Curriculum
Students at the Lighthouse School follow an individualised curriculum that provides a variety of learning opportunities specially planned for that student. A strong emphasis is placed on learning communication and social skills. Many of the students also need to learn how to cope in a school environment and how to learn in a school setting, including maintaining attention, listening to instructions in a group, completing tasks, working independently, coping with change. The teacher gives individual instructions or instructions in small groups and she/he also works with the whole group during circle time, in social studies and arts.
Three Little Ships Early Intervention Curriculum
The Three Little Ships curriculum is play-based and designed to stimulate the development of communication skills, social skills, fine motor skills and early literacy and numeracy skills, if the students are ready for these. There is also an emphasis on independence skills and self-help skills. Students are encouraged to manage their own personal hygiene and eat and drink independently.
Play is important for young children to learn skills that are crucial for daily life. Through different sorts of play, such as constructional play, fantasy play, messy play and play guided by the teacher, communication, social and emotional development can take place.
Many activities are organised to enhance speaking and listening, including Circle Time and sharing books together.
There is a monthly theme and many activities during the month are based on this theme. Art and music activities take place through the week and help to reinforce langauge skills, as well as creativity and motor skills. There are also some special trips and dress-up days linked to the theme.
Special Dutch cultural days such as Sinterklaas, Christmas and King’s Day are also celebrated in school.
Children who require individualised small-step teaching will also work on an individual basis with one of the preschool staff, often using the STAR program
The Three Little Ships Pedagogical Policy gives more information about the preschool and details can also be found on its own website
School Curriculum for 5-13 year olds
The school curriculum places an emphasis on the acquisition of the basic skills of communication, reading, spelling, language and maths. The programme is based on the English National Curriculum and the International Primary Curriculum (UK), cross referenced with the stated learning outcomes for the Dutch Primary Education Curriculum.
Each student works on their own individual learning goals and a range of educational material is available, including the Edmark Reading Program and Numicon.
Opportunities for play are built into the daily routine. Outside Playtime is organised together with students from the HSV International Department next door. Emphasis is placed on socio-emotional and physical development.
The curriculum is enriched through studying topics and many of the creative and play opportunities are linked to the current topic. Trips and life skills are also linked to the topics. The older children participate in the outside classroom at the local city farm. Cultural activities, such as trips to a museum or visits by musicians also take place during each school year.
Special Dutch cultural days such as Sinterklaas, Christmas and King’s Day are also celebrated in school.
The students’ learning is enhanced through the use of iPads. Each child has an iPad that is set up individually to enable them to only access apps that are appropriate for their learning. The teaching staff can change these apps and the level of access that the students have, as they make progress.
Individual Education Plans
In order to systematically monitor students’ progress, the staff discusses every child individually and the group as a whole on a regular basis.
An Individual Educational Plan (IEP) is designed for each student, based on his/her specific educational and emotional needs. The planning of the IEP is led by the class teacher and by the Learning Support Co-ordinator. Teaching assistants, therapists and parents also contribute to the IEP, so that there is consistency of approach in as many settings as possible.
Twice a year the student’s IEP is reviewed and new goals are set. In this way, the student’s progress can be monitored and new interventions can be put into place, if necessary. A copy of the IEP is kept in the student’s confidential file in the school office and a copy is also given to the student’s parents. it is also accessible to the school therapists that work regularly with the student.