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Family and Student Information Pack
Foundation Learning Curriculum
School Years 9, 10 & 11
Phase 4
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Nationally recognised levels of attainment
National
Expectation
end of year
P levels
>July
2019
JCS
Stages
ASDAN
Personal
Progress
continuum
Functional Skills
Levels
English, maths,
ICT, PSD &WJEC
GCSE
grades
9
Level 2
A*
8
A 7
6
B
5
C 4
Level 1
D 3
E
2
Year 3
Stage 9 F
Stage 8A
1
E3
G
Year 2
Stage 8B
Stage 8C
Stage 7A
E2
Year 1
Stage 7B
Stage 7C
Stage 6A
Application E1
Stage 6B
Stage 6C
Stage 5 Consolidation
Stage 4 Initiation
Stage 3 Exploration
Stage 2 Development
P4 Stage 1 Active
involvement
P3
P2
P1
This chart demonstrates pupil attainment levels and average national expectation. There
is not an exact match across the Entry Levels and the GCSE grades - there is some
overlap, e.g. G/1 at GCSE is equivalent to an E3.
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Routes for accreditation at Phase 4
Pupils will be assessed in year 8 to decide the best pathway of education from year 9.
Those pupils who are demonstrating continuing improvement in grades, and are
attaining above JCS Stage 9 have the opportunity to follow a GCSE pathway within the
mainstream lessons at the Alec Reed Academy, though they will remain a John Chilton
School pupil.
Those pupils who are not predicted to achieve a GCSE grade C or above, will follow the
John Chilton School Foundation Learning Curriculum from year 9.
What is Foundation Learning?
Foundation Learning is a national programme of learning for those students
working at Entry Level or Level 1 (see chart opposite).
Foundation Learning is the description given to all provision at Entry 1, Entry 2, Entry 3
and Level 1. Foundation Learning supports a wide group of learners, including:
Those aged 14-19 unlikely to achieve their potential via the GCSE route
Adults with Basic Skills gaps
Young people/adults with learning difficulties
The aims of Foundation Learning are to:
Increase the learner’s engagement, participation, achievement and progression
Give a greater consistency to programmes of study at Entry Level and Level 1
that gives a clear progression route
Support the delivery of high-quality learning programmes, which are
personalised and appropriate to the learner’s needs and intended destination.
Foundation Learning applies both to 14–19 learners and to adults aged 19 and
above.
Currently there are Foundation Learning Programmes that lead to four main
destinations:
a full Level 2 qualification
skilled work (apprenticeship)
independent living or supported employment
a Foundation (Level 1) Diploma or GCSEs (14-16 pathway)
A successful Foundation Learning programme provides an integrated and consistent
learning experience, which will help the learner move towards their goal.
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The Foundation Learning Curriculum Model:
Entry Level and Level 1 learning programmes should include:
Subject or vocational knowledge, skills and understanding
Functional skills
Personal and Social Development learning.
Foundation Learning students follow carefully tailored programmes, based on an initial
assessment to identify their prior achievements, educational needs and future goals.
These personalised learning programmes are designed to support the progression of
every learner. Both the content and duration of learning programmes are flexible, to suit
individual needs. Programmes can be revised as the learner progresses, and ongoing
advice, guidance and support are an integral part of Foundation Learning.
Vocational/subject based
Functional skills PSD
< Information, advice and guidance >
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Functional skills:
Functional English, maths and ICT measure the pupil’s ability to use these subjects’
skills and concepts in a real life situation. For example: catching a train in time to meet a
friend to go to the cinema, budgeting for weekly expenses, reading the opening times for
a shop, reading recipes and labels, sending emails and text messages.
Foundation Learning at John Chilton School
In order to provide the best educational opportunities for the pupils accessing
John Chilton School lessons we have revised the curriculum on offer.
Pupils in years 9, 10 and 11 will be placed into ability groups for many subjects. The
decision of which group to place a pupil is made by assessing the attainment level
achieved over previous years. There are three groups. The Red Group is for pupils
attaining level E3 and Level 1; the Purple Group is for pupils working within level E2
and the Blue group is for pupils working within level E1. The allocation of group is
made on an individual basis and pupils can move between the different groups over the
year.
TEAM AND CORE SUBJECT LEADERS:
Phase 4 Leader and Tutor, and Maths Leader: Ms Lynn Johnston
Phase 4 Blue Group Tutor and Science Leader: Mr Daniel McNamara
English Leader: Mr Aidan Meech
ICT Leader: Mrs Garsa Hakmal
Additional needs and therapies: Sue Rademacher
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Blue Group
Due to the complexity of need in the Blue Group, these pupils have a main form tutor
who delivers the majority of the curriculum with input from specialist teachers for music
and ICT skills.
The Blue Group follows a practical and sensory approach based curriculum that has
been careful developed by the school to meet the individual needs of the pupils. This is
accredited through the ASDAN Personal Progress Award.
The curriculum follows themes and will include all subject areas and will include
accreditation in English, maths and ICT as well as other subject based units. For more
details please speak with a member of the Blue Group team.
BLUE GROUP THEMES
YEAR
A Independent Living Skills: Developing Independent Living Skills:
Preparing drinks and snacks
B Community links: Going places, Participating in sporting activities
C Personal Development: All about me, Engaging in new creative
activities
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Unit Code/s: Unit Title/s:
CGP Travel within the community: going places
The centre provided plenty of evidence for this unit including photographs with explanatory comments,
completed ‘worksheets’ and assessor statements on evidence recording sheets. The candidate had used
a variety of methods to get to different places including walking and the school minibus. The candidate
was shown visiting: a variety of places including a library, Post Office, a park and park café, a garden
centre to buy plants and a supermarket to buy a pizza.
The Standards were clearly met at Entry 1.
The centre has continued to maintain the good standard identified in the last report. Candidates were
taking part in a wide range of activities within the school and in the wider community. The evidence
included photographs with relevant comments and ‘worksheets that clearly showed what the candidate
had done. The detailed assessor statements were particularly useful as evidence. The assessors also
provided concise summarise of the evidence on the unit transcripts.
Feedback from ASDAN
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Red and Purple Groups
We have developed a broad and enriched, accredited Foundation Learning
Curriculum that has been studied in years 9, 10 and 11 since September 2012.
We also will be supporting pupils with their progression pathway after school
with the upcoming changes to education post 16.
All pupils will follow Functional Skills programmes in English, maths and ICT
All pupils will follow a Personal and Social Development course
All pupils will follow a science course
All pupils will follow subject or vocational courses depending on their ability.
All pupils will follow a Creative, Media and Performing Arts curriculum
Pupils will begin to access learning opportunities outside the school through
community services, other institutions or business links
Personal and Social Development (PSD)
This course is about life skills and enabling the pupils to become as independent as
possible within the home and community. PSD links with Personal, Social, Health and
Citizenship Education (PSHCE), enterprise and careers education (CEIAG).
PERSONAL AND SOCIAL DEVELOPMENT (PSD)
Year Autumn Spring Summer
A
Managing Social
Relationships
Preparation for Work Making the most of
Leisure Time
B Environmental
Awareness
Managing Money
Using Technology
C
Developing Self Healthy Living Rights and
Responsibilities
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Unit Code/s: Unit Title/s:
UT E2 Using Technology in the Home and Community E2
Excellent poster and photographic evidence with annotation showing the candidate safely using 2
examples of technology for each setting - home and centre. This was also verified by the assessor via a
witness statement.
Unit Code/s: Unit Title/s:
E1 E2 E3 MOM Managing Own Money The standards have been met for all units entered at E1, E2 & E3 with the same action point at every level.
This unit was done well at every level. Candidates were able to give a number of relevant examples of regular
income. Candidates at E2 and E3 were able to give valid examples of expenditure. The ASDAN ‘Personal
budget Plan’ for E2 and E3 were an excellent resource and showed accurate calculations had been undertaken.
At E3, the candidate included annotated research from the Internet about savings.
Excellent evidence, at every level, to show the candidate paying for items using appropriate
calculations. At, E3 the candidate was able to show a number of valid ways of paying for items
including PayPal, cash and debit card. The Amazon order form was appropriate evidence as a second
example of ways to pay for an item which ensured the evidence fully met the standards at E3.
Feedback from ASDAN
Examples of pupils’ work
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Vocational/Subject Based Units for Red and Purple Groups
This includes some compulsory subjects, such as RE, and other vocational or subject
based courses.
For the Red and Purple Groups, all these units are accredited through WJEC Entry
Pathways.
ADDITIONAL ENGLISH
YEAR Autumn Spring Summer
A Exploring Shakespeare:
Hamlet
Creating Narratives Exploring Poetry
B Exploring Advertising Exploring Narratives:
Great Expectations/
The Curious Incident of
the Dog in the Night
Time
Communicating
Experiences and Debates
C Exploring Visual
Texts: Macbeth
Exploring Film Genres Creating a Print Media
Product
Thank you for providing the sample of work and the associated documentation to assist with the
moderation process. Samples were well packaged, well organised and a pleasure to moderate. Task
setting was highly effective, using some excellent resources, and giving candidates ample
opportunity to explore the topic and meet the required criteria. ICT was used to very good effect. An
excellent submission. Thank you.
Unit Level Pass/Fail Comments and Advice
6350 Entry 2 P The students have shown a good grasp of this unit and its
learning objectives. Activities have been well planned to
allow all candidates to express their understanding using
their strengths and abilities. Well done.
6350 Entry 3 P These candidates have displayed the additional skills
required to achieve Entry 3. They have worked very hard to
produce a very detailed portfolio.
6350 Level 1 P The Level 1 candidates have demonstrated a very clear
analysis of the play. The 'Dear Diary' task gave the students
an excellent opportunity to express themselves and show
their understanding of the underlying emotions and tensions
of the play.
Excerpts from WJEC moderator reports
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AC2.2 Identify key differences between main characters in a play by Shakespeare.
GERTRUDE OPHELIA
What does she do?
Maybe she murdered her husband the king then she married the kings’ brother Claudius. She dies in the end in the fight. She argues with hamlet about him being mad.
She is Hamlet’s girklfriend in past but they have broken up. She lets her dad spy on her and Hamlet. She loves hamlet.
What happens in the end?
She drinks the poion in the cup that was meant for hamlets wine in dueal.
She goes mad because her dad is dead killed by hamlet. She is sad when hamlet is rude to her and goes mad and dies in river. She gives flowers toe veryone when she mad.
Relationship with Hamlet?
She is hamelt’s mum and she she is the queen.
She Is hamelt.s ex girl friend.
Personality
We don’t know if she killed king in plan. She is bossy to hamlet in their fight but nice to Ophelia. She tries to be nice to hamlet.
She is quiet and gentle and does what she is told by her dad.
Audience reaction
The audience thish that she marid Claudis for bad reasons. Why did she do it? Was she innocent?
We feel sorry for her when hamlet is rude but she is a bit wet. She does good things and is kind. Feel sad when she dies and upset when she is mad.
Massacre in Denmark Last night it was so hocking The Royal familyare dead all of them! Laer tes and Hamlek had fghf wth ppoisned swords they are deod. Claudius poisoned them. Hamlet killed evil Claudius when he fowd out he was a bad man and kild old king. He grabd poisoned vup and tipt it don his unkl thrwt. The Gertrude drank the poiond cup and she is ded too. Blood and bodies evywere. Who will be new king? Denmark is sad and Hamlets gf is dead. Why is all so amd? Dear diary
It is my mother’s wedding today she is marrying my uncle Claudius you see my father king of Denmark, he passed away a month ago he got poisoned by a serpent. I miss my father so much he was no he is an honourable king and I saw his spirit last night he told me the worst thing I could hear in my life “It is put out that a serpent killed me but the only serpent wears my crown.” After that I went back to my chambers and slept thinking of what my farther said he said I should get vengeance for his death. I also broke up with Ophelia and had to make everyone think I was crazy so I could listen in on people to find out who killed my farther and do as he asked and get vengeance for his death.
Examples of
pupils’ work
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RELIGIOUS EDUCATION
YEAR Autumn and Spring 1 Spring 2 and Summer 1
A Religious Festivals: Easter Places of Worship: The Mosque
B Religious Charity Religious Marriage Services:
Judaism
C Persecution of People: The
Holocaust
Rites of Passage
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CREATIVE MEDIA AND PERFORMANCE ARTS
YEAR MUSIC ART DRAMA
A Composition Textiles Use of body
Printmaking
B Solo performance 3D design Use of voice
Ceramics
C Music appreciation Photography Improvisation
Painting
Music
The assessment of the work was applied correctly and the unit was authenticated by both staff and
students. The centre should be congratulated for applying the correct level of assessment and the
supporting commentary written, which helped the moderation process.
Candidates demonstrated a very good knowledge of contrasting genres and were able to identify
tempi, recognise simple features in a melody and differentiate between different aspects of
structure.
There was much evidence to demonstrate that the candidates had responded well to the course.
The moderator enjoyed all the E2 solo performances in which the candidates demonstrated fluency
and confidence
The work was a pleasure to moderate. It was apparent that the candidates had responded well to
the course
Excerpts from WJEC moderator reports
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Art and Design The submissions presented for moderation reflected a well-structured, comprehensive course that
enabled candidates to successfully meet all of the assessment criteria.
Candidates had selected a range of references and resources to support their work and it was
encouraging to see personal responses to these references. There was also clear evidence that they
had benefited from their studies of other artists, craftspersons and / or designers.
Materials, tools and techniques were used effectively to develop their ideas, confidently
experimenting and modifying their work when needed.
The outcomes were of a high standard, well presented and clearly demonstrated the skills and
knowledge acquired during the course.
The centre has clearly embraced the Entry Pathways Art & Design and provided an inspiring range
of creative experiences for their candidates. We would like to thank the staff and candidates at the
centre for all the hard work involved in this submission.
Excerpts from WJEC moderator reports
3D Design
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Painting
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Media An excellent submission; thorough, well organised and presented, which was a pleasure to
moderate. The topic has been covered very thoroughly. There has been very good, innovative use of
classroom support and assistive technology helping your cnadidates to produce the best possible
outcomes possible. The detailed annotation of work was very helpful. There were some excellent,
detailed responses and high quality final products in evidence.
Thank you
Excerpts from WJEC moderator reports
Printmaking
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Drama The assessment of the work was applied correctly and all of the units were authenticated by both
staff and students. The centre had detailed notes on the work which helped with the moderation
process.
Starter lines and stimuli were used effectively to create a piece of improvised drama. On the DVD
there was evidence that everyone worked well together, with much energy and enthusiasm.
Thank you for all your hard work preparing candidates for this Unit.
Excerpts from WJEC moderator reports
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Science Today
YEAR
A Science and the Human Body
B Working with Electrical Circuits
C Plant Care
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RED GROUP (Humanities: French)
YEAR Autumn and Spring 1 Spring 2 and Summer
A French 1 French 2
B French 3 French 4
C French 5 French 6
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PURPLE GROUP (Humanities: Geography and History)
YEAR Autumn and Spring 1 Spring 2 and Summer
A Working as part of a group World War Two
B Choices and decisions Sustainable Tourism
C People and Protest Working towards Goals
Humanities Thank you for the samples sent. The work was well organised, well presented and easy to follow.
The administration was of a very high standard and all involved are to be congratulated. All the
necessary documentation had been followed in full. The presentation of the work greatly helped the
moderation process.
Content/Tasks and Annotation The tasks presented were appropriate, were well done and met the requirements of the units entered
Excerpts from WJEC moderator reports