The curriculum in KS3 is split into 3 sections:
· Core Curriculum
· Personal Development
SMSC is explicit in all subjects.
English, Maths, Science, History, Geography, ICT,
All of these subjects are following national curriculum guidance and they are currently using NC Levels to describe pupils attainment.
Progress in each of these subjects is measured from the Moorbridge baseline – upon entry all pupils are tested in:
· Reading Age
· Reading Comprehension
· Curriculum Engagement
These subjects develop Social and Emotional Skills, PLTS (Personal Learning and Thinking Skills), Behaviour Modification as well as other key learning skills –
· B4L – what do the pupils need to achieve to reach their targets – weekly 1:1 sessions to discuss this
· Reading – This happens as an intervention for those students with a reading age less than 9 Years old and all students read with their Key teachers after lunch on a daily basis
· IDL Cloud – this is an individual Literacy programme which pupils are assessed for Literacy and then set work according to their level and progress, progress is monitored for all students.
· Social and Emotional Activity - this is based on the PSHE & Citizenship programme of study but is approached in an engaging and 'fun' manner in order to explore issues deeper with students who are often disengaged from education.
These session are designed to develop a range of skills not always addressed by the core curriculum or Enrichment Curriculum - this aspect of the Moorbridge KS3 Curriculum allows pupils to enjoy and engage in the practical/vocational skills to progress where they may find difficulty in the academic curriculum.
The focus of the lessons will be around the development of Social and Emotional Literacy and aimed at the development of the process to achieve the task/activity rather than just the end product. Staff will use their knowledge of the individual students and their group organisations to focus specifically on different skills (e.g. Vulnerable/Anxious students - focus may be on Independence, collaboration and engagement in activities whereas Groups which have predominantly behavioural issues may focus on Reflection, Problem Solving and Relationships with Adults) or the teacher may choose to focus on all of the skills.
The skills which the pupils will develop are in:
• Independence/Self Management Skills
• Practical Skill Development
• Reflection in Learning
• Engagement in Activities
• Problem Solving
• Relationships with Adults/other Students
The areas of development are:
PD- Physical (Games/Physical Education)
PD- Materials (Wood, Graphics, Electronics, Plastic, Metal)
PD- MM - Mixed Media (Paint, drawing, textiles )
Teachers will have a plan for each 1/2 term which will aim to focus on all or some of the above 'development skills' this will be achieved through one or a number of individual tasks.
Teachers will record after every lesson when the pupils have achieved an element of the development skills (date and highlight) - each pupil will have their own individual Learning Map in each of the Creative Arts areas.
Pupils will be given a RAG rating at the end of each lesson relating to their points score - pupils will then be advised how they will be able to improve next time in terms of development skills.
Pupils will only be given 'Verbal Feedback' - this will not be recorded as written feedback
Staff will record the development and progress of the pupils work using 'See Saw' App
All pupils will receive on a 1/2 termly basis:
• PPA (Pupil Progress and Achievement) RAG rating based on the development skills achievement throughout the 1/2 term
• A2L - this is the Attitude to Learning - 5 - 1 Scale (Best).
Progress will be monitored from lesson to lesson as well as 1/2 term to 1/2 term.