At Seven Hills School we aim to promote curiosity and enthusiasm in our students, encourage them to become independent learners and to develop their confidence for life beyond school.
Our curriculum is based around the four areas of: Communication/Interaction (English, Reading), Cognition/Learning (Maths, science, computing), Sensory/Physical (PE, food studies, outdoor learning), and Social, Emotional and Mental Health (RSHE, art, music, creativity, wellbeing).
How each of these areas is delivered in school depends on the needs of the students in each group and which phase they are in. Our students are organised into three phases: Phase 1 (Yr7 & Yr8), Phase 2 (Yr9, Yr10 & Yr11) and Phase 3 (Post 16). Our curriculum is run across three pathways: developmental, semi-formal, and formal.
Typically, students in Phase 1 will spend 50-60% of their time with their class teacher, based in their own classroom. The remainder of their time will consist of subjects taught by curriculum specialists in specialist areas (e.g. P.E, Computing). The emphasis in Phase 1 is on basic skills and a wide variety of educational experiences. Some of their lessons will be delivered in rotation with other subjects (e.g. Creative) and they only study these for part of the year.
In Phase 2, students follow a range of formally accredited courses in line with their level of need. The majority of these courses culminate in nationally recognised qualifications, mainly either Entry Level Functional Skills qualifications or AQA Unit Awards. However, some students will also attain additional accreditation such as Duke of Edinburgh Awards.
In Phase 3, the emphasis is on preparing our students for adulthood, through developing their independence, broadening their experience of the local community, preparing students for their next steps in education, employment or social care, and ensuring that they can maintain good health. Students have the opportunity to experience establishments appropriate to their future needs (e.g. Sheffield College, Sheaf Training, Burton Street). They are taught specific independence skills as part of a personalised development programme.
Some students, by nature of their needs, require a greater level of support to access the curriculum. Some class groups will spend the majority of their time with their own class teacher and move around the school less than others. All students take part in wellbeing activities on Friday afternoons to promote their spiritual, moral, social and cultural development.
Through our curriculum and extra-curricular activities we aim to develop our students’ ability to manage their emotions, relate to others, organise themselves, gather and use information, as well as think creatively and critically. We aim to nurture, inspire, share learning and celebrate achievement.
If you would like to know more information about the curriculum, please email the school: firstname.lastname@example.org