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The Curriculum

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The Lighthouse

Head Master   Mr. J. David

Gosden House School, Bramley,
Nr Guildford, Surrey.
GU5 0AH             01483 892008

The Vision

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The Curriculum

“A rich and interesting curriculum, which encourages children and pupils to be enthusiastic learners”. Ofsted Inspection Report

Many children when they start at Gosden have experienced educational failure within their previous schools.  That is why it is essential that Gosden offers them a curriculum that is not just academic, but supportive and specific to their learning difficulties.

   We do this in 5 main ways:

1. We assess and highlight areas of concern.
2. We develop a prescriptive programme of learning experiences that is driven by the needs of the child.
3. We involve a whole team approach to support your child, a consistent team working with an agreed ethos and framework of aims.
4. We concentrate resources on your child, through an environment that is geared up to help them succeed.
5.  We work closely with you the parent, to support and develop the most important area any child has, the home.

Gosden House School provides children with:

• A modified and differentiated National Curriculum
• Access to National Curriculum subjects and other curriculum areas using age appropriate resources
• A curriculum delivered with regard to individual need
• Approaches which promote the achievement of functional literacy and numeracy, I.C.T and Key Skills
• A vocationally oriented KS4 curriculum which is externally credited
• A language enriched curriculum
• PSHE and citizenship programmes which develop pupils’ independence skills in order to support successful transition from a learning difficulties school to a mainstream school; further education; training or employment
• Small teaching groups with a teacher and learning support assistant
• Access to advice from Educational Psychology Service and other appropriate support services.

The curriculum is directed towards a style of education which involves self-discipline, self-motivation and individual responsibility – a key factor in development.

The learning environment must offer some challenges, but it is essential that conflict, controversy and competition are managed and directed as they too can be powerful motivating factors.

The curriculum must be broad and balanced.  The individual has the right to a broad and balanced assessment of progress, based on many factors, not just academic.

The curriculum is the school, its staff, buildings and grounds.  We strive to create an attractive, stimulating environment in which learning becomes pleasurable and inevitable.

Learning is a life long process.