At Evolve, we are justly proud of the individualised and personalised curriculum which enables all our pupils to succeed.

The aim of the provision is to provide greater understanding of student needs, to enable them to become more successful with in education, and ultimately to retake their place in their home school. Consilium Evolve caters for students who have a range of vulnerabilities, including anxious learners with a history of persistent absence or non-attendance (emotionally based school avoidance) and are actively working with the mental health service.

Consilium Evolve offers a full-time placement with a broad and balanced curriculum, with therapeutic pathways to support students and parents. Our classrooms are alive with discovery, inquiry, critical thinking, problem solving, and collaboration. Teachers talk less. Students talk (and think) more. Lessons have an explicit purpose, guided by learning targets for which students take ownership and responsibility. Student engagement strategies and activities serve to differentiate instruction and maintain high expectations to bring out the best in all students, cultivating a culture of high achievement. 

Our approach to curriculum makes standards come alive for students by connecting learning to real-world issues and needs. Academically rigorous, project-based learning expeditions, case studies, projects, fieldwork, and service learning inspire students to think and work as professionals, contributing high-quality work to authentic audiences beyond the classroom. 

Key Stage 4 students are supported to be ready for the next phase of their education at post 16.

Key Stage 2

Our Key Stage 2 curriculum is designed to inspire curiosity, rebuild confidence in learning and foster a strong sense of belonging. Rooted in high-quality children’s literature, it provides a coherent, ambitious and engaging learning journey that supports both academic development and personal growth.

The curriculum follows a carefully sequenced two-year rolling programme, with a distinct theme for each half term. Themes such as Time Travellers, Space and Beyond and Explorers and Adventurers provide rich, immersive contexts for learning. Each theme is driven by a core text, enabling meaningful connections across subjects. For example, through the study of Shackleton’s Journey, students explore perimeter, area, position and direction in mathematics to calculate expedition distances, and apply their understanding of negative numbers to Antarctic temperatures. In science, they investigate habitats, adaptation and survival, alongside the study of light and light pollution. Within Language, Communication and the Arts, students examine shadow, refraction and visual storytelling through creative expression. This integrated approach ensures knowledge is purposeful, interconnected and memorable.

Year A (2026-2027)	Autumn 1: All About Me  A grounding, relationship-building theme with a focus on identity, strengths, aspirations, emotions, and personal history.	Year B (2027-2028)	Autumn 1: Healthy Minds, Healthy Bodies Post-summer: establishing routines, wellbeing, resilience, and physical health.
	Autumn 2: Journeys and Change               Builds from ‘self’ into growth, transitions, movement, migration, and overcoming challenges.		Autumn 2: Time Travellers                                  A history-led theme; strong chronological understanding, comparing lives, civilisations, and change.
	Spring 1: Explorers and Adventurers        Builds outward from history and geography: exploration, discovery, challenge, and courage.		Spring 1: Community Heroes and Changemakers                                                       A topic on social action or community projects to build on empathy and responsibility.
	Spring 2: Planet Protectors                   Naturally follows previous topics; develops an understanding of ecosystems, sustainability, and responsibility.		Spring 2: Space and Beyond  STEM focus, scientific enquiry, space exploration, robotics.
	Summer 1: Amazing Animals and Us  An engaging science-rich topic linking humans, habitats, classification, and ethical thinking.		Summer 1: Inventors and Problem Solvers Project-based learning with a focus on design thinking, and creativity.
	Summer 2: The Power of Stories. Reflective, celebratory, literacy-rich end to the year; creating, sharing, and performing stories.		Summer 2: A Celebration of Us. A joyful close to the year focusing on achievements, identity, community, and future goals.

The curriculum is intentionally structured to begin each academic year with themes centred on belonging, identity and wellbeing, establishing secure foundations for learning. As the year progresses, learning moves from the personal, to the local community, to the wider world, and finally towards future aspirations. This progression supports pupils in developing self-awareness, cultural understanding and ambition.

Across the two-year cycle, subjects from all pathways are balanced thoughtfully, including literacy, science, humanities, STEM, creativity and PSHE. The structure allows for extended projects, depth of study and opportunities for reflection, while also ensuring key knowledge and skills are revisited and strengthened over time. This repeated but deepened coverage is particularly supportive within mixed-age classes, enabling all learners to build confidence and secure understanding.

Key Stage 3

At Key Stage 3, we provide a broad, balanced and inclusive curriculum tailored to meet the needs of our students. 

Our aim is to re-engage students in education, rebuild confidence and prepare them for the next stage of their journey, whether that is progression within our provision, reintegration into mainstream education or an alternative pathway. 

We prioritise strong academic foundations in English, mathematics and science, ensuring students develop essential literacy, numeracy and scientific understanding through carefully adapted and engaging learning experiences. 

Alongside core subjects, our curriculum includes a rich personal development programme delivered through Crew, PSHE and outdoor education. This supports students to build resilience, emotional literacy and positive relationships. 

Students also benefit from creative opportunities through Language, Communication and the Arts (LCA), working towards Arts Award, and practical STEM experiences such as design technology and food and nutrition. 

Our Key Stage 3 curriculum is designed to rebuild positive relationships with learning, develop academic and personal skills, and support every student to achieve and thrive in education and beyond. 

Key Stage 4

At Key Stage 4, our curriculum builds on the foundations of Key Stage 3, offering a relevant and aspirational pathway that supports both academic success and personal development. 

Our aim is to ensure all students can access meaningful qualifications, develop essential life skills and confidently progress to their next destination, whether that is further education, training, employment or reintegration into mainstream education. 

Students follow a strong core of GCSE English Language, English Literature and Mathematics, alongside GCSE Combined Science. A range of option subjects, including Citizenship, Photography and Design Technology, provide opportunities for both academic and creative development. 

We also offer Functional Skills qualifications in English, mathematics and digital skills, ensuring alternative pathways are available to support independence and employability. 

To support smooth transitions, we align our exam boards with those most commonly used by students’ home schools wherever possible, promoting continuity and confidence when moving between settings. 

Personal development remains central, with Crew and outdoor education helping students build resilience, self-awareness and positive relationships. 

Our Key Stage 4 curriculum is designed to provide personalised pathways, support successful transitions and equip students with the qualifications, skills and confidence they need to thrive beyond our provision.