| How is your curriculum sequenced, taught and assessed to allow all learners, including those who are disadvantaged and have special educational needs, to flourish? |
To ensure that all learners, including those who are disadvantaged and have special educational needs (SEN), flourish in Art, Food, and Textiles, our curriculum is carefully sequenced, taught, and assessed in a way that promotes inclusivity, accessibility, and engagement. We focus on providing opportunities for every student to succeed, regardless of their background or individual learning needs.
Art Curriculum
In Art, we begin with accessible and culturally rich content, such as Aboriginal art in Year 7. This helps all students engage with meaningful artistic traditions, fostering a sense of inclusion. The study of Aboriginal art, with its rich history and use of symbols, encourages personal connection and creativity, which is particularly important for SEN students, as it provides a visual and tactile entry point for expression. To further support learners, lessons include clear instructions, visual aids, and practical activities that cater to different learning styles. For example, students in Year 8 explore Pop Art, using bold colours and simple forms to express ideas about mass culture. This supports students with learning difficulties by offering a clear structure and straightforward tasks that build confidence.
In Year 9, when studying Friedensreich Hundertwasser’s mixed-media approach, students have the opportunity to experiment with different materials, encouraging sensory learning, which is beneficial for those with SEN. The focus on creativity, paired with structured guidance, allows learners to build on their strengths and develop new skills at their own pace.
In GCSE Art, the focus on the Vorticists allows students to explore abstract concepts and express their ideas through a variety of mediums. For all learners, including disadvantaged students, the assessment process includes feedback that encourages growth, with clear markers of what has been achieved and areas for improvement. Differentiated instruction and scaffolded support, such as step-by-step demonstrations and individual feedback, enable every student to progress.
Food Curriculum
The Food curriculum is structured to offer practical, hands-on learning, which is particularly beneficial for SEN students. In Year 7, students are introduced to safe kitchen routines and equipment use through simple and enjoyable practicals, such as making fruit salad and blended soups. These tasks help students develop essential life skills in a supportive, manageable way. For students with SEN, the use of visual cues, smaller group sizes, and step-by-step instructions ensures that they can engage with the curriculum and develop confidence.
In Year 8, lessons build on this foundation, introducing concepts like food safety and nutritional requirements. Students learn to prepare more complex dishes, such as burgers and tuna pasta bake, with an emphasis on evaluating their work. Differentiated support, including peer support, clear task instructions, and practical assessments, ensures that students can work at their own pace while mastering key skills.
In Year 9 and beyond, the focus shifts to Hospitality and Catering, where students are given opportunities for team-based learning and independent project work. This enables disadvantaged learners to build transferable skills such as teamwork, time management, and problem-solving. The practical nature of the subject ensures that even those with limited academic confidence can succeed through hands-on experience.
Textiles Curriculum
In Textiles, the curriculum emphasizes skill development and creativity, ensuring that all students, regardless of ability, are able to develop technical and artistic skills. In Key Stage 3, projects like the Packaging and Nature project help students build confidence in basic sewing and design techniques. These projects are scaffolded with clear instructions and the option for students to work at their own pace, ensuring accessibility for all learners. The use of mixed media and hand-sewing projects also supports students who may struggle with fine motor skills, providing alternative ways to express their creativity.
In Key Stage 4, the projects become more complex, focusing on the work of artists like Hundertwasser and Gaudi. Students explore a range of textile techniques, including embroidery and printing, with opportunities for independent and collaborative learning. Differentiated tasks allow students to engage with the content in a way that best suits their needs. Assessments are tailored to ensure that students can demonstrate progress in both their practical work and their understanding of design principles, with regular feedback to support their development.
Assessment and Support
Our approach to assessment is designed to allow all students to thrive. In each subject, assessments are ongoing, formative, and provide opportunities for self-reflection. For disadvantaged and SEN students, we ensure that assessments are fair and inclusive, offering differentiated tasks, support materials, and additional time if necessary. This ensures that all students, regardless of background or need, can demonstrate their learning and progress.
In summary, the sequencing, teaching, and assessment strategies within Art, Food, and Textiles are designed to support all learners, with particular attention to the needs of disadvantaged and SEN students. By offering differentiated instruction, scaffolded learning opportunities, and practical hands-on experiences, we provide an inclusive curriculum where every student can flourish.
|
