Intent statement
We offer opportunities for all young people to develop their understanding and implementation of a range of soft skills.
Head of Department
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Curriculum Principles
Implementation Key Principles:
- The curriculum has been created around the Healthy Minds approach from the Penn Resilience Programme and a bespoke series of lessons that fall under the heading Philosophy & Ethics.
- Content is rich, relevant and reflective of the diverse world in which we live.
- Learning is sequenced to enable young people to develop knowledge and skills.
- Literacy is explicitly delivered across the curriculum.
- Learning is adapted to support the specific needs of individuals.
- A sustainable approach is supported through the curriculum.
- Resilience is promoted for students by frequent (low stakes) assessment to inform teaching.
In classrooms, this may look like:
- Students will be actively using a range of different skills including: identifying emotions, looking at alternative endings, considering other peoples' points of views and developing skills to deal with stress, anger and procrastination eg: mindful breathing.
- Carefully planned shared schema, developed by experts and tailored by teachers to meet the needs of teaching groups
- DO NOW tasks drawing on prior learning
- Signature strategies used for Checking Understanding, such as Show Call, Show Me, Intentional Monitoring
- Shared literacy and reading strategies in place, such as Inside Outside Beyond and whole class reading work
- Precise pedagogical decisions made for students with additional needs (EHCP, SEND K, PSP, Behavioural, PA) including additional adults, alternative resources or outcomes, seating arrangements, precise deployment of signature strategies
- Teaching which alters according to student understanding demonstrated both from assessment points and within lessons
In work produced, this may look like:
- Healthy Minds: Using a range of scenarios to explore emotions and actions.
- Philosophy & Ethics: Basic ideologies and beliefs, looking at a multi-cultural society, rights; both legal and human.
- Regular feedback, which addresses knowledge or skills gaps
- Opportunities for conscious practise by students (reteach episodes, ‘fix-it’ sessions, revision)
- Opportunities for self and peer assessment, engaging with success criteria
- As relevant to Key Stage, opportunities to engage with exam-style content
- Home learning will promote digital literacy in line with school strategy
For students, this experience may include:
- Discussing difficult situations in a safe and
- supporting environment.
- Developing a less biased mind and looking at both the micro and macro world.
- Practising the soft skills; negotiation, empathy, looking at things with an open mind, difficult conversations.
- Consistent staffing in lessons with teachers who know them and similar learning journeys across year groups
- Regular opportunities to engage with feedback on progress (parents’ evenings, progress grades, reports, assessment feedback, in-class feedback, marking)
- A clear sense of the curriculum journey leading to CEIAG – how can you pursue this field of study? What might it lead you to?
- Where students are taught by professionals at the start of their career, they can expect additional adults in classes supporting through a range of strategies (live coaching, learning walks, observations, team teaching)
Impact Key Principles
In evaluating the impact of our curriculum, we will consider:
- Outcomes data, such as A level and BTEC Results, GCSE results, Additional qualifications (sports leaders, community languages, Entry level qualifications) and the performance of vulnerable groups within that data
- Destinations data at common points of transition from the school (Key Stage 4 and Key Stage 5)
- Internal and external Quality Assurance processes (Ark review processes, governor accountability processes, internal audit processes, Ofsted)
- The development of professionals into experts in their field through their work in supporting colleagues, supporting other schools, developing curriculum resource, becoming examiners etc.
Year 7
| Autumn 1 | Autumn 2 |
|---|---|
|
PSHE: |
CEIAG: |
|
How to use social media as a positive tool. |
|
| Spring 1 | Spring 2 |
|---|---|
| PSHE: Work/life balance Poor diet & health Healthy diets Personal hygeine Quality sleep |
CEIAG: Exploring careers Business & industry Basic 1st Aid Barclay's life skills |
| The links between poor diet and health. Developing personal financial capability. | |
| Summer 1 | Summer 2 |
|---|---|
|
PSHE: |
CEIAG/Study Skills: |
|
How to recognise and prevent bullying. |
|
Year 8
| Autumn 1 | Autumn 2 |
|---|---|
|
PSHE: |
CEIAG: |
| What are the misconceptions & stigmas of mental health? How to use knowledge organisers. | |
| Spring 1 | Spring 2 |
|---|---|
|
PSHE: |
CEIAG: |
|
How to identify racism and microagressions. What does success look like to you? |
|
| Summer 1 | Summer 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
| How to spot an unhealthy or abussive relationship. | |
Year 9
| Autumn 1 | Autumn 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
What is cyberbullying? How do I decide on GCSE options? |
|
| Spring 1 | Spring 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
How to identify racism? What makes a great team player? |
|
| Summer 1 | Summer 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills |
| How to discuss sexual and gender identity? | |
Year 10
| Autumn 1 | Autumn 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
What is cyberbullying? How to compile a CV |
|
| Spring 1 | Spring 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
How to identify racism? What makes a great leader? |
|
| Summer 1 | Summer 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills |
| How to be aware of peer pressure? | |
Year 11
| Autumn 1 | Autumn 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
What is cyberbullying? What revision strategies work for me? |
|
| Spring 1 | Spring 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
How to identify racism? How to stay safe and protect your finances? |
|
| Summer 1 | Summer 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills |
| What are the consequences of gambling? | |
Year 12
| Autumn 1 | Autumn 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
What is cyberbullying? How do I curate my online profile? |
|
| Spring 1 | Spring 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
How to identify racism? How to stay safe and protect your finances? |
|
| Summer 1 | Summer 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills |
| How to develop trust and intimacy in relationships. | |
Year 13
| Autumn 1 | Autumn 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
What is cyberbullying? How do I create a true and engaging personal statement? |
|
| Spring 1 | Spring 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills: |
|
How to identify racism? How to navigate the world of work? |
|
| Summer 1 | Summer 2 |
|---|---|
|
PSHE: |
CEIAG/Study skills |
| How to leave home and develop new relationships? | |