Public examinations and accreditation
Progress School follows the National Curriculum which it is appropriately modified for each young person. The school offers a tailored curriculum for pupils in KS1 to KS5.
At KS4 and 5 our students are also encouraged to follow vocational and career opportunities, and we place an emphasis on developing life and independence skills.
The curriculum map
Progress School offers an innovative themed curriculum model, as illustrated in the diagram below.
Progress School - Curriculum Overview
Stage 1
At the heart of the curriculum at Progress School is a focus on addressing individual needs linked to each pupil’s autism and sensory issues (as shown in the central blue area of the curriculum map). Addressing these needs first ensures that a young person is regulated, ready to learn and communicate and that their behaviour is manageable.
Stage 2
When the central needs have been addressed and we know how we are going to work with the young person, we can then progress the individual’s care and learning plan to incorporate autism specific strategies (shown in the second yellow banding on the diagram).
Progress School has staff qualified in specialist approaches to autism, and we are able to offer a range of different strategies and approaches including TEACCH, The Alert Programme and intensive interaction as well as bespoke approaches to support each pupil to develop their communication and their sensory regulation.
The curriculum model involves daily community-based learning, using our own vehicles or public transport as appropriate. The activities described in the outer band of the diagram are available for young people to choose from, according to their individual needs and preferences and will reflect and enhance their classroom learning.
Stage 3
Within their school day we provide pupils with a range of lessons and activities underpinned by the National Curriculum and accreditations such as the Duke of Edinburgh or AQA unit awards.
Our curriculum model offers a high degree of flexibility. If at any point during their placement a young person has difficulties, we can focus support back onto the core elements (coloured blue in the diagram) as these underpin everything we do here at Progress School.