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Curriculum

Overview

The South Australian Curriculum Standards and Accountability (SACSA) Framework provides the framework to develop individualised teaching and learning programs for students in the Junior and Intermediate Sections of the school. The students undertake studies from the following broad curriculum areas

Students in the Senior Section undertake studies from the South Australian Certificate of Education (SACE).

The acquisition of Life Skills and Promoting Independence underpins the school's curriculum with the negotiated education plan identifying priorities for individual student learning. The negotiated education plan for each student is reviewed annually where in consultation with parents individual learning goals and priorities are set for students. These goals and priorities are incorporated into teaching and learning programs.

The development of literacy and numeracy skills are a school priority. Whilst the goal is for all students to read and write this may not be the case but the school will continue to present and account for student efforts in this curriculum area. For some students the goal for developing their literacy skills will be articulated in terms of developing a communication system or learning survival signs in the community. This is also the case for numeracy.

Specialist teachers in Art, Library and Physical Education work across the school to deliver programs in their area of expertise.

Timetable flexibility and individual packaging of subjects further meets the individual needs of students particularly in the Intermediate and Senior sections. Students undertake some learning activities with their home class but are also placed in different groups to engage in a range of activities meeting their individual needs and priorities, eg woodwork, work skills, sport, literacy, sensory.

All classes in the school have targeted programs with a focus on Community Access and Participation. The focus for students in the Junior Section is accessing a range of local playgrounds to develop play skills, sharing and social skills for using public facilities. The focus of Community Access for other classes in the school is linked to a component or theme to complement what is being studied at school. Some classes use the Community Access program to develop the skills required to use public transport.

The cooking program emphasises healthy and nutritious food, provides the opportunity to taste different foods, use cooking utensils and equipment, hygiene and safety.

Sensory Integration is used to support the individual needs of students and maximise their access to the learning environment.

As students progress through school each Section of the school has its own focus and specific programs outlined below. Junior Section

The Junior Section of the school is the beginning of school life. To build upon skills taught at pre-school the intake class uses an integrated play based program to encourage cooperation with others and an awareness of rights and responsibilities. In addition, students learn to participate as group members and to become familiar with school routines and expectations.

Students begin in the intake class where pre writing and pre reading skills are taught. As students progress through the Junior Section these skills are further developed into early reading and early writing skills. This is also the case for developing numeracy skills.

Fine and gross motor skills are developed through opportunities for students to use a variety of equipment. Targeted programs such as regular physical education lessons weekly visits to Kindergym and playground visits support this.

Intermediate Section

The focus of studies for students in the Intermediate Section is to extend the skills and work undertaken in the Junior Section. There is a focus on students developing their self and identity. There is also a focus on students extending their understanding about the community and what is required to be an active member of the community.

Students in the Intermediate Section are supported to take greater responsibility for managing themselves and also supporting the school. Programs such as Protective Behaviours and "Stop, Think, Do" provide explicit social skills instruction. Intermediate classes take on additional rostered activities including as organising the play equipment in the front yard for break times, raising and lowering the flag and delivering newsletters around the school. As class projects the students are also involved in maintaining areas of the school such as watering the plants and clearing leaves and debris from pathways.

Community Access excursions provide the opportunity for students to gain a range of skills and increase their understanding of the community. Money handling/Shopping excursions support the cooking program and increase student's awareness of supermarkets and associated skills to function in that environment. Community Access also provides the opportunity for safe risk taking to occur in learning how to independently access the community eg lifts, escalators, public transport training and road safety. Some classes also access the local community library as an extension to the school library program.

Senior Section

The focus of the Senior Section program is supporting students in their transition from school to post school life. Students enjoy a variety of curriculum offerings over the week. Activities are centred on the SACSA Framework and SACE. Each year students complete four SACE Stage I subjects.

Enterprise projects are undertaken i.e. Tuck shop. Students are involved in the whole process of managing and running the tuck shop. This year we are also involved in jewellery making and the production of bird boxes to sell to the Community.

Over the week students have the opportunity to participate in a range of activities including work skills, where we have set up a mini workshop so students can practise their skills, tech. studies, sensory programmes, horticulture, swimming, sports group, library, computer, community access and public transport training, music, art, aerobics, cooking and laundry. We continue to develop our programme to meet the needs of our students and to give them as much variety as possible.

Students work in smaller groups, allowing them to have a more concentrated focus on tasks.

With staff support students are involved in, developing their own goals, which are included in their Learning Pathway Plan and the development of their Transition Portfolio and Transition Pathways Plan.

We also look to the wider Community to support our learning and have links with the West Torrens Council, KESAB and Pets Paradise.

Students at Ashford have a range of opportunities to grow and develop whilst having strong support networks surrounding them. Through a diverse range of educational programs and experiences they are encouraged and supported to be participating members of the community.

At Ashford we have a strong commitment to the students and parents. We recognise that we have some of the most complex students enrolled and it is our task to support all students to optimise learning opportunities.

Students with complex needs are supported through a case management approach. This may involve other agency support eg, District Support personnel, and Outside Agencies (eg Autism SA, IDSC, Novita). This approach also involves regular case planning meetings to review progress, problem solve, discuss additional strategies, develop action plans and also celebrate success.

The parent/caregiver is also integral to this process. Not only are they important stakeholders but they also bring a wealth of knowledge about their son/daughter. Effective communication and working in close partnership between home and school means consistency in goal setting, planning and implementation of strategies across both environments to further support the student and enhance learning.