curriculum framework 2016-17€¦ · web viewfor learners whose attainments significantly exceed...

include Curriculum Framework 201617

Contents Page

Ethos and Aims 2

Objectives 2

Inclusion 4

Personalisation 6

Assessment 7

Connectivity 8

Working for Change 8

Information and Communication Technology 8

Health and Safety 9

Staff Qualifications 9

Curriculum 9

Accreditation 10

Session Planning 11

SMSC Fundamental British Values Equality and Prevent in the Curriculum

12

Appendix 1 Guidance on inclusive practice 13

Appendix 2 includersquos Common Core Training Programme 17

Appendix 3 Personal Learning and Thinking Styles 18

Appendix 4 Social and Emotional Skills 22

Appendix 5 Teaching and Learning Policy 26

November 2016

Appendix 6 WP 28 Framework for Assessing Learner Progress 29

Appendix 7 WP 29 Target Setting Policy 31

Appendix 8 The Equalities Act 2010 High quality education in relation to promoting protected characteristics

32

Appendix 9 Session Plan Template 34

Appendix 10 SMSC Fundamental British Values Equality and Prevent Curriculum Mapping

37

Ethos and Aims

This Curriculum Framework takes into account the needs and requirements of the young people on a variety of programmes and the challenges and demands that they present It presumes that young people have the capacity to engage on a full-time basis with the programme and in time it enables them to do so

This Curriculum Framework reflects the overall ethos of include by being

Young person-centred

Needs led and differentiated ndash where Individual Learning Programmes and Education Plans will be implemented as appropriate

Holistic

Flexible equitable and adaptable

Built on a positive and productive engagement between young people and programme staff

Able to incorporate an interagency approach

Proactive in promoting British values

Balanced in providing opposing views on any partisan political bias

Actively promotes respect for other people

November 2016 Page 2

The overarching aims of the include Curriculum are

To enable young people to enjoy learning and progress in a positive way through engendering an appreciation of creativity and achievementndash preparing them to be able to continue to learn and providing a baseline for future potential (C)

To increase the range of opportunity and choice open to young people by introducing them to essential knowledge they need to be educated citizens(A)

To enable young people to undertake a successful transition to adult life and make a positive contribution by having a full understanding of the opportunities responsibilities and experiences within their community and life in British society(B)

includersquos curriculum aims map to the National Curriculum aims in England as

(A) an introduction to the essential knowledge they need to be educated citizens It (B) introduces pupils to the best that has been thought and said and(C) helps engender an appreciation of human creativity and achievement

Objectives

To enable young people to enjoy learning and progress in a positive way ndash preparing them to be able to continue to learn and providing a baseline for future potential

Successful learners who

have the essential learning skills of literacy numeracy and information and communication technology

are creative resourceful and able to solve problems

have enquiring minds and think for themselves to process information reason question and evaluate

communicate well in a range of ways


understand how they learn and learn from their mistakes

are able to learn independently and with others

know about big ideas and events that shape our world

enjoy learning and are motivated to achieve the best they can now and in the future

to increase the range of opportunity and choice open to young people

Confident individuals who

have a sense of self-worth and personal identity

relate well to others and form good relationships

are self-aware and deal well with their emotions

have secure values and beliefs and have principles to distinguish right from wrong

become increasingly independent are able to take the initiative and organise themselves

make healthy lifestyle choices

are physically competent and confident

take managed risks and stay safe

recognise their talents and have ambitions in order to fulfil their potential

are willing to try new things and make the most of opportunities

are open to the excitement and inspiration offered by the natural world and human achievements

To enable young people to undertake a successful transition to adult life and make a positive contribution within their community

Responsible citizens who

are well prepared for life and work

are enterprising

are able to work cooperatively with others

respect others and act with integrity


understand and respect fundamental British values of democracy the rule of law individual liberty and mutual respect and tolerance of those with different faiths and beliefs

understand their own and othersrsquo cultures and traditions within the context of British values and have a strong sense of their own place in the world

appreciate the benefits of diversity

challenge injustice are committed to human rights and strive to live peaceably with others

sustain and improve the environment locally and globally

take account of the needs of present and future generations in the choices they make

can change things for the better

Inclusioninclude sets out to offer a broad and balanced curriculum through which all learners are able to see the relevance of the subjects studied to their own experiences and aspirations It attempts to provide a learning experience that offers all students regardless of ability sufficient opportunities to succeed in their learning at the highest standard To achieve this level of inclusion projects will

set suitable learning challenges

respond to learnersrsquo diverse learning needs

overcome potential barriers to learning and assessment for individuals and groups of

learners

Setting suitable learning challengeshellip

Project staff should aim to give every learner the opportunity to experience success in learning and to achieve as high a standard as possible The include curriculum programmes of study set out what most learners should be taught ndash but project staff should teach the knowledge skills and understanding in ways that suit their learnersrsquo abilities This may mean choosing knowledge skills and understanding that is less challenging and complex at times so that individual learners can make progress and show what they can achieve A flexible approach will be used to take account of any gaps in learnersrsquo learning resulting from missed or interrupted schooling

For learners whose attainments fall significantly below the expected levels a much greater degree of differentiation will be applied


For learners whose attainments significantly exceed the expected level of attainment within one or more subjects project staff will need to plan suitably challenging work As well as drawing on work from higher levels of study project staff may plan further differentiation by extending the breadth and depth of study within individual subjects or by planning work which draws on the content of different subjects

Responding to learnersrsquo diverse learning needshellip

When planning project staff should set high expectations and provide opportunities for all learners to achieve including boys and girls learners with special educational needs learners from all social and cultural backgrounds and learners from different ethnic groups such as travellers Project staff need to be aware that learners bring to school different experiences interests and strengths which will influence the way in which they learn Project staff should plan their approaches to teaching and learning so that learners can take part in lessons fully and effectively

To ensure that they meet the full range of learnersrsquo needs project staff should be aware of the requirements of the equal opportunities legislation (The Equalities Act 2010) that covers age disability gender reassignment marriage and civil partnership pregnancy and maternity race religion or belief sex sexual orientation and that we actively promote respect for other pupils

Differentiation is an important aspect of ensuring that learner needs are met This should be evident in session planning resource choice and individual support offered during session delivery

Project staff should take specific action to respond to learnersrsquo diverse needs by

o creating effective learning environments

o securing motivation and concentration

o providing equality of opportunity through teaching approaches

o using appropriate assessment approaches

o setting SMART targets for learning

Overcoming potential barriers to learning and assessment for individuals and groups of learners

Curriculum planning and assessment for learners with special educational needs must take account of the type and extent of the difficulty experienced by the learner Project staff will encounter a wide range of learners with special educational needs some of whom will have disabilities In many cases the action necessary to respond to an individualrsquos requirements for curriculum access will be met through greater differentiation of tasks and materials


consistent with school-based intervention A smaller number of learners may need access to specialist equipment and approaches or to alternative or adapted activities consistent with a statement of special educational need or an Education Healthcare Plan Project staff should where appropriate work closely with representatives of other agencies who may be supporting the learner

Project staff should take specific action to provide access to learning for learners with special educational needs by

o providing for learners who need help with communication language and literacy

o planning for learnersrsquo full participation in learning and in physical and practical activities

o helping learners to manage their behaviour to take part in learning effectively and safely and to prepare for work

o helping individuals to manage their emotions particularly trauma or stress and to take part in learning

o providing a range of learning resources to support individual learning needs

include staff must take account of the 2014 SEND Code of Practice and work with the SENCO in collaboration with the local authority to ensure that children with complex SEN have a current EHC plan which is reflected in their IEP and targets Students with additional learning needs should have comprehensive IEPs and their progress should be monitored closely to ensure their needs are being met The 2014 SEND Code of practice can be found on the Cloud

Personalisation

Personalisation is the process of making what is taught and learnt and how it is taught and learnt match as closely as possible to the needs of the learner

For project staff it means observing learners closely recognising their strengths and areas for further development and drawing on the full repertoire of skills and strategies to meet their needs

For learners it means being engaged not just with the content of what is being taught but being involved with the learning process understanding what is needed to improve and take responsibility for furthering their own progress and realising their own potential

For Project Managers it means constantly thinking about routines and the organisation of learning for all learners so that their welfare and their progress can be mutually supportive


Opportunities for personalisationThe curriculum offers flexibility for Curriculum Leads Project Managers and staff and to

design a modern relevant and engaging curriculum that

o is tailored and relevant to the particular needs and interests of learners

o is accessible to all learners

o makes connections between the different elements of learnersrsquo learning experiences

o Does not undermine British values

o makes explicit the key concepts and key processes that underpin learning across subjects

o is relevant to the aspirations and progression routes of the young people

o is set within a real life context and offers highly practical and experiential learning opportunities

employ approaches to assessment that foster learning

o are integral to good teaching and learning

o encourage project staff to draw on a wide range of evidence of learnersrsquo achievement from both in and beyond the project

o engage learners themselves in the assessment process

o provide helpful ongoing feedback to learners and their parents or carers so that targets for further improvement are clear

involve young people in their learning

o are challenged to reflect on their learning and identify how they can improve

o exercise choice and develop as independent lifelong learners

o see the relevance of what they are learning to their present and future lives

o are actively engaged with and help to shape the curriculum they experience

Assessment All young people will undertake appropriate assessment at the start and then ongoing as required during the programme All assessment will be appropriate to the programme they are enrolled onto and their age stage ability and needs Each provision will produce its own Framework for Assessing Learner Progress and Target Setting Policy outlining how assessment is used to support progress


A range of assessment ndash both formal and informal ndash will be undertaken to enable staff to tailor the curriculum to suit each young person Every young person will be involved in the include integrated APR process as well as any specific assessment and processes required by the commissioner Information will be gathered and assessed in relation to a range of factors such as

Level of ability (Outcomes should enable identification of the most appropriate national curriculum level)

Needs and wants

Preferred-learning style

Key issues

Interests

Personal circumstances and history

Life skills

Self-management (including anger management)

Risk assessment

Readiness to change

Suitabilityinterests in relation to employment

Why is assessment important

Assessment should be a planned part of teaching and learning Assessment helps to set clear expectations for standards and achievement It ensures progression in teaching and learning and motivates pupils because they become partners in the assessment process It allows pupils to be clear about strengths and weaknesses in their learning and enables teachers to be clear about the achievements of their Improving learning through assessment depends on five key factors

1 The provision of effective feedback to pupils

2 The active involvement of pupils in their own learning

3 Adjusting teaching to take account of the results of assessment

4 A recognition of the profound influence assessment has on the motivation and self-esteem of students both of which are crucial influences on learning

5 The need for students to be able to assess themselves and understand how to improve


Connectivity To ensure that the work undertaken has maximum relevance to individual young people and that the practical value of the learning is readily understood an integrated approach to curriculum planning and development is adopted Curriculum delivery should where possible encourage functional skills to be developed through real life scenarios and experiences and provide cross-curricular opportunities

Working for change Throughout the programme work will be undertaken to achieve change by targeting the young personrsquos thinking and behaviour Using a cognitive behavioural approach the change programme will be framed within a continuous cycle of assessment planning intervention and review At the core of the work will be direct engagement with the young person in exploring the difficulties that she is encountering gaining the commitment to change and to undertaking a structured change programme Information from the assessment phase will be integrated into a clear and specific action plan for change Intervention will be based on a structured sequence of change breaking the change process down into a series of intermediate steps or small goals leading to an lsquoend pointrsquo The programme will be subject to regular and frequent review which will aim to establish what is or isnrsquot working make necessary refinement of the approach or methodology maintain the young personrsquos confidence and enable self-evaluation and self-reinforcement by the young person

Use of information and communication technology across the curriculumhellip

Pupils are given opportunities to apply and develop their ICT capability through the use of ICT tools to support their learning in all subjects

Pupils are given opportunities to support their work by being taught to

o find things out from a variety of sources selecting and synthesising the information to meet their needs and developing an ability to question its accuracy bias and plausibility

o develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy

o exchange and share information both directly and through electronic media

o review modify and evaluate their work reflecting critically on its quality as it progresses


Health and safety

When working with tools equipment and materials in practical activities and in different environments including those that are unfamiliar pupils should be taught

o about hazards risks and risk control

o to recognise hazards assess consequent risks and take steps to control the risks to themselves and others

o to use information to assess the immediate and cumulative risks

o to manage their environment to ensure the health and safety of themselves and others

o to explain the steps they take to control risks

Staff qualifications training and experience All staff are suitably qualified and experienced to undertake their role In addition all include staff are

required to complete a 4 day Common Core Training Programme A unique training package mapped against the Common Core of Skills and Knowledge enabling staff to achieve the skills necessary to provide educational programmes for young people with additional and complex needs

required to complete a 2 day SPINE Behaviour Management Training Programme in line with our Behaviour Management Policy and Work Procedures

Provided with a relevant Induction Manual (Project Managers Tutors Project Workers or Support Workers) Each manual outlines the key roles and responsibilities of the position provides information internally on our procedures and our practice website In addition there are hints and tips in relation to some of the basic problems that people often encounter in a new position working with young people

Curriculum Overview

It is policy at include that all learners have access to a broad and balanced curriculum that caters to their individual needs This will take into account the current National Curriculum and give all pupils ldquoexperience in linguistic mathematical scientific technological human and social physical and aesthetic and creative educationrdquo as required by The Education (Independent School Standards) (England) Regulations 2010


The include curriculum covers 7 areas of learning

Linguistic This area is concerned with developing pupilsrsquo communication skills increasing their command of language through the interactive use of listening speaking reading and writing There will be lessons in both written and spoken English

Mathematical This area helps pupils to make calculations to understand and appreciate relationships and patterns in number and space and to develop the 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 pupilsrsquo knowledge and understanding of nature materials and forces with developing the skills associated with science as a process of enquiry eg observing forming hypotheses conducting experiments and recording their findings

Technological Technological skills can include the use of information and communication technology (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 their environment and how human action now and in the past has influenced events and conditions In our schools History and Geography will make a strong contribution in this area

Physical This area aims to develop the pupilsrsquo physical control and co ndash ordination as well as their tactical skills and imaginative responses and to help them to evaluate and improve upon 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

Vocational and Work Related Learning in addition to the core curriculum where appropriate vocational courses and work experience will be offered

Each provision will produce an annual curriculum statement outlining its offer and the rationale behind it

Accreditation


As a minimum all young people will work towards nationally recognised externally accredited qualifications at a suitable level in the following areas

Literacy and languageKey skills

NumeracyKey skills

ICT

It is also expected that young people will work towards suitable accreditation in the areas of

Vocational and work skills

Life skills

A range of other suitable accreditation is used to motivate and recognise young peoplersquos work and progress

Curriculum Area

Title NQF

Level (s)

Literacy Functional Skills qualification

Entry level Certificate English

Certificate in adult literacy

National Test in adult literacy

Key Skills Communication

GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2

Numeracy Functional skills qualification

Entry level Certificate Mathematics

Certificate in adult numeracy

National Test in adult numeracy

Key Skills Application of Number

GCSE Mathematics

Entry 1 ndash level 1

Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2

Science Entry Level Award in Science Entry 1 - 3


ICT Functional Skills qualification

Entry Level Certificate in Information and Communication Technology

Certificate for IT Users

KeySkills ICT

GCSE Information and Communication Technology


Entry 1 ndash 3

Entry 1 ndash 3 Levels 1 ndash 2

1 and 2

1 and 2

Vocational and Work Related skills

Preparation for employment

Step Up

Working with Others

Improving Own Learning

Problem Solving

Foundation Certificate in Food Hygiene

Entry level vocational certificates

Entry 3 -level1 Entry 3 -level1

1 and 2

1 and 2

1 and 2

1

Entry

Personal amp Social Skills

Entry level Certificate in Life Skills

Entry level certificate in Citizenship

Bronze award and bronzesilver challenge Award

Certificate of Personal Effectiveness

St Johnrsquos Ambulance Young Lifesaver Award

Entry

Entry

NA

1

NA

The wider curriculum

Entry level certificates ndash Unit Award Scheme

GCSE

Units and unit sets from NOCNNCFE

Entry

1 and 2

1 to 3

Accreditation decisions


When Project Managers and tutors are considering which accreditation option to choose for students the primary influences are which option is most suitable for the young person in terms of

Approach

Level

Required guided learning hours

Session PlanningIn order to create a consistency of approach across the organisation and enable the sharing of best practice session plans should follow the include session plan template This requires that all taught sessions highlight the learning aims and objectives intended for the learners Objectives should be made clear to learners at the beginning of the session in order that progress can be measured The template also requires planning to consider links to other curricular issues eg PLTS learning styles and how the session will meet qualification assessment criteria Differentiation techniques and resources should be noted and session plans shared with all staff involved in the delivery prior to the session

After the session has been delivered the plan should be updated reviewing learner progress in order to inform planning for the next session and to allow personalisation Session plans should be held in the project office where all staff can access them easily


Our pupilsrsquo SMSC development is at the heart of our curriculum all provisions effectively demonstrate they are actively promoting fundamental British values through lesson planning and observations both within the classroom and beyond All pupils within provisions are actively encouraged to have a voice and contribute democratically to the communities they belong to

Through effective curriculum mapping (see appendices) Catch 22 Include promotes effective and equitable SMSC and British values development for our pupils This is mainly delivered through the VotesforSchools weekly lesson debate and vote however there is also opportunity for cross-curricular delivery

The Prevent agenda is also mapped using the guidance to projects encouraging good planning and keeping the holistic development of our pupils at the heart of all subjectsrsquo curriculum delivery Staff are encouraged to be confident to plan and deliver lsquoissuesrsquo based learning through their


curriculum subjects allowing for pupils to participate in controversial and ethical debates that challenge their own beliefs

All members of staff are made aware through Prevent Duty training the importance of the Standards for Teachers including these elements in Part 2 of the Standards

bull ldquoshowing tolerance of and respect for the rights of others

bull ldquonot undermining fundamental British values including democracy the rule of law individual liberty and mutual respect and tolerance of those with different faiths and beliefs

bull ldquoensuring that personal beliefs are not expressed in ways which exploit pupilsrsquo vulnerability or might lead them to break the lawrdquo

The curriculum is underpinned by the philosophy of equality and the development of SMSC and British values is delivered to all pupils regardless of gender age religious beliefs sexual orientation and other groups included within the Equalities Act 2010

We have carefully considered and analysed the impact of this policy on equality and the possible implications for pupils with protected characteristics as part of our commitment to meet the Public Sector Equality Duty (PSED) requirement to have due regard to the need to eliminate discrimination advance equality of opportunity and foster good relations

Document references

SMSC FBV amp Prevent curriculum mapping statements

Equalities Policy

WP310 Promoting British Values

Appendix 1

Guidance on inclusive PracticeWhen considering inclusion it is important to take a whole-schoolproject approach as the holistic needs of the learners are paramount Inclusion needs to be considered not only in terms of subjects and lessons but also in terms of where learners are taught the pastoral support they


receive the relevance of what they are taught and how they are grouped All these can be approached systematically by addressing differentiation motivation and barriers to learning

Differentiation in setting goalsIn lsquopersonalisedrsquo sessions all learners know the areas they need to work on whether these relate to a subject an area of social or thinking skills or their personal targets set out on an Individual Education Plan Project Staff and learners can then work together towards a situation in which the assessment of progress in a lesson or a sequence of lessons becomes a dialogue based on agreed success criteria The process of putting this in place will present barriers to some learners with learning difficulties if time is not allowed for its introduction and care given to the elements of communication and understanding that will make it work

Differentiation in planningLearners at all levels of attainment may benefit from a different approach Lessons are designed around a focal point with activities that permit a range of objectives for the members of the session lsquoThe personalised session does not entail having (10) separate teaching plans it is about having one strong inclusive plan which allows as much room as possible for individual engagement targeted support a degree of choice and respect for the range of abilities and interests in the classrsquo (Making Good Progress DCSF 2007) Differentiation should be done in planning sessions looking ahead in order to ensure there is enough time to acquirecreate suitable resources to deliver the planned session effectively Session plans should highlight extension activities and the resources andor support required to allow equality of access to the lesson

Sharing of differentiated plans and resources within and between schoolsprojects for example by putting them on lsquothe cloudrsquo saves time and promotes good practice Sharing plans and resources is encouraged as it also provides an opportunity for delivery staff to form a community of learning and develop a standardised approach to teaching and learning

Pupil groupingIn sessions project staff need to consider

the reasons for the groupings they use

varying the groupings

Mixed-ability pairs and groups can help one another lsquoBuddiesrsquo can offer emotional and practical support In this way low level ability learners have less chance to become demotivated and believe that little can change


Withdrawal from groups

Learners can be withdrawn from class for a specific learning purpose This is appropriate if the intervention is

carefully targeted

based as much as possible on evidence of lsquowhat worksrsquo

time-limited

evaluated normally by establishing a baseline against the learning intentions and then checking progress at the end of the period

not continued beyond the time limit without a very good reason

Motivation

All learners are motivated by progress Careful discussion on where learners have reached and what they should aim to learn next together with shared understandings about what will count as progress encourage commitment and avoid disaffection The principle is the same for learners at all levels of attainment

Learnersrsquo strengths and interestsLearners their parents and project staff can help identify individual strengths and interests These can give context and relevance to activities Project staff can teach a concept or idea through a curriculum area in which the pupil has had success rather than trying to tackle it through the lsquocorersquo subjects For example if a pupil who enjoys music finds sequencing hard to learn he or she could be given opportunities to practise sequencing in music lessons Methods such as these can help engage learners by making topics relevant and real putting skills into a context which the young person understands and can relate to It is important too that teachers bring their interests to lessons as this demonstrates engagement enthusiasm and motivation for learning

The way a pupil likes to learn


This is sometimes reduced to the notion of three sensory learning styles ndash auditory kinaesthetic and visual Project staff explore with the learner sensory learning styles and beyond to find ways that suit specific contexts For example if a pupil is particularly comfortable with mind-mapping project staff can build in opportunities for the pupil to use in their lessons In group sessions delivery should always take account of the range of learning styles and offer a variety of activities the pace of the lesson and provide the option for learners to present their work in a variety of formats

Communication and the use of questions

Project staff and other adults need to think tactically about their communication in sessions particularly how they use questioning and encourage dialogue with learners who are experiencing barriers to their learning and participation When working with learners with communication impairments it is important to

prepare questions for them

give them time to respond (at least 7 seconds)

allow them to sometimes discuss possible answers with another learner or adult

give sufficient time for the pupil to understand the task

provide reinforcement to support recall of the task

support the pupil in knowing how to ask for help if something is not clear

offer frequent but honest praise and reinforcement

observe carefully how an individual responds to different ways of praising and reinforcing success (for example not everyone is comfortable with public praise) and use the approach that seems to work best

set high but achievable expectations

Teaching approaches that allow learners to discover that they can do more than they believed they were capable of can be based on

careful assessment of levels of attainment and tracking systems that ensure progress is maintained


effective use of lsquoscaffoldedrsquo support from staff (gradually withdrawing support as a pupil gains knowledge skills and understanding)

assessment for learning approaches that involve learners in judging their own and othersrsquo progress

targeted reinforcement and praise

using the whole group whether in whole-class or small-group learning to draw everyone forward together

Creativity across the curriculumWhen teaching creativity across the curriculum project staff need to plan for a range of experiences that

excite and engage the widest possible range of learners

fit the profile of every pupil whatever his or her strengths interests and levels of attainment

The development of creativity whether through music mathematics PE or any other area of learning and the confidence it brings can feed across the whole curriculum into the commitment and self-belief of the many learners with SEN who lack confidence in their ability to learn things in school Dependence on worksheets and lsquoteacher ledrsquo activities should be avoided The integration of a range of subjects and skill development opportunities in real life topics and projects offers greater opportunity for motivation and engagement For example enterprise activities or cooking provide links to a range of learning opportunities which lead learners to progress through practical application rather than depending on classroom-based abstract theories

The Every Child Matters outcomes and the curriculum

While enjoyment and achievement are clearly outcomes that any school curriculum should aim for all five lsquoEvery Child Mattersrsquo outcomes whilst no longer promoted by the government remain relevant to a well-designed programme for all learners The lsquoEvery Child Mattersrsquo outcomes are Stay Safe Be Healthy Enjoy and Achieve Make a Positive Contribution and Achieve Economic Well-being

The lsquoEvery Child Mattersrsquo outcomes contribute to a broadening of the curriculum which gives all learners a chance to show what they are capable of what they know and what they can do The outcomes have practical importance

Education for economic wellbeing is critical given the high levels of unemployment and poverty among LDD school leavers


Making a positive contribution to society and the project community is vital for learners who can be discouraged by the barriers to their learning which they face every day

Being healthy covers health wellbeing and e-safety LDD children and young people too often experience teasing and bullying Anti-bullying policies and the lessons that support them can specifically seek to improve the experiences of this group

Removing barriers to learning memory

Project staff can use a range of supportive approaches to develop a pupilrsquos memory They include

checking that any new learning fits into the framework of what the pupil already knows

structuring activities so that the pupil can make use of readily available resources such as word banks word walls displays etchellip

using visual or concrete (lsquorealrsquo) materials or activities involving movement to reinforce learning through a range of sensory channels

ensuring that new knowledge can be tried out in a range of enjoyable applications for example by using computer software

reviewing revisiting and building on prior learning through a spiral curriculum offer

teaching learning techniques ndash for example when approaching exams or tests to provide revision strategies

SequencingProject staff can support learnersrsquo development of sequencing skills by

giving them a visual lsquotimetablersquo perhaps using symbols or photographs

providing lsquomarkersrsquo which learners can use to check that they have completed a part of an activity and can move on to the next element

teaching a lsquoprotocolrsquo to use when a task or sequence of activities has to be changed so that the pupil is not disrupted by the change

CoordinationIf a pupil has coordination impairments it can help to

ensure sufficient time is allowed for them to complete activities

offer different ways of responding to a task eg if writing is a barrier allow verbal response or access to IT and help with handwriting


remember that adding an element of fun within physical activities is an important ingredient Frequent physical activity encourages the exercising of muscles and improves coordination Project staff could discuss with the pupil their parents or carers and with colleagues how to make such activities enjoyable

Visual or auditory modes of learning

Those for whom visual or auditory ways of learning present specific barriers benefit from support that enhances learning through other sensory channels

Straightforward procedures eg checking font size and style for clarity before using them with learners with mild visual impairments can be equally important

Access arrangements in assessment and examinations

The regulatory bodies have clear guidelines on access arrangements such as extra time in assessments and examinations It is important for the wellbeing of learners and staff as well as the manageability and credibility of the assessment that these guidelines are precisely followed

Project staff and other staff also need to ensure that access arrangements of whatever kind are in place well before a test or examination is taken Without practice in lsquoordinaryrsquo lessons an adjustment can be unhelpful It can cause stress and lose learners marks

Appendix 2

Overview of includersquos Common Core Training Programme

Day 1 Engagement understanding behaviour and working for change Principled practice

Understanding behaviour

The skills of engagement

Working for change

Day 2 Working safely with individuals and groups

Risk awareness anticipation and prevention

Safe working

Group management

Day 3 Working with others and managing transitions

Working with parents and carers


Working with other agencies

Understanding and managing transitions

Day 4 Every Child Matters and Integrated Working

Integrated Working

Information sharing ndash policy practice and guidance

The Common Assessment Framework

Multi Agency working

Overview of includersquos Behaviour Management lsquoSPINErsquo Programme

Day 1 Behaviour Management SPINE Understanding behaviour

Risk Assessment

De-escalation

Good classroom practice

Day 2 Behaviour Management SPINE

Theory

Behaviour Support Plans

Primary secondary and emergency procedures

Appendix 3Personal Learning and Thinking Styles

PLTS(Personal Learning Thinking Skills) has been developed to emphasise the importance of acquiring and improving skills that enable young people to cope with social economic and technological change become more effective learners who can continue to learn and enjoy and achieve in all aspects of their life As well as offering benefits for learners in supporting learning and personal development they also represent skills that employers want to see developed For progression purposes it is vital that young people can articulate the skills they possess in applications for jobs or courses and during interviews They must also be able to manage their skill development at work and during further studies


The effective development of PLTS is dependent upon opportunities to learn practise and apply skills in different contexts supported by constructive feedback from a range of individuals (this allows for self peer partner and external feedback) Developing and integrating PLTS through principal learning project work and work experience and where appropriate additional and specialist learning makes the skills more meaningful to learners However learners will only understand the importance of these skills and be able to apply them effectively if they are made explicit as part of the teaching and learning process Learners need time for lsquoskills talkrsquo to identify their skills and develop the language to describe them and to recognise the sector relevance and personal relevance of PLTS

Recording can enhance this process by

focusing learnersrsquo attention on skills that are integral to their other learning

assessment

providing a tool for reflection on skills development

providing a snapshot of PLTS achievements at any one time

showing progress in the development of skills over time

informing plans for further skill development and wider application

The recording of PLTS makes an important contribution to the planning learning and review process by helping to bring coherence to learnersrsquo experiences and achievements Recording can also support progression through and beyond the project offering a way of communicating skills to others

Independent enquirers

Focus Young people process and evaluate information in their investigations planning what to do and how to go about it They take informed and well-reasoned decisions recognising that others have different beliefs and attitudes

Young people

identify questions to answer and problems to resolve

plan and carry out research appreciating the consequences of decisions

explore issues events or problems from different perspectives

analyse and evaluate information judging its relevance and value

consider the influence of circumstances beliefs and feelings on decisions and events


support conclusions using reasoned arguments and evidence

Creative thinkers

Focus Young people think creatively by generating and exploring ideas making original connections They try different ways to tackle a problem working with others to find imaginative solutions and outcomes that are of value

Young people

generate ideas and explore possibilities

ask questions to extend their thinking

connect their own and othersrsquo ideas and experiences in inventive ways

question their own and othersrsquo assumptions

try out alternatives or new solutions and follow ideas through

adapt ideas as circumstances change

Reflective learners

Focus Young people evaluate their strengths and limitations setting themselves realistic goals with criteria for success They monitor their own performance and progress inviting feedback from others and making changes to further their learning

Young people

assess themselves and others identifying opportunities and achievements

set goals with success criteria for their development and work

review progress acting on the outcomes

invite feedback and deal positively with praise setbacks and criticism

evaluate experiences and learning to inform future progress

communicate their learning in relevant ways for different audiences

Team workers


Focus Young people work confidently with others adapting to different contexts and taking responsibility for their own part They listen to and take account of different views They form collaborative relationships resolving issues to reach agreed outcomes

Young people

collaborate with others to work towards common goals

reach agreements managing discussions to achieve results

adapt behaviour to suit different roles and situations

show fairness and consideration to others

take responsibility showing confidence in themselves and their contribution

provide constructive support and feedback to others

Self-managersFocus Young people organise themselves showing personal responsibility initiative creativity and enterprise with a commitment to learning and self-improvement They actively embrace change responding positively to new priorities coping with challenges and looking for opportunities

Young people

seek out challenges or new responsibilities and show flexibility when priorities change

work towards goals showing initiative commitment and perseverance

organise time and resources prioritising actions

anticipate take and manage risks

deal with competing pressures including personal and work-related demands

respond positively to change seeking advice and support when needed

Effective participators


Focus Young people actively engage with issues that affect them and those around them They play a full part in the life of their school college workplace or wider community by taking responsible action to bring improvements for others as well as themselves

Young people

discuss issues of concern seeking resolution where needed

present a persuasive case for action

propose practical ways forward breaking these down into manageable steps

try to influence others negotiating and balancing diverse views to reach workable solutions

act as an advocate for views and beliefs that may differ from their own

Appendix 4

Social and Emotional Skills

Provide extensive opportunities for social and emotional skills to be both lsquocaughtrsquo and lsquotaughtrsquo not only in formal lessons but in the way that staff respond to incidents that occur extra-curricular activities and in the way that staff model the behaviour and skills that include wishes to promote Approaches that teach social and emotional skills are enhanced when learners have the chance to put newly acquired skills into practice outside the session for example through learner participation activities The following are suggestions for ways in which the skills within the five social and emotional aspects of learning might be developed across the whole project

Examples of how to help develop self-awareness

Ensure all learners can achieve and experience success

Help learners identify their own learning style (eg visual auditory kinaesthetic)

Use a range of methods and approaches to ensure that all learning styles are catered for

Give careful and sensitive feedback to learners about what is going well and how to improve areas of weakness


Ensure every learner feels known valued consulted and listened to and is not just part of a group

Value the experience learners bring from home and from their own culture

Help learners make sense of their life story (especially important for those whose lives have been fragmented and chaotic) for example through work in language citizenship and history

Examples of how to help learners manage their feelings

Allow consideration of how people feel as well as what they think to be part of everyday discussions in the school and session

Encourage learners to experience identify and express their emotions and develop a rich emotional vocabulary through talking writing and movement

Use everyday incidents (eg conflict between learners) to coach learners in their responses for example notice and reward when they manage to resist unhelpful impulses and talk through alternative responses

Teach learners calming techniques for example counting to ten before reacting steady breathing relaxation positive self-talk

Model calm responses to challenge and difficulty

Examples of how to help develop motivation

Have positive and high expectations of every learner

Encourage an attitude of lsquoOK letrsquos start againrsquo rather than dismissing a learnerrsquos potential to learn or behave differently next time

Attempt to ensure experience of success and mastery for each learner ndash set realistic short-term targets and give support to achieve them

Use positive and consistent reward systems

Help learners believe that lsquopeople like mersquo succeed and find positive role models

Use everyday incidents to coach learners in their responses for example notice and reward when they show resilience talk through alternative responses to difficult situations

Encourage creative problem solving generating a range of responses to problems rather than looking for single answers

Use formative feedback that is non-judgemental and provides clear suggestions for improvement

Examples of how to help develop empathyNovember 2016 Page 28

Use storytelling (literature film) to see the world from another point of view

Use everyday incidents to teach skills of conflict resolution and encourage young people to articulate what the problem looks like to another person

Demonstrate and model empathy for example really listen to what the learners are saying show respect and do not be quick to judge

Use disciplinary systems that encourage exploration of how people felt and what was in their minds at the time discussion listening to another point of view resolution repairing relationships and moving forward together

Promote the school values and ethos of tolerance and celebration of diversity

Examples of how to help develop social skills

Encourage teamwork cooperative learning and group projects as well as individual work

Provide opportunities for peer mediation and conflict resolution

Encourage active problem solving and independent thinking rather than rote learning

Model social skills for example active listening friendliness interest in others

Use everyday incidents to coach in conflict resolution and search for lsquowinndashwinrsquo solutions

Appendix 5

Teaching and Learning Policy

1 Introduction11 At include we believe in the concept of lifelong learning and in the idea that both adults

and young people learn new things every day We maintain that learning should be a rewarding and enjoyable experience for everyone in short it should be fun Through our teaching we equip young people with the skills knowledge and understanding necessary to be able to make informed choices about the important things in their lives We believe that appropriate teaching and learning experiences help young people to lead happy and rewarding lives

2 Aims and objectives21 We believe that people learn best in different ways At our schools and projects we provide

a rich and varied learning environment that allows all young people to develop their skills and abilities to their full potential

22 Through our teaching we aim to


enable young people to become confident resourceful enquiring and independent learners

foster young peoples self-esteem and help them to build positive relationships with other people

develop young peoples self-respect encourage them to understand the ideas attitudes and values of others and teach them to respect other peoples feelings

show respect for a diverse range of cultures and in so doing promote positive attitudes towards other people

enable young people to understand their community and help them feel valued as part of it

help young people grow into reliable independent and positive citizens

enable young people to make good progress and achieve

3 Effective learning31 Research tells us that people learn in many different ways and respond best to different

types of input (visual auditory and kinaesthetic) we must therefore deliver teaching in different ways to address the needs of all our learners We take into account the different forms of intelligence (eg mathematicallogical visualspatial interpersonal and musical) when planning our teaching

32 We ensure the best possible environment for learning by developing a positive atmosphere in which pupils feel safe and feel they belong in which they enjoy being challenged but in which they enjoy learning and know that they will succeed (because they know the challenge will have been set at the right level) We may therefore play music to accompany learning provide brain breaks at various points in the lesson to refocus young peoples attention and make sure that the young people have access to drinking water

33 All teaching will be structured to maximise learning opportunities and lessons will be planned in accordance with the following principles

the teaching should build on previous learning

all sessions will be pre-planned as part of a scheme of work using include lesson plan templates

it should give pupils the big picture of the session

the teacher should explain the learning outcomes and why the session is important

the session should be presented in a range of styles

it should allow opportunities for the pupils to build up their own understanding through various activities


it should be differentiated to meet individual needs

it should allow opportunities for the young people to review what has been learnt

it should have built-in opportunities for feedback to the young people celebrating success and reviewing learning strategies

the teaching should indicate what success looks like and what the next step in the learning will be

34 We offer opportunities for young people to learn in different ways These include

investigation and problem-solving

research and discovery

group work

pair work

independent work

whole-class work

asking and answering questions

use of ICT

fieldwork and visits to places of educational interest

creative activities

watching television and responding to musical or recorded material

debates role-plays and oral presentations

designing and making things

participation in athletic or physical activity

35 We encourage young people to take responsibility for their own learning to be involved as far as possible in reviewing the way in which they learn and to reflect on how they learn ndash what helps them learn and what makes it difficult for them to learn

4 Effective teaching and learning41 When we are teaching we focus on motivating all the young people and building on their

skills knowledge and understanding of the curriculum so that they reach the highest level


of personal achievement We use the include and school curriculum framework to guide our teaching This sets out the aims objectives and values of the school and details what is to be taught to each year group

421 Teachers make ongoing assessments of each young persons progress and they use this information when planning their lessons It enables them to take into account the abilities of all their young people Our prime focus is to develop further the knowledge confidence and skills of all our young people

422 We strive to ensure that all tasks set are appropriate to each young persons level of ability When planning work for young people we give due regard to information and targets contained in the young peoples Individual Education Plans (IEPs) and statements or Education Healthcare Plans Teachers modify teaching and learning as appropriate for young people with special needs We value each young person as a unique individual and teachers are familiar with the relevant equal opportunities legislation covering race gender and disability

423 We will strive to meet the needs of all our young people and to ensure that we meet all statutory requirements related to matters of inclusion

43 We set academic targets for the young people in each year and we share these targets with young people and their parentscarers We review the progress of each young person at the end of the academic term and set revised targets half-termly

44 We plan our sessions with clear learning objective and outcomes Our session plans contain information about the tasks to be set how tasks will be differentiated the resources needed and the way in which we assess the young peoples work We evaluate all lessons so that we can modify and improve our future teaching

45 Each of our teachersdelivery staff makes a special effort to establish good working relationships with all the young people in the class We treat the young people with kindness and respect We recognise that they are all individuals with different needs but we treat them fairly and give them equal opportunity to take part in class activities All of our teachers follow include policies and procedures with regard to behaviour We set and agree with young people the class code of conduct and we expect all young people to comply with the rules that we jointly devise to promote the best learning opportunities for all We praise young people for their efforts and by so doing we help to build positive attitudes towards school and learning in general We insist on good order and behaviour at all times When young people misbehave we follow the guidelines for sanctions as outlined in our policy on behaviour

46 We try to ensure that all tasks and activities that the young people perform are safe When we plan to take young people out of school we follow a strict set of procedures to ensure safety the venue is visited risk assessments are completed and various permissions are obtained We inform parents or carers and obtain their permission before the visit takes place

47 We deploy Support Workers and other adult helpers as effectively as possible Sometimes they work with individual young people and sometimes they work with small groups Our Support Workers also assist with the preparation and storage of classroom equipment


48 Our classrooms are attractive learning environments We change displays at least once a term so that the classroom reflects the topics studied by the young people We ensure that all young people have the opportunity to display their best work at some time during the year All classrooms have a range of dictionaries as well as displays relating to literacy and numeracy We also use displays as learning prompts for the young people We believe that a stimulating environment sets the climate for learning and that an exciting classroom promotes independent use of resources which results in high-quality work by the young people

49 All of our staff reflect on their strengths and weaknesses and plan their professional development accordingly We do all we can to support our staff in developing their skills so that they can continually improve their practice

410 We conduct all our teaching in an atmosphere of trust and respect for all

411 Through our teaching we support children to distinguish right from wrong and to respect the civil and criminal law This includes encouraging pupils to accept responsibility for their behaviour show initiative and understand how they can contribute positively to the lives of those living and working in their locality and to society more widely

412 By following an annual calendar of culture we assist pupils to acquire an appreciation of and respect for their own and other cultures in a way that promotes tolerance and harmony between different cultural traditions We encourage pupils to respect the fundamental British values of democracy the rule of law individual liberty and mutual respect and tolerance of those with different faiths and beliefs

413 Partisan political views will not be promoted in the teaching of any subject in the school Where political issues are raised with pupils staff must offer a balanced presentation of opposing views to pupils This relates to provision while in attendance at the school while taking part in extra-curricular activities which we provide or organise and in the promotion at the school (including through the distribution of promotional material) of extra-curricular activities

The role of parents and carers51 We believe that parents and carers have a fundamental role to play in helping young

people to learn We do all we can to inform parents and carers about what and how their children are learning

by meeting parents and carers at the start of the young persons attendance at the school to explain what and how the young person will be taught

by sending parents and carers regular reports in which we explain the progress made by each young person and indicate how the young person can improve further

by explaining to parents and carers how they can support their child with their learning and suggesting for example regular shared reading with very young children and support for older children with their projects


62 We believe that parents and carers have the responsibility to support their children and the school in implementing school policies We would therefore like parents and carers

to ensure that their child has the best attendance record possible

to ensure that their child is equipped for school

to do their best to keep their child healthy and fit to attend school

to inform school if there are matters outside of school that are likely to affect a young persons performance or behaviour

to promote a positive attitude towards school and learning in general

to fulfil the requirements set out in the include contract

7 Monitoring and review71 We are aware of the need to monitor the schools teaching and learning policy and to

review it regularly so that we can take account of new initiatives and research changes in the curriculum developments in technology or changes to the physical environment of the school We will therefore review this policy annually or earlier if necessary

Appendix 6

WP 28 include Framework for Assessing Learner Progress (to be adapted locally)

Introduction

The core function of (please insert school name) include is to facilitate appropriate post-16 progression to further education or training and this is achieved by addressing the academic and personal development needs of each young person This document outlines the procedures used to track individual and group pupil progress at xx include

Aims and Ethos


The systems described within this document are used to

1048707 Provide a lsquosnapshotrsquo of a young personrsquos position with regards to their academic and personal development

1048707 Track the progress of individual young people

1048707 Provide a summary of the progress of individual young people

1048707 Identify underperforming groups of young people

1048707 Summarise the value that include has added to individual pupils and groups of young people

Accurate information systems are essential tools in the mission to ensure all pupils achieve their academic potential However data is only effective where it is used to

1048707 Inform the development of schemes of work personalised programmes and extra

curricular activities

1048707 Mark and reward success

1048707 Develop interventions to address individual needs

At include pupil data will be constantly collected processed interrogated and used within discussions and planning meetings

1048707 within the staff team

1048707 with young people

1048707 and with parents and carers

Basic amp Keys Skills Builder

The ForSkills tests

bull Are fully interactive and self-marking


bull Consist of one assessment suitable for all learners from key stage 3

bull Are referenced to the Core Curriculum for both literacy and numeracy

bull Track the functional skills standards in English and mathematics and ICT

bull Give a clear indication of current English mathematics and ICT levels from pre-entry to level 3

bull Signpost subsequent in-depth diagnostic assessments to be taken

These tests are used as a baseline for all students on entry to xxx include This gives us a base to work from that is realistic based on their ability at the time rather than an out of date result from a previous establishment

We use an equivalence matrix to provide baseline national curriculum levels and GCSE fine grades as shown below

Teacher Assessments

Students in KS3 will be assessed using the IDEAS+ and LORIC Framework

(If centres use WRAT4 or Boxalls these need to be added)

Target levels Every student has a target level for each subject This is the level we think they should aim to at least meet At least we expect them to aim for two sub levels progress each year Information regarding prior levels of attainment should be provided by feeder schools but if this is not available progress will be measured by end of topic and end of year assessments



Studentsrsquo observable behaviour is assessed using a Behaviour Support Plan (BSP) A lsquopre-assessmentrsquo is undertaken if possible by the previous schoolhome tutor or in the case of someone who has not been at school for some time the Project Manager will complete this after approximately three weeks Thereafter a BSP is completed every half term by the tutor or project manager Each BSP follows on from the previous which means it is possible to see both positive and negative progress made by the student in terms of their behaviour over time As behaviours are rated numerically from it is easy to track progress

These are shared with the student and their parentcarer at termly Individual Education Plan (IEP) reviews

Individual Education Plans (IEPs)

Finally all the information we have about a student is brought together in their Individual Education Plans which are also updated half-termly by the teachers SMART targets are set using BKSB assessments statements or Education Healthcare Plans subject national curriculum assessments general observations or vocational targets from their NCFE award

The project manager then arranges to meet with the parentscarers and the student and ensures the IEP is appropriate targets are SMART and actions agreed

Appendix 7

WP 29 Target Setting Policy


include offers a stable environment in which vulnerable young people can work towards academic progression and achieving a fulfilling place in society whilst becoming more emotionally and socially independent

Introduction

Purposes

Whenever possible the collection of data and setting of targets will be employed for diagnostic and planning purposes primarily to help the learning of young people This is achieved through

1048707 The promotion of school improvement searching for success underachievement and anomalies within the performance of individual learners groups and subject areas Evaluating the overall effectiveness of the provision

1048707 The promotion of individual pupil development and progression (both academic and socialemotional) measures are used to set targets and identify and monitor the effectiveness of strategies to support and challenge learners

Principles

At include the processes relating to target setting are conducted in accordance with the following principles

1048707 lsquosensiblersquo measures will be used and lsquocommon sensersquo comparisons made For example include will not seek to make year on year comparisons of pupil attainment due to the small number of young people in each cohort and the distorting affect of one or two young

people who are high achievers or have special educational needs include will also not attempt to make detailed comparisons between the performance of pupils belonging to different ethnic groups within a year as numbers are not sufficient to produce measures that would be statistically significantNovember 2016 Page 38

1048707 processes and procedures will not be over bureaucratic and will have consideration of staff wellbeing

1048707 include believes that peer and self assessment by pupils is an important part of formative assessment and will seek to encourage the development of independent learners with its use

Target Setting Mechanisms at xx include (to be adapted locally)

Pupil Baselines

Xx include typically works with young people from a variety of mainstream schools within and outside of the county and pupils who have on average been out of school for about a year In order to accurately evaluate the improvement of all learners include assesses young people on entry and arrives at the following baseline measures

1048707 Reading writing and comprehension skills

1048707 Numeracy skills

1048707 National Curriculum Levels in English and Maths

1048707 Behaviour Profile analysis including aspects of self-control and management of

behaviour social skills self-awareness and confidence skills for learning and

approach to learning

include will seek to track performance within most of these areas throughout the young personrsquos stay

Tracking Pupil Progress

include records pupil progress on a termly basis Data is collected updated by the delivery staff Termly reports are produced and the information collected in the APR paperwork End of year reports provide summative information and can be retrieved as required


In addition all teachers are expected to maintain records to track individual achievement this may be in the form of Assessing Pupil Progress (APP) ndash type record sheets

Within Lessons

include recognises the need to plan for the different types of learning outcomes and target setting within individual lessons Lesson aims and objectives are communicated to and explained to learners in a way that will enable them to make a self assessment with respect to particular curricular targets at the end of the lesson Within most lessons teachers will aim to provide pupils with a structure for assessing where they are where they need to be and what they need to do to get there


All young people attending include have IEPs that are reviewed half termly with their tutor These are informed by the most recent academic report the Behaviour

Profile and attendance report Parentscarers are encouraged to attend a termly

review meeting and young people are encouraged to play an active part within

the process

Annual School Performance Reports

At the end of each academic year the Project Manager with their subject leaders analyse performance within their subjects during the previous year This will take into account

1048707 types of activities in which learners engaged

1048707 identified barriers to learning

1048707 cross-curricular skills development


1048707 baseline test results

1048707 CPD activities in which the teachers engaged

1048707 the attendance and performance of teaching groups

1048707 targets for the new academic year

The latter is used to produce an Improvement Plan for the new academic year The Operations Manager meets with staff to discuss annual progress and identify key issues to address within planning for school improvement These are also discussed during each subject leaderrsquos performance review

Overall Analysis of xxx includersquos Performance

Xxx include uses key data relating to School Improvement Plan objectives to evaluate its overall effectiveness All measures relate to pupil performance Targets are set for each performance indicator These are monitored by the Head teacher and the Senior Leadership Team The format of this report varies according to the objectives outlined for each particular academic year Many of these targets will be measured against performance in previous years

APPENDIX 8The Equalities Act 2010 High quality learning in relation to promoting protected characteristics

Introduction

This document describes the minimum standards and guidance relating to developing a cooperative and non-discriminatory environment which is supportive and challenging and dealing with instances of harassment bullying and discrimination

We believe that all parents staff and children must be equally respected and treated as individuals taking positive account of age gender religion or belief ethnic origin cultural origin sexual and parental preferences disability pregnancy or maternity and marital status We will


endeavour to apply this principle to all our policies procedures delivery and interactions across the projects

lsquoLeaders promote equality of opportunity and diversity exceptionally well for pupils and staff so that the ethos and culture of the whole school prevents any form of direct or indirect discriminatory behaviour Leaders staff and pupils do not tolerate prejudiced behaviourrsquo

lsquoTeachers are quick to challenge stereotypes and the use of derogatory language in lessons and around the school Resources and teaching strategies reflect and value the diversity of pupilsrsquo experiences and provide pupils with a comprehensive understanding of people and communities beyond their immediate experiencersquo

lsquoThe schoolrsquos open culture actively promotes all aspects of pupilsrsquo welfare Pupils are safe and feel safe at all times They understand how to keep themselves and others safe in different situations and settings They trust leaders to take rapid and appropriate action to resolve any concerns they haversquo

The Common Inspection framework September 2015

Age Gender Sexual Orientation Marital Status

No discrimination will be accepted with regards to the gender of the person or child All children will be encouraged to participate in all activities regardless of gender or age All staff adults and children will have the same opportunities and be treated in the same manner regardless of their gender or age No discrimination will be made with regards to individual sexual preferences and marital status

Reference

The Sex Discrimination Act1975

Employment Equality Sexual orientation Regulations Dec 2003


Religion Ethnic origin Cultural origin

No child will be refused a place on the grounds of religion ethnic origin or culture Information will be available to all parents whenever possible this will be in the parents first language if English is not understood or an interpreter will be used to ensure information is exchanged accurately in a timely manner All children parents and staff will be expected to respect individual religion ethnicity and cultural differences

The curriculum encourages children and adults to treat everyone with equal concern and respect and to value each other Childrens questions about racial and cultural differences will be answered in a clear factual way that is understood to children in an appropriate manner to their age - unless parental preferences have been stated Positive support for a childs home language and cultures will be given as this provides a framework for learning English Bilingualism is considered to be strength and can have a positive effect on childrens intellectual development Children will be encouraged to be proficient in both languages

Reference

The Race Relations Act 1976

Employment Equality Religion or Belief Regulations Dec 2003

Parental preferences

Parental preferences will be respected with regards to their children this may include preferred name dietary requirements words used activities or routine All parental preferences will be recorded in a confidential manner Any parental preferences that could constitute discrimination cannot be accepted

Disability

The school is committed to the integration of children with a disability or additional needs Extra help or special arrangements may be required

Steps will be taken to reduce or remove any substantial disadvantage in children this will be liaised with the named SENCO This will be done in a timely manner


The school will not discriminate directly or indirectly against a disabled child It is recommended that all disabilities or special needs are made known so any necessary reasonable adjustments can be made

Reference

The Disability Discrimination Act1995

Offensive behaviour

The school will not allow harassment or bullying to children or adults This can includes unwelcome comments or behaviour repetitive criticism intimidation insulting aggressive undermining Self-confidence or the misuse of power Any action which makes the recipient feels upset humiliated threatened or vulnerable

If offensive behaviour is made by children an on the spot explanation of why it is not accepted will be made and the behaviour policy followed

Any breach of this policy by an adult or young person visiting the centre will result in that person or persons being removed from the building

Discrimination

1048707 Direct discrimination - means treating people less favourably gender because of their race disability race colour of their skin ethnic and national origin nationality sexual orientation religion or age

1048707 Indirect discrimination - occurs when an unjustifiable requirement or condition whether intentional or not affects adults or children from certain groups


APPENDIX 9

Session Planning Template




APPENDIX 10

SMSC Prevent and Fundamental British Values Mapping Statements

Criteria ref

Description Overarching concept Strategy

11 Pupils have the opportunity to be reflective about their own beliefs (religious or otherwise)

Spiritual Personal valuesamp beliefs

SMSC - Ofsted 2014

12 Pupils use personal experiences to reflect on their lives Spiritual Personal valuesamp beliefs

SMSC Ofsted 2014

13 Pupils demonstrate defence in their aims values principles and beliefs Spiritual Personal valuesamp beliefs

SMSC ndash Ofsted 2004

14 Pupils can be holistic in their approach to discussing topics Spiritual Personal valuesamp beliefs


15 Schools support pupils with their religious beliefs in a personalised way Spiritual Personal valuesamp beliefs


16 Schools facilitate discussions to support refection Spiritual Personal SMSC ndash Ofsted


valuesamp beliefs 2004

17 Pupils learn about themselves others and the world around them Spiritual Experiencing wonder amp fascination


18 Pupils develop an appreciation of the intangible eg love ambiguity Spiritual Experiencing wonder amp fascination


19 Schools allow pupils to ask questions why How Who Where What Spiritual Experiencing wonder amp fascination


110 Pupils show interest and respect for others faiths feelings and beliefs Spiritual Understanding human feelingsemotions


111 Pupils develop empathy compassion amp concern with others Spiritual Understanding human feelingsemotions


112 Pupils challenge the barriers constraints to the human spirit eg injustice greed poverty discrimination

Spiritual Understanding human feelingsemotions


113 Pupils develop a respect for insight as well as for knowledge and reason Spiritual Understanding human feelingsemotions


114 Pupils develop understanding of feelings and emotions amp the impact Spiritual Understanding human feelingsemotions


115 Schools allow opportunities for pupils to understand human feelings and how these affect us



116 Schools develop a culture where students can flourish and grow and respect Spiritual Understanding SMSC ndash Ofsted


others human feelingsemotions 2004

116 Schools accommodate difference and respect the integrity of individuals Spiritual Understanding human feelingsemotions


117 Pupils are encouraged to think and use their imaginations and sense of creativity

Spiritual ndash Using imagination and creativity


118 Staff value pupils questions and give them space for their own thought ideas and concerns



21 Pupils are interested in investigating and adding their own views on moral amp ethical issues

Moral ndash Developing expressing personal views


22 Pupils are able to express their views on ethical amp personal issues Moral ndash Developing expressing personal views


23 Pupils are committed to their own values even if others think they are wrong Moral ndash Developing expressing personal views


24 Pupils enjoy discovering their own and others views on different topics Moral ndash Developing SMSC ndash Ofsted


expressing personal views

2004

25 Pupils can adapt their values in light of experiences Moral ndash Developing expressing personal views


26 Schools create platforms for pupils which are safe for them to explore their views and practice moral decision making



27 Pupils are interested in investigating others viewpoints and are able to understand others may hold different views on these issues

Moral ndash Investigating moralethical issues


28 Schools use learning to prevent discrimination Moral ndash Investigating moralethical issues


29 Schools give opportunities to explore rights amp responsibilities truth justice equality amp right amp wrong



210 Schools respect there are different cultures in society and within their school Moral ndash Investigating moralethical issues


211 Schools model fairness integrity respect for people pupils welfare minority groups resolution of conflict

Moral ndash Moral codes models of moral virtue


212 Pupils know right from wrong and apply this ndash respecting civil and criminal law Moral ndash Recognising rightwrong amp apply


213 Pupils know right from wrong based on their own moral code and other Moral ndash Recognising SMSC ndash Ofsted


cultures rightwrong amp apply 2004

214 Pupils make reasoned amp responsible judgements on moral dilemmas Moral ndash Recognising rightwrong amp apply


215 Pupils understand consequences both positive and negative of their actions ndash cause and effect

Moral ndash Understanding consequences of actions


216 Schools encourage pupils to take responsibility eg taking care of their environment respect



31 Pupils use a range of social skills in different contexts including working alongside those from differing religions socio-economic backgrounds

Social ndash developing qualities amp social skills


32 Pupils are given the chance to adjust their behaviour to a range of social contexts demonstrating sensitivity



33 Pupils reflect on their own contribution to school and their communities Social ndash developing qualities amp social skills


34 Pupils show respect for people living things property and their environment Social ndash developing qualities amp social skills


35 Schools encourage pupils to recognise and respect social differences and similarities



36 Schools help Pupils develop their personal qualities such as thoughtfulness respect for difference moral principles




37 Schools provide a platform for understanding and debating social issues Social ndash developing qualities amp social skills


38 Schools provide opportunities for pupils to engage in a democratic process and participate in community life



39 Schools provide appropriate links to the wider world and the community Social ndash developing qualities amp social skills


310 Pupils co-operate well and are able to resolve their conflicts Social ndash Participating resolving conflict


311 Pupils work well together as members of groups or teams they relate well to each other

Social ndash Participating resolving conflict


312 Pupils are given the platform to challenge appropriately the views of a group or the wider community



313 Pupils resolve conflicts and counter forces which militate against inclusion and unity



314 Schools provide pupils with the chance to exercise leadership and responsibility



315 Pupils engage and accept the values of democracy the rule of law individual liberty and mutual respect and tolerance of those with differing beliefs amp faiths

Social ndash Understanding how communities function


316 Pupils develop skills and attitudes that will allow them to participate fully in democracy amp contribute to society

Social ndash Understanding how communities

SMSC ndash Ofsted


function 2014

317 Pupils appreciate the rights and responsibilities of individuals within the wider setting



318 Pupils understand how society functions and is organised Social ndash Understanding how communities function


319 Pupils understand the notion of interdependence in a complex society Social ndash Understanding how communities function


320 School identify key values and principles on which school and community life is based



41 Pupils explore and show understanding respect for different faiths and cultural diversity

Cultural ndash Understanding respecting diversity


42 Pupils are given the platform to demonstrate their tolerance and positive attitude to local national and international communities



43 Pupils develop an ability to appreciate different cultures and demonstrate dignity and respect to others views they challenge discriminatory behaviour

Cultural ndash Understanding

SMSC ndash Ofsted


respecting diversity 2004

44 Pupils develop an openness to new ideas and are willing to change their views in light of new experiences



45 Pupils are given the opportunity to engage positively to cultural debates and opportunities

Cultural ndash Participating amp responding to culture


46 Pupils develop personal enrichment through encounter with cultural media and traditions from a range of cultures



47 Schools provide opportunities for pupils to engage in cultural events and to reflect on their significance


SMSC ndashOfsted 2004

48 Schools develop partnerships with outside agencies to extend pupils cultural awareness



49 Pupils know about Britainrsquos democratic parliamentary system and how it shapes our history and values

Cultural ndash Preparing for life in modern Britain


410 Pupils understand how beneficial it is to appreciate a range of different cultures and its preparation for them as part of a modern Britain



411 Pupils are given opportunities to understand how a wide range of cultural influences have shaped their own heritage

Cultural ndash Understanding amp

SMSC ndash Ofsted


appreciating influences 2014

412 Pupils develop an ability to challenge their own cultural assumptions and values



413 Pupils can identify the cultural influences that have helped shape their own heritage and behaviours



414 Schools audit the quality and nature of opportunities for pupils to extend their cultural development



51 Schools provide a safe place to discuss and debate topical and controversial issues affecting young people

Prevent strategy ndash HM Government 2007-Current

52 Pupils can influence and participate in decision making on issues affecting them in their society

Prevent strategyndash HM Government 2007-Current

53 Pupils can participate In decision making within their own school environment Prevent strategyndash HM Government 2007-Current

54 Pupils can express their views and appreciate the impact their views can have on others


55 Pupils can discuss terrorism radicalisation FGM and the wider use of Prevent strategyndash HM Government 2007-


violence in a considered and informed way Current

56 Schools can facilitate understanding of sider societal issues and how we can exercise democracy to influence change


57 Pupils should be given the platform to challenge islamophobia anti-Semitism and other prejudices


58 Pupils should use safe to learn anti bullying strategies to minimise hate and prejudice based bullying


59 Pupils should know how to challenge extremist narratives and promote universal rights


510 Pupils should develop questioning skills and techniques to open up debate in a safe way


511 Pupils should feel confident to discuss honestly a plurality of views Prevent strategyndash HM Government 2007-Current

512 Schools should allow pupils to debate fundamental moral and human rights principles


513 Schools should promote open and respectful dialogue Prevent strategyndash HM Government 2007-Current

514 Model participatory and representative democracy by engaging and Prevent strategyndash HM Government 2007-


examining views expressed Current

515 Encourage pupils as citizens to support the vulnerable and to use democratic and lawful vehicles for protest


516 Help pupils to develop the skills needed to evaluate effectively and discuss potentially controversial issues


517 Use spaces for pupils to discuss openly issues that concern them including exploring their own identities and how these relate to the diversity of the society in which they live


518 Give pupils a safe place to respond to current events that will challenge their beliefs


61 Pupils should gain an understanding of how citizens can influence decision-making through the democratic process

Promoting fundamental British values ndash November 2014

62 Pupils should have an appreciation that living under the rule of law protects individual citizens and is essential for their wellbeing and safety


63 Pupils should understanding that there is a separation of power between the executive and the judiciary ndash eg police answerable to Parliament


64 Pupils should understanding that the freedom to choose and hold other faiths and beliefs is protected in law



65 Pupils should accept that other people having different faiths or beliefs to oneself (or having none) should be accepted and tolerated Not discriminated against


66 Pupils should have an understanding of the importance of identifying and combatting discrimination


67 Understand the strengths advantages and disadvantages of democracy and how democracy and the law works in Britain in contrast to other forms of government in other countries


68 Ensure that all pupils within the school have a voice that is listened to and demonstrate how democracy works by actively promoting democratic processes such as a school council whose members are voted for by the pupils


69 Pupils should experience elections that provide them with the opportunity to learn how to argue and defend points of view


610 Schools should use teaching resources from a wide variety of sources to help pupils understand a range of faiths and


611 Schools should consider the role of extra-curricular activity including any run directly by pupils in promoting fundamental British values




Inclusion

Opportunities for personalisation

Assessment

Connectivity

Working for change

Staff qualifications training and experience


Appendix 1

Guidance on inclusive Practice

Differentiation in setting goals

Differentiation in planning

Pupil grouping

Learnersrsquo strengths and interests

Creativity across the curriculum


Sequencing

Coordination




Day 1 Engagement understanding behaviour and working for change



Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers





Examples of how to help develop empathy


Appendix 5


1 Introduction

2 Aims and objectives

3 Effective learning

4 Effective teaching and learning

The role of parents and carers

7 Monitoring and review

Appendix 6 WP 28 Framework for Assessing Learner Progress 29

Appendix 7 WP 29 Target Setting Policy 31

Appendix 8 The Equalities Act 2010 High quality education in relation to promoting protected characteristics

32

Appendix 9 Session Plan Template 34

Appendix 10 SMSC Fundamental British Values Equality and Prevent Curriculum Mapping

37

Ethos and Aims

This Curriculum Framework takes into account the needs and requirements of the young people on a variety of programmes and the challenges and demands that they present It presumes that young people have the capacity to engage on a full-time basis with the programme and in time it enables them to do so

This Curriculum Framework reflects the overall ethos of include by being

Young person-centred

Needs led and differentiated ndash where Individual Learning Programmes and Education Plans will be implemented as appropriate

Holistic

Flexible equitable and adaptable

Built on a positive and productive engagement between young people and programme staff

Able to incorporate an interagency approach

Proactive in promoting British values

Balanced in providing opposing views on any partisan political bias

Actively promotes respect for other people

November 2016







Objectives




























are enterprising















learners



























Personalisation





























Needs and wants


Key issues

Interests


Life skills


Risk assessment

Readiness to change




















Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction












Objectives







November 2016





















are enterprising















learners



























Personalisation





























Needs and wants


Key issues

Interests


Life skills


Risk assessment

Readiness to change




















Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction


























are enterprising



November 2016












learners



























Personalisation





























Needs and wants


Key issues

Interests


Life skills


Risk assessment

Readiness to change




















Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction

















learners




November 2016























Personalisation





























Needs and wants


Key issues

Interests


Life skills


Risk assessment

Readiness to change




















Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction



















November 2016









Personalisation





























Needs and wants


Key issues

Interests


Life skills


Risk assessment

Readiness to change




















Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction














Personalisation





November 2016
























Needs and wants


Key issues

Interests


Life skills


Risk assessment

Readiness to change




















Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction


























November 2016



Needs and wants


Key issues

Interests


Life skills


Risk assessment

Readiness to change




















Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction








Needs and wants


Key issues

Interests


Life skills


Risk assessment

Readiness to change









November 2016











Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction















November 2016

Health and safety











Curriculum Overview













Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






Health and safety











Curriculum Overview


November 2016











Accreditation




NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction
















Accreditation

November 2016



NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2






KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction








NumeracyKey skills

ICT



Life skills


Curriculum Area

Title NQF

Level (s)






GCSE English

Entry 1 - level 1

Entry 1 and 2

1 and 2

1 and 2

1 and 2

2






GCSE Mathematics


Entry 1 - 3

Entry 1 and 2

1 and 2

1 and 2

1 and 2


November 2016




KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3




Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction









KeySkills ICT



Entry 1 ndash 3


1 and 2

1 and 2



Step Up

Working with Others


Problem Solving




1 and 2

1 and 2

1 and 2

1

Entry







Entry

Entry

NA

1

NA



GCSE


Entry

1 and 2

1 to 3


November 2016


Approach

Level
















Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction







Approach

Level








November 2016








Document references


Equalities Policy


Appendix 1














carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction













Document references


Equalities Policy


Appendix 1


November 2016












carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction














November 2016



carefully targeted


time-limited



Motivation


























































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction








carefully targeted


time-limited



Motivation




November 2016






















































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction




















November 2016







































Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction


















November 2016


























Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction























November 2016








Appendix 2





Working for change



Safe working

Group management







Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction













Appendix 2





Working for change



Safe working

Group management



November 2016




Integrated Working






Risk Assessment

De-escalation



Theory









assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction









Integrated Working






Risk Assessment

De-escalation



Theory





November 2016




assessment








Young people








Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction









assessment








Young people






November 2016


Creative thinkers


Young people







Reflective learners


Young people







Team workers



Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction







Creative thinkers


Young people







Reflective learners


Young people







Team workers

November 2016


Young people








Young people










Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction







Young people








Young people








November 2016


Young people






Appendix 4







































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction







Young people






Appendix 4








November 2016































Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction
























Examples of how to help develop empathyNovember 2016












Appendix 5

































group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction

















Appendix 5







November 2016


























group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction























November 2016








group work

pair work

independent work

whole-class work


use of ICT


creative activities








































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction













group work

pair work

independent work

whole-class work


use of ICT


creative activities








November 2016
































Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction















November 2016






















Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction

















November 2016










Appendix 6


Introduction


Aims and Ethos


















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction















Appendix 6


Introduction


Aims and Ethos

November 2016

















The ForSkills tests










Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






















The ForSkills tests


November 2016








Teacher Assessments











Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction













Teacher Assessments





November 2016






Appendix 7




Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction











Appendix 7


November 2016


Introduction

Purposes




Principles







Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction







Introduction

Purposes




Principles



people who are high achievers or have special educational needs include will also not attempt to make detailed comparisons between the performance of pupils belonging to different ethnic groups within a year as numbers are not sufficient to produce measures that would be statistically significantNovember 2016




Pupil Baselines













Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction









Pupil Baselines











November 2016


Within Lessons






the process















Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction







Within Lessons






the process






November 2016









Introduction











Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction














Introduction



November 2016








Reference







Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction













Reference



November 2016




Reference





Disability





Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction









Reference





Disability



November 2016


Reference


Offensive behaviour




Discrimination




APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction







Reference


Offensive behaviour




Discrimination



November 2016

APPENDIX 9





APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






APPENDIX 9


November 2016



APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






November 2016


APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






November 2016

APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014



















































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






APPENDIX 10


Criteria ref




SMSC - Ofsted 2014


SMSC Ofsted 2014








November 2016











































2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction




























November 2016




















2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction























November 2016


2004











































































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction







2004






















November 2016





















































SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction































November 2016



























SMSC ndash Ofsted


function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction
































SMSC ndash Ofsted

November 2016

function 2014



















SMSC ndash Ofsted


























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






function 2014



















SMSC ndash Ofsted

November 2016

























SMSC ndash Ofsted








































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






























SMSC ndash Ofsted

November 2016







































































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction
























November 2016




















































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






















November 2016



































Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction























November 2016

















Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction




















November 2016


Inclusion


Assessment

Connectivity

Working for change



Appendix 1




Pupil grouping




Sequencing

Coordination







Appendix 3


Creative thinkers

Reflective learners

Team workers

Self-managers







Appendix 5


1 Introduction






curriculum framework 2016-17€¦ · web viewfor learners whose attainments significantly exceed...

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