Curriculum
Our curriculum is well-rounded and aspirational
It is a curriculum in which core values, knowledge, skills and dispositions are all promoted. It celebrates difference, diversity and equal opportunity.
Our curriculum is thematic
Each term we use a theme as a motivating ‘hook’ into learning. We group subjects into broader area of learning and the theme allows pupils to make connections and transfer skills across these areas of learning.
Our curriculum is arts-led
We use the Arts to drive the theme and engagement across all other areas of learning. We use the Arts to spark and nurture creativity and encourage our pupils to respond to and express their ideas, feelings and interpretations of the world. We are committed to artist-in-residence programmes that enrich and broaden the creative experiences we are able to offer.
Our curriculum is community-focused
We are committed to learning beyond the classroom and we make the most of our location between two vibrant Birmingham High Streets and close proximity to beautiful parks. Through regular visits out into the community, our pupils develop skills for life beyond Fox Hollies.
We maintain a flexible, creative and reflective approach to curriculum design to ensure that it remains meaningful to the broad range of learner characteristics and needs within our school.
We have three learning pathways. Pathway 1 follows an informal, non-subject-specific curriculum that is ‘different’, not simply ‘differentiated’. Pathways 2 and 3 follow semi-formal curricula that are shaped through our Areas of Learning. These are informed by relevant National Curriculum content where appropriate, with significant adaptation so learning is meaningful, functional and matched to pupils’ developmental needs.
Across all three pathways, provision is rooted in our shared values, EHCP outcomes, Total Communication, relational practice, safeguarding, pupil voice, family partnership and preparation for adulthood. Each pathway reflects a different level of structure, independence, communication, regulation support and application of learning, so that provision is carefully matched to pupils’ strengths, needs and future aspirations.
Literacy & Communication, Maths and My Body, My Rights (RSHE) are taught through their core schemes, with meaningful links made to the termly theme wherever appropriate.
The theme drives the learning within each term and through it, we explore key concepts that are linked to our school values and our values as a Unicef Rights Respecting School.
Having a whole-school themed approach to our curriculum delivery allows for flexibility and collaboration across school, so that pupils can access learning and resources from other learning pathways where at times this may be more appropriate for them.
Over a 4-year rolling plan, pupils will first encounter this learning in KS3 and then re-visit in either KS4 or KS5.
Learning in Post-16 is delivered through real-life, project-based experiences, linked to whole-school themes.
Termly overviews 26-27
Curriculum Journey
Across the year, pupils develop their understanding of the world and their place within it. Learning progresses from exploring and making discoveries, to developing a sense of home and belonging, and finally to recognising how they can care for the world around them.
Pupils begin in the Autumn term with ‘Space’, developing curiosity as they explore the sun, moon and stars through stories, sensory experiences, movement and creative play.
In the Spring term, ‘Homes’ brings learning closer to pupils’ own lives. They explore what makes a home safe, comfortable and meaningful, while developing their understanding of belonging and community.
In the Summer term, pupils explore ‘Nature’ through hands-on activities and outdoor learning. They build on their curiosity and sense of belonging by learning about plants, weather and habitats, and beginning to understand their shared responsibility for caring for the natural world.