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Curriculum Implementation



The Beacon College Curriculum has the breadth to provide learning which is aspirational, relevant and challenging to all students. It is designed to give a balanced and varied programme over 3 years.

The curriculum we offer each student is based upon their individual needs. We implement the curriculum through contextual learning experiences, supporting students to generalise their skills across a range of settings. The curriculum is further split into five areas of learning. Teaching and learning in each discrete subject area will vary according to the needs of the pupils for each of the curricula and their personalised pathway.

Our curriculum will incorporate the main elements of:


  • Foundation Learning


  • Specialist Curriculum


  • Enrichment


  • Therapies


To ensure the learning of our most complex learners continues into adulthood the Specialist Curriculum will continue throughout a student’s school career, as dictated by individual student need. All learners will have access to an Enrichment Curriculum and, if and when, appropriate one that incorporates the Therapies offering to address the holistic needs of our students.

Education, Health and Care Plan


Placed at the centre of our curriculum delivery is the student’s Educational, Health and Care Plan (EHC Plan).


Strategies and provision required to meet the desirable outcomes are documented and implemented by the school as dictated by the Children’s Act 2014.


Educational, Health and Care Plan strands at the centre of The Beacon College Curriculum are:


• Social and Emotional

• Cognition and Learning

• Communication and Interaction

• Sensory and Physical

• Independence

Personal Learning Goals


Every student at the Beacon College has a set of Personal Learning Goals (PLGs) that they work towards during the academic year. Tutors look at a student's EHCP outcomes and decide (in discussion with their previous teacher or tutor) a goal for the year, for each outcome. The PLGs are then broken down into three or four 'I can' statements which the students work towards in tutor time, lesson time, unstructured times such as lunchtimes and when out in the community. 

PLGs then form part of the discussion during a student's annual review meeting when looking at the student's progression towards reaching their EHCP outcomes.