Values Academy

Curriculum

Our Values & Curriculum

Values-based education forms the core of what we do at Values Academy and we are committed to ensuring the best possible outcome for our young people. All of our teaching and learning is underpinned by:

  • Respect – for ourselves and others.
  • Courage- to face adversity, become resilient; to be vulnerable and allow others to help.
  • Honesty- to be honest about our own abilities, understanding and difficulties without fear of criticism.
  • Compassion- to show kindness and consideration to others and to expect the same in return.
  • Integrity- to develop our sense of decency and fairness.

At Values Academy each child is an individual. All of our pupils have an Education Healthcare plan and many have struggled in previous mainstream and special settings before being allocated to us. They may have been excluded from mainstream, unable to fit into a traditional educational setting; it is our aim to think carefully about their academic and their therapeutic need when we construct their curriculum.

The Academic Curriculum

Each child is encouraged to achieve their academic potential. We are able to offer:

  • At least 5 GCSE qualifications including Mathematics, English Language, English Literature, Art and Design, Biology and/or Physics.
  • Functional Skills in English and Mathematics.
  • Entry Level Certification (ELC) in English. Mathematics and Science.
  • We can offer certificates in Preparation for Working Life, ASDAN and Personal Social and Moral education.

To view our complete curriculum offer please click here.

 

The Therapeutic Curriculum

We adopt a whole school approach to mental health and wellbeing which encompasses our curriculum too. A therapeutic curriculum means:

  • Identifying a child’s learning needs and considering how they may be best delivered in light of that child’s experiences and difficulties. Approaches are creative and outdoor learning such as forest school may be used, or maths may be taught at our school allotment on the Nuneaton site.
  • Establishing links with outside agencies and projects to allow our students opportunity to the best therapeutic learning opportunities.
  • Offering PHSE sessions which are tailored to suit the individual student. Staff can offer anger management support and self-esteem building strategies, as well as sessions on mental health issues and issues challenging young people today.
  • Training and encouraging staff to remain open and engaged with students, adopting an attitude of PACE (Playfulness, Acceptance, Curiosity and Empathy) to support the student in school. (Dan Hughes, 2006).
  • Facilitating Personal Development sessions to each student on a weekly basis, helping to remove barriers to learning and supporting students to remain engaged in school.

References

Hughes, Dan (2006) Building the Bonds of attachment: Awakening Love in Deeply Troubled Children. Aronson.