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Our Curriculum

It is our belief and experience that some pupils benefit from opportunities which are additional to, and outside, current mainstream provision. Given these experiences, Lifehouse pupils will SUCCEED!

We will equip Lifehouse pupils with skills, knowledge and understanding that are transferable to the home and the workplace, now and as they progress in life. Pupils will gain a wide range of accreditation.

We recognise the importance of building on individual strengths, aptitudes and interests, and meeting individual needs. Lifehouse pupils will be actively listened to and involved in the process of developing their own Lifehouse Learning Pathway (LLP). This will be within the boundaries of our carefully structured days, during which they will address areas of learning with which they are not so comfortable. Opportunities will also be provided to explore new areas of learning.

The success of our pupils will depend on them being there! To this end, the structure of our induction programme is tailored so that the pupils will engage in the curriculum; begin to invest in their own futures and WANT to be with us.


 To engage pupils
 To raise self-esteem
 To develop self-motivation and a love of learning
 To create a meaningful individual Lifehouse Learning Pathway (LLP) and timetable.

Individual LLPs will be carefully structured with a view to:
1. Meeting objectives and outcomes identified in Statements of SEN / EHCPs
2. Maximising each pupil’s potential
3. Overcoming learning barriers
4. Making learning accessible, relevant and stimulating
5. Providing a broad and balanced curriculum
6. Tailoring to the pupil’s abilities and learning needs
7. Capitalising on aptitudes, interests and enthusiasms
8. Leading to useful accreditation at the highest level achievable
10. Forging a sustainable Pathway or Adulthood, into life beyond The Lifehouse.

Implementation of the Lifehouse Curriculum

All pupils will follow an individual Lifehouse Learning Pathway (LLP) and a timetable that reflects this LLP. These will be drawn up by the Headteacher/ qualification manager after discussion with pupil, parents/carers, pupil champion, staff and any other relevant parties, to ensure that it is genuinely pupil-centred and matched to the pupils’ individual needs, aspirations and circumstances. The final draft will then be shared with and signed by the pupil alongside their champion, and will be sent home to be approved by parents/carers. If pupil, parent or carer wishes to further discuss or revise the LLP / timetable for any reason then the pupil’s key worker or the Headteacher will arrange an opportunity for this to be discussed and amendments will be made if all parties are in agreement.

LLPs will vary according to the length of time the young person has been at the Lifehouse, their experiences before and during their time with us, and how long they plan to stay with us.

Individual LLPs will inform each pupil’s timetable and bespoke curriculum planning. Timetables will be adjusted termly to ensure that they remain relevant and optimise learning in line with the LLP.

LLPs will be monitored, reviewed and amended at least annually as appropriate.

Individual Education Plans (IEPs) detailing SMART targets for literacy and numeracy will be drawn up to sit alongside the LLP and the pupil-centred EHC Action plan. Formal reviews by the pupils’ champion, at least termly, support learning decisions and address objectives laid out within statements or EHCPs.

Success will be recognised wherever possible.
Pupils will leave The Lifehouse with a Lifehouse Portfolio:

 Listing achievements and qualifications
 Recognising their wide range of experiences
 Containing certification for:
GCSE, BTECS Entry Levels, ESWs and other approved qualifications;
 External, informal qualifications;
 Lifehouse Awards;
 Work experience and school references.



All Lifehouse pupils will follow their own Lifehouse Learning Pathway or LLP.

Each pupil’s bespoke Lifehouse Learning Pathway (LLP) will include subjects from a range of Lifehouse Curriculum areas to ensure a broad and balanced range of experiences. It will be informed by the young person’s, parents/carers’ and staff views, and will take into account previous experiences, Lifehouse Assessment, and future aspirations.

All LLPs are individual, with subjects being included or not for a number of reasons, to meet the individual needs of each learner.

LLPs contain a careful balance of 3 curriculum type. For each subject included in the LLP, the primary purpose of that subject is identified. This will be:

1. Therapeutic, personal and social curriculum – all pupils at the Lifehouse have individual emotional and behavioural needs. All timetables will include subjects and activities to develop personal, emotional and social aspects of learning and positive learning behaviour

2. Subject knowledge, Skills & understanding – for any pupil who is ready to learn in a subject area, but not yet working toward qualification, the curriculum is based around increasing knowledge. Skills & understanding, and raising attainment.

3. Qualification – All pupils in key stages 4 and 5, and some in Year 9 will be working towards some qualifications. The level, type and number of qualifications will be appropriate for each individual but will always include a minimum of Maths, English / Communication, ICT and Science. Many pupils will be working towards many more educational and / or vocational qualifications in addition to these 4 core qualifications.

Appendix a details all current subjects available and qualification options in school.
Appendix b provides an example of a bespoke LLP for a Year 9 pupil
Appendix c provides an example of a bespoke LLP for a Year 12 pupil

The LLP details the subjects included in each pupil’s timetable for the year, and what curriculum type is being followed in each subject.
The LLP will clearly state:
• What will be included and the curriculum type
• How much curriculum time will be devoted to each aspect
• Who is responsible for this part of the curriculum, and
• Why it is included – what the intended outcome will be.

This will be documented on the LLP and kept in the front of the pupils learning diary.

It will be planned and agreed annually (usually after a new pupil’s assessment term, and then annually in June) and reviewed termly alongside parents and pupils with the pupils’ champion or key worker.

The LLP will be used to inform timetabling decisions.

Curriculum Content

Within the Lifehouse Curriculum, there are 3 Strands:

Strand 1: Core subjects,  Core curriculum studies by all Lifehouse pupils:

English & Communication



PSHE Curriculum


Core curriculum studies by all Lifehouse pupils aged 9 to 16, optional for post-16 students:

Strand 2: Personal growth and development; therapeutic curriculum

Pupil Centred Plan (PCP) Targeted personal development & EHCP / statement agreed outcomes


Targeted work with:

Therapeutic worker


Learning coach


Strand 3: Wider Curriculum

History, classics and Ancient Civilisations,
Eng Literature


Art & Design
Creative Media
Sport & PE
Performance Arts: Drama

Food Hygiene
Gardening / Landbased studies
Woodland school
Nature studies
Animal care
Motor Vehicle
Hair & Beauty

Work Studies
Work Experience
Life Skills, PfA
Duke of Edinburgh Award




Certification, Qualification & Success

The detail of each curriculum area is drawn from a range of sources. These include:

WJEC & OCR exam board specifications, or Pearson Btec Specifications to include:
1. Entry Level units of accreditation, ESWs & Awards
2. Entry Pathways Awards
2. GCSEs and L1 / 2 Awards


National Curriculum documents:
From the foundation stage curriculum through to Key Stage 4

Duke of Edinburgh Award

Lifehouse created curriculum material