Corley Academy: curriculum intent
At Corley Academy, we provide a highly supportive learning environment, based on autism education best practice, where all students are enabled to reach their full academic and personal potential. Our curriculum aims to develop self-confident, independent, motivated and resilient learners who strive to reach aspirational goals. Our four key school values of Inclusion, Aspiration, Perseverance and Independence are at the core of our curriculum vision and radiate out through all of our actions. Crucially, at Corley Academy, we take a holistic view of students and our whole school curriculum seeks to advance our students personally, academically, socially, spiritually and morally. Our students are the central focus of our endeavours and their understanding of safety and well-being, and the strategies to achieve this, are firmly embedded within our curriculum.
Corley Academy provides two main academic curriculum pathways, both following the National Curriculum, and each actively fostering inclusivity: our Core curriculum pathway leading to success at GCSE and Level 1 and 2 qualifications and our Life Skills pathway placing more emphasis upon vocational outcomes. Both of these curriculum pathways are knowledge-rich and seek to provide students with the skills to faciliate the next stage of their learning and prepare them for adult life. Many of our students’ present ‘spikey’ profiles and flexibility of movement between pathways is provided to enable students to access the courses of study appropriate to their ability, needs and aspirations.
Our Pastoral Mentor and PSHCE programmes form the basis for our well-being curriculum and focus on the development of students’ social, communication and interaction skills, personal development, independence and understanding of the world. A calendar of weekly themes helps to makes sense of local, national and world issues, providing opportunity for students to formulate their views and appreciate those of others in a safe and supportive environment.
Our students’ needs are varied and extensive and regular reviews of our academic and well-being curricular ensure that they remain relevant and challenging. We recognise that differentiation in the classroom is key to success and it is this personalisation that we strive for in order to ensure that all students’ needs are fully understood and addressed.