Curriculum

The curriculum for post 16 pupils is based on valuing each individual’s unique set of strengths, areas for development and particular interests. It is broad-based and designed to support a particular cohort of learners on their pathway to adulthood through a Quality of Life model (Ambitious About Autism). This engages them in learning, teaches them skills and knowledge to enable them to live as independent and meaningful a life as possible, empowering them to be able to exercise choice about decisions that affect their lives. It covers mental and physical wellbeing, personal development, independent living, community inclusion and interpersonal relations.

The whole school curriculum framework and philosophy is based on the SCERTS^® Model. Through every learning opportunity, communication and emotional regulation is the main focus and priority for all our students. We use a skills-based, spiral curriculum model whereby students return to the same skills throughout their education through learning opportunities that are relevant and purposeful to their stage of learning, with each encounter building on what they learned previously, applying their skills to a wider range of contexts.

Other evidence based approaches including: AAC, TEACCH and zones of regulation are used to support students’ communication, emotional regulation and related needs.

A cornerstone of The Pavilion curriculum is the fostering of pupil engagement. Unless pupils are meaningfully engaged, they are unlikely to learn, or fulfil their potential. Active Support is an evidence-based approach that is used to support people with learning disabilities to become more engaged, more independent and to take an active part in their own lives. Some pupils will require adult support in order to develop their independence. Active Support is about providing pupils with the right level of assistance, at the right time, in order to successfully complete all of life's daily activities. Successful completion of an activity or daily task builds pupils' self-esteem and makes it more likely that they will want to engage in the same task again in the future

The curriculum incorporates a Positive Behavior Support (PBS) strategy.