Explorers

Which pupils are on our Explorers curriculum pathway?

The pathway is for Key Stage 2 pupil who are consistently, over time not in the reaches of the National Curriculum.

All pupils have an EHCP. The pupils may have a primary need of Communication and Interaction or have additional communication needs. Pupils can and will follow instructions to varying degrees.

The Engagement Model

The engagement model is central to the Explorers curriculum and is a pre-requisite to cognition and learning. Through promoting increased levels of engagement in cognition and learning we will see progress.

By using the Engagement model class staff can look at each pupil’s engagement in different activities or tasks, and make adaptations to the curriculum or resources to further raise their engagement.

The 5 areas of engagement are:

  • exploration
  • realisation
  • anticipation
  • persistence
  • initiation

How has the curriculum been designed?

The curriculum is ambitious and coherently designed. There is no cap on learning. Staff follow the direction the pupils take learning but have in mind key knowledge, skills and ambitious vocabulary for pupils to strive to achieve. We still want our Explorers to ‘know more, remember more’.

A theme is taken for each half term eg. People, Places, Festivals and Celebrations, Animals, Plants.

Each unit of study has a medium term plan which includes:

  • Links to Prior and Future experiences
  • How adults promote engagement (links to the 5 areas)
  • Skills and knowledge to be developed – skills, knowledge, aspirational vocabulary
  • The learning sequence – the learning objective, how adults will promote engagement and support learning, adaptations, what will be in the explore provision

Weekly off site visit

The wider Explorers curriculum is wrapped around a weekly off-site visit. This allows the pupils to

  • Broaden their understanding of the local community
  • Meet key roles in the community- people who help them
  • Gain a sense of place
  • Apply new skills and gain new knowledge
  • Practice using new vocabulary in new contexts

Examples of off site visits:

  • garden centre to take photographs of different types of leaves
  • the park to take photographs of roots
  • the green grocer to buy vegetables to make soup
  • the community farm to collect eggs

Further information

“Our staff have high aspirations so that pupils will be broad in outlook to see beyond themselves, to reach confidently into a world of opportunity.”

Our Ethos

“To provide a purpose built, safe, highly structured and emotionally supportive environment.”

Our Mission

“Our classes will be small in number because our pupils have not succeeded within large mainstream classes. This allows our pupils to be supported to grow and learn in a caring and responsive group setting.”

Our Ethos

“Our staff will have high expectations of pupils’ behaviour and learning so that pupils can grow in confidence. “

Our Ethos

“We value pupils’ personal development, including self-discipline, resilience and respect.”

Our Key Values

“We value each pupil, as an individual with a unique potential to achieve.”

Our Key Values

“Our pupils and families are listened to.”

Our Ethos

“We value the positive contributions of stakeholders to improve outcomes for each pupil.”

Our Key Values

“To become a hub of expertise for inclusive practice which will support schools across the city.”

Our Mission

“Our staff know pupils and their families exceptionally well and build positive, productive relationships so all pupils succeed. “

Our Ethos

“Our ethos is based on creating a nurturing and inclusive environment where care and mutual respect promote positive relationships.”

Our Ethos

“To provide an effective broad and balanced curriculum which develops academic skill with a focus on reading, writing and mathematics.”

Our Mission

“We are committed to equality of opportunity for all pupils, their families and for staff.”

Our Key Values

“To provide a bespoke curriculum to meet social, emotional and mental health needs that builds resilience and confidence in pupils.”

Our Mission

“We treat pupils, their families and staff fairly, regardless of their background, race, religion, gender or sexual orientation.”

Our Key Values

“To provide a specialist team of staff who understand the differing needs of pupils and enables them to access the curriculum and all allowing personal targets to be met”

Our Mission

“Our pupils and families feel special and belong to our supportive Euler community. “

Our Ethos