Curriculum Overview

At Warif Academy, we believe that the most effective and powerful curricula are those that are data-driven, flexible, allow for responsiveness, and continually change through assessment and observation.

The overall curriculum intends that each student engages, achieves, and makes the most personal progress over time to enable them to have the most fulfilling, enjoyable, and independent life possible. Our curriculum is informed by a developmental perspective rather than a traditional Curriculum perspective, where the starting point is each student. Students will be exposed to multiple learning opportunities to learn, practice, and transfer learned life skills. This curriculum is specially designed to cover the wide range of essential life skills that students need to live, learn, and work as independently as possible and this will look different for all our students.

 

Personalized Learning Goals

At Warif Academy, we aim to offer our students experiences that are engaging, meaningful, challenging, and supportive. To achieve that, we have adopted a curriculum structure that makes subtle distinctions between groups of learners and the degree of curriculum formalization they will experience through presentations of activities and approaches used.

We believe that priorities for Warif learners should focus on their ability to communicate, think for themselves, solve problems, regulate themselves and their behavior, and be as independent as possible. These areas became our core skills and the center of assessed activity throughout our curriculum. We know that our students are facing Individual barriers to learning, which will be addressed through evidence-based interventions, therapies, strategies, and learning opportunities that significantly influence students’ knowledge and progress.

Adopting a personalized approach to the curriculum will allow us to meet the needs of all our students. All students across the Academy have personalized learning goals with targets based on their educational outcomes. These learning goals are the foundation of the individualized education Plans (IEPs), which are developed and reviewed in collaboration with parents and students when appropriate.

Curriculum Principles

  • Warif curriculum aims to maximize the individual’s potential in mobility, physical abilities, communication skills, sensory capabilities social and personal independence.
  • Warif curriculum is not linear and does not assume that students will progress from one pathway of curriculum to another; rather, the way the curriculum is delivered differs.
  • Some students will follow curriculum pathway one or two throughout their entire time at the Academy.
  • Students are grouped by the strand that they are able to access and then roughly by age.
  • The curriculum in each strand is differentiated to meet the needs of each cohort and to meet the individual needs of each student.
  • The Warif curriculum is designed to be holistic so that all the parts of the curriculum are intimately interconnected and explicable only by reference to the whole. Everything works through everything else, and it is not possible to think of the core strands as being separate from each other.
  • The curriculum unit and schema of work will be built around themes. The number of themes will be determined based on the severity of the student’s needs; as example, students with PMLD will access a reduced number of units to match their progress pace. The curriculum theme also enables repetition to sustain students’ achievements.
  • To maintain and deepen students learning, some schema of work or learning plan will be repeated for the same student form one year to another.

Curriculum Impact

The Warif Team will gauge the impact of Warif curriculum and indicate the success of this curriculum Based on the following indictores:

  • Students are showing understanding of the community and world around them.
  • Access their community in effective and productive manner with reduced adult support
  • Students are achieving their full potential in all curriculum and development areas
  • Using existing skills in a wider range of contexts and to make better decisions now and, in the future
  • Become confident and develop their independence as a learner
  • Developing interests in hobbies and self occupation activities
  • Show understanding and respect for others’ feelings
  • Build positive relationships with others
  • Engage with and contribute to experiences that take them beyond their own immediate experience of the world
  • Successful transition within, into, and outside the Academy setting.
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Curriculum Division

Our curriculum is informed by a developmental perspective rather than a traditional Curriculum perspective, where the starting point is each student. Students will be exposed to multiple learning opportunities to learn, practice, and transfer learned life skills. This curriculum is specially designed to cover the wide range of essential life skills that students need to live, learn, and work as independently as possible, and this will look different for all our students.