Curriculum

TVED Curriculum (Formal, Semi-Formal, Informal)

Background
The TVED curriculum has been designed in line with the Rochford review recommendations, through
support and collaboration with other high performing schools, and with significant input from the
experienced and enthusiastic special needs practitioners based across TVED, led by the Headteacher
of Discovery Special Academy.

Intention
At TVED, our curriculum is designed to meet the individual needs of our pupils. It aims to provide
motivating and relevant learning and development activities to maximise pupil engagement and
support outstanding progress in all areas of learning. Personalised provision allows teachers to plan
in direct response to a pupil’s individual needs and interests and taking account of their barriers to
learning. Through a combination of formal, semi-formal (+) and informal curriculum model
approaches, pupils are well prepared for each phase of their education and transition into meaningful,
aspirational and independent adult life, well placed to make a positive contribution to life in modern
Britain.

Implementation
The subject based approach, linked to key areas of learning appropriate for SEND pupils such as
communication and interaction, physical and sensory development and independence, is intended to
provide stimulating experiences within a highly personalised approach. The curriculum
differentiated at three levels, formal, semi-formal (+) and informal. Within our context, the semi and
informal curricula are more heavily drawn upon. This meets the needs of our different cohorts of
pupils, ensuring that they all have access to are as of learning which are suited to them. Each pathway
has its own curriculum mapped out that meets the needs of the pupils. However, there are links within
and between all pathways to ensure that classes can take a mixture of approaches if necessary to
support individualisation and accessibility. Varied and frequent use is made of the local and extended
community.

Impact
The curriculum supports pupils to make outstanding progress in all areas of their learning and
development, successfully moving on to a range of post 19 education and adult social care provision.
Pupils leave with maximised communication, confidence, self-help, self-regulation and independent
life and living skills. As the children move onto Key Stage 3 and beyond, useful accreditation and
qualifications will be achieved to enable our pupils to continue their learning journeys into adult life.
If you would like to learn more about how the TVED curriculum could be implemented and benefit the
learners within your setting, please contact Jennifer Duncan, Headteacher Discovery Special Academy
jennifer.duncan@tved.org.uk