Over the next 3 years, our curriculum offer will grow and develop.  It will be shaped by our pupils’ interests and their strengths.

For the academic year 2022 / 23, the following subjects will be taught:


  • Full KS2 curriculum
  • Forest School / Outdoor Studies


  • Maths
  • English
  • Science
  • ICT
  • Art & Design
  • Exercise & Fitness
  • Humanities
  • Drama
  • Outdoor Studies
  • Personal, Social, Health and Economic (PSHE) Education

An overview of the Keystone Curriculum plan for 2022 / 23 can be viewed here: Keystone Curriculum 2022-23


As a specialist school for children with SEMH and neuro-divergent needs, our curriculum is ambitious and tailored to ensure every pupil receives a high-quality learning experience, with positive outcomes and worthwhile qualifications.  By providing the social structures to support pupils with their specific needs, whilst building these life skills, our curriculum takes a holistic approach to child development and education.

Our vision is to ensure all pupils leave The Keystone Academy happy, well-balanced, lifelong learners who are well prepared for their future beyond school.  Our bespoke curriculum for academic, vocational as well as social and emotional learning, will allow and encourage all pupils to progress towards high quality destinations.

We will take a nurturing approach which will allow our learners to acquire a repertoire of skills and knowledge anchored around their personal pathways.  Pupils will be supported and challenged to achieve their highest possible outcomes, enabling them to realise their future hopes and dreams.

Image designed by a Year 7 pupil at The Axis Academy.

At the Keystone Academy, our overarching aim is to prepare pupils for their next stage of education and life. To achieve this, we embed the following 4 approaches throughout the curriculum:


The development of the whole child must be considered when providing a well-rounded education that will prepare pupils for their future.  To support this, our curriculum provides a variety of academic, practical and creative subjects, helping pupils discover their strengths and supporting them to achieve their very best outcomes in all areas.

Personal and pastoral needs will be identified and where relevant the curriculum will be tailored to support and nurture growth in these areas.  This could include targeted support for softer life skills such as developing social relationships or emotional awareness and regulation.  A ‘stage not age’ approach will be implemented to ensure the child developmental needs in relation to all aspects of learning are considered and supported.


From the Early Years Foundation Stage (EYFS) through to KS4, we recognise that thematic learning promotes the retention of information.  It allows for connections to be made, helping to embed the acquisition of key knowledge, skills and understanding.  This approach encourages pupils to develop positive learning habits – a basis for effective lifelong learning – where they are able to make links and identify patterns which are transferrable across all areas of the curriculum as well as everyday life.

This is an important component for all pupils but especially relevant for neurodivergent learners.  This approach to planning and learning will be naturally embedded within the EYFS and primary phases of the school but will also be incorporated into the KS3 curriculum, leading to the development of subject pathways that will prepare KS4 pupils for their chosen post-16 destinations.


The continuous provision within the EYFS provides a breadth of learning opportunities and experiences that naturally encourage curiosity and exploration. The characteristics of effective teaching and learning stipulated in the EYFS framework (playing and exploring, active learning, creating and thinking critically), will be well embedded and begin the journey of developing lifelong learners, supporting the ethos throughout the academy.

At KS1, KS2 and KS3, the curriculum will build upon this approach via a thematic, cross and co-curricular model.

Aiming to nurture a love of learning, the curriculum will encourage curiosity by providing opportunities for enquiry-based working.  Projects that allow for deeper learning alongside a bespoke approach will be adopted, whereby pupils will be supported to identify what they enjoy and how they learn best.  The teaching of key thinking skills and the principles of a ‘growth mindset’ will be embedded to support confidence and motivation to learn.

The KS4 curriculum will build upon these principles within a more structured academic and vocational offer, with an increased focus on preparation for post-16.


Life skills are at the centre of our curriculum, bringing together academic, practical, social, emotional and personal development alongside the skills and attitudes of responsibility, independence, health and wellbeing.

  • In addition to our PSHE and RSE curriculum, many aspects of personal, social, emotional development (PSED) are taught during less structured times, targeting the resilience, confidence and self-esteem of pupils. A focus on building authentic relationships is central to our academy, as research shows that having positive relationships and being connected to others are key factors in achieving happiness in adulthood.
  • To help prepare pupils for their post-16 destinations, a comprehensive careers curriculum is incorporated within PSHE lessons for all ages and includes careers events and work experience opportunities for older pupils.
  • Extra-curricular and enrichment activities are built into our school day and will be based upon pupil interests and aimed at expanding their horizons. These will include residential trips, outdoor and adventurous activities, ‘super-learning days’ targeting a variety of themes and topics.
  • Technology is increasingly relevant in many aspects of life in today’s society – providing opportunities to build networks and connections with others as well as enabling innovation. It is vital that we equip our pupils with all the necessary skills to function in an ever-evolving technological society; therefore, computing will form an integral part of our curriculum as a discrete subject and across the wider curriculum.