Curriculum 
Overview 
Within Key Stage 3 and 4 students are organised into age based tutor groups at the start and end of the day running from Y7 - Y11. In the sixth form tutor groups may be of mixed age or age based (depending upon numbers in each year cohort). Core subjects are delievered in ability based teaching and learning groups within departments with non-core creative subjects delivered in mixed ability groupings based upon tutor groups. 
 
The curriculum delivered is reviewed year on year to account for changes nationally and locally and to meet the needs of different groups of students as they progress through school. 
The curriculum in KS3 
The curriculum in KS3 (yrs 7,8,9) is broad, balanced and structured on the national curriculum subject areas. There is a balance of ability-based groups for core subjects (Literacy/English, Numeracy/Maths, Science, Computer Science/ICT, Physical Education, Personal, Social, Health Eduaction, Citizenship and Careers, Religious Studies), and mixed-ability based groups in non-core subjects (MFL, Design and Food Technology, Art, Music, Drama, Humanities). 
 
Lesson content is differentiated to meet individual needs and ability levels of each student. 
 
Those students who are working at a multi sensory level predominantly follow a creative and experiential curriculum, suitably differentiated based upon 'Routes for Learning' and linked to an achievement continuum considering: Encounter; Early Awareness; Interest (Attention and Response); Supported participation (co-operation and engagement); and Active involvement. 
 
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Some sessions are delivered on a carousel to facilitate opportunities for a broad and balanced curriculum. The final sessions on a Friday afternoon are flexible, choice based activities rewarding good effort and work; allowing students time for individual tuition/mentoring and reviewing Individual Education Plan targets and learning. 
The curriculum in KS4 
The curriculum in KS4 (yrs 10,11) offers an increase in emphasis on a personalised timetable of accreditation and option choices. Some students working at appropriate levels will be offered GCSE qualifications. At Entry Level the qualification selection includes ICT, English, Maths, Science and PSE. Performing Arts concentrate on LAMDA examinations, production and performances. Option choices (accredited where appropriate) include Child Care, Construction, Creative Media, Art and Design, Horticulture, Food Technology, Independent Travel and Hair and Beauty with some sessions taking place off-site at other establishments. The school also offers individual units of accreditation/certification across a range of other subjects and access to work related learning and employability; work experience and enterprise education. 
 
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Students working at a multi sensory level follow predominantly a multi-sensory curriculum, suitably differentiated based upon 'Routes for Learning' and linked to an achievement continuum considering: Encounter; Early Awareness; Interest (Attention and Respons)e; Supported Participation (co-operation and engagement) and Active involvement. 
 
This curriculum entitlement will allow all learners, irrespective of need or ability or disability to follow a progression pathway linked to Foundation Learning subject, vocational and personal development routes. 
The curriculum in the sixth form 
The curriculum in the sixth form (yrs 12,13,14) has students following an increasingly personalised programme with a balance between a core offer based upon a range of accredited/certificated courses and option choices with the emphasis of preparation for life beyond school. 
 
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The range of accredited/certificated courses include Entry Level Certificate in Adult Numeracy and Adult Literacy and ICT; LAMDA awards within performing arts and ASDAN Personal and Social Education; Personal Progress; Independent Living and Life Skills. Individual units of accreditation/certification across a range of other subjects can be offered and access to work related learning and employability; work experience and enterprise education is available. Where appropriate FE students may join a similar programme of accredited option choices as those offered to KS4. There are also a selection of choices based around sports and leisure opportunities, creative arts and taster sessions at local college provision. 
 
Those students working at a multi-sensory level follow predominantly a multi sensory curriculum, suitably differentiated based upon 'Routes for Learning and linked to an achievement continuum considering: Encounter; Early Awareness; Attention and Response; Participation and Active Involvement. 
 
This curriculum entitlement will allow all learners, irrespective of need or ability or disability to follow a progression pathway linked to Foundation Learning subject, vocational and personal development routes. 
Lunchtime and after school clubs and activities 
The school offers a number of lunchtime and after school clubs and activities for example creative arts, ICT, football, sensory stimulation, cycling/go-karting, sports and leisure, dance and drama, and multi skills, swimming and rock climbing. 
 
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Each department benefits from a range of educational visits to support the curriculum as well as residential experiences, plus opportunities to participate in performance based and sports based activities at other schools, colleges, theatres and in the community. 
The school accesses Lancashire Music Service and facilitates individual music tuition. 
 
The school engages a consultant for individual singing tuition and performance production. 
 
The school has a choir and band. 
Student Support 
The school and individual students also access support and advice from other professionals such as Speech and Language, Physiotherapy, Occupational Therapy, CAMHS, Educational Psychology, Young People's Service and specialist teachers via Lancashire Education Inclusion Service in Visual and Hearing Impairment and Autistic Spectrum Disorder. All of which can impact upon individual student targets and curriculum content and delivery. 
 
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A key function of the curriculum is to reinforce the school’s ethos and commitment to equality and inclusion by supporting students who encounter communication and social difficulties and targeting them directly within well structured, personalised programme. 
 
Support provided includes: 
 
The use of Lo-Tec/Hi-Tec communication aids 
Individual communication programmes 
Individual ASD programmes 
Specific Resources 
Individual support (can be in–class or withdrawal) 
Small group support (can be in-class or withdrawal) 
Training (staff and students) 
Classroom support 
Information, advice and guidance (IAG) 
Speech and Language programmes (in liaison with Speech and Language therapy service) 
Religious Education (RE) 
The school does not have any religious affiliation, but does, however offer a broadly Christian ethos, whilst respecting and valuing all other faith and denominations of students and their families who attend the school. 
 
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As a compulsory subject, Religious Education is taught as a discrete subject on the timetable across school and includes elements relating to all the World’s major religions to aid understanding and respect for each other. Those parents/carers whose belief or non-belief means they find our arrangements for the delivery of RE unsuitable for their child may withdraw their child from taking part. Should you wish to do this then the Headteacher must be informed in writing. 
Assemblies 
The school has calendared weekly assemblies each with a focus for that week, this may differ across departments. The school is split into departmental assemblies. The assemblies will be based upon a focus for the week’ and will have a broadly religious component to them as well as an achievement component. 
 
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Students participate in assemblies at a level matching their ability or a level within which they feel comfortable. Those parents/carers whose belief or non-belief means they find our arrangements for the delivery of assembly unsuitable for their child may withdraw their child from taking part. Should you wish to do this then the Headteacher must be informed in writing. 
Sex and Relationships Education (SRE) 
The Governing Body has a duty to ensure that students are provided with an appropriate level of SRE. SRE is seen as an essential part of our students’ development and is integrated into the Personal, Social and Health Educational (PSHE) curriculum. 
 
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Each student will be treated as a specific individual and the information will be differentiated according to an individual’s learning ability and level of understanding. The underlying principle is that we offer the knowledge and information to keep our young people safe and secure and for them to understand their emotions, physical development and personal responsibilities. 
Homework 
Homework is available for those parents/carers who wish their child to undertake additional study at home. The activities can range from practical tasks, generalising learnt skills, reinforcing individual educational targets to specific subject based homework. In the first instance parents should contact a students’ pastoral tutor to discuss this. 
 
Educational Visits/Residentials 
The school considers the use of educational visits, education in the community, educational opportunities at other establishments and longer stay residential experiences an essential element of a student’s overall educational entitlement. They enable students to learn, develop, practise and generalise their learning in realistic settings and other environments. 
 
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All visits out of school undergo a risk assessment process; to make this easier we ask for parental permission at the start of the year to cover routine, curriculum based out of school activities. Visits outside of this or of a ‘one off’ nature will be the subject of individual requests for permission. We have four minibuses of our own, two with tail-lifts and adapted for wheelchair users. The buses are checked regularly and follow a service schedule to ensure they remain in a road worthy condition. Drivers must have the appropriate licence and undergo further training. 
Charging Policy 
An agreed principle is to recover the costs of an out of school educational activity and that parents/carers will be asked for a voluntary contributions towards those costs with an assurance that any lack of contribution would not deny any student the opportunity of participation. However, it is also made clear that should insufficient funds be contributed then the activity may not take place. 
 
Similarly some subject activities require expenditure on specific resources such as ingredients for Food Technology and contributions may be requested, again a lack of donation would not stop a student accessing the activity. 
 
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All requests for contributions would be non-profit making and cover costs only. 
Work related learning or enterprise groups participate in activities that are intended to introduce students to the idea of work, business and profit making. In these circumstances students will be ‘selling’ a product and would be charging in order to recoup costs and make a small profit, which goes back to the students. 
Extended Service Provision 
Extended service provision by the school is based upon an offer of services including: 
 
A varied menu of activities 
Information for or signposting for parents/carers 
Arrangements for identifying and reviewing children and young people in need of support 
If there is a demand, community access to suitable premises 
 
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At Sir Tom Finney Community High School we have a wide and varied menu of lunchtime clubs and after school activities including ICT, art, bike and go-karting, football, rock climbing, swimming, dance, integrated sports, signing and sensory. 
 
School provides a holiday club outside term time. 
 
The Learning Resource Centre collates a range of information and guidance material available to parents/carers about opportunities for activities, family learning and support. Whilst school holds information on a wide variety of Special Educational Needs and curriculum subjects. 
Arrangements for identification and review of support needs is an ongoing process throughout the year, but is formalised at the annual review of statement on an annual basis. 
 
The school accommodates a local Scout troop specifically targeting our student clientele and has on request, provided space for orchestral practise. The school has a lettings policy, as such anyone interested in the use of the premises should contact the Headteacher initially. 
Community Cohesion 
Schools no longer have a duty to promote community cohesion through the three identified strands: 
 
Teaching and learning and curriculum 
Equity and excellence in all that it does 
Engagement with the community and the provision and/or signposting of extended services 
However we feel we still have an important role in promoting community cohesion.  
 
Specific examples include: work related learning activities promotional sales, family BBQ, fundraising events, working with other agencies, extended educational visits and residentials, acting as premises for a scout troop, consultant and health related clinics for medical and therapy services. We also, in association with our lettings partners, allow facilities to be used for out of hours lettings. 
 
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