“It is a place where everybody shines, where we build resilience not reliance. ”
Broad Areas of Intent
Here at Ganton it is our goal to provide a curriculum that gives every pupil the opportunity to build knowledge that will allow them to be resilient and independent when they leave.
We want our learners to experience what it means to be functional in all environments but particularly within their own community.
For some this may mean having more say over the things that affect them, for others it may mean working towards being independent in their everyday lives and for some it may mean working towards employment.
We want out learners to be healthy and well in all aspects of their life. We want pupils to have more opportunities to communicate how they feel and make better choices. We want a curriculum that will give our community the best opportunity to be safe, recognise when they are not well and most importantly know what to do to help themselves. We want our learners to be brave and be curious about the world around them, to be creative and explore. We want our learners to be experts in communication, giving them the building blocks to access the world around them and influence their own destiny.
We believe that if we can deliver that in a curriculum then all pupils at in the Ganton community will gain the knowledge that will allow them to be resilient not reliant.
We have built a curriculum that focuses on 4 broad areas:
Create and explore
Health and wellbeing
At Ganton we pride ourselves on being inclusive and realise that a ‘one size fits all’ curriculum model is not enough.
We want a curriculum that recognises the pathways to success are flexible and not rigid. It is for that reason that we have created 3 curriculum lenses. Offering insight into how pupils may see the curriculum around them shaping all aspects of school life to makes sure that every pupil can work towards their own end points.
The curriculum is ambitious and is the heart of the school’s provision. Pupil access it at the relevant stage based on their level of development and not their age or key stage. We have been able to map the curriculum in relation to those stages of development.