The Vine International School uses a British-based curriculum that incorporates hands-on subjects and techniques of special needs education that will enable each pupil to demonstrate their capacities and achieve their potential.

The curriculum has been tailored to fit the needs and abilities of the pupils admitted in the school while enhancing learning skills, creativity and progress.

At The Vine International School, pupil achievement is recognised at many levels. The curriculum is broad (in terms of subject areas covered), balanced (in terms of skills and competencies) and delivered at a range of different levels across all year groups, to enable any learner – regardless of their starting point in our school – to achieve and progress.

Pupils are exposed to all subjects to provide opportunities to demonstrate their skills and talents in particular areas. When talents are discovered in a particular area, a timetable is set to boost those by providing more hours in the subject while maintaining support in areas of need indicated in the Individualised Educational Plan (IEP) of the pupil.

– The curriculum, across all subjects, is differentiated to meet the individual needs of the learners and to draw on their strengths, interests and abilities. We have high expectations of our pupils and work hard to enable them to achieve their potential.

– The curriculum is underpinned by therapeutic principles and delivered using phenomenon-based teaching, enquiry-led learning and clearly defined structures of learning. This is to support learners to understand the relevance of topics and be able to relate their learning to real life and familiar contexts. It also promotes opportunities for creativity and collaborative work with peers. 

– Our staff is regularly trained, and understands Autism, ADHD, Dyslexia and learning difficulties, their individual presentations and impact on learning; as such, they deliver their lessons with a unique style to engage, challenge and support learners within school. 

– Learning is delivered in small groups (a maximum of 6 per class). This enables a high level of support. Our approach to learning is underpinned, not only by therapeutic principles, but within the context of positive behaviour management, to minimise disruption and maximise focus.

– The curriculum across all subject areas is used in a way that enables learners to learn, relearn and revisit topics across different year groups, adding layer upon layer of learning to reinforce and develop subject knowledge.