The staff at Bleasdale School are continually reviewing the curriculum to ensure it successfully meets the needs of all learners in our school. Staff ensure that the curriculum is skilfully differentiated to meet the unique and individual needs of each learner.
Pupils are taught a range of skills and have a broad and balanced curriculum. In addition to classroom experiences, pupils have access to a range of therapeutic learning sessions. These are currently: Rebound therapy, hydrotherapy and music interaction. Each learner’s individual needs are taken into consideration when learning which ensures all the needs of every child are effectively met.

Class teachers have responsibility for deciding when to teach each area of learning ensuring that pupils receive a broad, balanced exciting and challenging curriculum. This timetable is available within each class area on the website.

Below is the curriculum policy for you to browse. If you require a paper copy of the document, please contact the School Office.


Find out what we are covering each term with our helpful term maps:

Acorns Class Curriculum

Staff in Accorns are supported by their colleagues in the Pastoral Care and Pupil Wellbeing Teams

Seedlings Class Curriculum

Staff in Seedlings are supported by their colleagues in the Pastoral Care and Pupil Wellbeing Teams

Hedgehogs Class Curriculum


We will be looking at taking turns to respond to conservation using our voices or switches. We will be working on communicating with members of staff using our communication aids. Within the topic dynamic communications, we are exploring Punch and Judy stories. We will also be exploring poetry which we will perform for you on poetry day which is the 27th June.

Thinking and problem solving

We are exploring solving problems as a team. We are also working on searching for items, or pulling resources to locate resources hiding or activate them. Some of us will be learning our numbers to 10.


This term we are exploring using different technology to create different images. We will use lights, ipads or computers to create different images.


We will set up a mini enterprise class company, working as a team to create and make some products to sell at the next look to the future event.

Food Preperation

Within food preparation we are looking at using, kitchen appliances safely. Some of use are learning to put the plug in and use a toaster to make toast. While some of use our switches to activate the food processors to make bread crumbs. We all have to remember how to keep safe.


In PE sessions, we are taking part in gymnastic sessions, creating different shapes with our bodies. We will explore making tall, wide and curled shapes then put them together in a little sequence of events to perform to others in class.
We will also take part in aquatic learning and rebound sessions. We spend time in our wonderful grounds on the playground and the regulation equipment.

Outdoor Learning

We will be exploring the outdoors and working in the living classroom, looking for items that have the ‘e’ sound. We will explore all the different items we can find in the garden.

The World Around Me

We will be investigating what is a plant and what is an animal. We will be exploring plants and animals and classifying all the objects we find.


Within the topic of shopping, we will explore money. We will use money to buy leisure activities in the garden. Some of us will explore a sensory story were we have to push money into the wishing well.


Around the World in 80 days. We will explore different music from around the world, using our switches and instruments to join in with different types of music.


In art we will explore collage. We will explore different textures of paper, using our hands to rip or cut the paper to make different shapes. We will then stick these shapes onto paper to make different master pieces.


In we explore how we change from been a baby to a grown up. We will explore what we looked like as a baby and the items that babies require. We will put the photos in a timeline order. We also explore the topic public and private. Some of us will explore which parts of our body are private and which are public. Others will explore and respond to different types of touch in public places ie our hands and feet.

– Rebecca Parker (Class Teacher)

Below you can find Hedgehogs Class’ timetable:

Hedgehogs Class Pupil Timetable

Maples Class Curriculum

This half term, Maples class will be exploring the ‘World Around Me’ by looking at the life cycles of plants and animals. We will be growing flowers from seeds and learning all about the fascinating life of frogs through lots of sensory-related play.

We will be increasing our independence around school by using the driving deck and developing sound maps of the garden.

The class will be enhancing their gross motor skills in P.E. lessons and in food technology, where we will be practicing using a blunt knife to chop up soft fruit to create fruity works of art (with many taste and smell sensory opportunities too).

We have some exciting special events to prepare for, including Sports Week and Poetry in the Garden. For these, we will create some movement art pieces and a class monster in DT.

Miya, the cellist, is greatly helping us on Tuesday afternoons in our rhythm and rhyme time and in our exploration of timbre.

Finally, we will be immersing ourselves in lots of sensory stories and bespoke play to develop beautiful one-to-one communicative interactions, along with our weekly swimming, rebound, and trips to the library.

– Rebecca Murphy (Class Teacher)

Squirrels Class Curriculum

Butterfly Class Curriculum

In Butterfly class, learners are currently working through the ‘To Do’ curriculum pathway. The five areas of the curriculum are:

Thinking & Communication Skills
Social Emotional, and Well-being
Physical Development
Community Inclusion
Citizenship & Employment

The ‘To Do’ curriculum is a process-based approach designed to support our learners with emerging intentional communication, emerging contextual awareness and who have emerging social awareness. We provide a total communication and total predictability environment for learners to develop with comfort, security, stimulation, motivation and appropriate challenge. Learners EHCPs and individual targets underpin learning. Sensory diets are accessible to all, and regulation opportunities are carefully weaved into the timetable.

Learning in butterflies class commences as soon as the students arrive in school and does not end until they are on their transport home. Every opportunity is a learning opportunity. Learners access areas of the curriculum through adaptive teaching including attention autism, TEACHH workstations, independent exploration and sensory exploration both inside and outside of the classroom. Learners access the community on a weekly basis for outdoor learning and to visit the Library.

Learning takes place through play, functional activities and structured tasks, dependent on individual need and learning styles. You can expect to see learners using/and or following a visual or Now and Next schedule alongside alternative means of communication including iPads and PECS. Learners developing their emotional Literacy in line with The Zones of Regulation and lots of choices offered to promote communication. You can also expect multi-agency working from Speech and Language Therapists and medical professionals and TEACHH workstations promoting independent learning.

– Lois Howarth (Class Teacher)

Falcons Class Curriculum

Amelia Wilson is the Upper School Class Teacher and alongside the team of highly skilled staff, implements the “preparation for adulthood” curriculum in the 14-19 department.

World Studies, Independent Living and Vocational Studies. Following this programme of work we work towards our accreditation which is credited at the end of Key Stage 4. Our pupils also access rebound therapy, hydrotherapy, creativity, music interaction and physical activity on a weekly basis. Learning takes place in various locations in school, for example the classroom, sensory suite and the grounds. Learning also takes place outside of school, for example local libraries and Bendrigg Lodge. We have an occupational therapist, physiotherapist and speech and language therapist who all visit our class too. Parents and carers are fully involved in our learning and we use switches and diaries to record messages and complete homework tasks to complement our school based work.

In Key Stage 4, Year 10 pupils use the Equals Moving On accreditation scheme. They complete units of work at an appropriate level which are externally moderated and certificated. Year 11 pupils use the Asdan Transition Challenge. Students complete the appropriate unit – either the Sensory Challenge or Towards Independence.

Curriculum Information for Parents/Carers

Staff in Upper School are supported by their colleagues in the Pastoral Care and Pupil Wellbeing Teams

Further Education Curriculum

Amelia Wilson is the Upper School Class Teacher and alongside the team of highly skilled staff, implements the “preparation for adulthood” curriculum in the 14-19 department.

The Further Education department provides for students between 16 – 19 years. They follow a curriculum which provides continuing education for them to further develop their skills, knowledge, understanding and maturity to allow them to enter adult life and take full advantage of the many and varied opportunities available.

Significant emphasis is given to the further extension of vocational skills, life skills and key skills already developed in earlier Key Stages in order to prepare students for future placements upon leaving school. The curriculum provides opportunities to consolidate and generalise these skills in functional settings, which utilise the wider community wherever possible.

FE students complete AQA accreditation units. They work towards different units which are externally moderated and certificated. Students access accreditation units that are appropriate to their specific needs and pathway. Therefore, students’ profile of accreditation is individual to each pupil. Students also take part in certificated horticultural courses within a 3 year cycle. Certificates include the John Muir award, RSPB and National Garden award.

F.E students take part in a wealth of learning in the local community. Students work towards developing their independence, communication and money skills whilst using local facilities. Students take part in a range of enterprise activities, researching, producing then selling a range of different products.



As well as access to all the whole school specialist learning areas 16 – 19 have a kitchen and training room. Students can use these areas to experience and develop independent living skills.

Pathway to Adulthood.

Bleasdale School’s intent is that each student’s individual pathway to adulthood is planned and prepare for from when they start school. We achieve this by implementing the 8 Gatsby Benchmarks and using these to measure the impact of our high-quality transition support.

This ensures Bleasdale School complies with the legal obligation: Section 42B of the Education Act 1997.

Appropriate opportunities for all pathways to adulthood are mapped out for the whole school curriculum and subject leaders monitor this provision. Each student’s pathway is discussed and reviewed with parents and associated professionals annually at the student’s annual review. Therefore, destination guidance at Bleasdale School is bespoke and highly individualised for each student as we help them prepare for their pathway to adulthood: supported employment or community inclusion. 16 – 19 bespoke timetables have a focus on community inclusion.

For those students on a supported employment pathway, work experience is varied to support students interests in the world of work and some students will have the opportunity to work in our own community café: Bleasdale Brews.

The teacher with responsibility for Careers Education is Amelia Wilson. She can be contacted on the school number or via email:

The governor with responsibility for 14 -19 is: Mary Peel and she can be contacted via the school office



Destinations are a vital part of our careers guidance and transition. We support all our students to secure their chosen pathway.



1 student left for a bespoke community inclusion package of support.

Staff in Upper School are supported by their colleagues in the Pastoral Care and Pupil Wellbeing Teams

Reading Curriculum