Pupils in key stages 3, 4 and 5 complete units of work from a wide range of accredited courses that are appropriate and meaningful to each individual. Key stage 3 pupils follow the ASDAN new horizons scheme of work as part of citizenship. This course offers great flexibility to personalize teaching and learning for our pupils and it is internally verified by assessors within the school.
Accreditation in key stage 4 is at the forefront of all learning and shapes the curriculum for all pupils. Personalized pathways are developed for each pupil to ensure appropriate outcomes are being achieved and meaningful qualifications are attained. A 3 year accreditation cycle is followed by key stage 4 teachers and pupils and all work is externally verified by the WJEC board at the end of year 12. This sets pupils up for further qualifications and courses to begin at key stage 5.
Our sixth form adopts a very individualized approach whereby learning is led by our young people to prepare them in being successful in adult life. ASDAN employability, Personal progress and PSD are delivered within a vibrant and functional curriculum. Learners in our sixth form have opportunity to gain accredited achievements with AQA unit awards, BTEC in vocational skills, Duke of Edinburgh awards, Sports leader awards, first aid qualifications and through enterprise projects.
Computing teaches pupils to understand how computers and computer systems work and how they are designed and programmed. Pupils at Mayfield School gain an understanding of computational systems through our thematic approach. Computing is taught alongside core and foundation subjects allowing the pupils to gain and build on their skills in ways which are purposeful and meaningful to them.
Our aim for computing is for it to be a practical subject, where pupils are given the encouragement and support they need to develop their concepts and resourcefulness. Through computing our pupils are supported to understand real-world systems and creating purposeful products enabling them to be prepared for today’s world and the future.
Pupils computing skills are developed in three main areas:
Computer Science – is at the centre of the computing curriculum; computer science teaches skills and approaches for problem solving which develops pupils’ knowledge and understanding. What sets computer science apart is its ability to teach a distinct way of thinking and working. At the forefront of computer science is programming; programming has always been part of the curriculum however it was previously known as ‘control’ or ‘sequencing instructions’.
Digital Literacy – is teaching pupils to become digitally literate (having the ability to use, and express themselves and develop their ideas through, information and communication technology). Through digital literacy pupils are taught to become responsible, competent, confident and creative users of information and communication technology.
Information Technology – encourages pupils to use their knowledge and understanding to create programs, systems and a range of content.
Media – is teaching and developing pupils confidence to use their knowledge of a range of technologies to communicate and share their ideas.
In Key Stages 4, 5 and 6 pupils enjoy media which enhances the computing curriculum as well as the literacy skills they have developed in class. Pupils enjoy using and familiarising themselves with a wide range of technologies e.g. digital cameras, laptops, camcorders, digital voice recorders etc. Whilst using these technologies the pupils continue to build and develop their knowledge of how to use them effectively and safely.
The overarching principle of media at Mayfield School is that the pupils produce and showcase their own work. This requires the pupils to have a basic understanding of a variety of software and hardware. One of the main benefits of media is that the pupils develop their confidence and self-esteem; this is evident through their ability to peer mentor pupils in key stage 3 as well as apply what they have learnt in media across the curriculum in all subject areas. The work that pupils do in media contributes towards their accreditation.
The nature of the English provision at Mayfield is very diverse due to the wide range of learners attending the school, in terms of both age and ability (category of need). Starting from 3 year olds beginning the Early Years Foundation Stage (EYFS), through Years 1 to 9 of the National Curriculum (NC) Programs of Study, finishing at our 14-25 year olds working towards accredited outcomes. Additionally, within all of these different phases with their own English curriculums and expectations, we have students demonstrating a wide range of needs and abilities; students with Moderate and Severe Learning Difficulties, with Profound and Multiple Learning Difficulties and with diagnoses of Autistic Spectrum Condition.
However, regardless of age or ability, there are a few principles that are at the heart of our English provision:
Communication. Our main goal is for all Mayfield students to leave our school being able to use an effective mode of communication. We know that if our young people do not have a functional way to communicate, their life chances and abilities to engage in their communities are severely diminished. Therefore, as early as possible, with our colleagues in Speech and Language Therapy, we attempt to identify the mode of communication that has the most potential for a pupil and promote its acquisition as much as we possibly can. Some of the modes of communication used by our students are: objects of reference, switches, Picture Exchange Communication System, symbols, photographs, on-body signing, speech, Makaton, intensive interaction, communication aids and computer programs.
Personalised Learning. At Mayfield we aim to deliver English provision for our pupils that is as broad and rich as any of their mainstream peers, for example our secondary pupils have recently devised and performed an original piece of theatre called ‘Travelling Light’ with practitioners from the Birmingham Rep . However, we will also attempt to ensure that our provision is developmental appropriate for our pupils. We need to help them to develop skills based on their current needs using contexts and resources appropriate to their age. Therefore, all pupils have individual English targets, set and reviewed annually and termly. These targets are tailored to provide the next achievable stepping-stones in their learning and are informed by the assessment procedures for the pupil’s phase (EYFS Profile / NC P-Scales and End of Year Expectations / Accredited Pathways.) Targets are delivered in a context of different genre, to ensure all pupils have a balanced exposure to the range of text-types.
Rigor. To ensure our English provision is the best it can be for our pupils, we have a program of monitoring, led by the school’s Senior Leadership Team. This includes work scrutiny, lesson observations and data analysis. Underachievement and issues around standards in English are identified quickly and interventions are put into place. Standards are not only monitored internally by the school, we also have regularly external moderation of our English provision by outside agencies and other schools.
The essence of teaching mathematics at Mayfield School is to enable our young people to apply their learnt skills to everyday situations, including, but not limited to, opportunities to engage in tasks such as shopping, telling the time and noticing differences and similarities between objects and places.
In Nursery and Reception class mathematics is taught through the ‘Early Years Foundation Stage’ document and learning is split into ‘Number’ and ‘Shape, Space and Measure’. Much of pupils’ early learning consists of getting to know daily routines, showing enjoyment of numbers and the number system through songs and rhymes, as well as exploring the shape and size of different objects and spaces. A continuous provision of mathematical opportunities is available on a daily basis for pupils to explore independently, and with the support of staff. In addition, pupils are presented with small group and individual tasks within the school day to develop specific mathematical skills.
Primary and Secondary
At primary and secondary level the ‘P scales’ document is used as a reference tool for pupils who are working towards National Curriculum level ‘Year One’. This splits learning into ‘Using and Applying Mathematics’, ‘Number’ and ‘Shape, Space and Measure’. Our pupils’ early experiences of mathematical activities involve providing opportunities to develop their senses of smell, touch, sight, hearing and taste to interact with and extend their mathematical senses, such as sense of time and sense of movement. This may then lead onto experiences of specific skills taught as a whole class, in small groups or individually; which are linked to everyday tasks and events.
Following on from this, pupils are taught with reference to the National Curriculum: Mathematics document, which details programmes of study for pupils working at ‘Year One’ level and beyond. At Mayfield we strive to ensure that the learning outcomes detailed in the ‘National Curriculum: Mathematics Programme of Study’ are taught in whole class, small group and individual sessions, and presented in a real-life context wherever possible to empower and enable our pupils to interact with the world around them.
Physical Education at Mayfield is delivered to all pupils at our Heathfield Road and HML sites. Each class learns through a wide breadth of study, dependent on their Key Stage.
Pupils partake in schemes of learning covering a range of activity areas. PE is also used to reinforce learning across other subjects within the curriculum and develop pupils’ communicative skills through the incorporation of Intensive Interaction, PECS, group discussions and peer and self-assessment within lessons.
“I like PE because I love the different sports we do!” Alex, U1
“I like it so much… I like bouncing!” Nataya, Blue class
“PE is fun because you can learn with friends!” Abokor and Richard, Q108
‘’The study of science fires pupils’ curiosity about phenomena in the world around them and offers opportunities to find explanations”
Science here at Mayfield is a very exciting subject. Every pupil in school has regular access to a range of stimulating science lessons covering a wide variety of topics from all three broad scientific areas (Biology, Chemistry and Physics). This enables pupils to develop their practical skills and their ability to work scientifically.
Science stimulates and excites pupils’ curiosity about phenomena and events in the world around them. It also satisfies this curiosity with knowledge as science links direct practical experience with ideas, engaging learners at many levels. All pupils at Mayfield School are offered a creative and stimulating Science curriculum designed to fire their imaginations, develop understanding of the world around them and cultivate a sense of excitement and curiosity about natural phenomena.
At Mayfield School we all strive to develop pupil’s enthusiasm for and interest in the science providing opportunities to acquire and apply skills knowledge and understanding of how science works and its essential role in society. We also strive to develop scientific skills, knowledge and understanding that support and develop learning in all other areas for the curriculum.
Pupils engage in learning in science in many different ways at Mayfield School. This includes learning in classrooms, out in the community and at exciting science museums, as well as in our fully fitted Science laboratory on our HML Campus.
“Tell me and I’ll forget; Show me and I may remember; involve me and I’ll understand” Chinese Proverb
“Equipped with his five senses, man explores the universe around him and calls the adventure Science” Edwin Powell Hubble