CLASSES AND CURRICULUM
At Villa Real School we are committed to inspiring our pupils by:
Challenging them to achieve their best by providing them with opportunities and experiences, based on a broad, balanced, exciting and challenging curriculum
Working with parents/carers and our community to create a positive and nurturing environment where our pupils can feel happy, safe, cared for and respected
Giving them the skills necessary to begin the journey towards becoming responsible and successful adults, and to live life to the full
Download our Curriculum Framework Summary here
Autism is one of the many specialist provisions in Villa Real School. There is a class for autistic pupils or students in every key stage that provides an individual and personalised approach tailored to meet need so that the pupils’ sense of well-being is improved and they are able to take advantage of learning opportunities and achieve their potential. A range of 4 curriculum pathways are on offer.
MORE ABLE AND TALENTED
At Villa Real School those students who are identified as ‘More Able and Talented’ are those who have made the most progress (reflected in B Squared levels and teacher assessment) in Maths, English or/and Science, across the school, in that year, and who are, if necessary, socially able enough to use this ability to help other pupils’ progress.
They are also those students who show talent in an area such as music, art, sport or technology.
Conductive Education is a learning system for people with motor disorders such as cerebral palsy. It is an active learning process rather than a therapy or treatment, and was developed in Hungary by Dr Andras Peto in the 1940’s and 50’s.
Conductive Education is a holistic approach encompassing all aspects of a child’s learning including emotional and academic development, as well as physical development. The aim of Conductive Education is to enable children with motor disabilities to learn to become as active and independent in their lives as possible.
Conductive Education has 2 Conductor Teachers; Kata Molnar and Natalie Fitzpatrick and two trained conductors Fiona Pattison and Michelle Rutherford. The Conductive Team work to provide Conductive Education for pupils in EYFS, Key Stage 1,Key Stage 2 and Key Stage 3.
This group currently comprises of 19 pupils. We aim to expand this provision as appropriate when new children enter the school. We also provide CE sessions weekly for pupils from Key Stage 4 and Key Stage 5 to support improvement in mobility.
A Recovery Curriculum: Loss and Life for our Children and Schools Post Pandemic
Villa Real School have put the pupils/students well-being at the centre of our thinking and planning. We acknowledge that the children will have had different experiences during this time. However, the common thread running through all is the loss of routine, structure, friendship, opportunity and freedom. These losses can trigger anxiety in any child.
Professor Barry Carpenter has developed the Recovery Curriculum, as a response to the losses described above. It is a way for schools to help children come back into school life, acknowledging the experiences the children have had. We want children to be happy, feel safe and able to be engaged in their learning. Therefore, Villa Real have based their curriculum offer this term based on addressing these needs. Our subject offer remains the same, focusing on filling in the gaps, however pupils/students are completing daily activities as part of the Recovery Curriculum. This includes;
· Daily team building tasks
· Social activities
· Trust building activities
· Well-being activities, such as yoga, knitting and mindfulness
· Outside activities and lessons
· Increased PSHCE focus
· Re-building relationship tasks
· Communication and expression focus
· Resilience and attitudes to learning
At Villa Real School we believe that becoming a competent communicator is key to our pupils/students achieving success within their school, personal and adult life. As such, communication is at the core of all our work at Villa Real and is embedded within the Curriculum and the wider school day. Developing communication skills is the responsibility of all staff and they should have the knowledge, skills, support and training to ensure that all pupils/students reach their communicative potential.
Effective communication is about more than just spoken language. It incorporates body language, facial expression, gestures and tone of voice. It may also include more formal modes of alternative and augmentative communication (AAC) including; Makaton sign language, sign supported English, symbol communication (PECS) and high or low tech communication aids (PODD). At Villa Real School we aim to be a ‘total communication’ environment, this means that we recognise and respond to all communicative attempts in whatever form. Where the method of communication being used is not the most effective or appropriate we will work with the pupil/student to develop their communication skills.
Villa Real has achieved the Communication Friendly Award in 2020. As a school, all staff use the following approaches: speech, use of ICT, use of Tassels, use of switches, ELKLAN processes, symbols, photographs, objects of reference and signing. The Communication team and ELKLAN champions provide training opportunities for staff, monitor students’ progress and implement new speech and language programmes supported by a Speech and Language therapist employed by the school.
Villa Real School is working towards being a school with ‘Compassionate Classrooms’ working on the RSPCA mission : Ending animal cruelty by supporting you to develop informed, responsible and active citizens.
We will be linking animal related topics in lessons overlapping in subject area including English, Science, Maths, Citizenship and Ethics in RE. We will also be holding whole school assemblies/ events and our school council will develop the skills to ‘give animals a voice’.
EYFS classes will be exploring caring about farm animals, pets and wild life within expressive arts and design, personal, social and emotional development, understanding the world, physical development, communication /language and maths and literacy.
Primary classes will be learning about a range of topics including farm animals, wildlife habitats and pets in cross-curricular topic or integrated into a specific subject such as Science or Citizenship/PSHE. Pupils will be encouraged to think about our role in ensuring animals are happy and healthy as well as getting them involved with debates, investigations, role play and creative activities.
Secondary classes will explore animals and the law: rights and responsibilities, biodiversity, campaigning for animal welfare and ethics.
The school council will also be considering the welfare of animals and how to make a difference to the lives of animals? We all know that animals can’t speak for themselves. The school council is ready to be their voice?
Over 58.4 million animals are kept as pets in the UK, so it’s important we understand what they need to be happy and healthy. Our pupils will explore and learn about the basic needs of different pets. Our pets rely on us to provide for their specific needs including shelter, food, company, exercise and protection from pain, suffering, injury and disease. When we take on a pet we also take on the responsibility to ensure our pets are happy and healthy.
The list of wildlife in the UK is enormous, ranging from hedgehogs to nesting birds and everything in between! Human activity can impact the wild animals around us so it’s important that we learn how we can care for wild animals and their homes.
More than 900 million cattle, sheep, pigs and poultry are reared in the UK each year for food production, along with many millions of farmed fish. Our pupils will learn about where their food comes from in connecting with ‘Healthy Schools’.
Our older students in KS5 will also learn about careers with animals and the workplace and study for an ASDAN qualification combining work experience in Animal Care.