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Approach - Key Stage 3

In Key Stage 3 the curriculum is taught according to national guidelines and modified where necessary in line with students’ abilities. The curriculum is taught using a cross-curricular approach and incorporates work towards the ASDAN New Horizons accredited programme. Pupils begin secondary education in Key Stage 3.  Pupils aged 11-14 are taught in Key Stage 3 – these are the year groups 7, 8 and 9. In Key Stage 3 pupils are taught in small classes with a high staffing ratio. With the exception of PE which is taught in mixed groups of secondary pupils, according to pupil’s abilities and preferences, pupils are usually taught all of their subjects by their class teacher. They may leave their classroom for subjects such as PE and Food and Nutrition.

 

Transition

Pupils complete a transition plan in Year 9 which helps to prepare them for the transition to Key Stage 4 and beyond. This is discussed at the transition review in Year 9, with support from the Youth Support Team. Further information about this will be provided at a Transition Workshop for parents, which takes place annually.

Extra-Curricular Activities

To promote and extend learning we offer a range of extra-curricular activities in the department including educational visits, clubs and councils, sporting events and residential educational trips.

Assemblies

Key Stage 3 and 4 have a weekly assembly, led by a member of staff or a Key Stage 3 or 4 class. Citizenship themes, class topics and special occasions are explored and celebrated in assembly, through a variety of different mediums.

Café

Café takes place after assembly each week. Students engage in work-related learning by cooking for and setting up a café which raises money for charities chosen by the students, and the department. We ask that each student brings in 50p each Friday to purchase something from the café, should they want to.  After visiting café students are encouraged to take part in organized clubs, councils and activities which enable them to learn and socialize with students across the secondary department.

Assessment and Reporting to Parents

Teachers continually assess pupil work to plan appropriate targets. At Key Stage 3 pupils are encouraged to help set their own targets.  These are called Scruffy targets and structured sessions to support progress towards these targets are conducted weekly. All students  have a target booklet which is based on developing Key Skills and is assessed and updated three times a year.

 

A full annual report is written by the class teacher to inform parents about their son / daughter’s progress, and there is an annual parents evening at the end of term 6. Please note, however, that parents are welcome to contact staff at any time to discuss progress. Each pupil also has a home/school book so that matters of interest or concern can be communicated and dealt with quickly.

Annual Reviews 
Each pupil has an Annual Review. In Key Stage 3, where appropriate, pupils are also invited to attend and talk about their likes and dislikes and their progress. In Year 9 the Youth Support team will also attend the Annual Review to talk about and help to plan for their Post-16 placement and beyond. 

Approach

In Key Stage 3 the curriculum is taught according to national guidelines and modified where necessary in line with students’ abilities. The curriculum is taught using a cross-curricular approach and incorporates work towards the ASDAN New Horizons accredited programme.

 

Approach key Stage 4

In Key Stage 4 the curriculum is taught according to national guidelines and modified where necessary in line with students' abilities.  The curriculum is taught in discrete subjects, with some cross-curricular links to Maths and Spoken Language; and incorporates work towards the ASDAN Transition Challenge accredited programme or ASDAN PSD qualification.

 

Key Stage 4 Schemes of Work

The schemes are written under the following headings:

 

  • Vocational / subject learning - e.g. physics, sport and leisure, history, geography, religious education, art and design.
  • functional skills - communication / English, numeracy / maths and computing
  • personal and social development - citizenship, sex and relationships education, problem solving and thinking/learning strategies, social skills, personal development and self awareness, personal finance.
  • transitions / destinations - independent living skills, community participation, careers education, enterprise, world of work, work experience, travel, dreams and aspirations.

 

Pupils will have a personalised learning programme that includes elements of the above headings and that is based on a detailed strength and needs analysis arising from their transition reviews, and assessments. 

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