At Prospect School our curriculum is based on the National Curriculum and students have the opportunity to study a broad range of subjects. The following subjects are available at GCSE for students in Key Stage 4: English, Maths, Science, ICT, History and Citizenship Studies, in addition to Functional Skills in English and Maths. We also offer Unit Awards in other subject such as Art, PE, Design Technology and Forest Skills.

Entry Levels in English, Maths and Science are taken in Year 9.

There is a strong emphasis on practical subjects and enriching the curriculum through activities such as fishing, cycling, horse riding, sailing, visits to places of interest and numerous types of sporting activities, including fixtures and tournaments with other schools.

Should you require any further information concerning the curriculum, please do not hesitate to contact the school to speak to individual Leaders of Learning via the school office on 02394 006226 or email [email protected]

If you would like to discuss college placements for students please contact the school office on 02394 006226 or email [email protected]

To discuss work experience opportunities and careers please contact Claire Adamson on 02394 006226 or email [email protected]

School opening times for students

• Monday – Thursday 8.45am – 2.45pm
• Friday 8.45am – 2pm (Total 29 hours 15 minutes)

Morning registration is from 8.45am – 9am each morning

Intent

The English department’s vision is aligned with that of the school: an inclusive education for all; all our students deserve a curriculum that meets their differing needs; to enable all students to fulfil their unique potential; for our students to be successful members of our community and to enhance their life opportunities.

Our students have a wide range of academic, social and motor skills. Recognising the importance of English in the whole school curriculum, our English Department aims to implement a varied programme to support, challenge and encourage students to become effective communicators. NGRT Baseline tests for all students, provides an overview as to where our students start their learning journeys and Functional Skills Baseline tests in Key Stage 4 allow progress assessment.

Implementation

In Key Stage 3, particular focus is placed upon developing students’ ability to read fiction and non-fiction texts for meaning, as well as to write for a variety of purposes and in different styles. These skills are developed through the teaching of a range of topics including: Advertising and the Media, Poetry, Prose, Persuasive and Instructional Writing, Texts from Other Cultures, Descriptive Writing, Persuasive Writing, Drama Texts and Shakespeare. Their English topics are devised based on the requirements of the National Curriculum and the National Framework for English. Students are able to work towards Functional Skills Entry Level from Year 9 onwards.

In Key Stage 4, students develop their skills further in a range of non-fiction writing and continuing to read and learn through literature to work towards achieving Functional Skills and GCSE English Language qualifications.

Students are then able to complete the Functional Skills course or the OCR Level Certificate in preparation for what they choose do following School.

Impact

Schemes of work are delivered and differentiated for the unique abilities of students; adapted learning is used across the school, tailoring instruction to meet individual need. Content, process, products, the learning environment and the use of ongoing assessment and flexible grouping makes this a successful approach to delivery.

We have the advantage of a 1:1 on-site intervention teacher to assist progress; this provides a wide range of opportunity and an ambitious learning journey for all students. Through a wide range of literature, we want our students’ lived experience to be recognisable in the books they read in school, with this, we aim to improve mental health, life decisions and general enjoyment of literature. It matters profoundly that the books we read in our formative years reflect the rich diversity of the society we live in.

We enable students to become active readers, allowing them to develop culturally, emotionally, intellectually and socially. All students read every day for twenty minutes through our DEAR programme. Within topics studied, there are regular opportunities for students to develop their functional literacy skills in preparation not only for exams, but for adulthood.

Intent

The provision of a ‘broad and balanced’ Mathematics curriculum at Prospect School involves coverage of the National Curriculum outcomes relating to the areas of Algebra, Data, Number and Shape and also encompasses experiences of cultural capital, Social, Moral, Spiritual and Cultural experiences and knowledge of democracy and the rule of law.

In Mathematics, we understand that having a wide vocabulary and good reading skills are crucial for our students to be able to access all aspects of the curriculum and wider skills and experiences, such as: understanding vocabulary and exploring future career paths.

Prospect School Mathematics curriculum is linked to our vision and ethos and reflects the community we serve.  We believe that every individual is valued and is given the greatest possible opportunity to achieve their best in a school where student needs are met, enabling social and academic achievement to meet their potential in preparation of skills for life beyond school and adulthood.

Implementation

In Key Stage 3, students study the key ideas and principles in Mathematics, drawing upon the content of the National Curriculum for Maths.  This supports students to develop a broad understanding of a range of fundamental mathematical ideas and fosters their respect and appreciation for the world around them.

During Year 9, students will embark on a Functional Skills Entry Level Mathematics course which builds upon their knowledge from Key Stage 3 and prepares them to study Mathematics in greater depth at Key Stage 4.

In Key Stage 4, students will either study the OCR Mathematics specification, gain a GCSE award or continue with the Entry Level to achieve an award at this level.

One of the most important features of the Mathematics curriculum at Prospect School is that it is cyclic in nature, reinforcing the four main braches of mathematics as students’ progress through the academic years. The curriculum is regularly adapted and updated to make sure that it always meets the needs of the learners at the time. This combined with high quality teaching and learning experiences help us to implement our vision of “raising aspirations and building futures”.

Impact

Our Mathematics department has planned a broad and balanced curriculum that is designed to engage students with the real-life applications of the subject.  Mathematics helps students understand a lot about the world in which we live. In an ever-changing world, in which mathematical subjects are at the forefront of advancements for the future, we want to best prepare our students for this by not only looking at the knowledge of the subject, but also the methods, processes skills and applications associated with it.  Making Maths enjoyable by developing students’ concept of the world in which we live is vital to ensuring that students receive a valuable, enriched experience.

Our Mathematics curriculum is designed to prepare our students for the next stage of their education and adulthood.  We ensure that the teaching and learning in Maths contributes to decisions students may make about future employment, independence, community inclusion and their own health and wellbeing.

Intent

The provision of a ‘broad and balanced’ Science curriculum at Prospect School involves coverage of the National Curriculum outcomes relating to the areas of Biology, Chemistry and Physics and also encompasses experiences of ‘cultural capital, Social, Moral, Spiritual and Cultural experiences and knowledge of democracy and the rule of law.

In Science, we understand that having a wide vocabulary and good reading skills are crucial for our students to be able to access all aspects of the curriculum and wider skills and experiences, such as: extracurricular activities, trips and exploring future career paths, these form part of the Science curriculum within school.

Prospect School Science curriculum is linked to our vision and ethos and reflects the community we serve.  We believe that every individual is valued and is given the greatest possible opportunity to achieve their best in a school where student needs are met, enabling social and academic achievement to meet their potential in preparation of skills for life beyond school and adulthood.

Implementation

In Key Stage 3, students study the key ideas and principles in Science, drawing upon the content of the National Curriculum for Science.  This supports students to develop a broad understanding of a range of fundamental scientific ideas and fosters their respect and appreciation for the world around them.

During Year 9, students will embark on the AQA Entry Level Science course which builds upon their knowledge from Key Stage 3 and prepares them to study science in greater depth at Key Stage 4.

In Key Stage 4, students will either study the OCR Combined Science specification to gain a GCSE Double award or continue with the Entry Level to achieve a double award at this level.

One of the most important features of the Science curriculum at Prospect School is that it is fluid in nature. The curriculum is regularly adapted and updated to make sure that it always meets the needs of the learners at the time. This combined with high quality teaching and learning experiences help us to implement our vision of “raising aspirations and building futures”.

Impact

Our Science department has planned a broad and balanced curriculum that is designed to engage students with the real-life applications of the subjects.  Science helps students understand a lot about the world in which we live. In an ever-changing world, in which STEM subjects are at the forefront of advancements for the future, we want to best prepare our students for this by not only looking at the knowledge of the subject, but also the methods, processes skills and applications associated with it.  Making Science relatable by developing students’ concept of the world in which we live is vital to ensuring that students receive a valuable, enriched experience.

Our Science curriculum is designed to prepare our students for the next stage of their education and adulthood.  We ensure that the teaching and learning in science contributes to decisions students may make about future employment, independence, community inclusion and their own health and wellbeing.

Intent

The provision of our Food Studies curriculum at Prospect School involves coverage of the OCR Curriculum, covering a wide range of topics including; Health and Safety, Nutrition, C.O.S.H.H, Macro and Micronutrients, Food Commodities, Diet, and Practical cooking lessons. It encompasses experiences of cultural foods, the social aspect of cooking and eating, moral, spiritual and cultural choices within food and knowledge of the rule of law, relating to legislation in place to keep consumers safe.

In Food Studies, we understand that having a wide knowledge of food products, and where they come from are skills that will help in current life and in the future. It allows our students to have confidence with food and make the right choices from a health standpoint. Life skills within the food sector are invaluable.

Prospect School Food Studies curriculum is linked to our vision and ethos and reflects the community we serve.  We believe that every individual is valued and is given the greatest possible opportunity to achieve their best in a school where pupil needs are met, enabling social and academic achievement to meet their potential in preparation of skills for life beyond school and adulthood.

Implementation

In Key Stage 3, students take part in practical lessons, which cover:  knife skills, health and safety, nutrition, research and planning, food commodities, diet and self-evaluation. They also have theory worksheets to complement each practical session, covering all aspects of Food Studies.

In Key Stage 4, students engage with OCR Entry Level One – Food Studies. The course allows our students to build on their knowledge and skills from Key Stage 3, by exploring all the above mentioned areas in greater depth and detail.

There is an element of fluidity with some lessons, as this allows students to recap areas they feel they do not fully understand, which embeds further development. This may also involve revisiting certain practical lessons, to allow the student to clarify and master skills they feel they want further assurance with.  Theory work sheets are always tailored towards the current topic of learning, to further support their knowledge and understanding. These include literacy skills as well as numeracy skills related to measurements and weights.

The curriculum can be easily adapted to meet the needs of all our learners. This combined with high quality teaching and learning experiences help us to implement our vision of “raising aspirations and building futures”.

Impact

Our Food Studies curriculum allows our students to gain invaluable knowledge within the food industry. It teaches them how to feed themselves; budget for food; know which foods are safe, once cooked a certain way and importantly, it gives them confidence to be able to support themselves with food and diet, and to make healthy lifestyle choices.

Intent

Our aim is to be at the forefront of computer ICT teaching. We are currently undergoing a period of rapid development in order to implement a new ICT curriculum. We offer a programme of combined ICT/ Computer Science lessons to our students and, therefore, support the rest of the curriculum areas in the increasing demand for integration of ICT across the curriculum.

We have good provisions in the Computing Department and we are always keeping up to date with the world of technology. We have a dedicated computer room, fully equipped for full class teaching. We also have a collection of laptops that are used in other classrooms. Our classroom PCs and laptops are replaced on a regular basis and the software is continually updated.  Our ICT room is in use for lessons throughout the day and is regularly used for enrichment activities.

Implementation

The curriculum provides opportunities for students to communicate their ideas effectively, both verbally and in writing.  Students are able to practice key ICT skills that will develop their awareness of technical advances, as well as the use of word processors and spreadsheets.  Students study a wide range of topics within ICT that will broaden their knowledge of key principles and understanding of ICT in the world around them. They use their creativity through the presentation of their work and the programming modules they complete.

In Key Stage 3, our students build on their existing ICT and Computer Science skills with units in Scratch programming, Office Software and game making.  These units are designed to give them a broad introduction to ICT and get them excited about the subject as well as build up every day ICT skills, ready for Key Stage 4. Students work towards gaining a understanding of programming concepts; they are introduced to the Python programming language, look at computer hardware, e-safety, data representation and develop use of ICT software.

For our KS4 students, we have just reintroduced the ICDL qualification.  Basic computer skills are essential in the workplace, as they limit one’s role and capabilities. The majority of employers will not even consider candidates without reasonable computer skills. The ability to demonstrate up-to-date skills is an important asset for self-development and by improving our students’ knowledge, we aim for them to become proficient computer users.  The students are given the opportunity to gain the fundamentals skills and working up to a high level of proficiency.  For those students that show the aptitude, they are given the opportunity to move onto computer coding and we are currently investigating qualifications for these students to access.

Impact

• Students will be aware of their digital footprint.
• Students will have the ability to use the internet in a safe and positive way.
• Students have a wider understanding of the ethical effects of ICT in the wider society.
• Students will be able to develop and try their own ideas, as well as work collaboratively.
• Students will develop a growing awareness of the relevance and plausibility of information and begin to identify and question bias in the sources they use.
• Students will have gained skills, knowledge and understanding in ICT that can contribute to their future education and work choices.

Intent

Art is a foundation National Curriculum subject. Art and Design provides our students with the opportunity to develop and extend their skills, to express their individual ideas and to work both individually and collaboratively with others.

Engaging enthusiasm, creativity and imagination is a vital part of the Art curriculum.  We plan and deliver skills focusing on a particular skills/techniques or aspects of art, throughout the school year. Our aim is to ensure that students are confident approaching artwork, feel a strong sense of achievement, value the impact of art within our own lives and are able to reach their full potential.

Within our setting it is important to address the therapeutic and sensory element of art which helps stimulate and engage students in the art lessons using different textures e.g. textile materials, clay/ playdough/ flour paste for printing, use of tools, paint types, crayons, inks, bubbles, glitter, plaster, pebbles.

Implementation

In Key Stage 3, students learn the skills of drawing, painting, printing, collage, textiles, and 3D work and are given the opportunity to explore and evaluate different creative ideas. Students will be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous artists, craftspeople and designers in order to help them develop their own style.

The skills acquired are applied to cross-curricular topics, allowing students to use their art skills to reflect on and explore topics in greater depth e.g. by sketching still life artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development. Each project is designed to enhance and build on initial skills taught going into greater depth whilst encouraging creative thinking, risk-taking and confidence.

In Key Stage 4, students study OCR Entry Level – Art and Design.  The OCR Entry level comprises elements of coursework in the form of a portfolio, sketchbook, and journal for recording their ideas and processes. Controlled assessment is based on four assessment objectives, which must be covered in their project. The objective is to look at the students’ ability to develop individual ideas, explore and experiment with different media in order to refine those ideas, record and evaluate artwork and produce a final piece.

Impact

• Students have a love of art, with an appreciation for the work of others evidence by the way they create their own work and how they articulate their thoughts using subject specific language.
• Students leave with a broader cultural capital, a deeper understanding and appreciation of the work around them.
• Students are able to tackle creative problems using the creative process to produce a successful solution.
• Students are able to work independently, organise themselves, use equipment confidently and problem solve to achieve positive results.
• Students are able to critique their work, the work of others confidently and work independently to improve and extend work based on feedback and guidance notes.

Intent

Our DT curriculum is focused upon working with wood and has recently evolved to include greater emphasis on planning, recording, self-assessment and self-evaluation. These are transferable skills that will benefit the students in many areas of the current life, giving them valuable skills for the future. There are also assessable outcomes available to all students.

Implementation

During Key Stage 3, all students have the opportunity to develop skills in planning and recording; marking out, measuring and cutting accurately; learn how to use a range of hand tools safely; learn how to use a variety of power tools and machines safely; develop skills in self-assessment and learn how to research, make and evaluate projects of their own.

During Key Stage 4, all students have the opportunity to build on the previously skills learnt to produce more advanced projects; select and use more specialised machines and tools; develop their wood working skills; learn more advanced techniques; are given the opportunity to complete a brief for a project of their own design; develop their resilience; show their independence and produce projects that will feed into the John Muir Award (Forest Skills).

Impact

The teaching is based around being attachment aware and using P.A.C.E where appropriate, in a way of thinking, feeling, communicating and behaving that aims to make the student feel safe. By its nature, this involves using relational influence to create motivation, focusing on stress regulation and being very flexible. This philosophy means the curriculum embeds a skills based approach involving teacher led activities and projects that are individualised, student centred, student led and based on level of skill, “emotional age” and motivation.

This approach places the focuses on raising self-esteem, improving resilience, and developing problem solving skills. Consequently, having engaged with our curriculum our students are able to work independently and use machinery confidently. They will have gained skills for life beyond school and had experience of using a small selection of industry standard equipment; this will give them confidence when working in the future.

Intent

This course will give learners the opportunity to experience and enjoy some time in a forest environment, while learning some practical knowledge and skills associated with being outdoors.

The course also places importance on the physical and emotional benefits of time spent in nature; providing opportunities for space and exercise, undertaking supported risk, learning about the natural world, considering conservation and pollution and a chance to talk, reflect and be.

Offering our learners, the opportunity to get outdoors, is at the heart of this course. To escape from a classroom environment that, they may find challenging, and to experience the freedom to learn in an alternative way can provide the enjoyment, success and confidence needed to support their learning journey as a whole.

Implementation

All learners will be initially introduced to the forest site, supported to become familiar with the environment and appraised of any safety information and procedures. Exploring and play will feature heavily in the introductory phase as a way to facilitate comfort within the forest environment.

Key Stage 3 learners will then begin work on timed exploration tasks, conservation activities, discovering plants, insects and animals, basic den building tasks, including researching locations, materials which can be used for natural and man-made shelters and constructing and evaluating their own shelters. The Key Stage 3 focus will be on slowly building their confidence in the environment and developing the skills necessary to work towards completing a unit award.

Key Stage 4 learners will follow a programme tailored towards achieving a range of Level one AQA unit awards covering a range of Bushcraft and outdoor learning skills. The current range of awards include:

• Building shelters
• Tracking
• Fire lighting
• Bushcraft as a life skill

Key Stage 4 learners will also incorporate the hours and activities required to complete a John Muir Award at Explorer level. As such, alongside time spent in the forest, they will be expected to complete a range of cross-curricular tasks designed to reflect an appreciation of the key elements of the John Muir Award – Discover, Explore and Conserve. Examples of this cross-curricular work can include; a local history project, a forest based science research project, forest themed art work, bird boxes, feeders, bug hotels and hedgehog houses in wood tech, suet cakes in Food Studies and PSHCE topics on the importance of nature for mental health. Participation in these activities and work produced is then compiled for display as part of the final assessment for the award.

Impact

Having spent a portion of their time in education learning outdoors will doubtless have a lasting impact on our students. At the heart of what we do, is an attempt to foster a lifelong appreciation and understanding of the natural world, which will benefit not only our students, but the local community and the wider world. Spending time in the forest, learning about, and caring for the site creates a sense of ownership, responsibility and pride in our local area; while the qualifications that can be gained give our students a sense of self confidence, achievement and independence going forward. Alongside this, the positive impact on mental health and wellbeing that time spent in nature can undoubtedly have on young people demonstrates the importance of giving our students every opportunity to get outdoors.

In the words on John Muir himself:

‘In every walk with nature one receives far more than he seeks’

Intent

At Prospect School we are committed to ‘Raising aspirations, building futures’. At the core of this, is our commitment for students to understand their place in the world, what has gone before and what can be. The Humanities department recognise that students are shaped in part by past, place and philosophy, and therefore teach these three subjects as one holistic curriculum. It aims to do this by following a ‘broad and balanced curriculum’ covering National Curriculum outcomes, while encompassing cultural capital, social, spiritual moral, cultural and knowledge of democracy and rule of law.

Humanities is set into the chronological framework afforded by the study of history. Geography and Religious Education then focus on themes and subjects within that time period that are applicable in a wider context. This teaches students how to transfer skills learnt to different learning topics which, better prepares them for the world of work where transferable skills are essential. As is the case across the school, skills taught include widening vocabulary, and reading skills.

The three subjects help students to gain understanding and knowledge of the world around them, historically geographically and philosophically. All subjects seek to inspire curiosity and critical thinking and to teach our students how to analyse information and ideas to reach well informed conclusions. These conclusions have a bearing on the lives of our students whether through past, place or philosophy. Learning is not a linear experience, therefore the blended humanities curriculum tries to offer the best non-linear experience a school environment can offer.

Implementation

History: the curriculum follows the national curriculum and gives students the opportunity to follow two different streams of qualification. All students are given the chance to complete Entry Level History and those who excel at this level will take GCSE History OCR-B course over a two-year period, in Key Stage 4.

During Key Stage 3, our students will cover the following topics:

During Key Stage 4 – Entry Level 1, 2 and 3, our students will cover the following topics and complete an individual project:

During Key Stage 4 – GCSE History (OCR), our students will cover the following topics:

RE: the curriculum focuses upon beliefs about God; the self and the nature of reality; issues of right and wrong and what it means to be human. This is placed in the context of the individual at a local and extra local level, both past and present. The curriculum follows the “Living Difference Spiral Curriculum”, to ensure progression and challenge in their learning.  This curriculum highlights key themes within the religions of Christianity, Islam, Buddhism and Sikhism.

Geography:  the Geography curriculum follows the National Curriculum for Key Stage 3 and offers Entry Level Geography at Key Stage 4. This will cover the following subjects through the lens of the historical period that they are studying within the blended curriculum followed in Humanities.

During Key Stage 3, our students will cover the following topics:

During Key Stage 4 – Entry Level 1, 2 and 3, our students will cover the following topics:

Impact

History:  will help our students gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It is designed to inspire students’ curiosity to know more about the past. Teaching should equip students to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement.

History helps our students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Geography:  inspires in our students a curiosity and fascination about the world and its people, that will remain with them for the rest of their lives. It will equip our students with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Our students will learn about the world and the interaction between physical and human processes, and of the formation and use of landscapes and environments. This will be in relation to their own experiences both locally and nationally, and how it changes over time.

RE: religion and beliefs inform our values and are reflected in what we say and how we behave. RE develops our students’ knowledge and understanding of the religions and beliefs which form part of the contemporary society they live in. RE provokes challenging questions helping our students to become better able to discern what is desirable for their own lives, and for the world.

Intent

At Prospect School our PE department aim to create a working environment that will inspire both staff and students. As a team we strive to ensure that the students are actively engaged in their learning. Student participation and achievement are assessed, tracked and celebrated, so that by the end of their physical education journey at Prospect School they will have had the opportunity to take part in a wide range of sports and activities that will give them the tools to maintain their health and well-being into adult life.

PE has the ability to develop the skills and resilience required to prepare our students for the outside world. Confidence, self-esteem, team work, leadership, discipline and resilience can all be developed. The students will have the opportunity to participate in activities such as: hockey, football, rugby, basketball, trampolining, net games, rounders, softball, athletics and swimming.

Implementation

During Key Stage 3 and 4 core PE the department aim to inspire students to be active and engaged in a range of sports / activities contributing to an active healthy lifestyle. As they move into Key Stage 4, students in Years 10 and 11 who have a passion for sport have the opportunity to engage in OCR Entry Level Certificate – PE. To meet the requirements of the course, the students’ practical performance is assessed in four activities; one team, one individual and then two others of their choice.   They are also assessed in analysing the performance of others or of themselves in one practical activity and are required to suggest ways that the performance may be improved.  In addition, in conjunction with Havant and South Downs College (HSDC), we are able to offer a 14-16 BTEC Level 1 Award in Sports and Leisure.

Our Sports Day is an annual event that involves the whole school. The activities are a mixture of competitive and fun races including: sprints; relay, sack race; space hopper race and tug of war. The students compete in their House Teams: Orion; Neptune; Valiant and Centurion. It is a fantastic day and really brings the school community together.

Impact

Our students will enjoy challenge, recreation and competition during lessons, in our weekly House Games Challenges and in inter-school competitions. We also offer a range of offsite sessions such as golf, sailing, football sessions at Havant and Waterlooville Football Club, horse riding and rock climbing.

All the opportunities offered will teach our students valuable life skills, increase their awareness of healthy lifestyle choices and empower them to continue practical involvement beyond school, as well as give them memories of Prospect School that will last them a lifetime.

Intent

At Prospect School we promote personal wellbeing and development through a comprehensive Personal, Social, Health, Citizenship and Economic (PSHCE) education programme.

We consider PSHCE to be a core subject. This is because PSCHE is the subject that gives students the knowledge, understanding, attitudes and practical skills to live safe, healthy, productive lives and meet their full potential. PSHCE contributes to the personal development of students and gives them the opportunity to build, practise and develop skills that will continue to support them in their lives beyond Prospect School.  These skills and attributes can be applied to staying healthy, keeping safe, and being prepared for life and work in modern Britain.   Through the curriculum we introduce our students to a diverse range of people with different backgrounds and situations, helping our students to develop a broad and balanced view of the world around them.

The curriculum also includes the statutory content of Relationships and Sex Education (RSE). In this topic, students will have the opportunity to prepare themselves for their future, allowing them the time and safe place to ask any questions and correct any misconceptions, helping them to develop into responsible and informed adults with an understanding of what constitutes healthy relationships.

Implementation

Our PSHCE curriculum covers a range of topics, including many pressing issues facing students today such as mental health, staying safe online, drugs, alcohol, challenging extremism, careers and financial literacy.  Our RSE topic gives students the time to examine subjects such as healthy relationships, growing and changing, including puberty; personal hygiene; changing feelings; becoming more independent; keeping safe and consent; developing self-esteem and confidence

Whilst PSHCE and RSE lessons are carefully sequenced and progress over time, the curriculum has been written in consultation with our students. As such, lessons are flexible and we adapt our curriculum sequence or content in response to matters arising in our local context and/or nationally. The Leader of Learning works with external agencies to ensure that the delivery of content is adapted in a way that is most beneficial for students in the time setting they are being taught.

Statutory content is covered by learning opportunities for each key stage across the programme’s three core themes: ‘Health and Wellbeing’, ‘Relationships’, and ‘Living in the Wider World’, as well as education for personal safety. Through the delivery of our PSHCE curriculum we aim to have a positive impact for our students in a wide variety of ways, including on their physical and mental health, safety, careers, financial capability, and economic wellbeing, as well as social, moral, spiritual and cultural (SMSC) development.

The PSHCE curriculum has been written as a cyclical curriculum so that key issues and risks are built upon yearly in an age-appropriate manner, it takes a thematic approach, where knowledge and skills are acquired and developed over time.

Impact

The impact of the curriculum is assessed in the form of a baseline assessment in each new topic that is studied and then revisited and assessed at the end of each unit.  Progress is tracked and monitored across all Key Stages for each individual student.

Through the delivery of our PHCSE and SE curriculums we aim to have a positive impact for our students in a wide variety of ways, including on their physical and mental health safety; careers; financial capability and economic wellbeing, as well as social, moral, cultural and spiritual (SMCS) development.

Careers Provision

All students in Year 8, 9, 10 and 11 have the opportunity to meet regularly with our independent careers advisor, who attends school on a weekly basis. Meetings can either be 1:1, in pairs or in a small group. Students are able to find out more about their chosen industry and routes into employment, or spend time working with specialist staff exploring their options should they be unsure about what to do after leaving school. Students in Years 10 and 11 also have the opportunity to participate in work experience.

We work with parents/carers to support and encourage students into further education, employment or training. Parents/carers are encouraged to support students with college open events, interviews and other relevant careers opportunities, such as work experience interviews. Staff at school are also available to support at such events.

The transition from secondary education to Post 16 options can cause young people some anxiety, particularly if they have SEMH needs. In an effort to reduce such anxieties, we offer student the chance to attend local college placements on various 14-16 programmes, as part of their personalised timetable. Some students also attend alternative provider placements. We work alongside the students until they are ready to be independent learners and support them to achieve external accreditation linked to the course. This contributes to students achieving success in different learning environments, as well as helping to improve self-confidence, pride and self-worth – all key qualities for navigating the workplace.

We will measure the effectiveness and success in a variety of ways:

• Student and parent/carer voice – through regular home school communication but also via the EHCP process
• Students securing appropriate Post 16 provision places linked to their desired destination – this may be supported internships, traineeships, apprenticeships, college placements or other suitable training
• Ofsted judgement of careers provision on offer
• By ensuring the Gatsby Benchmarks are met –we conduct annual assessments using the Compass tool.

We aim to work together with parents/carers to ensure that students have the best possible preparation for their future destinations – whatever they aspire to! Should you wish to find out more about how we support our students, please contact: Claire Adamson on [email protected]       02394 006226

A copy of our Provider Access Policy statement can be found below.