Class groups 2022-3
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BeesPre-formal sensory learners (mixed EYFS, KS1 and KS2)Curriculum: “Explore Curriculum” delivered through a blend of specialist interventions and engaging and motivating experiences, adapted and enriched through the use of story and theme. Progress and achievement: tracked and celebrated via Evidence for Learning using the Engagement Profile, Routes For Learning and Castle Flower Frameworks |
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Robins and WrensSemi-formal learners based at the Fields Site (mixed EYFS and KS1)Curriculum: delivered via a mix of discrete subject-based sessions and child led activities, adapted and enriched through the use of story and theme Progress and achievement: tracked and celebrated via Evidence for Learning using Birth to 5 Matters Criteria |
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LadybirdsPre-formal learners based at Castle (mixed KS1 and KS2)Curriculum: delivered through a blend of specialist interventions and engaging and motivating experiences, adapted and enriched through the story and theme. Progress and achievement: tracked and celebrated via Evidence for Learning and Castle Rainbow Frameworks |
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DragonfliesPre-formal and semi-formal sensory learners with Autism Spectrum Condition, based at Castle (mixed KS1 and KS2)Curriculum: delivered through a blend of specialist interventions and engaging and motivating experiences, adapted and enriched through the story and theme. Progress and achievement: tracked and celebrated via Evidence for Learning, Engagement Profile and Castle Rainbow Frameworks |
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Hedgehogs and SquirrelsSemi-formal learnersCurriculum: delivered through a range of subject based lessons, cross curricular experiences, interventions, targeted approaches. Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Frameworks (Rainbow and Gemstone) and SCERTS.
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Owls and FoxesSemi-formal sensory learnersCurriculum: based on a range of subject based lessons, cross-curricular experiences, interventions, and targeted approaches. Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Framework (Rainbow and Gemstone) and SCERTS. |
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Badgers and DeersSemi-formal learners, preparing for formal learningCurriculum: an increased number of formal-style subject-based lessons, enhanced and supported by cross-curricular experiences, interventions, and targeted approaches. Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Framework (Rainbow and Gemstone) and SCERTS. |
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Deal and EdinburghPre-formal sensory learnersCurriculum: “Explore Curriculum” delivered through a blend of specialist interventions and engaging and motivating experiences, adapted and enriched through the use of story and theme. Progress and achievement: tracked and celebrated via Evidence for Learning using the Engagement Profile, Routes for Learning and Castle Flower Frameworks |
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CarisbrookePre-formal and semi-formal sensory learnersCurriculum: delivered through a blend of specialist interventions and engaging and motivating experiences, adapted and enriched through the story and theme. Progress and achievement: tracked and celebrated via Evidence for Learning, Engagement Profile and Castle Rainbow Frameworks |
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Dover and BalmoralSemi-formal learnersCurriculum: based on a range of subject based lessons, cross-curricular experiences, interventions, and targeted approaches. Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Frameworks (Rainbow and Gemstone) and SCERTS. Some Balmoral students may also be beginning formal learning. |
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Balmoral and CorfeFormal learnersCurriculum: an increased number of formal-style subject-based lessons, enhanced and supported by cross-curricular experiences, interventions, and targeted approaches. Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Frameworks (Rainbow and Gemstone) and SCERTS. Some pupils may also have workbooks. Some Balmoral students may also be engaged in semi-formal learning |
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TrinitySemi-formal sensory learnersCurriculum: based on a range of subject based lessons, cross-curricular experiences, interventions, and targeted approaches. Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Frameworks (Rainbow and Gemstone) and SCERTS. Accreditation via EQUALS Moving On |
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TintagelSemi-formal and formal learnersCurriculum: based on a range of formal subject-based lessons, cross-curricular experiences, interventions, targeted approaches, and work experience. Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Frameworks (Rainbow and Gemstone) and SCERTS. Some students may also have workbooks. Accreditation via some Entry Level Certificates and OCR Life and Living Skills |
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Ludlow and WarwickFormal learnersCurriculum: based around subject specific learning, personal development opportunities, and work experience Progress and achievement: tracked and celebrated in pupil workbooks and moderated units for exam work Accreditation via Entry Level and some GCSEs where appropriate |
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KingsPre-formal and semi-formal learners (mixed KS4 and KS5)Curriculum: based on a range of subject-based lessons, cross-curricular experiences, interventions, and targeted approaches Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Framework (Rainbow and Gemstone) and SCERTS. Accreditation via EQUALS Moving On |
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WolfsonSemi-formal learnersCurriculum: based on a range of subject-based lessons, cross-curricular experiences, interventions, targeted approaches, and work experience Progress and achievement: tracked and celebrated via Evidence for Learning using Castle Assessment Frameworks (Rainbow and Gemstone) and SCERTS. Some students may also have workbooks. Accreditation via OCR Life and Living Skills |
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ChurchillFormal learnersCurriculum: based around subject specific learning, personal development opportunities, and work experience Progress and achievement: tracked and celebrated in pupil workbooks and moderated units for exam work Accreditation via Entry Level and some GCSEs where appropriate |