The Coritani Mindset Curriculum
The curriculum at Coritani is ambitious in allowing students to move on to their individual next steps in Education. At Coritani this may mean transitions between Key Stage 2, 3 and 4, a move on to college or employment or a return to a mainstream setting. Coritani students are challenged through the curriculum to develop the Coritani Mindset, a set of values developed by the whole school community that allow students to grow the skills needed to take their next steps and to be successful citizens within a modern world. This includes an aspiration for all students to achieve academic outcomes at the highest level as it is our belief that a good set of GCSE results are a fundamental currency for students in life and break down the barriers faced by disadvantaged students.
The curriculum is designed flexibly for all, as each student will be attending Coritani for a unique reason and a differing amount of time. As a result, the curriculum is reviewed at least annually to ensure that it is fit for purpose for all students.
As students arrive at different stages of development and with different coverage of the curriculum it is important to ensure the focus is on developing the skills required for transition back into learning. This is currently assessed through the use of Doyle’s Readiness to Learn scale and monitored through individual student profiles. Over the next year the Academy will transition into using the THRIVE model to monitor the development of students in readiness to return to mainstream school.
Key Stage 2 students follow a bespoke nurture curriculum based around their needs. Core skills in literacy, numeracy science and ICT are delivered alongside thematic learning covering PSHRE and foundation subjects.
At Key Stage 3 students follow a nurture curriculum delivered through topic work that encompass all aspects of the national curriculum. There is a distinct focus on developing reading, literacy and numeracy as these skills are often not at age related expectations when students arrive at the Academy.
In Key Stage 4 there is a focus on ensuring all students are completing GCSEs that will allow them to achieve in line with their peers in mainstream school. It is our fundamental belief that all students should achieve a good set of GCSE results to allow them to take next steps in education or employment. All students complete GCSEs in Maths, English Language and Literature, Double Science, Citizenship and option subjects that they have chosen to meet their career aspirations.
All students follow a PSHE programme designed to help them develop the Coritani Mindset, encompassing RSE, citizenship, careers and work related learning. PSHE is targeted at the needs of the students in the Academy using Doyle’s Readiness to Learn scale and is also used to discuss issues that are currently relevant in the Academy, for example work focussed on healthy drinks and work on knife crime.
In addition to PSHE student’s complete life skills lessons to learn how to cook, budget, manage a household, clean, complete the weekly shop, understand food hygiene and administer first aid.
Every student is challenged to complete 10 Coritani Mindset pledges. These have been developed with students to ensure that development of cultural capital extends our ambitions for all students beyond the classroom. For example, by completing regular visits to universities, Art galleries, the theatres, the libraries, sports events as well as completing in community and charity activities.
A full programme of IAG (information, advice and guidance) is available within the Academy that goes beyond the Gatsby benchmarking to offer careers counselling to all our students as they make important decisions in their futures.
By considering a student's learning journey, Subject Leaders are able to develop a specific sequenced curriculum for each student. This allows them to evaluate where each student is in relation to age related expectations for the subject and fill in any gaps that students may have.
The SENDCo plans for the needs of all students with EHCPs ensuring targets are relevant and quality first teaching, and interventions are developing students’ individual needs.