Humanities, Religious Education, Work-Related Learning and Preparation for Adulthood
At Beatrice Tate School, we believe that every student deserves access to as wide a world as possible. We know that students with complex needs can live isolated lives, and it is our intention to increase their participation in and knowledge of the world around them. Depending on the needs and abilities of each student, we do this by either facilitating students accessing experiences out in the community or bringing experiences to them.
Key Curriculum Aims:
Make sense of the world
Our students will learn about the wider world and the world of work in a way that enables their participation in it in adulthood.
Encourage multicultural engagement
Students will feel anchored within the multicultural community of which they are a part. They will engage in celebrations of different cultures and develop an appreciation of different religions, customs and beliefs.
Increase cultural capital
By broadening their cultural awareness through our Humanities and WRL & DLS curricula, the school aims to foster confidence, curiosity, and a sense of belonging in our students.
Develop key skills for adulthood
Students will be provided opportunities to develop skills to ensure they are as independent as possible so they can contribute to their community or their own care as they transition into adulthood.
Enable community engagement
Providing students with meaningful cultural experiences and opportunities to connect with their communities through celebrations, local organizations, and collaborative projects. These experiences foster a sense of belonging, responsibility, and aspiration, empowering students to contribute confidently to society.
Values and principles
Our curriculum is guided by inclusivity, accessibility, and respect for each student’s individual learning journey. Our students are provided with opportunities to discover the world around them in ways that are appropriate for them.
We do this to enrich the lives of our students and to ensure they can participate in as rich a life as possible.
School context
As a special school, we recognise that our learners require individualised pathways to access our curriculum. Both the Humanities and Work-Related Learning curricula are written to attend to the needs of all our learners, this includes experiences of the community as well as sensory experiences. As some of our students can live isolated lives, it is part of our responsibility to widen their world as much as we can.
