Clarendon Secondary Centre (CSC) delivers a broad and balanced curriculum tailored to the needs of its students all of whom have moderate learning difficulties. Students follow one of two curriculum pathways: the Formal Pathway, which is delivered in traditional subjects and the Semi-Formal Pathway, which is topic based with a focus on life skills, communication and sensory needs. On both pathways English and Maths are taught discreetly once a day and on the Formal Pathway, Maths is taught in ability groups. Literacy, numeracy and life skills are integrated across the curriculum in all subjects and topics.
The curriculum is delivered to students in small groups following the Primary Model, where the majority of students are supported by their class teams in their own class groups, consisting of their teacher and at least one teaching assistant. There are also specialist teachers for PE, Art, DT, Music, Yoga and Cooking.
Class teams are supported by a multidisciplinary team which includes: Educational Psychologist, Occupational Therapist and Speech and Language Therapist. The multidisciplinary team works collaboratively to support student’s learning, engagement, communication, physical and sensory needs, and independence.
In Key Stage 3 the curriculum includes English, Maths, Science, Computing, PE, Art and Design, Design and Technology, Relationships, Sex and Health Education, RE, History, Geography, Drama, Music and Cooking. Half-termly enrichment activities are included for all KS3 students and classes make regular educational visits outside of the School. In addition, students are offered a residential trip over the course of Key Stage 3.
In Key Stage 4, students can follow a range of courses leading to accreditations or qualifications at the appropriate level. Students working at or below Entry Level 1 on the Semi-Formal Pathway are certificated through the ASDAN Personal Progress qualification. The majority of students will leave with an Entry Level certificate in Mathematics and Functional Skills English (Reading, Writing and Speaking, Listening and Communication).
The courses currently on offer are as follows:
|English Functional Skills||NCFE||Entry Level 1 to 3, Level 1 and 2|
|Mathematics||AQA||Entry Level 1 to 3|
|Maths Functional Skills||NCFE||Level 1 and 2|
|Science||AQA||Entry Level 1 to 3|
|Personal Progress||ASDAN||Entry Level 1|
|Personal and Social Development||ASDAN||Entry Level 1 to 3, Level 1 and 2|
|Digital Functional Skills||NCFE||Entry Level 3 or Level 1|
|Art and Design||AQA||GCSE 1 to 9|
|Art||WJEC||Entry Level 1 to 3|
|Design Technology||WJEC||Entry Level 1 to 3|
|PE||OCR||Entry Level 1 to 3|
|Short Courses: History, PSHE, Geography, Expressive Arts, Foodwise (cooking)||ASDAN||Entry Level 2 to Level 1|
RE, Bike Mechanics, Trail Biking, Art
|AQA||Entry Level 1 to 3|
|Cycle Mechanics||City & Guilds||Entry Level 3, Level 1|
Key Stage 4 students complete a week of work experience in Year 10 and two weeks in Year 11. Through the AfC Next Steps programme, students and parents together receive individual careers advice interviews to support Post-16 choices.
All pupils begin in Year 11 with a week of personal challenges, either through an Outward Bound residential course in Wales or activities planned each day outside of school to extend students a little more out of their comfort zones and build confidence and resilience.
Year 11 pupils attend one day a week at Richmond-Upon-Thames College, preparing them for life beyond school. This is on one of two courses in the Supported Learning Department at Entry Level 1 or Level 1.
Please see the links on the left for more detailed curriculum plans for each class.
Leaders and teachers are extremely careful in the design and implementation of the stimulating curriculum, carefully matched to pupils’ different needs. Teachers consider what pupils can already do and include the use of therapeutic support to help pupils access their learning to further improve outcomes
The curriculum sets in place timely and robust systems to support pupils in developing life skills. These systems show real strength in preparing pupils for life outside school and independent living. The curriculum is rich, with useful and meaningful experiences, both in school and out."