“Striving for Excellence” part of the SEVA CARE GROUP
CURRICULUM
At Seva Special school our curriculum is built around the pupils’ individual needs pathway. Our vision is to provide pupils with the confidence, skills, and ambition to achieve a successful and productive life. We aim to ensure that they leave us with a wide range of opportunities and become positive members of their communities.
To do this, we have 3 principles that underpin our policies, practices, and everything we do: 1. Everyone can learn, achieve, and have the potential to be successful. 2. Positive relationships are key to success and are underpinned by mutual trust, respect and caring for one another. 3. We have high expectations in everything we do.
We offer a wide range of curriculum components, Spiritual, Moral, Social and Cultural (SMSC) is the over-arching umbrella that encompasses personal development across the whole curriculum which include the following: AQA Courses-What is AQA? Assessment and QualificationsAlliance AQA Courses is an awarding body in England, Wales, and Northern Ireland. that holds examinations in various subjects and offers vocational qualifications at Levels 1 & 2 Students will have the opportunity to gain Level 1 and Level 2 qualifications in vocational activities of their choice in the following
Horticulture
Cafe
Customer service
Enterprise
Independent living skills
Office skills
ASDAN Courses -What is ASDAN? Award Scheme Development and Accreditation Network ASDAN programmes and qualifications are widely recognised for providing an engaging curriculum that empowers students through personalised learning and choice and support students in their vocational learning and education. Our courses motivate and enhance learners' confidence, self-esteem, and resilience. In addition, learners develop core skills in teamwork, communication, problem solving, research and self-management. ASDAN courses are divided into two curriculum levels:
Programmes – structured, ‘light touch’ courses that promote active learning and progression and reward achievement
Qualifications – from Entry 1 to Level 3, approved by the national regulators for England (Ofqual)
Entry Level English and Mathematics- This is a steppingstone to embark onto further educational qualification BTEC-Various Subjects available: What is BTEC?
BTEC stands for the Business and Technology Education Council.
A BTEC is a vocational qualification, which means that it has a career focus and is grounded in the world of work. It is based on practical study rather than academic study and are available from entry level through to professional qualifications at level 7 (equivalent to postgraduate study).
BTEC students’ study to gain skills and knowledge in their subject area, then put those skills into practice in real-life scenarios.
GCSE- We facilitate pupils’ access to a wide range of subjects to support their chosen pathways.
We also offer:
PHSEE and social skills- These modules are set around supporting pupils understanding of Personal, Health, Social and economic education. This also incorporates the understanding of British Values, diversity, and equal opportunities.
Emotional support and development-We believe in reflective practice and a nurture-based approach.
Reading skills-Pupils are encouraged and supported to read daily and develop a love for reading a range of materials.
Learning around character and attitudes – Personal Skills
RSE-Our Relationship and Sex educational modules are reflective of national requirements
Work Experience: This will be accessed within pupils chosen vocational projects
Enrichment Experiences: is the development of a pupils’ social, moral, spiritual, and cultural strengths that will provide them the building blocks to succeed in education, work, and society.
Trips, Celebrations and Visits form part of our ongoing curriculum.
Independent Careers advice: Includes support with Employment Skills/CV building, creating a personal statement and job searching.
Community Engagement and Wider Development opportunities are part of our day to day offering.
