Our Curriculum

At Aurora Brampton Valley, our curriculum is ambitious, inclusive and person-centred. Designed around a deep understanding of autism and individual learning needs, it enables every pupil to develop knowledge, skills and independence while preparing them for a successful and fulfilling adult life.

We believe that every young person should have access to a broad and balanced education that inspires curiosity, builds confidence and celebrates achievement. Our curriculum combines academic, creative, physical and personal development opportunities, ensuring that pupils follow pathways that reflect their strengths, interests and aspirations. We are ambitious for all our learners and support them to work towards meaningful accreditation, qualifications and positive destinations beyond school.

Learning is carefully sequenced from primary through to post-16, enabling pupils to build secure foundations before progressing towards greater independence and application of their skills. Throughout their journey, pupils revisit and deepen key concepts, helping them to retain knowledge, develop understanding and make meaningful connections across different subjects.

At Aurora Brampton Valley, every subject, every experience and every interaction contributes to one shared goal: enabling our pupils to thrive, achieve and lead lives of choice, confidence and independence.

The Aurora Curriculum Framework

Aurora values drive everything we do and give us a framework which informs our curriculum (what we teach our children and young people) and provide us with an overarching intent and aim. This helps us understand the impact our teaching has by providing clear and aspirational targets. 

The Aurora Curriculum Framework unites us all whilst providing freedom to develop bespoke, ambitious and tailored curriculum models and learning pathways for our students. 

We recognise that: 

• All students should have access to a broad and balanced curriculum which engages and challenges them
• All students need to work at a level which is appropriate to their understanding, relevant to their chronological age and at a rate that suits their individual abilities
• Teaching is approached with the focus on the individual needs of the student
• Each student should have a tailored curriculum based upon their baseline assessment, previous academic outcomes, long-term learning targets and life aspirations