The Curriculum

Curriculum Overview

Our curriculum is broad, balanced and coordinated. We at The Bridge School regard all of our pupils and students as capable of making great progress over their school lives. We have very high expectations of them and we passionately believe that they are all capable of taking control of their own learning. To provide a common framework for the curriculum, we have revisited each of our previous, diverse curricula and ensured that there are common subjects in all areas and common themes which pervade these subjects.  In essence in each of the curricula there are five strands:

  • Social and Emotional (e.g. feelings, behaviour, interaction)
  • Cognition and Learning (e.g. Functional skills – English, Maths, Science, ICT)
  • Communication and Interaction (e.g. expressive communication – short sentences, single words, non-verbal (use of Body language/facial expression / signing/pictures or symbols / objects)
  • Sensory and Physical (e.g. Health needs / Engagement in physical activities / Sensory processing / Special diets / Puberty)
  • Independence (e.g. Community access / travel training / Work placements / Personal Care)

And there are six subject areas:

  • Functional skills – Literacy, Maths, ICT
  • Creative development – dance, drama, music, art
  • Physical development – PE, swimming, rebound
  • Independent Living Skills – Self help skills, RSE, Food Technology
  • Community awareness – RE, citizenship, humanities, travel training, cultural awareness
  • Science and Technology

What is taught in the subject areas will vary according the needs of the pupils for each of the curricula, but these headings are used for timetable purposes to ensure a common language throughout the school. Many teachers will use sub-headings to provide more detail to what is being delivered in the session and this is encouraged. Parents will receive three reports a year providing an overview of their son/daughter’s achievement in each of the subject areas. The targets from the strands are written in discussion with parents. They form the PCP targets that are taught through the relevant subjects. In addition to these, teachers set subject targets for the students which are reviewed at Progress Review Meetings.