression in our learners.
Our Personalised Learning Programme (PLP) enables all key stage 3 learners to explore areas of interest and skill development with a vocational element and includes:
- Cookery
- Hairdressing & beauty
- PE
- Music
- Art
For full information , please see our qualifications and examinations page.
Curriculum Overview
The school prioritises class groupings by social accessibilities and the ability to interact, create and maintain flourishing friendships. This is done with the ultimate aim that each child placed in a class can access the environment both socially and educationally, and that this is complemented by a consistent primary classroom delivery model.
This model supports the school in being as inclusive as possible, as learners can join the school at any point throughout the academic year, making The Orchard a positive destination for learners who cannot access mainstream education.
Classes are grouped by key stage. At KS3 learners are grouped years 7, 8 and 9, and access a 3-year rolling curriculum. KS4 learners are grouped years 10 and 11 and access a 2-year rolling curriculum.
Our varied and adapted curriculum is sequenced by stage not age, and the school’s spiral curriculum promotes achievement and success regardless of starting point. This helps to build confidence and engagement.
The core curriculum utilises a differentiated approach to delivery via graduated levelling. We use a Foundation (pre entry/entry level 1) Bronze (Entry Level 2), Silver (Entry Level 3), Gold (Level 1) and Platinum (Level 2) system to distinguish expectations. There is also the  opportunity for those learners who are able to achieve at a higher level, to access GCSE programmes in both Mathematics and English Language.
The use of progressive outcomes for these levels creates a sequential ladder which allows learners to build on prior learning, if and when they are cognitively able to do so. This supports building complexity of knowledge and skills, using a mastery approach with no ceiling on learning.
We also support progress and achievement through our bespoke “Stepping Stones” programme (S(upported) T(entative) E(xcelling) P(erfection). This means individual learners master their current educational level through supported stages, with their development monitored closely and recorded regularly. Learners advance to the next level once fully mastered.
Curriculum sequencing and design account for learners who may join the school and those who may transition back into mainstream education at various points of the academic year. The curriculum is accessible and achievable for all learners. This is due to its structured, complementary and consistent, rolling programme, Â hierarchical learning outcomes, and aspirational opportunities for all.
We also support progress and achievement through our bespoke “Stepping Stones” programme (S(upported) T(entative) E(xcelling) P(erfection). This means individual learners master their current educational level through supported stages, with their development monitored closely and recorded regularly. Learners advance to the next level once fully mastered.
Curriculum sequencing and design account for learners who may join the school at various points of the academic year and hopefully may transition back into mainstream education at various points of the academic year. The curriculum is accessible and achievable for all learners who join. This is due to its structured, complementary and consistent, rolling programme with hierarchical learning outcomes and aspirational opportunities for all.
Reading Scheme
At our school, we use Lexia Literacy Software to support learners’ reading.
Lexia’s personalised literacy software for schools is designed to provide teachers with effective and scalable solutions which are simple to use.
Lexia supports learners of all ages and abilities in literacy skills development, and has been proven to be effective in over 20 externally reviewed research studies – including an efficacy study by the Education Endowment Foundation.
