Lockhart campus
Curriculum Overview
You have the right to education which develops your personality,
respect for others’ rights and the environment.
Article 29 of the UNCRC
Rationale
All young people at Lockhart Campus will have access to the full range of outcomes and experiences, delivered in the context of active and enjoyable classes which create consistent opportunities for their voice to be heard and decisions acted on in the context of fair, transparent and democratic processes. Pupils will receive a broad, balanced curriculum which takes their interests into account, engages them and their families in planning beyond their time at school and encourages them to take responsibility for their own learning.
“Learning, teaching and assessment should be designed in ways that reflect the way different learners’ progress to motivate and encourage their learning……. Learners should be involved in planning and reflecting on their own learning.” (Ref. Building the Curriculum 3)
Assessment will be used to help pupils understand why skills are important, how they are developing and to identify next steps to prepare for life outside the classroom. National qualifications are integrated in and compliment the curriculum, rather than drive it.
The curriculum in Lockhart will comprise of three essential elements:
- A well planned differentiated curriculum for the class/school as a whole that meets the needs of all learners
- Learner’s Individual Plans (LIPs) to support Learning and Wellbeing needs
- The integration of LIPs within the curriculum of the class/school
Curriculum Design
The purpose of the curriculum is to help children and young people to become;
- Successful Learners
- Confident Individuals
- Responsible Citizens
- Effective Contributors
The framework therefore puts the learner at the centre of the curriculum (Building the Curriculum 3 2008).
‘However, learners can thus progress by different routes and pathways through the experiences and outcomes and demonstrate progression and achievement by making use of a range of opportunities and strategies to meet their needs’
Education Scotland, assessing progress and achievement
Our curriculum is planned using the Building the Curriculum 3 document. This guide sets out learners’ entitlements and the contexts for learning as they will provide opportunities for rich experiences. Principles for curriculum design include;
- Challenge and enjoyment
- Breadth
- Progression
- Depth
- Personalisation and choice
- Coherence
- Relevance
Curriculum Delivery
Across all stages, the core curriculum should be embedded in the daily learning and teaching. The core curriculum enhances literacy, numeracy, health and wellbeing, independence and skills for lifelong learning through routines, interactions and regular activities. At Lockhart campus the children and young people are learning and developing skills as soon as they arrive from transport in the morning.
They learn not only through planned learning sessions but also through daily routines and regular activities that take place in schools like ours. It is absolutely vital that the life skills opportunities and rich learning present in all of these routines is recognised and taken advantage of. To this end, the Core Curriculum describes the learning that can take place through these routines and activities and sets out possible progression pathways that describe the application of personal and social skills that will support the young person in their adult life. The aim is the greatest level of functional independence a young person can achieve.
With the appropriate level of support, all pupils will participate in the following core curriculum areas:
- Morning and Home Routines
- Snack and Lunch Routines
- Accessing my Community
- Cookery
- Managing Myself
- Play and Leisure
- Personal and Intimate Care Routines
- Celebrating my Learning
- Citizenship
- Enterprise
The ethos and life of the school as a community
Choice is actively promoted and encouraged and the Pupil Council, school captains, Eco Committee, DYW projects and Enterprise events etc. all play a role in helping learners to grow, develop and support the work of the school. All classes will follow our school rules and contribute to maintaining a well-kept school environment indoors and outdoors.
Curriculum areas and subjects
The flexible nature of the Broad General Education phase gives teachers tremendous scope to apply their professional skills, knowledge and creativity to deliver varied, rich and rewarding educational experiences for their children.
Given the nature of our learners’ support needs, skill and concept development may be constrained to early/first levels. However given the uneven profile of learners’ abilities, opportunities for learning at the other levels should always be considered.