Curriculum Offer 2023 -2024
Roman Fields Curriculum Offer
Year 9 (KS3) | |
Core subjects
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Years 10 & 11 (KS4) |
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Core subjects:
| Optional subjects:
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Broader aspects of the curriculum |
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Self-Knowledge: Some autistic pupils require a personalised approach and support to understand their diagnosis. Self-knowledge can aid and support self-awareness and personal development. This curriculum centres of incidental learning in the classroom and through the use of specific programmes and interventions. It is recognised by the National Autistic Society (NAS) as best practice.
Well-being Support/Counselling: The majority of pupils are complex and have experienced significant mental health issues. Many are medicated and supported through CAMHS / PALMS. However, many pupils are given more frequent and individual support packages delivered in a setting where they feel comfortable and heard.
Sessions with therapeutic outcomes: Many pupils access sessions which may not lead to qualifications but do have therapeutic and other benefits. The school gym which offers personalised fitness aims to support pupils with weight loss, building fitness levels and improve self-image. This also supports improvements in sleep hygiene and can ameliorate mental health. Some autistic pupils have sensory sensitivities around food and a minority may have restricted diets. Pupils are offered regular cooking sessions to develop their life skills, to build their knowledge and awareness of different cuisines and cultures and to enable them to transfer skills learned into their home life and routines.
Supported Work Experience Placements: A large percentage of autistic people (over 70% according to NAS figures) do not work. The school completes supported work experience placements during the school day to provide real work experiences for the pupils and to prepare them for life beyond Roman Fields. These are highly successful and have led to pupils receiving offers of employment.
Socialisation: Social communication and interaction are two areas that some autistic people find challenging. If anxiety is also thrown into the mix then social communication and interaction can be impeded and this impacts on global development skills. The school uses socialisation in group settings to help support / teach softer communication skills which can reduce anxiety levels and aid interactions.
Independence: Independence is completed in very small groups or on a 1:1 basis with pupils who require a higher level of support to access life outside of school and the family home. It can involve visits into the local community and it encourages the development of communication and interaction skills. | |
