Our Learning Approach

We know how important it is to achieve a balance between the social and academic development of our students. We believe students must be happy and confident in order to be able to achieve their full potential. Here is what you can expect to see when you
look around our school:

  • A full curriculum including GCSEs, BTECs, A Levels and Diplomas offered at various levels
  • Students immersed in the English language in the classroom to develop language, literacy and listening skills
  • Acoustically treated classrooms
  • Small class sizes
  • A horse-shoe shape desk arrangement so that students can lip read each other and the teacher
  • Teachers who are subject specialist Teachers of the Deaf (or are working towards the qualification)
  • Students supported into peer groups
  • Classrooms equipped with group aid technology to allows pupils to hear each other as well as the teacher
  • An Audiology department on site to support students’ hearing and equipment
  • A dedicated team of Speech and Language Therapists who directly support students and work alongside teachers to create bespoke targets for each individual pupil’s education.



Primary Curriculum

  • Language underpins and enriches everything that we do across the school curriculum
  • Learning behaviours and skills are developed through a rich and varied curriculum and children's next steps in skills and knowledge progression are tracked using our bespoke Learning Ladders which enable focussed teaching in both core and foundation subjects
  • Topics and projects take account of the diverse needs of our learners to maximize potential
  • Children express themselves with confidence through spoken language
  • Personalised learning extends the opportunities to develop life skills for the future and to close or reduce gaps in learning in relation to their hearing peers
  • Cohesive specialist staffing meets the individual holistic needs of every child
  • Exposure to meaningful real-world experiences develops learning and make meaningful links and provides valuable incidental learning experiences


At Mary Hare Primary, we follow a flexible approach to the curriculum in order to meet the holistic and specific needs of our children.  As Teachers of the Deaf, we plan a theme of learning per term.  In this way, we can meet the holistic needs of the child, promote language development, engage with real-world experiences and ensure that children are accessing the National Curriculum.  Through our flexible approach we embed each child’s EHCP targets into our teaching to individualise the support and progress for all areas of their development.

Some areas of the curriculum maybe taught in blocks or days/weeks specially designed for our children. By working in this way, we can meet the needs of children who join us at different points in the term, ensure that children do not repeat learning from a previous school setting and can have more flexible groupings in classes for children to meet their unique learning needs year on year.

Children are taught key skills and knowledge in order for them to make progress in different subjects across the National Curriculum. Skills and knowledge progressions for each subject allow learning in all subjects to be tailored to the learning needs of each individual. Within each theme/topic/project, learning will be linked to further children’s deaf understanding and to further their awareness of deafness in their community and in the world/through history. Links will be made, where possible, to deaf role models to inspire children to aspire to be the best they can be.



Years 7 to 9

During these years the students will enjoy a range of subjects including:


Key Stage 4 (Years 10 & 11)

In Key Stage 4 students are required to take a selection of compulsory subjects and can then choose up to four optional subjects.

Compulsory Subjects

Additional Subject Options

Child Development
Engineering Manufacturing
Fine Art (Art and Design)
Graphic Communication (Art and Design)
Separate Sciences - Biology, Chemistry and Physics

We are currently offering students the opportunity to gain a Level 2 qualification in BSL, with a view to review as a possible Key Stage 4 qualification option in the future.

Sixth Form

We are the largest centre in the UK for deaf pupils wanting to study A Levels, BTECs and a wide range of vocational courses.

Entry Requirements
For three Level 3 qualifications we normally require 5 GCSEs between 9 to 4 (A* to C). We also offer a range of qualifications at Entry Level to Level 2.

Click here for the Sixth Form prospectus, or browse the available subjects and qualifications below:

Advanced Subsidiary & Advanced Level

Students will normally take three Advanced Courses and a qualification in Key Skills.

BTEC Level 3 Subsidiary Diploma

Equivalent to one full A level, awarded at the end of Year 13. Can be combined with AS/A2 level. 


Technical Courses

A wide variety of technical courses are delivered at Mary Hare. We design the study programme around students’ needs and, where available, Entry Level qualifications are used if appropriate.