Motivation in Our Curriculum
Motivation is a central pillar of our curriculum design, deeply rooted in the principles of Self-Determination Theory (SDT). We recognise that students thrive when their psychological needs for autonomy, competence, and relatedness are met. These needs are not only acknowledged but actively embedded across all subjects and pathways.
Autonomy is nurtured through opportunities for choice, voice, and self-direction—whether in selecting learning activities, expressing preferences, or shaping personal goals. Competence is developed through scaffolded challenges, clear feedback, and the celebration of progress, enabling students to build mastery and confidence. Relatedness is fostered through strong relationships with trusted adults, peer collaboration, and a culture of empathy and belonging.
Across the Kaleidoscope, Mosaic, and Nexus pathways, our curriculum is intentionally structured to meet learners where they are, ensuring that motivation is sustained through meaningful engagement and personalised support.
Intrinsic motivation is key to lifelong learning. When students are motivated from within (because they find learning enjoyable, purposeful, and aligned with their value) they are more likely to be engaged, resilient, and independent. Our curriculum aims to cultivate this intrinsic drive, empowering every learner to flourish.
Motivation at Fountains High School is not an abstract concept, it is visible in the everyday interactions, routines, and learning experiences of our students. You can see it when a student confidently chooses their own materials in a sensory session, when another perseveres through a challenging maths task with the support of timely feedback, or when a group collaborates on a creative project that reflects their shared interests.
Our staff are skilled in recognising and responding to the motivational cues of each learner. They create environments where students feel safe to take risks, where effort is celebrated as much as achievement, and where every voice is heard. This culture of encouragement and respect ensures that motivation is not just sustained but deepened over time.
By embedding the principles of Self-Determination Theory into the fabric of our curriculum, we ensure that motivation is not a one-off spark but a steady flame, fuelled by connection, capability, and choice.
The Self-Determination Continuum
Based on Ryan, R.M. & Deci, E.L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68–78.
