CLICK on-site

The CLICK pathway is a modified version of the National Curriculum focussing on individual need, with a focus on preparing learners for life beyond Wyvern. The CLICK Pathway utilises an adapted National Curriculum, which aims to provide students with the key skills they need to develop their independence.

Who are the learners in the CLICK Main Site Pathway:

Learners in the CLICK Main Site Pathway are aged between 7-16, encompassing Key Stages 2 to 4. This pathway serves students with Autism Spectrum Disorder (ASD) as their primary area of need. However, it is important to note that many of our learners also present with additional challenges arising from conditions like ADHD, mild to severe learning difficulties, sensory impairments, and anxiety. Given the dynamic nature of their needs, our curriculum and support strategies are flexible and tailored to each learner's specific requirements.

In CLICK, we use destination data documents, structured environments, specialised communication support, social skills training, positive behaviour strategies, and peer integration.

Classes within the Pathway:

Primary: Owl Class: Key Stage 2 – 12 learners.

Teachers in Owl Class: Lynne Wickham & Abbie Brewer

Secondary: Falcon Class: Key Stage 3 – 13 learners.

Teacher in Falcon Class: Harry Matthews.

Eagle Class: Key Stage 4 – 13 learners.

Teacher in Eagle Class: Louisa Dawes.

Students are ready to join our pathway when:

How do we know learners are ready for Main Site CLICK?

All our learners are unique and many will present with a range of learning profiles that make them suitable to be working within the CLICK Main Site pathway. The curriculum is responsive and is based around our learners’ needs and it is focussed on forming opportunities for inclusive experiences in later life. When assessing the profile and suitability of a learner, we first understand what the primary area of need is.

An example of how a learner’s profile can meet a CLICK Main Site Baseline:
Student A: Primary
Working at Year 1 Mathematics.
Working towards Year 1 English.
Working at least Milestone 9 across 4/5 areas of the Wyvern Communication Framework.

Student B: Secondary (Covering both Key Stage 3 and 4)
Working at Functional Skills entry level 1 for English / Year 1 English.

Working at Level 2 Awards in Mathematics / Year 1 Mathematics.
Working at least Milestone 10 across 4/5 areas of the Wyvern Communication Framework.
These students represent examples of frequently met baselines to begin a learner’s CLICK journey.

What being prepared for adult life means in our pathway

In the secondary phase of the CLICK Pathway, being prepared for adult life is a comprehensive process aligned with the Preparing for Adulthood Framework. This preparation encompasses several dimensions:

Independence: Our curriculum teaches students practical life skills, including self-care, time management, and effective problem-solving. We aim for students to gain the necessary independence for daily living.
Communication: Learners develop effective communication skills, ensuring they can express themselves, understand others, and confidently engage in various social and professional contexts.
Knowledge: The curriculum provides students with a deep and varied understanding of subjects, equipping them with knowledge to navigate the world effectively.
Leadership: We foster leadership skills, enabling students to make informed decisions, set examples, and contribute positively to their communities.
Confidence: Our approach cultivates self-confidence, empowering students to pursue their aspirations, build meaningful relationships, and actively participate in society.
Employability: Secondary students are taught employability skills, preparing them for potential vocational pathways and work opportunities.

Preparing learners for adult life is explicitly and implicitly taught throughout the CLICK Main Site Curriculum. Whether that might be explicit teaching through the Independent Living Skills lessons, or implicitly through Mathematics lesson that utilise the skills required to visit shops and budget for meals and other functional activities.

Intent

At the Wyvern School's CLICK Main Site pathway, our intent is clear: to provide a high-quality education that not only equips learners with knowledge but also nurtures them into well-rounded individuals. We believe in cultivating qualities that go beyond academic excellence, aligning with our school values: "Spread Happiness, Connect as a Community, Be Independent, and Show Respect."

Learning areas covered

English Reading and Phonics: we use the school non-negotiable resources of Read Write Inc and Fresh Start, as well as Accelerated Reader.

English Literacy: students follow a topic based curriculum, and are given daily opportunities to develop their reading and writing skills.

Mathematics: through the White Rose Maths programme, we teach structured and functional mathematics, such as budgeting and practical applications, to prepare our students for real-world challenges.

Science: in our Science lessons, we cover the topics of physics and biology, through study of the natural and physical worlds. Our intent is to develop students’ inquisitive minds.

PE (Physical Development): in PE lessons, students have the opportunity to take part in lessons which develop their fine and gross motor skills, and also allow them to work towards achieving the objectives in their EHCPs within the area of sensory and physical needs.

Independent Living Skills (ILS): lessons in the cooking room take place weekly, with a focus on preparing healthy meals and snacks.

RE (Religion and Ethics): in RE lessons, we cover the statutory areas of cultural capital and British values, while encouraging students to learn about a range of diverse belief systems.

Art and music: these lessons allow students to develop their creative skills. Students’ lessons are accredited through the delivery of Arts Award qualifications.

Students in the CLICK on-site pathway engage in the ASDAN Life Skills Challenges, a tailored programme designed to equip them with essential skills for their future. Through this, they can earn a specialised certification, reflecting their preparedness for life after school.

Computing: our computing curriculum intends to make learners computer literate and safe users of technology, with coverage of online safety, a vital part of safeguarding.

PSHRSE: (Personal, Social, Health, Relationships, and Sex Education): Our PSHRSE curriculum is designed with a clear intent - to provide students with essential life skills, promote well-being, and develop respectful and responsible individuals. Our aim is to create an inclusive and supportive environment where students can learn about themselves, relationships, and their place in society.

Daily Reflection and Collective Worship: We consider daily reflection and collective worship as essential components of holistic development.

Learning Allocations

Example of Owl's time table

Implementation

Please click here to see our Approaches to learning

Approaches to Learning

Impact

Assessment cycles:

Learners in the pathway have EHCP targets updated every October, February and June.
Primary CLICK main sites assess Maths and English once every two terms using The Wyvern reading and writing framework and Maths framework.
Secondary CLICK main site assess Maths and English once every term.
Accelerated readers star reading assessments preformed at the beginning of September and at the end of every term for both primary and secondary.
At the beginning of the Academic year, Read Write Inc assessments made for primary and fresh start assessments completed for secondary.

What being prepared for adult life means to the pathway.

Being prepared for adult life in the CLICK Main Site pathway means equipping learners with the essential skills and knowledge they need to navigate the challenges and opportunities that await them beyond school. This preparation is deeply rooted in the pathway's core values: Confidence, Leadership, Independence, Communication, and Knowledge.

In Owl Class (Primary), it involves fostering a love of learning and curiosity about the world. Learners are encouraged to explore and understand their immediate environment, build foundational academic and life skills, and develop their social and communication abilities. The emphasis is on creating a strong foundation that promotes independence, self-confidence, and the ability to engage with the community.

As students transition to Falcon and Eagle Classes (Secondary), being prepared for adult life becomes more focused. The curriculum aligns with the Preparing for Adulthood framework, which includes areas such as employment, independent living, health, community inclusion, and lifelong learning. Students are guided in developing practical skills like budgeting, cooking, and personal care, as well as social and communication skills to engage with others effectively.

Moreover, the pathway places importance on developing self-advocacy and leadership skills, empowering learners to express their needs, make informed decisions, and take an active role in their communities. The focus is on nurturing their self-confidence and providing opportunities for them to explore their interests and talents.

Overall, being prepared for adult life in the CLICK Main Site pathway means offering a holistic education that combines academic, practical, and social learning experiences. It aims to build well-rounded individuals who are not only equipped with essential life skills but also possess the confidence and independence to thrive in the wider world, fostering a sense of belonging, inclusion, and meaningful contribution to society.

In the CLICK on-site pathway, secondary students begin working towards accreditations in Mathematics and English. Students Key stage 3 age focus on achieving specific outcomes that help identify learning gaps and shape future educational strategies. This preparation leads to key stage 4, where students participate in accreditations in AQA ELC Mathematics and AQA Step up to English.

Additionally students across the pathway can work towards an Arts Award.

Last years results

Reading, how our non-negotiables are being covered.

1. In our primary class (Owl Class), phonics instruction is non-negotiable through the use of Read Write Inc. We will use the Read Write Inc. programme and Fresh Start for our Secondary Classes (Eagle and Falcon Class) to teach phonics effectively.

2. Guided Reading Sessions: Guided reading sessions must be included in weekly planning. These sessions cater to the individual reading needs of our students.

3. Comprehension Activities: Regular comprehension activities are mandatory. They must align with students' reading levels from accelerated reader and be used to assess their understanding of texts.

4. Inclusivity: Every reading session should account for diverse reading abilities and preferences. Teachers must provide support for students with different reading profiles.

Regular comprehension exercises are a compulsory part of the curriculum. The CLICK on-site pathway implements comprehension interventions through Read Write Inc and Fresh Start, alongside Accelerated Reader. Accelerated Reader specifically aims to foster a love for reading among our more advanced readers by providing them with targeted reading material.

These classroom non-negotiables are designed to guide our teaching practices in both reading and mathematics, ensuring that we provide the best possible support for our students' learning and their preparation for adulthood.

Mathematics Non-Negotiables at The Wyvern – CLICK Main Site Pathway

Introduction:

At The Wyvern, we are committed to providing a high-quality mathematics education that ensures every child has the opportunity to develop mathematical understanding and essential life skills. Mathematics is a fundamental part of our everyday curriculum, and must reflect the unique needs of our learners while upholding the highest educational standards. Our approach to mathematics is grounded in practicality, relevance, and inclusivity.

Mathematics Philosophy:

Foundations of Mathematical Thinking: We recognise that mathematical development begins with practical experiences. As such, mathematics at within the pathway always starts from a practical basis, progressing to pictorial and then abstract levels as students are ready.
Language and Mathematics: The language associated with mathematics and numeracy is inseparable from the concepts and skills themselves. We are committed to teaching mathematical language alongside new concepts to support comprehension and expression.
Integration into Everyday Life: Mathematics is an integral part of daily life, and our teaching aims to reflect this reality. We provide opportunities for learners to practice and embed their skills in practical, functional contexts, ensuring they can apply their knowledge in a relevant and purposeful manner.
Multi-Sensory Approach: Many of our students have specific learning difficulties that affect language and maths concept acquisition. We employ a universal approach using visual supports and simple language to aid comprehension, communication, and problem-solving.
Generalisation of Skills: Students may struggle with transferring skills to new contexts. We ensure that they have repeated opportunities to consolidate skills in different situations, fostering the ability to apply knowledge across various experiences.
Progressive Learning: Our teaching process progresses from sensory beginnings, through counting, symbolic representation, abstract thinking, and the introduction of addition and subtraction. Mathematical development arises from daily experiences in an engaging environment.
Contextual and Practical Learning: Mathematics is best taught practically, contextually, and concretely. We incorporate mathematics into art, games, cooking, and other aspects of daily life to enhance motivation and understanding.

Mathematics in the CLICK Pathway:

Discrete Mathematics Lessons: Students in the CLICK Pathway receive discrete mathematics lessons based on an adapted National Curriculum. These lessons incorporate a range of manipulatives, such as Numicon, to facilitate understanding.
Practical Application: Teachers plan opportunities for students to apply mathematical skills in practical and age-appropriate ways, ensuring that learning is meaningful and relevant.
Ordered and Sequential Introduction: New mathematical concepts and vocabulary are introduced in an ordered and sequential manner to build a strong foundation for learning.
Curriculum Planning: Teachers will base their planning on the White Rose Schemes of work, outlining the duration of each concept or skill to be taught.

Mathematics Guarantees in the CLICK Pathway:

In the CLICK Pathway, all students will:

Receive High-Quality Instruction: Every student will have access to high-quality mathematics instruction that meets their individual needs

Access Manipulatives: Manipulatives and resources, such as Numicon, will be readily available to support learning and understanding.
Experience Practical Application: Opportunities for practical application of mathematical skills will be embedded into the curriculum.
Implement Adapted Sequential Learning: New concepts and vocabulary will be introduced in an ordered and sequential way, ensuring a strong foundation. Content is adapted to suit the individual needs of the learners.
Progress in Line with Accreditation: Upper school students will follow a programme aligned with their external accreditation, fostering future success.

At The Wyvern, mathematics education in the CLICK Pathway is a cornerstone of empowering every student to develop mathematical confidence and competence, promoting their access to a fulfilling and inclusive life.