School for Inspiring Talents (SfIT) offers a therapeutic education environment that combines best practice in education and current theories around learning, coaching, child development and neuroscience. We recognise that we each learn differently and use a daily balance of structured play, guided activities and direct instruction to support learners to find a motivating and effective pathway to success. This includes the development of awareness and responsibility so as to impact positively on behavioural change.

Our curriculum aim is to ensure that our students reach an outstanding level of education with us, relative to their abilities and starting points. Our intention is to deliver a broad and balanced curriculum for all. Because each child is an individual, one of our guiding principles is to tailor to their individual strengths.

We promote a blend of individual study and supported socialised working to ensure that our students are hooked in to the enjoyment of learning as soon as possible and want to engage with enquiry based approaches that have meaning for them. Our learners’ needs require a personalised curriculum in a nurturing and aspirational environment.

This is delivered through a place-based and thematic skills-based approach at KS 1, 2 and 3. At KS4 the thematic approach moves towards a core of English, Maths and ICT with each student having a personalised timetable to obtain qualifications that support either access to further education or to the world of work.

By delivering a place-based curriculum approach we utilise the aspirational environment and services offered at our school base at Seale Hayne as a starting point to teach concepts in languages, arts, mathematics, social studies, science and other subjects across the curriculum. This hands-on, real-world learning experience and approach will increase academic achievement and help students develop stronger ties to their community. It will also enhance students’ appreciation for the natural world, and create a heightened commitment to serving as active, contributing citizens.

We feel that both the very small size of our school and the highly personalised nature of the learning on offer means that we will have the ability to specifically provide what is needed for those students who require something different. We will continue to develop our curriculum plan with our new students, parents/carers and staff as they join the school to maintain and support a personalised strengths-based curriculum – in this way we will grow our curriculum together.


The diagram represents the relationship within our curriculum to the four essential areas that support high quality learning and the achievement of our students:



Learning Principles

These principles create a constant thread linking the learning experiences that are created for and by the students. As such, they form a significant platform for learning in and outside the school.

Learning Dispositions

These are the attitudes and skills that link to a person’s character around learning. Once developed and enhanced they bring a sense of predictability to a way an individual engages in a new environment. Through understanding these dispositions and their significance – a student (whatever their age) can begin to develop a way of being that promotes positive outcomes (whatever the challenge).

Processes & Dimensions of Learning

Our 8 dimensions of learning provide a balance to the education with the clear intent that through this dimension a space and opportunity for a student’s talents will emerge and can be nurtured.

Content & Skills of Learning

Through our thematic/place-based approach, students will learn subject based knowledge and skills. We recognise the subjects of English, Maths, Science and ICT as an essential core. We will look to turn ‘I can’t’ into ‘I can’ by providing positive purposeful experiences, scaffolding success and removing barriers to learning.