How We Learn
The children attending Danecourt have a range of cognitive and social needs. The curriculum content that is delivered is dependent on each child’s cognitive ability and engagement with learning. Are children are grouped into Learning Tracks and the weighting of curriculum content looks different for each track, as described in the following diagram:
We recognise that every child has different strengths and needs and it is therefore essential that the learning tracks are not seen in isolation, but rather as fluid pathways of continuous learning.
Summary of each Curriculum track:
|
Engage |
Explore |
| The Engage Track is tailored to support pupils with the most complex needs through a highly individualised approach. In an Engage classroom, pupils work at their own pace on personalised tasks in clearly defined learning areas. The SCERTS program is used to assess all pupils within the track, with individual targets created as a result of this assessment and their EHCP outcomes in mind. All pupils in the Engage track are working at the social partner stage of SCERTS. Alternative and functional communication is central, using a total communication approach to help pupils develop their preferred method of communication. Developing independence is also a key focus within the Engage Track with emphasis on being able to engage in predictable every day routines with fading adult support. | In the Explore track, the majority of the pupils have a diagnosis of Autism Spectrum Disorder (ASD) and experience high levels of anxiety and sensory needs. To support this, the TEACCH approach is used to create predictability within learning and classroom environments. Sensory and emotional regulation is at the heart of the curriculum to ensure all pupils are ready to learn. Developing verbal communication is also highly important within the Explore Track, many pupils will be at a language partner level of the SCERTs approach. The Explore track focuses on providing exploration into cross-curricular experiences that are engaging and activity-led. It emphasizes functional tasks that incorporate subject-based skills, ensuring that learning is both meaningful and practical. |
| Discover | Enquire |
| Pupils in the Discover track are typically at the language partner stage progressing to a conversational partner stage of the SCERTS program. The Discover curriculum track focuses on developing communication and language skills, as well as functional maths and English, to promote independence and prepare students for life beyond Danecourt. The curriculum for th Discover track has an emphasis on using numbers and words for practical activities and communication. Some pupils may experience a more formal subject based curriculum if appropriate for them. Pupils are encouraged to connect with others and respond appropriately through various experiences and community visits are an important part of this. Promoting reciprocal interaction and relationships between peers is also a fundamental element of the curriculum in Discover, providing scaffolded opportunities for pupil to collaborate in their learning and build meaning together. | The Enquire track's curriculum at Danecourt emphasizes subject-specific learning across the "8 drivers for learning." Teachers deliver differentiated lessons tailored to pupils' needs, linked to the term's topic. Beyond academic success, the track prioritizes developing life and communication skills through regular trips, enrichment days, and activities based on pupils' individual targets. One of the key aims is to foster functional skills and independence, enabling students to confidently interact with their environment and community. The majority of pupils in the Enquire Track are conversational partners within the SCERTs approach and so a key aspect of their curriculum is around developing the ability to work collaboratively with peers, challenge each other's ideas and develop problem solving and critical thinking skills. |
pedagogical approach at danecourt school.pdf