Section 2 - cURRICULUM oPPORTUNITIES / POLICIES
LEARNING AND TEACHING POLICY
We at Tor Bank are committed to providing a learning environment for each pupil based on individual learning styles and preferences. We therefore believe :
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That children learn in different styles and at different rates
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In equipping the child with the skills to become independent learners
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In providing a safe secure and stimulating environment conducive to
learning
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In providing a broad and balanced curriculum
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That learning should be upheld as an enjoyable experience
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That teaching should reflect the needs of all children
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That parents are important ‘stakeholders’ in ‘learning’
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That effective learning and teaching can only be effective with a
framework of multidisciplinary collaboration
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That learning and teaching will reflect the vision of the school
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Education is a process which focuses on the holistic needs of each
individual pupil
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Pupils learn best in a highly structured, supportive and appropriate
environment
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Pupils learn best when learning opportunities are linked to ‘real life’
experiences
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Pupils learn more effectively when they integrate experience,
imagination, information and application
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In a self-reflective and self- evaluation learning environment
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Learning is a life-long experience
All staff are committed to developing learning and
teaching through incorporating into the
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Different strategies
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Positive reward systems & reinforcers
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Planning for holistic needs of pupil
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Opportunities for the pupils to develop self esteem, self awareness, self
confidence, self reflection, self security and a sense of responsibility.
The Primary School focuses on providing an “enriched”
Curriculum for the pupils.
The Secondary School acknowledges and celebrates success
in all areas of the curriculum through continuous internal and external
moderation of OCR, ALL ASDAN and implementation of Key Stage 3 & 4
curriculum programmes. From September05 we introduced Education for
Employability and Vocational Studies(an accredited programme) Both Primary and Secondary Departments
celebrate success through Record of Achievement mornings / evenings in which
every pupil’s achievement is acknowledged.
CURRICULUM POLICY/ OPPORTUNITIES
In meeting the needs of the Northern Ireland Curriculum it
is the aim of the school to provide a broad balanced and relevant programme of
study designed specifically for the need of each pupil. This will be developed in a progressive and
continuous way throughout the pupil’s school career. In Tor Bank we seek to maximise the
development of the whole child, learning experiences are directed towards
independence skills to encourage pupils to respond positively to the demands of
community living.
i) PRIMARY DEPARTMENT
Within the Early Years Department we focus on laying a firm foundation for life –long learning by creating and embedding a ‘disposition towards learning’. The emphasis is on developing independence, confidence and self-esteem and generally motivating young learners to explore the world around them. This is provided through offering an enriched curriculum that is broad and stimulating and which focuses on developing a range of skills and concepts through the vehicle of play.
Personal
& Social Development
The personal and social education programme enables pupils to develop self help skills and to participate in daily living activities as far as their abilities permit. The emphasis is on developing independence, confidence and self esteem thereby promoting positive relationships with others.
Communication
Language and Literacy
Talking and listening skills are developed through enjoyment of a wide range of rhymes, music, songs, poetry, stories and non-function books. Classrooms are stimulating with notices, wall displays, books and areas of interest that create a language rich environment. Pupils are encouraged to communicate through gestures, imitate sounds, simple words, short sentences and Makaton signing. Language and communication is supported and developed through the use of objects of reference, a picture exchange system, use of symbols or the written word.
Individual and shared reading experiences are provided so that children learn how text works and understand that it has meaning. Pupils are also encouraged to look and respond to print in the environment e.g., labels on food, road signs, shop fronts etc.
Pupils access a range of reading material from personalised reading books to magazines and public library books.
As a first step to learning to write, pupils are given the opportunity to develop fine motor and hand to eye co-ordination skills through play and sensory experiences. The formal teaching of correct letter formation through tracing and copying letters may follow. ICT is used to enhance learning in a variety of ways, e.g., pupils use IT programmes that augment written work with symbols or to compose and correct their work.
Mathematical
Development
We provide children with mathematical experiences that challenge them, stimulate interest and help them to solve problems in real life. As pupils progress they use a variety of equipment for the development of computation, measuring, weighing, money activities, shape recognition and capacity. There are numerous computer programmes that suit each child’s level of ability.
Knowledge
& Understanding of the Environment
The teaching of science aims to develop children’s interest in and knowledge of, the world around them. Children are given as much first hand experience as possible through sensory stimulation, observation and practical investigation.
Geography begins with knowledge of the local environment and gradually extends to include the wider world. Educational outings enhance the children’s learning and the pupils’ first experience of weather and the seasons are important elements of each pupil’s programme.
Activities stemming from pupils’ understanding of their past form the basis for history. Children are encouraged to remember and communicate about significant things that happen to them and gradually they begin to differentiate between past and present. Educational visits to local areas of interests and museums help the pupils to gain an appreciation of how transport, houses etc have changed since their first invention.
Creative
& Expressive Development
Creativity, aesthetic awareness and manipulative abilities are developed through art. Pupils are encourages to explore and experiment with ideas, materials and activities.
We give children the opportunity to listen and make all kinds of music. Song and percussion form a significant part of the music programme and pupils have the opportunity to perform to a variety of audiences e.g. School Assemblies, Parent Evenings, Church Events.
Physical
Development
Tor Bank is a
Throughout the Primary School curriculum, the thematic
approach to learning and teaching has proved to be an effective way of helping
our pupils to link knowledge together into all aspects of life and development.
ii) SECONDARY DEPARTMENT
Key Stages 3 & 4
In Tor Bank there is a strong link between the strands of
the Key Stage 3&4 curriculum and learning for life and work. We endeavour to make the curriculum more attractive
and relevant to the individual pupils needs.
In accordance with the objectives of the Northern Ireland Curriculum and
the young person’s IEP we aim to provide learning experiences which help each
young person to develop
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as an individual
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contribute to society
The young people in Tor Bank will have access to the
following Learning Areas
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Subject Strands : Learning for Life and Work e.g. Home Economics,
Personal Development, Personal Social Health Education, and Citizenship.
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General Learning Areas: Art; Music; Literacy; Numeracy; P.E., R.E.,
Science Technology and Design; ICT
In the Secondary Department, we offer OCR Accreditation
working in the modules alongside teaching the curriculum.
This curriculum programme at Key Stage 3 follows in a
continuous from the Foundation and Primary Stage Curriculum to that of Key
Stage 4 which focuses on the beginnings of Learning for Life, Daily Living
Skills and the World of Work.
iii) SIXTH FORM
Key Stage 5
The Sixth Form students follow a dynamic programme that promotes life long learning, acquiring skills within the school environment and locality and extending these skills to the wider community. Tor Bank reinforces practical, social and personal skills and achieves this within a multidisciplinary and interagency framework.
Networking between all professionals provides a supportive structure that is core component for the successful programme.
Sixth Form Curriculum provides opportunities to become more inclusive members of society by through participation in the following activities:
Drama at
Team
Duke of
Travel Training (road safety skills, use of public transport) OT
(Expedition
Training Supported by the
Work Placements under SEELB Scheme or Orchardville Society
Careers Advice from T &E A Special Needs Careers Officer (Service Level Agreement?)
Work Placements at Datalink or Business Centre for back office skills
Dr. B’s Kitchen for training in Catering and work placements
Outdoor pursuits at Belfast Activity Centre
Courses at
Accreditation within
Sixth Form
NSP - National Skills Profile
Vocational Studies CCEA
Education for Employability
ALL and NSP accredit activities that are provided within the Secondary Curriculum. It gives clear recognition to student achievement and progress. Evidence portfolios are internally moderated and presented for external moderation on given dates each year and after completing this rigorous procedure certification can be applied for.
Tor Bank has
established links with
NSP ICT Course, Second / Third Grade or Clait1
Tor Bank has a partnership with the Orchardville Society for their Career programme. An employment support officer job sources, support and organises relevant courses for students within South & East Belfast area.
These can include NVQ Level 1 in Catering & Hospitality at the Edgcumbe Café’ and NVQ Level 1 in Business Administration at Business Centre.
Enrolment in courses is needs driven. Tor Bank aims to organise courses to meet the needs of our students.
e.g. Basic Hygiene and Welcome Host.
This year Sixth Form 2&3 will begin a Vocational Studies Award Scheme and Education for Employability Programme. Both programmes are based on units of work and work related learning e.g. good employee; looking at jobs; travel training
iv) MULTI- SENSORY DEPARTMENT
There are 3 classes in the Multi Sensory Department. These are known as M1, M2, M3, Mrs Rachael Donald is the Multi Sensory
Class Co-ordinator. The Multi Sensory Curriculum provides assessment,
progression, continuity and age appropriate learning experiences in the
following areas
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Sensory Development
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Fine and Gross Motor Skills
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Personal and Social Skills
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Communication
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Multi Sensory Environments
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ICT
An Interdisciplinary Approach require extensive
collaboration and partnership with parents, physiotherapists, speech and
language therapists, occupational therapists, nurse, dietician, and others as
appropriate are used to focus on the individual needs of each pupils when
setting, monitoring and reviewing targets.
Throughout the curriculum opportunities offer, a wide
range of multi sensory experiences are provided in order to develop
understanding and knowledge of the world around us. These include art &
craft, multi sensory cookery, aromatherapy massage, hydrotherapy, music,
wheelchair dancing, parachute games and educational outings.
This enriched curriculum provides the opportunity for
interactions with self, others and the environment. Most importantly it is delivered in a manner
which encourages fun and enjoyment.
PRE-SCHOOL SUPPORT
Early Intervention, assessment and diagnosis play an
invaluable role in ensuring pupils receive the correct programmes on entering
school for the first time.
Three staff are released from
As well as home visits, a Parent and Toddler group is also
available. This is held in school once a
fortnight and includes access to the Learning Resource Library and the
Multi-Sensory Room.
The Light and Sound Room
The Light and Sound Room is used for a wide variety of
activities including relaxation, story telling, drama, music, circle time,
story making and sound stories. It is
used by the staff on both a one adult to one pupil basis and also for whole
class activities.
The equipment currently available in the light and sound
room include a projector, for both homemade and ready made templates, coloured
spot lights, fibre optics, a mirror ball, a bubble tube, ultra violet light,
interactive boards and switch systems enabling the pupils to interact/control
their environment. Dressing up clothes,
a variety of smells and tastes are also used to set the right environment
meeting the pupil’s specific needs.
The room also is used with pupils as ‘relaxation therapy’.
We have Collective Worship (assembly) on Wednesday for the Primary Department and on Friday for Secondary and Sixth Form Departments. Assemblies focus on helping pupils to understand other people and to develop caring and considerate attitudes to both individuals and groups. We frequently invite guest speakers and pupils from other schools to our assemblies. At Christmas, Easter and Harvest we have Special Assemblies.
Tor Bank is a
P.E. lessons and out of school activities include:
Keep fit Aerobics
Swimming 5 a side football
Athletics Weekly visits to Leisure Centres
Football tournaments Youth Club Activities
Uni-hoc Horse Riding
‘10’ Pin Bowling
Pupils are also given opportunities to participate at both local and national level in competitions such as Special Olympics – Football Swimming etc.