The Curriculum at Higher Farm Education
Curriculum Intent
Our curriculum is designed to offer a dynamic, practical, and hands-on experience, tailored to each individual learner. It is built on trust, with an emphasis on developing strong, meaningful relationships that foster engagement. We have high expectations for every learner, regardless of their background, circumstance, or need. We nurture a culture of inclusion, based on the belief that every day is a fresh start each learner has the opportunity to reset and grow.
Curriculum Implementation
At Higher Farm, we implement our curriculum through a structured and supportive process that begins with a smooth transition and induction phase. During this period, each learner is introduced to the unique farm environment, enabling them to settle into their new learning setting. This is key to building trust and creating a foundation for future success.
Inclusive practices are central to our approach, ensuring that all learners, whether working individually or in small groups, receive tailored support and assessment. This inclusive framework helps foster engagement, enabling every learner to work at their own pace while progressing toward their goals.
Curriculum Impact
Ultimately, our curriculum delivers improved outcomes, stronger relationships, and enhanced life skills, empowering learners to take control of their future and contribute positively to their families and community. Higher Farm Education creates an environment where learners are not just taught—they are supported in growing into independent, confident individuals who make a real impact in their own lives and the world around them.
Higher Farm Education Timetable
Our Daily Timetable
At Higher Farm Education we break the day up into 4 phases. This allows our learners to experience a variety of activities and ensures that contact with our animals is on a continual daily basis.
Phase 1 is our work experience where animal welfare is key.
Phase 2 is where the focus turns to learning and evidencing unit coursework, which may involve some of the activities from Phase 1.
Phase 3 includes lunchtime which needs to be flexible as timing is dependent on the length of our activities. For example, if lunging a horse it is not something to be cut short because its lunchtime.
Phase 3 & 4 provides opportunities for further personalisation, whether this is work on personal progress/employability skills, functional skills (maths/English), physical activity, portfolio production or further practical activities to support any of the qualifications.
Join our community
Interested in learning more about Higher Farm Education Alternative School? We'd love to hear from you! Contact us today to schedule a visit and see our school in action.