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Our Curriculum

Curriculum

1. Introduction
  • Pupils who attend Hawkswood Therapeutic School exhibit a wide range of mental health issues and educational needs. The nature of these difficulties often result in delayed educational engagement which hinders their academic progress and delayed or underdeveloped social and emotional skills impacting on their ability to develop the well being and mental health attributes necessary to springboard them into a fulfilling life and excellent future careers prospects. Hawkswood therefore seeks to provide a wide, varied and flexible curriculum that addresses the varied needs of our pupils.
  • Hawkswood’s statement of intent supports the two main aims of the National Curriculum:
  1. To provide opportunities for all pupils to learn and achieve
  2. To promote pupils’ spiritual, moral, social and cultural development and prepare all pupils for the opportunities, responsibilities and experiences of life.
  • The curriculum at Hawkswood Therapeutic School meets the requirements of the National Curriculum, but also provides for a range of activities and interventions that the school organises with outside agencies in order to enrich the experience and address the challenges of the pupils. Hawkswood’s vision and values are interwoven with all aspects of the curriculum in that pupils learn from the positive ways in which they are treated and supported. We aim to teach the pupils at Hawkswood Therapeutic school positive and responsible attitudes, strong values, resilience, confidence and independence and a growth mindset to develop skills so that they may become contributory members of the extended community. It is the Hawkswood Vision.
2. Values
  • The school curriculum is underpinned by our vision statement: Empower Aspire Achieve. In providing a broad, balanced, relevant and values-centred curriculum, based around the national curriculum, Hawkswood Therapeutic School achieves its objectives of developing the skills and attributes necessary for a fulfilling life. Our curriculum intention is to continue to promote the spiritual, moral, cultural, social, mental and physical development of the child, whilst also preparing them for the opportunities, responsibilities and experiences of life in modern Britain.
  • The Hawkswood Vision ensures that the uniqueness of each individual is valued and that the curriculum promotes respect and opportunity for pupil voice and rights as well as respect and tolerance for other cultures and traditions. Understanding and tolerance are at the core of our curriculum intention. Equal opportunities are provided for all of our pupils.
  • We aim to empower our pupils to become responsible citizens, to aspire to use all the talents and abilities they have been gifted with and to achieve outcomes that will make a real difference to not just their individual worlds but the wider world around them.
3. Aims and objectives

The aims of our school curriculum are:

  • To attend as many of our pupils have experienced medical difficulties that prevented them from attending school
  • To enable all pupils to learn and develop their skills to the best of their ability through depth of learning as well as breadth
  • To develop positive and aspirational attitudes towards learning, both immediate and lifelong
  • To accelerate progress
  • To ensure that pupils have the basic skills of literacy, numeracy and information communication technology through targeted support
  • To enable pupils to develop their creative potential and to develop independent thinking
  • To develop understanding of the evolving world and key issues that affect environmental change
  • To help pupils understand Britain’s cultural heritage and to become positive aspirational citizens
  • To fulfil all the requirements of the National Curriculum
  • To support progression to post 16
  • To support pupils in developing a strong moral compass and an awareness of their own spiritual development and the role of truth, equity and fairness
  • To encourage self-respect, self esteem, resilience and tenacity
  • To develop the ability to overcome, to find challenge in difficulty and strength in adversity.
4. Planning and Organisation
  • Subject policies address aims and objectives and long term plans, with particular consideration of the needs of young people with mental health difficulties and associated learning. Policies and long term/ medium term plans are reviewed regularly in line with current legislation and the changing needs of the school population.
  • There is an emphasis on learning emotional/ mental health attributes and literacy skills to prepare the pupils for life beyond school.
  • Pupils’ spiritual, moral, social and cultural development is supported via direct teaching, via the ethos of the school through fostering tolerance, respect and trust, via educational visits, in class tutorial sessions, mentoring as well as participation in charity events and via individual therapeutic input.
  • The core curriculum for Hawkswood is delivered through an exciting blend of technology and collaborative/ interactive learning via Apricot Online Learning with the intention of engaging students in active learning, individualising, differentiating and personalising learning through the effective use of multimedia and creating multiple literacies. 
All pupils follow the National Curriculum at Key stage 3 and 4. KS4 GCSE subjects include:
  • Maths: GCSE (AQA) 
  • English GCSE (AQA) 
  • Business Studies GCSE (AQA)
  • Science Double GCSE (AQA)
  • Art and Design GCSE (AQA)
  • Psychology GCSE (OCR)
  • Literature GCSE (AQA)
  • Computer Science (AQA)
  • History (AQA)
ADDITIONAL SUBJECTS FOR PUPILS WITH SECURE LITERACY AND NUMERACY SKILLS:
  • Additional Science (AQA)
FURTHER ADDITIONAL SUBJECTS
  • Arts Award
  • AQA Unit Awards
EXTRA SUPPORT FOR PUPILS WITH LOW LITERACY AND NUMERACY SKILLS:
  • 1:1 additional support for literacy and numeracy
  • Offer includes both long course and short courses GCSE options.

 

  • Careers, Citizenship, PE and Drama are also integral to the curriculum. Hawkswood regularly reviews the promotion of literacy and numeracy across the curriculum to ensure it meets the needs of the cohort. Pupils who need individual support are given individual sessions with specialist staff to achieve this.
  • Arts Award and Enterprise offer pupils access to the wider curriculum of Make-up, Special Effects and building a business. Involvement in London Borough of Culture projects via Diverse Voices offers pupils opportunities to participate in borough initiatives.
  • Homework is set weekly in each subject and pupils awarded certificates when they complete it. Pupils are expected to complete homework in order to develop their independent study skills and to ensure rapid progress in learning.
  • Each Tuesday afternoon there is an assembly for all at which specific themes are promoted and the schools celebrates the successes of the previous week. These assemblies are led by Senior Management and staff and pupils can play an active part in them.
  • Physical Education plays an important role especially at play times where pupils can take part in activities aimed at raising general levels of fitness and alertness. This allows pupils to increase confidence and take part team games.
  • It is the policy of Hawkswood Therapeutic School that Sex and Relationships Education should form part of the curriculum of the school. We provide opportunities for pupils to learn about sex and relationships through question and discussion in an atmosphere without embarrassment through Science and Personal, Social and Health Education (PSHE). Regular contact with outside agencies further enriches the opportunities pupils are offered to explore sensitive issues. The presence of the school nurse on fortnightly visits also promotes healthy attitudes and understanding of these issues.
5. The role of the subject leader

The role of the subject leader:

  • Due to the online nature of the provision, subject leads are mainly based at Apricot and meet termly with the headteacher of Hawkswood to review practice and develop a strategic lead and direction for each subject. All subject leads are expected to undertake yearly CPD in their subject area and to offer support and advice to colleagues on issues related to the subject and to monitor pupil progress and provide resource management for the subject. It is the role of each subject leader to keep up to date with developments in their subject at both national and local level. Each subject leader reviews the curriculum plans for their subject, ensure that there is full coverage of the National Curriculum and that progression and review is planned into schemes of work.
6. Monitoring and review
  • Our Management Committee is responsible for monitoring implementation of the school curriculum. This committee reviews each subject area in accordance with the policy review schedule.
  • We have named governors to oversee the implementation of the curriculum. The governors monitor closely the way the school teaches these subjects.
  • The Headteacher is responsible for the day to day organisation of the curriculum. The Headteacher and Senior Leadership Team monitor the planning and implementation of the subject curriculum and staff, ensuring that all classes are taught the full requirements of the National Curriculum.
7. Assessment and progress
  • The New Curriculum offers more challenge in that it takes a deep learning approach to subjects i.e. learn fewer things but in greater depth. The aim is to ensure that pupils have a secure and deep understanding of the subject content they are learning about. As such, our assessment practices take account of this.
  • Most of our pupils enter Hawkswood below age related expectations so we have a system that tracks progress and allows us to measure even the smallest amounts of progress. We are then able to celebrate each pupil’s individual milestones.
  • When a pupil is referred to Hawkswood, they will complete baseline assessments in all the core areas of the curriculum in addition to reading, spelling and a range of therapeutic tests. This allows staff to have a clear baseline from which to support learning both academic and personal.
  • Assessment is based on the new GCSE grade 1-9 and is progressive through years 7-11. Pupils are awarded grades weekly with fine grading to show incremental steps in learning and understanding allowing us to track closely areas of strength and development. Pupils have access to their tracking data online and can view their progress at any time. Termly reports are sent home to parents and discussed at termly Open Mornings.
  • The use of Well-being and Safeguarding matrices allows us to monitor the development of key well- being and employability attributes as well as identifying indications of increasing or decreasing risk.