Curriculum

 

Curriculum Intent Statement

At The Forest School the curriculum is designed to allow children to flourish, to be supported to develop skills and knowledge which are useful to them grow and to ensure that the outcomes identified in their Education, Health and Care Plans are embedded into classroom practice, enabling personalised learning to take place.

Our children have access to a diverse rich and differentiated curriculum that encompasses core and foundation subjects, and enables the development of independence.  Our curriculum places great emphasis on developing life skills and preparing our pupils to take their place in society. 

We place great value on literacy and numeracy development and these areas are led across school by specialist teachers with a leadership responsibility 

Our curriculum aims to develop confident young people who feel valued and can contribute to their  society.

We embrace and celebrate difference in our students, and all children have a voice at The Forest School.

We ensure that we   prepare our students for life in modern Britain and that they are taught about the values that we hold as a union. Personal, Social, Health and Citizenship Education (PSHCE) is embedded throughout the school.

Our Pathways are designed to enable effective adult support to be deployed and the curriculum lends itself to greater collaboration between teachers within and across the pathways.

Our Pathway Leaders organise and manage staff within the teams to work individually with children and within small groups.

Year 6 Swimming Competency

The table below demonstrates the attainment of our current Year 6 pupils (11) with reference to the end of Key Stage 2 National Curriculum requirements:

Requirements: Yes No
Swim competently, confidently and proficiently over a distance of at least 25 metres. 1, 2, 3, 4, 5, 6, 10, 11 7, 8, 9
Use a range of strokes effectively (for example, front crawl, backstroke and breaststroke). 1, 2, 3, 5, 6, 11 4, 7, 8, 9, 10,
Perform safe self-rescue in different water-based situations.   1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11

 

Child 4:  Is developing confidence in the water. He can submerge himself fully and is able to retrieve items from the bottom of the pool in both the shallow and deep ends. He is also able to float on both his front and his back.  PN can move through the water unaided for 5m, and up to 10m with prompting. He is now focussing on developing his formal strokes, such as breast stroke and front crawl. He is also working on controlling his breathing.

Child 7:  Is developing his confidence in the water but remains within his depth in the middle part of the pool.  He is working on controlling his breathing and the overall movement of his body within the water.  He needs support to be on his front or back and is not yet able to float or propel himself.

Child 8:  Displays confidence in the pool and is able to put his face in the water, blow bubbles and use his arms to splash.  He enjoys walking through the pool but will not to go out of his depth and prefers for his feet to remain on the pool floor.  However, with support, he is able to float on both his front or back.

Child 9:  Enjoys going swimming but will only stay in the shallow area.  He used to have difficulty getting into the pool, but now he can enter the pool by the ramp into the shallow end but remains by the side.  He enjoys splashing and pouring/scooping water over his head.

Child 10: Is able to swim 25m but does so in his own style.  He is a real water baby and spends most of the time underwater.  He is able to float on his front and is developing his confidence on his back.

 

May 2018