At High Park we incorporate and adapt the Equals Schemes of Work to personalise the curriculum for our pupils.





At High Park we provide a thematic curriculum which is meaningful and relevant and facilitates deep and active learning that maximises progress for all pupils. The focus is for pupils to learn transferable real life skills which will equip them for life beyond the school. The Equals Schemes of Work complements our approach based on the foundation that all our pupils require a personalised learning pathway which will promote progress in every aspect of their development.

We draw upon and incorporate appropriate aspects from a wide range of sources, including but not limited to;

  • the Equals Schemes of Work including Equals Moving On,
  • the SCERTS Model,
  • the key principles of Intensive Interaction,
  • Statutory Early Years Foundation Stage (EYFS) Curriculum (Development Matters)
  • The 7 aspects of Engagement (responsiveness, curiosity, discovery, anticipation, persistence, initiation and investigation)
  • Sounds of Intent (Music),
  • Les Staves (Maths),
  • ASDAN (Post 16).

These resources feed into and inform the content of our Long Term Curriculum which provides an age appropriate thematic framework and with a differentiated programmes of study.  Our curriculum is designed to stimulate and challenge our students to acquire knowledge and develop skills; it is balanced, broad and flexible and designed to prepare of pupils for adulthood.

The Equals Schemes of work include;

  • a Formal Subject Specific Scheme of work for our Core areas of the National Curriculum; English, Maths and Science
  • a Semi-Formal Curriculum which is developmental and open to personalisation in areas such as My Communication, My Music, The World Around Me, My Art
  • a Pre-Formal person-centred, holistic Curriculum for our learners …. The Pre-Formal curriculum focuses on the early communication, social and emotional and
    cognitive skills that are the foundation of learning, recognising the fundamental principles of Intensive Interaction

‘If a developing person does not learn (the fundamentals of communication) it will not only
make learning language much less likely, but it will make it more difficult to learn anything else.’

Nind & Hewitt (2001)

The Equals Schemes of Work build on the collaborative work of Penny Lacey and Swiss Cottage School and seek to share best practice within a broad band of stakeholders, including both the DfE and Ofsted.

The general principles governing the Equals Schemes of Work are that they are developmental and easily personalised.  They start at the beginning of the individual pupil’s learning journey and aim for the highest level of independence possible; covering all stages of education from 2 to 25 (and beyond) but are not directly related to either age or key stage. Learners fit into them where they will according to their individual abilities, interests and learning journey.  With the exception of the Formal Subject Specific Schemes of Work they are not related to the National Curriculum, though the common language of the P scales provides a reference point for ease of understanding.