Curriculum

Here you will find information about the broad, balanced, rich curriculum that our pupils of all ages access.

Teaching & Learning Organisation

At Newfield School we ensure that each subject of the National Curriculum is reflected in the class timetables with adequate time allotted to maintain a full and balanced access to a suitably differentiated curriculum. The school provides a range of activities differentiated according to the age and needs of the pupils. All classes have a daily act of Collective Worship.

The specific requirements of the National Curriculum Orders are detailed in the individual subject policies and Schemes of Work.

We believe in a holistic approach to the curriculum that incorporates the National Curriculum. However the National Curriculum was never intended to form the whole curriculum and as such Newfield School aims to offer additional educational opportunities to provide the necessary breadth and balance in order to address the specific needs of our pupils. It is acknowledged that academic activity interspersed with physical exercise often assists pupils to be better prepared to concentrate and achieve in lessons.

Most of the pupils at Newfield School require a flexible curriculum that takes into account their specific needs including therapy needs and therefore, their Education, Health and Care Plan may include specific areas of development outside of a traditional curriculum. The school takes the aims as outlined in the National Curriculum 2014 as a starting point and then ensure that there are effective learning opportunities for the inclusion of all pupils across all age phases in school.

  • The national curriculum provides pupils with an introduction to the essential knowledge they need to be educated citizens. It introduces pupils to the best that has been thought and said, and helps engender an appreciation of human creativity and achievement.
  • The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications. The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge, understanding and skills as part of the wider school curriculum.

‘Pupils’ progress in mathematics, reading, writing, communication and personal development is excellent because teachers use their accurate assessments well to plan activities which match pupils’ specific needs precisely. Ofsted, 2016

‘Pupils’ attitudes to learning are excellent’ Ofsted, 2016

More information about teaching and learning is available in the Teaching and Learning Policy.

The whole school is organised into three departments;

  • 2-13 Primary and Key Stage 3 Phase
  • 14-19 Key Stage 4 and Post 16 Phase
  • The School for Autism at Newfield
Age 2 - 13

In the 2 - 13 age phase the curriculum is largely sensory based and takes into account the individual learning styles of pupils. Classes are grouped broadly according to the children’s ages with a maximum of 10 pupils in each class supported by a teacher and Teaching Assistants . A small number of pupils also have individual support to meet specific individual health needs.

The nursery class in the Early Years Foundation Stage (EYFS) caters for children who have had their second birthday and who have been assessed by the Educational Psychologist. The class caters for children with a range of developmental and complex medical difficulties. Placements can be either full or part time.

Parental input is of paramount importance as by working together we feel we can develop and maximise your child’s development, enabling them to achieve. All classes have a daily act of collective worship.

‘The provision for children in the early years is outstanding. Children benefit immensely from adults’ focus on providing sensory stimulation in a calm and purposeful environment’ Ofsted, 2016

For additional curriculum information please look at our 2 13 flyer

Curriculum Organisation

Foundation Stage

The Early Years Curriculum is developed in such a way that it values, celebrates and recognises individuality through interactive exploration and a holistic approach to learning by using Creative Curriculum themes. It is a play-based curriculum with a focus on ensuring children are working towards individual learning targets, taken from their Personalised Learning Plan.

In the Foundation Stage all pupils are taught through the Foundation Curriculum, which covers;

  • Prime Areas
  • Communication and Language
  • Physical Development
  • Personal, Social and Emotional Development
  • Specific Areas
  • Literacy
  • Mathematics
  • Understanding the World
  • Expressive Arts and Design

The Early Years Curriculum at Newfield is developed using half termly themes. These are chosen where possible relating to children’s interests and experiences.

Examples of previous themes have included:

  • In my garden
  • Off on holiday
  • Nursery Rhymes
  • Let’s Celebrate!

These themes are developed to ensure all children are able to develop their skills within all seven areas of learning whilst working towards the Early Learning Goals.


Learning is presented through continuous provision, where carefully chosen and organised experiences are available for children to access independently and with support. These activities include messy play, creative, sensory/ role play, books, music, computers and outside provision. Alongside this adult led activities are used to develop specific skills and support learning. In all areas of the classroom, staff will observe, support and engage with children working towards their individual targets. Pupils also join in weekly physical sessions and swimming in the school pool with familiar staff. Sessions also take place in our sensory studio.

Key Stages 1, 2, 3 and 4

At Newfield School we aim to help our pupils deepen their understanding of key skills, concepts and vocabulary by delivering our curriculum in a thematic way. Some subjects ‘stand alone’ and are delivered in separate, or discrete, lessons timetabled each week. These subjects are:

  • Mathematics
  • English
  • Reading - Read, Write, Inc. is the approach adopted at Newfield School for children who are developing reading skills. It provides a structured approach to the teaching of phonics and centres around the teaching of ‘pure sounds’ with regular, routine opportunity to practise skills. Lexia is a computer program that supports this, which we use in school and is also available for use at home.
  • PE
  • PSHE
  • RE
  • Computing - in some classes at KS 3 and 4

The other subjects are planned to make links within themes that are meaningful, accessible and relevant to our pupils. We aim to provide a broad and balanced curriculum offer which is flexible to build on the interests of pupils and to help them build on their existing skills and experience through interesting and motivating theme areas. The subjects covered in the themes are:

  • Science
  • History
  • Geography
  • Design Technology
  • Art and Design
  • Music
  • Computing (KS 1, 2 and some classes at KS 3and 4)
  • Citizenship (at KS 3 and 4)

‘Languages’ is delivered via themed days accessed by pupils at Key Stages 2, 3 and 4. We aim to make the delivery of this subject meaningful to our pupils by using multi-sensory approaches to teaching that emphasised the fundamental principles of communication.

‘Children experience a range of activities based on a specific topic. This ensures children spend time mastering their skills in different contexts and is an example of strong and effective practice’ Ofsted, 2016
Organisation of Thematic Curriculum at Key Stage 1 (Years 1 and 2)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term. All themes are supported by more detailed planning documents which teachers use to assist them in planning creative and exciting learning.

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title I’ve Got a Body House and Homes The Four Seasons In the Garden Animal Magic Flight
Subject Coverage Science (animals, including humans) Music Art DT Science (everyday materials) Art Music Geography History Science (weather and seasonal changes) Science (plants) DT (cooking and nutrition) Art Art Science (animals including humans) Music DT History DT Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title The Circle of Life What’s it Made From? Animal Homes Let it Grow Build and Make Contrasting Environments
Subject Coverage Science (Animals including humans) D.T. (cooking and nutrition) Art Music Science (everyday materials) D.T. Music Art History Science (Living things and their habitats) D.T. Geography Art Science (plants) Music DT Science (everyday materials) History Art Geography Science (weather and seasonal changes)
Organisation of Thematic Curriculum at Lower Key Stage 2 (Years 3 and 4)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term.

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Super Heroes Festivals and Light Healthy Living Landscape Rainforest Cities
Subject Coverage Science (forces and magnets) Art Geography D.T. Music Science (light) Art Music History DT Science (Animals, including humans) Art Science (rocks) Geography History Music Science (plants) D.T. Geography Music Geography DT Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Changing Materials Making Music From the farm Going Underground Switch it! Blackburn
Subject Coverage Science (states of matter) Geography D.T. Art Music Science (sound) Art D.T. DT (cooking and nutrition) Science (animals including humans) Geography Music History Science (living things and their habitats) Geography Science (electricity) Music D.T. History History Geography Science
Organisation of Thematic Curriculum at Upper Key Stage 2 (Years 5 and 6)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term.

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Out of this World Growing Up Transport Life Cycles Exploring Materials Country Study
Subject Coverage Science (earth and space) Music D.T Art History Science (animals including humans) Art History Chronology DT Science (forces) Music History Science (living things and their habitats) Art Geography Art Science (properties and changes of materials) D.T. Geography Languages Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Dinosaurs Light and Dark Healthy Bodies/Keeping Fit Turn it Up Under Water Performance!
Subject Coverage Science (evolution and inheritance) Art Geography Science (light) D.T. Art DT (cooking and nutrition) Science (animals including humans) History Science (electricity) History DT Music Geography Science (living things and their habitats Music DT Science
Organisation of Thematic Curriculum at Key Stage 3 (Years 7, 8 and 9)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term.

Year A
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Families Marvellous Materials Fuel for Life Inside My Body Inside and Outside Country Study (China)
Subject Coverage Science ( Biology) Geography History Citizenship Science (Chemistry) D.T. Art Science Science (physics) D.T. History Music DT (cooking and nutrition) Science (Biology) Music DT Science (Chemistry) Geography Science
Year B
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title On the Move Seasonal Foods Water Light and Sound Fruits and Flowers Exhibition!
Subject Coverage Science (physics) D.T. History DT (cooking and nutrition) Science (Biology) Art Citizenship Science (chemistry) Art Geography Music Science (physics) History Science (Biology) D.T. Geography Art Music Drama Science
Year C
Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Opposites Electric Shock Looking after the Environment The Earth and Beyond Solids, Liquids and Gases History Study
Subject Coverage Science (chemistry) Geography Art DT Science (physics) Music Geography Science (Biology) Citizenship Science (Chemistry and physics) Geography DT Music Science (physics) Art History Science
Age 14 - 16

Our aim is to gradually prepare our students for adulthood and to help them to mature and become more independent. In the 14 - 16 phase we start to give children new and exciting opportunities to learn and to develop skills that will last a lifetime.

Students in 14 - 16 begin to be given more choices about their lives and their learning. They are encouraged to make more independent decisions and to reflect on themselves as individuals. Students in this age phase begin to take part in nationally accredited courses - ASDAN Transition Challenge.

Newfield School uses a range of traditional and alternative teaching techniques in order to maximise the learning opportunities and promote independence for the pupils who attend. Many students have individualised learning programmes to assist them to overcome particular barriers to learning, such as visual/hearing impairment, physical or communication difficulties. The school also promotes the use of other specialist teaching techniques and programmes such as Picture Exchange Communication Systems (PECs), Makaton, and electronic resources to aid communication. We also offer additional programmes and therapies, such as Speech and Language Therapy, Occupational Therapy, Physiotherapy, Music Therapy, Hydrotherapy and Sensory Integration.

‘Effective teamwork is a strong characteristic of the school. Teachers and teaching assistants work seamlessly together to ensure that opportunities for learning are rarely missed’ Ofsted, 2016

Each class has a Teacher and Education, Health and Care Assistants to work together on differentiation of the curriculum which is based on the acquisition of identified key skills and enables the individual needs of the pupils to be at the heart of the teaching methods and lesson delivery. All classes have a daily act of collective worship.

For additional curriculum information please look at our 14 19 flyer

Curriculum Organisation

Key Stage 4

At Newfield School we aim to help our pupils deepen their understanding of key skills, concepts and vocabulary by delivering our curriculum in a thematic way. Some subjects ‘stand alone’ and are delivered in separate, or discrete, lessons timetabled each week. These subjects are:

  • Mathematics
  • English
  • Reading - Read, Write, Inc. is the approach adopted at Newfield School for children who are developing reading skills. It provides a structured approach to the teaching of phonics and centres around the teaching of ‘pure sounds’ with regular, routine opportunity to practise skills. Lexia is a computer program that supports this, which we use in school and is also available for use at home.
  • PE
  • PSHE
  • RE
  • Computing - in some classes at KS 3 and 4

The other subjects are planned to make links within themes that are meaningful, accessible and relevant to our pupils. We aim to provide a broad and balanced curriculum offer which is flexible to build on the interests of pupils and to help them build on their existing skills and experience through interesting and motivating theme areas. The subjects covered in the themes are:

  • Science
  • History
  • Geography
  • Design Technology
  • Art and Design
  • Music
  • Computing (KS 1, 2 and some classes at KS 3and 4)
  • Citizenship (at KS 3 and 4)

‘Languages’ is delivered via themed days accessed by pupils at Key Stages 2, 3 and 4. We aim to make the delivery of this subject meaningful to our pupils by using multi-sensory approaches to teaching that emphasised the fundamental principles of communication.

Organisation of Thematic Curriculum at Key Stage 4

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term. All themes are supported by more detailed planning documents which teachers use to assist them in planning creative and exciting learning.

Organisation of Thematic Curriculum at Key Stage 4 (Years 10 and 11)

Themes are organised on a rotation cycle and in the ‘subject coverage’ section (shown in ‘bold’) is the lead subject for the half term. Students at Key Stage 4 additionally work towards the accredited ASDAN programme ‘Transition Challenge’

Year A

Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Ourselves and our Culture (similarities and differences) Using Materials in the home (Cleaning/chemicals in the home) Journeys and Travel Horticulture Cookery The Natural World
Subject Coverage Science ( Biology) Geography Art Citizenship Science (Chemistry) Art D.T. (Cooking and nutrition) Science Science (physics) Geography Music History DT (cooking and nutrition) Science (Biology) Citizenship DT (cooking and nutrition) Science (Chemistry) Art Geography Science

Year B

Autumn 1Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Theme Title Independent Living (electricity and shopping) Enterprise Keeping healthy Looking after the local environment Buildings and Structures History Study
Subject Coverage Citizenship Science (physics) Music Art Science (Chemistry) Citizenship Art DT (cooking and nutrition) Science (Biology) Geography Science (Biology) DT Science (Physics) Art History Music Science
Age 16 - 19

As students enter the 16 -19 phase of school we encourage them to develop in their independence and self-confidence. We offer a range of learning experiences in a supportive, pastoral way and place emphasis on meeting every student’s individual needs.

Students are grouped according to their age and Booster Groups are used to deliver differentiated learning opportunities. Students have wider outreach opportunities and community-based learning. They access a huge variety of community resources and colleges. In addition, students can access travel training as well as work experience and work placements. Students in the 16 - 19 phase also have the opportunity to take part in courses to support their well-being which include counselling and anger management sessions.

Students at this age-phase follow programmes of learning accredited by ASDAN and Edexcel

‘The quality of teaching in the school’s sixth form is outstanding because teachers effectively use their accurate assessment of what learners can do. They plan lessons and activities which provide an appropriate level of interest and challenge for all learners’ Ofsted, 2016

All classes have a daily act of collective worship.

Some students may be entitled to financial support - see information regarding 16-19 Bursary.

Curriculum Organisation

Key Stage 5 (Years 12, 13 and 14)

At Key Stage 5 our students follow a curriculum designed to best prepare them as they head towards adult life. We aim for our young people to leave us with the skills necessary for them to be as independent, valued contributors to society as possible.

The following areas make up the curriculum which is tailored to each students personal learning styles and aspirations. Every student pursues an accredited course of study through the ASDAN programme though the rest of the curriculum offer is delivered in a bespoke way according to the individual need of the student.

Core Curriculum
  • Functional English
  • Functional Maths
  • Independent Living Skills
  • ICT
  • Travel and Mobility
  • PSED
  • Healthy Living
  • Relationships/SRE
Year 14 Additional to the curriculum offer Y14 pupils receive
  • Personal Tutorials
  • Transition support
  • Supported college/ future placement links
  • Work experience
Enrichment and Optional Curriculum
  • Enterprise
  • Community Participation
  • College / adult provider links
  • Sport and leisure
  • Swimming
  • Performing Arts
  • Sensory activities
  • Reading support

Post 16

The 16-19 Phase curriculum is developed to include additional learning opportunities to prepare young people for life beyond school. Students choose from options within study programs for ‘Vocational, Careers & Work Based Learning’, as well as ‘Independent Living Skills’ which encourage choice making, independence and personalisation of learning to suit learner interest in preparation for adult life. Some of this additional learning that students in the 16-19 phase access takes place during off-site activities at a range of providers including Stanley Grange and ‘Futures’. In order to prepare students for life after school, these sessions aim to enable students to work with a variety of unfamiliar staff and peers. Such activities are run as options to promote choice making, and are delivered across all skill levels in order for all students to access their choice, based on personal interest, at an appropriate level.

In year 14, all students have individual sessions throughout the year based on ‘Person Centred Planning’ in order to assist them to prepare for leaving school and to create a profile, which they can take with them to their post school placement.

Vocational, Careers and Work Experience

Much of the Vocational learning that students in 16-19 access takes place during off-site activities. In order to prepare students for life after school, these sessions aim to enable students to work with a variety of unfamiliar staff and peers. All activities are run as options to promote choice making, and are delivered across all skill levels in order for all students to access their choice, based on personal interest, at an appropriate level. Students can choose from a range of activities to suit their interests from the following:

  • Horticulture
  • Art
  • Music
  • Design Technology
  • Enterprise
  • Catering
  • Careers
  • Work Experience/Work Based Learning
Independent Living Skills

The aim of these sessions is to assist students to become as independent as possible and to prepare them for adult life. Students will be part of the planning process and will therefore have some choices, for example, about the places in the community that they access, the meals that they plan and prepare etc.

  • Basic Skills Cooking
  • Home Management
  • Shopping
  • Travel Training
  • Community Orientation
  • Leisure Skills
Outreach

In the 16-19 Phase students take part in extensive outreach opportunities through a variety of links. As students’ progress through the phase they are aided to make choices about their eventual post school destination, which in year 14 becomes bespoke as the main focus of each students outreach activity.

‘The frequent well-planned visits into the local and wider community are effective in ensuring learners strengthen their social skills. These visits also serve to demonstrate learners’ outstanding behaviour and their positive attitudes to learning’ Ofsted, 2016

Accreditation

Throughout the 16-19 curriculum, students complete modules of work and receive accreditations from examination bodies, e.g. ASDAN, Edexcel. All areas of the curriculum can be linked to and accredited with ASDAN modules. Decisions regarding examinations are based upon a student’s individual needs or capabilities

Post 16 Curriculum

At Newfield School our learners in the Post 16 provision are offered a broad range of learning experiences designed to promote their personal development and aid them to make a smooth and well-equipped transition into adult life.

The Curriculum is tailored to meet the needs of individual students including provision for their therapy needs e.g. Speech and Language, Physio etc. Students have individual assessments and work towards accreditation, most commonly through the ASDAN framework. The curriculum is divided into the broad headings shown below:

  • Core Curriculum
  • Life Skills and Personal Development
  • Creative
  • Individual Activities
  • Vocational learning
  • Enterprise
  • Work experience
  • Community Participation
  • Individual Activities

For additional curriculum information please look at our 14 19 flyer

Post 16 Curriculum Diagram
Sex & Relationships Education

Newfield School delivers relationship/sex education for all pupils in a manner appropriate to their age and development with emphasis is placed upon relationships and relationship building. The PSHE curriculum is delivered through both discrete and integrated modules that are part of the ethos of the school. Individual pupils may receive specific information at the request of the parents and in order to assist a pupil in understanding a particular issue or behaviour.

Individual or small group ‘Body Awareness’ sessions may also be facilitated by the school counsellor working alongside our nursing team who have had specialist training in working with children with SEN on sex and relationship issues. Parents will be kept fully informed and invited to come and discuss any concerns before any sessions take place. There is a great deal of emphasis on protecting the child from harm and helping the child to keep themselves safe.

Parents can withdraw their child from taking part in Sex & Relationships Education by informing the Head Teacher in writing.

‘A course on ‘Body Awareness’ has been successful in supporting children to understand their health and how to get support. A member of staff said ‘they are being empowered to say no.’ As children with disabilities are more vulnerable to abuse and neglect than other children, the school places a great emphasis on child protection’ RRSA, June 2017.

‘Pupils’ personal development is outstanding because adults model superbly the school’s values of ‘Inspire, Support, Achieve, Together’ in everything they do’ Ofsted, 2016

Religious Education

All children who attend Newfield School take part in discrete Religious Education lessons, which enable them to learn about world religions, spirituality and morality.

We adapt the BwD Agreed Syllabus for RE 2017 2022 to meet our learners needs.

‘The school’s excellent provision for pupils’ spiritual, moral, social and cultural development contributes well to their strong social and emotional resilience’ Ofsted, 2016

Parents/Carers have the right to withdraw their children from Religious Education lessons and should contact school if they wish to do so.

Arts Policy & Provision

We believe that the arts provide an opportunity for all pupils to express and explore their emotions and feelings through providing vivid images/sounds aimed at promoting the development of expression.

Newfield is proud have become a nationally accredited Arts Award Centre in January 2015 - see Arts Award information.

There is also a dance element to the PE curriculum that also introduces the pupils to a variety of moods and themes for expression.

Newfield has a very active school choir, which sings and signs and takes part in a wide variety of local choral events each year.

‘The school’s curriculum enables pupils to take part in a wide range of other activities… This contributes strongly to pupils’ outstanding personal development.’ Ofsted, 2016

Newfield School
Old Bank Lane
Blackburn
Lancashire
BB1 2PW

01254 588 600

newfieldbwd on twitter newfieldautism on twitter
Safeguarding

Newfield School is committed to safeguarding and protecting the welfare of children and vulnerable adults as its number one priority.

Full copies of Policies and Procedures related to all aspects of Safeguarding, and the Complaints Policy, are available on request from Geoff Fitzpatrick, Head Teacher and Designated Senior Lead for Safeguarding and Child Protection.

Equality Duty

Newfield School complies with the general and specific duties of the Equality Act (2010). In accordance with the duty we publish information that demonstrates that we have due regard to the need to;

  • Eliminate unlawful discrimination
  • Advance equality of opportunity
  • Foster good relations

These specific duties have been considered in relation to all our policies and procedures in school. Our objectives will be reported on and published as part of the Governance public documents available for inspection under the Freedom of Information Regulations and Data Protection duties and in the school newsletter to parents.

Our Equality Objectives are set, reviewed and published annually in our School Development Plan.

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