Curriculum Policy

Curriculum Plan for 2020/2021

The planning and formulation of our curriculum and schemes of work includes the following:

  • Linguistic: this area is concerned with developing pupils’ communication skills and increasing their command of language through listening, speaking, reading and writing – pupils must acquire speaking, listening and literacy skills.
  • Mathematical: this area concerns pupils making calculations, understanding and appreciating relationships and patterns in number and space and developing their capacity to think logically and express themselves clearly. Their knowledge and understanding of mathematics should be developed in a variety of ways, including practical activity, exploration and discussion.
  • Scientific: this area is concerned with increasing pupils’ knowledge and understanding of nature, materials and forces and with developing the skills associated with science as a process of enquiry: for example, observing, forming hypotheses, conducting experiments and recording their findings.
  • Technological: Technological skills, can include the use of ICT; developing, planning and communicating ideas; working with tools, equipment, materials and components to produce good quality products; and evaluating processes and products.
  • Human and social: this area is concerned with people and with their environment, and how human action, now and in the past, has influenced events and conditions.
  • Physical: this area aims to develop the pupils’ physical control and co-ordination as well as their tactical skills and imaginative responses, and to help them to evaluate and improve their performance. Pupils should also acquire knowledge and understanding of the basic principles of fitness and health.
  • Aesthetic and creative: this area is concerned with the processes of making, composing and inventing. There are aesthetic and creative aspects of all subjects, but some make a particularly strong contribution including art, music, dance, drama and the study of literature because they call for personal, imaginative, and often practical, responses.

Policy Spiritual, moral, social, and cultural development of pupils’ Subject areas such as personal, social and health education (PSHE) and religious education may make strong contributions, but work within all other subjects may also contribute including the Fundamental British values and ensure that there is political balance in teaching and other activities. Pupils will be led towards distinguishing right from wrong, respecting the civil and criminal law of England, and towards acting with a view to the consequences of their own and others’ actions.

In addition, the school will:

  • lead pupils towards becoming confident and positive contributors to their local community and to society more widely and to become effective users of public services and facilities according to pupils’ level of maturity.
  • enable pupils to gain insights into the origins and practices of their own cultures, and into those of society more widely and to encourage tolerance for others.
  • encourage respect for other people, paying particular regard to the protected characteristics set out in the Equality Act 2010 (ie age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; sexual orientation).

Welfare, Health and Safety of pupils

Teaching and learning

We will Provide a variety of activities developing lively, imaginative and enquiring minds encouraging and promoting a healthy lifestyle.

We will develop Numeracy and Literacy skills supporting the students learning and helping them to achieve their full potential encouraging students to explore, to question and to challenge.

We will support spiritual, moral social and cultural values within all aspects of our curriculum and always advocate respect for shared values and for other cultures, religions and ways of life.  We will work with the students to understand how they fit within society and support with the reintegration back into a wider educational community.

We will provide continuity and progression from the point of transfer to the time of leaving the provision.  Acquiring knowledge and skills relevant to their life. The programme will promote knowledge and understanding, mastery of intellectual, physical and interpersonal skills and personal qualities, values and attitudes.

We will provide appropriate tasks and teaching techniques to support high expectations and appropriate challenges, whilst paying due regard to the disaffection and self-esteem issues some of our students might feel about their previous educational experiences.

Individual Learning Packages

Each learner will have an individual learning package to meet their needs.

This will include an:

  • initial meeting and assessment of need
  • Individual Education Plan
  • Baseline assessment
  • Individual learning programme

Alongside our curriculum we will work with our young people on identified areas of need

Online safety

The use of technology has become a significant component of many safeguarding issues. Child sexual exploitation; radicalisation; sexual predation: technology often provides the platform that facilitates harm. An effective approach to online safety empowers a centre to protect and educate the whole school in their use of technology and establishes mechanisms to identify, intervene in, and escalate any incident where appropriate.

  • The breadth of issues classified within online safety is considerable, but can be categorised into three areas of risk:
  • content: being exposed to illegal, inappropriate or harmful material; for example, pornography, fake news, racist or radical and extremist views;
  • contact: being subjected to harmful online interaction with other users; for example, commercial advertising as well as adults posing as children or young adults; and
  • conduct: personal online behaviour that increases the likelihood of, or causes, harm; for example, making, sending and receiving explicit images, or online bullying.

Education Opportunities to teach safeguarding, including online safety, are discussed at paragraph 85-87. Resources that could support our school include:

UKCCIS has recently published its Education for a connected world framework. Online safety is a whole centre issue. The framework aims to support the development of the curriculum and is of relevance to PSHE education and Computing. It is designed, however, to be usable across the curriculum and beyond and to be central to a whole centre approach to safeguarding and online safety. It covers early years through to age 16.

The PSHE Association provides guidance to the school on developing their PSHE curriculum – www.pshe-association.org.uk

Parent Zone and Google have developed Be Internet Legends a free internet safety curriculum with PSHE accredited lesson plans and teaching resources for Key Stage 2 pupils.

Educate U will be doing all that they reasonably can to limit children’s exposure to the above risks from the IT system. As part of this process, we have appropriate filters and monitoring systems in place.

The UK Safer Internet has published guidance as to what “appropriate” filtering and monitoring might look like: UK Safer Internet Centre: appropriate filtering and monitoring.

The Prevent duty Departmental advice for centre and childcare providers and Prevent Duty Guidance for Further Education Institutions to ensure children are taught about safeguarding, including online safety that online safety training for staff is integrated, aligned and considered as part of the overarching safeguarding approach.

Information and support 

There is a wealth of information available to keep children safe online. The following list is not exhaustive:

Organisation/Resource

What it does/provides thinkuknow NCA CEOPs advice on online safety disrespect nobody Home Office advice on healthy relationships, including sexting and pornography UK safer internet centre  Contains a specialist helpline for UK centre and colleges swgfl Includes a template for setting out online safety policies internet matters Help for parents on how to keep their children safe online parentzone  Help for parents on how to keep their children safe online childnet cyberbullying  Guidance for centre on cyberbullying pshe association Guidance and useful teaching resources covering online safety issues including pornography and the sharing of sexual images educate against hate Practical advice for parents, teachers and governors on protecting children from extremism and radicalisation. the use of social media for online radicalisation A briefing note for centre on how social media is used to encourage travel to Syria and Iraq UKCCIS

The UK Council for Child Internet Safety’s website provides:

Sexting advice

  • Online safety: Questions for Governing Bodies
  • Education for a connected world framework NSPCC advice for centre net-aware NSPCC advice for parents commonsensemedia Independent reviews, age ratings, & other information about all types of media for children and their parents searching screening and confiscation Guidance to centre on searching children in school and confiscating items such as mobile phones.

All staff will undergo statutory training in the following areas.

  • Induction
  • First aid
  • Health and safety
  • Fire
  • COHSS
  • Safeguarding
  • Prevent
  • Behaviour management
  • Food hygiene

The designated safeguarding lead (and any deputies) should undergo training to provide them with the knowledge and skills required to carry out the role. This training should be updated at least every two years.

Other courses will be available to the staff team to promote professional development.