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Curriculum Policy


Based upon our values of Respect, Honesty and Effort



Highest Achievement and Standards

Development and Well-Being of every learner

Provision of Quality

Outstanding Leadership & Management

An nurturing environment


For all learners to make significant progress in knowledge, understanding and skills.


All learning to be fully accessible with consideration for the impact of profound deafness and additional SEND.



Developing appropriate moral values, standards of behaviour and participation in British society.


Developing learners’ social, emotional, spiritual, physical, intellectual and aesthetic abilities, showing respect and understanding of their gender, race, creed and ethnicity.

Promoting good relationships among learners that encourages them to value one another, ensuring the emotional security and confidence of all learners to participate fully in the learning experience.

Providing a wide range of experiences that will enrich young learner’s lives and will benefit them in their adult lives, thus contributing to the life-long learning process.


Ensuring that the transition between the school and adult life is as smooth as possible.

Making learning enjoyable.

Maintaining an ambitious vision, with high expectations and a culture of improvement developed through a Growth Mindset.


Enabling d/Deaf young learners to develop their language and culture and thus promote their abilities through association with hearing adults and peers.


Fostering good relationships between learners, staff and parents

Ensuring the emotional security and confidence of all learners in order that they are able to participate fully through the provision of a safe and happy, caring and stimulating environment.


Ensuring that difference and diversity are celebrated, where British Sign Language is valued alongside the English language and where negative discrimination does not exist


Providing an environment where learners are able to develop their potential.




Braidwood Trust School for the Deaf uses a Total Communication approach to the delivery of education. Total Communication (TC) is a philosophy of educating deaf learners that incorporates all means of communication; formal signs, natural gestures, finger-spelling, body language, listening, lip-reading and speech. Braidwood learners typically wear hearing aids or cochlear implants. Our goal is to optimize the

development of language in whatever way is most effective for the individual learner. Total Communication is truly a philosophy rather than a methodology. As a result, the implementation of the TC philosophy with one learner may look entirely different than its implementation with another learner.

The underlying principles of our communication approach are based upon:

        Appreciation and respect for the language and culture of Deaf people.

        Giving equal status to both B.S.L. and spoken English.

        Appreciation and respect for the language and culture of hearing people.

        The mutual goals of the removal of oppression and the empowerment of deaf people.

        Equality of opportunity regardless of language, disability, ethnicity, race, gender, identity, and sexuality.

       The use of terms to describe deaf learners, which reflect linguistic and cultural preferences




We believe that every learner is entitled to a full range of activities, providing access to and enrichment of the curriculum. We take account of unequal starting points and provide learning experiences that are planned to ensure breadth and depth, enabling progression through the school of every learner irrespective of gender, ethnic background, age or disability. We empower learners through the curriculum to become confident in their abilities and prepare them for a purposeful adult and working life.
All learners are fully included in Braidwood School. 


Special Educational Needs


All learners are entitled to a relevant and worthwhile education designed to enable them to participate fully in British society and to contribute to and benefit from it.

Learners who have special educational needs, in addition to deafness, are supported to achieve access to the National Curriculum.  Learners accessing a range of skilled staff, specialist equipment, environmental features and with a commitment from the Governing Body that facilitates finances geared to the learners’ needs and delivery of the Curriculum.

Under-pinning this statement is the fundamental principle that there is a shared responsibility between the school, the parents, the learners and the LA.




There are occasions when pupils, even after the implementation of targeted teaching approaches within a timetable lesson, are found not to be achieving their expected levels of progress. This may be in terms of formal academic progress or progress with their communication development, social emotional and mental health or their physical and/or sensory development. From here an analysis of need is then carried out of the individual learner to identify the most appropriate interventions that need to be put in place. Within this context, interventions could be classed as any of the following:


       One-to-one support with a TA or teacher inside of a timetable lesson.

       One-to-one support with a TA or teacher outside of a timetable lesson.

       Group support with a TA or teacher outside of a timetabled lesson.

       Use of adaptive technologies.

       Use of external agencies or providers to offer support and intervention in school.


The intervention employed will depend on the specific need and circumstance of individual learners, and this will be routinely monitored and evaluated to ensure that desired outcomes are being met.




Braidwood learners follow the National Curriculum through a thematic approach using a thematic framework. In Years 7, 8, and 9 all learners are taught British Sign Language as an appropriate alternative to a modern foreign language.


The following subjects are taught in Braidwood School at Key Stage 3

English, Maths, ICT and Computing, Science, History, Geography, R.E., PSHE, BSL, P.E., Art,  Food Technology, Drama and Arts Award.


The Key Stage 4 & 5 curriculum has been merged to  a model that fully meets the individual needs of our learners and to offer a broad, balanced, relevant and diverse curriculum. Learners are encouraged to remain at Braidwood for two more years after Yr 11 and to follow a carefully tailored curriculum. This allows time to consolidate and improve core qualifications as well as to achieve those not taken in Yr 10 and 11. Learners are able to access a range of externally accredited courses  such as GCSE, BTec, and Level 1 functional skills, Ascentis English and Maths, Duke of Edinburgh Award, OCR Lifeskills, Arts Award, Entry level qualifications accredited by OCR, Edexcel, WJEC, NCFE and AQA, in a wide range of subjects.








Sex Education and Healthy Relationships


Sex and healthy relationship education is provided to both boys and girls through National Curriculum Science and PSHE. It is quite explicit and use is made of visual aids to avoid any misunderstanding.  Sexual and non sexual relationships are examined through PSHCE and drama. The school Governors have direct control over this subject and have endorsed the school's programme.


Religious Education


This is taught across Key Stage 3 and provides information about the six major religions and Humanism. At Key Stage 4, learners examine a range of ethical issues on ‘drop-down days’


Sixth Form


Learners are encouraged to stay at Braidwood for a further two years.  Many learners are not ready to leave school to attend a mainstream college at the end of Yr 11 and benefit from the extra time spent at Braidwood to improve upon their qualifications and to develop the range of subjects they study.  This is discussed at EHCP review and the needs of the learner are always paramount. Learners accessing the Sixth Form are able to follow courses which include English Language and Literature, Maths, Science, Computing, Personal and Social Development, Arts Award, Drama, RE, Geography, LifeSkills, PE, Art and BSL.


The curriculum is flexible to provide learners with the opportunity to take qualifications in areas that enable them to move onto a course of study or apprenticeship, e.g. animal welfare, Office Skills.

             Our Progression Pathway describes the choices available at the end of Key Stage 4 and 5.


CEIAG (Careers) learning


At Braidwood, we are committed to providing Careers Education, Information, Advice and Guidance (CEAIG) to all students through the curriculum and organised activities as well as through a dedicated programme of independent careers advice. We employ an Independent Careers Advisor who meets with each learner, 1 to 1, every year to focus on the specific needs of the individual to promote self-awareness and personal development. We aim to provide current and relevant information to enable each student to make informed decisions about their future.





Teaching Approaches

Teachers employ different teaching styles to suit the ability of each learner across the curriculum. It may be appropriate to teach the whole class or work with a small group or with individual learners. It is the differentiation of teaching inputs and learning outcomes that we consider vital to effective learning. Whole school curriculum and assessment procedures can be found in the relevant policy documents.


Planning and assessment


Learners will make better progress towards achieving learning objectives when they are encouraged to reflect on and develop a sense of ownership of their own learning and given feedback that accurately identifies what they have or have not understood.

Every subject area has developed a rubric (KS3)  that describes the steps from beginning to mastery or a Progress Tracker (KS 4 & 5) that shows a learner’s progress through the criteria of each qualification course. These are kept as a running record of on-going formative assessment by teachers. Learners have access to the rubric or progress tracker they are working on and this aids them in seeing their progress and next steps in learning.


Teaching is based on effective planning which takes account of assessment evidence about learners’ progress and prior attainment from rubrics and from summative assessment tests and tasks. Teachers set meaningful and achievable learning objectives which allow learners to build on and strengthen what they have previously learnt.

Planning is the professional responsibility of all individual teachers, who use a shared format medium-term planning tool. Plans are ‘fit for purpose’ and contain a shared language about teaching and learning.

Medium-term planning provides information about the individual pupil learning outcomes for a half term or module of work, assessment activities, the support learners will receive and any planned enrichment activities.

Staff Roles and Responsibilities

Staff roles and responsibilities are laid out in the Teaching Standards available to all at www.tda.gov.uk/teachers/professionalstandards.  Some staff have responsibility for the management of particular curriculum areas to oversee and implement policy, monitor development and assist other teachers and teaching assistants in the planning of the curriculum.



The SENCO works closely with the Head Teacher, Deputy, Assistant Head Teacher and Governing Body and takes responsibility for identifying, developing, coordinating, monitoring, evaluating the provision made by the school for learners with SEND in addition to deafness (SEN+) providing professional guidance in order to secure high quality teaching and the effective use of resources to bring about improved standards and progress for all pupils.


Monitoring and Evaluating
Staff know:

      assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications. 

       a range of approaches to assessment, including the importance of formative assessment.

      how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and raise levels of attainment.

      how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement.

In addition to this further monitoring is conducted through focused classroom visits by the Leadership Team.

Whole staff share pupil successes with the school community and ensure consistency and continuity across year groups and key stages.
Governors are regularly invited to participate in observing the prioritised curriculum areas in order to make ‘Curriculum Committee’ evaluations of our success.

Curriculum Hours



Tutor Time


Lesson 1


Lesson 2




Lesson 4


Lesson 5




Roll call


Lesson 6


End of school day


This curriculum statement is reviewed annually.