Our curriculum inspires, challenges and empowers each student to live their best life
The WESC Foundation curriculum has been specifically designed to support progression for children and young people with a vision impairment and additional needs. It is accessed by students across the school and college, taking into account age and development-related learning, and also each individual’s visual impairment and other needs.
Our curriculum inspires our young people to engage with and enjoy the learning process, embedding learning into their daily lives. It ensures that students engage in a broad range of exciting and creative opportunities, developing their independence and having fun as they learn. Fun and enjoyment are an essential part of the learning journey, seeing motivation as key.
Learning at WESC Foundation happens everywhere and focuses on gaining independence and preparation for adulthood.
Learning happens everywhere, whether it’s in a classroom as part of a formal lesson, in a one-to-one or group therapy session, or in the onsite residential accommodation.
Teaching, therapy, mobility and enabling staff support learning in a range of settings and across give curriculum branches:
- life skills
There are ten learning areas (similar to subjects) which sit within five broader branches of the curriculum:
Communication: Literacy; ICT (Information and Communication Technologies) and AAC (Augmentative and Alternative Communication)
Life Skills: Daily Living Skills; Numeracy
Wellbeing: PSHE (Personal, Social, Health and Economic Education) and RSE (Relationships and Sex Education); Physical and Leisure
Community: Citizenship; Work Skills
Curiosity: World Around Us; Creativity
Each framework informs how we deliver that particular learning area. They were compiled by staff from across WESC Foundation and combined parts of several different established curriculum models. This approach means that we have a curriculum offer that truly meets the needs of the young people at WESC Foundation.
Qualifications and accreditation
There is a wide range of opportunities for students to achieve accreditation where it is relevant and appropriate. Qualifications are not the driving force behind the curriculum; rather an additional incentive for those students who are aware of and choose to engage with them.