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Curriculum


Aims of the Curriculum at Regency High School

Regency High School prides itself on providing a caring, supportive yet challenging environment for students between 11-19 years with a range of additional needs including moderate, severe and profound learning disabilities, physical and medical needs, and sensory impairments.

We believe in fostering and nurturing the talents of the young people, providing them with a personalised experience.

As such, we work closely with a wide range of professionals, organisations and other educational providers to offer the highest quality education to all of our students.

At Regency High School we make sure that all pupils are supported, educated and have all of their individual needs met to ensure progress. The broad range in pupils abilities to both academically and physically access their learning provides the school with plenty of challenges.

Many of our pupils follow a typical secondary school model, accessing specialist teachers for the majority of subjects.

Included in our classes is a base for pupils with a diagnosis of Autism Spectrum Disorder/pupils who need a high level of structure and there are currently two classes for pupils with PMLD.

An Overview of the Curriculum at Regency High School

Please click here to download a chart explaining some of the different methods of assessment we use at Regency High School and how this compares to mainstream schools - Download
 

Regency’s curriculum aims to encourage all children to be:

  • Successful learners – who enjoy learning, make progress and achieve

  • Confident individuals – who are able to live safe, healthy and fulfilling lives
  • Responsible citizens – who make a positive contribution to society
  • Independent Learners – who strive to be as independent as they are able to be
  • Confident Communicators – who are able to make choices, have opinions and be heard

Including All Learners

In order to achieve its aims, the curriculum responds to the learning needs of the pupils

  • Teachers ensure that they create effective learning environments that promote concentration and motivation, ensure that teaching approaches match the learning needs of the pupils, use appropriate assessment approaches and set individual targets for learning for all pupils.

Overcomes potential barriers to learning

  • Teachers take specific action to provide access to learning and enable all pupils to participate as fully and effectively as possible. This may involve the provision of alternative means of communication, symbolic support to aid literacy, technological aids, ICT adaptations, appropriate seating, multi sensory teaching approaches, behaviour plans and environmental adaptations to overcome sensory difficulties. 

Effective Teaching and Learning

  • In order to achieve its aims, curriculum delivery also ensures that it builds upon appropriate characteristics of personalised effective teaching and learning strategies.
KS3KS4KS5
The curriculum at Key Stage 3 consists of the following statutory elements:The curriculum at Key Stage 4 consists of the following elements:The curriculum at Key Stage 5 consists of the following elements:

English

Maths

Science

ICT

MFL

History

Geography

Art and Design

Music

PE

Design and Technology

RE

PSHE

Citizenship

Statutory

English

Maths

Science

ICT

RE

PSHEE

Citizenship

PE

Food Technology

Non-Statutory

Art

Music

Humanities

MFL

ASDAN

Options

THRIVE

OAA

D of E

Creative Media and Performing Arts

Statutory

English

Maths

ICT

Communication Skills

Cooking

SETPD

PE

Options

College - Animal Care, Construction, Motor Mechanics

BTEC Sport

Creative Media and Performance Arts

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The Developmental Skills Curriculum

The Developmental Skills Curriculum is designed to meet the needs of students with profound and multiple difficulties (PMLD); it is based around a multi-sensory approach to all topics and activities. The curriculum is personalised for each student based on assessments of individual needs. A range of assessments are used to identify personal targets. These personal targets focus on the following curriculum areas:

•           Communication

•           Cognition

•           Physical

•           Self Care and Independence

Most skills identified from the Developmental Skills Curriculum will need to be worked on continuously, that is during regular individual sessions and generalised in group sessions.

As most of the pupils will be working from the Developmental Skills Curriculum for the whole of their schooling, work on similar skills will be covered in all classes. However, progression is achieved as far as possible by using different contexts for learning through the key stages:

•           Key Stage 3: topic based curriculum, modified from the National Curriculum

•           Key Stage 4: key topic areas taken from ASDAN Transition Challenge

•           Key Stage 5: OCR Accreditation for Life and Living

For more information about the curriculum at Regency High School please ask call to arrange an appointment with our Assistant Headteacher, Kate Jasper.


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office@regency.worcs.sch.uk
01905 454 828

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