the acorns school curriculum booklet 2019/20

The Acorns School Curriculum Booklet 2019/20

Learning to Achieve

Vision

Curriculum designed to capture pupils’ interests and

prepare them for life.

A learning culture.

Encouraging very achievement, no matter how small.

Improve academic performance, ability to learn and social

and emotional skills.

Pupils are able to return to school, further education or the

world of work.

Referral pathways

Pupils attend because they have been permanently

excluded from mainstream (statutory referrals).

Intervention programmes paid for by local high schools.

Children missing education (CME).

Medical referrals via CAMHs.

Education for pregnant girls/young mums.

Fair access protocols.

Social Context

65-75% of pupils are eligible for free school meals

(Lancashire average 11.8%).

75% on roll are disadvantaged.

66% receive help from Lancashire Early Help Services. Some

pupils are supported through Child Protection and Child in

Need Plans.

Predominantly White British.

Majority of pupils reside in the bottom 2% of wards in the

country for deprivation.

Skelmersdale suffers from poor public transport

infrastructure, reputation and self-image.

Nearly all pupils are transported to school by taxi.

Nature of difficulties

Behavioural, emotional, social or health related

difficulties which impact significantly on academic

progress and attainment.

Disaffected with low motivation and poor self- esteem in

relation to learning.

On entry, functioning below expectations.

Persistent, poor or non-attendees (school refusers).

Arrive with having missed large sections of primary and

secondary education.

Some pupils have an EHCP or undergo statutory

assessment.

Some pupils are known to the Youth Offending Team.


Curriculum Intent 2019-20

The curriculum at The Acorns School is broad, balanced, challenging and engaging, designed to

capture pupils’ interests and prepare them for life. We aim to improve each pupil’s academic

performance, ability to learn and social and emotional skills. The school aims to improve

opportunities - in line with its three key performance indicators - for pupils to remain in education,

pursue training or find employment so that they are able to become successful and resilient adults.

The curriculum gives priority to meeting pupils’ current and future needs and promotes spiritual,

moral, social and cultural development. Where appropriate, learning is enriched by alternative

placements, project work and/or other experiences. Content in each area is selected so that our

pupils progressively gain knowledge, understanding and use new skills acquired elsewhere. Content

is also selected to engage pupils in learning. Typically, pupils who arrive at Acorns have been

disengaged from learning and do not see the value of education. The Acorns School recognises that a

full academic programme is not always appropriate and does not always meet need. Wherever

possible, pupils are encouraged to develop their social and emotional skills through practical ‘hands -

on’ activities which supports communication, team building and preparation for the later stages of

mainstream or other education and training.

Impact of the curriculum on pupils’ acquisition of knowledge and development of skills is evaluated

through learning walks, professional discussions, pupil work sampling, performance management

and consideration of outcomes information.

The Acorns School curriculum provides equal opportunities regardless of ability/ disability, gender,

race, sexuality and religion.

The aim of this booklet is to outline our curriculum model and give an overview of what pupils will

be studying and when in each subject. More detailed curriculum information and answers to specific

questions can be obtained at any time from subject leaders and their contact emails are also

included. Further information on the thinking behind our curriculum and how we deliver it can be

found in our ‘Curriculum’ and ‘Teaching and Learning’ policies which are published on the school

website.


KS3 Curriculum

• KS3 groups are organised into ‘tree’ groups (Cedar, Willow and Maple).

• Pupils are taught in mixed ability and mixed aged teaching groups within this key stage.

• Teaching staff are reflective and plan accordingly for pupils’ individual needs.

• All pupils in years 7, 8 and 9 follow the National Curriculum for core and other subjects;

however, the development of literacy, numeracy and social emotional and behaviour skills

are priority with KS3 groups to assist in re-integration back into a mainstream school if

appropriate.

KS4 Curriculum

• Organised into ‘tree’ group basis (Ash, Oak and Beech). Teaching groups are separated into

year 10 and 11 classes.

• All students working on accredited programmes including GCSE, Levels 1 and 2 (various) QCF

vocational, Entry level.

• Teaching groups reflect levels of need including learning, social, emotional and medical

needs. Vocational needs are catered for wherever possible including sourcing provision

beyond travel to learn area.

• Work related learning is encouraged in workplaces and sourced to meet needs.

• Personalised focused teaching and learning wherever possible.

• Some personalised timetables are reflective of individual need.


The Acorns School Curriculum Model 2019-2020

Pathway 1: Classroom based study 5 days per week GCSE courses, core and option subjects. Students will do all of these 5 subjects and may do a vocational course also.

Some may do core GCSE subjects and have a significant vocational element to their programme. e.g., English, Maths, plus industrystandard qualification (IMIAL, City and Guilds, Ascentis and other VR pathways) across the 5 days.

Pathway 2: Predominantly vocational/ work related course, with Level 1 or 2 Functional Skills English and Maths delivered externally. Social and emotional skills to re-engage with learning, enrichment activities

Some students will follow Entry Level based programmes to plug gaps and be ready for level 1 options post 16..

Pathway 3. A minority will receive 1-1 teaching for specific reasons e.g. safeguarding or risk assessment.


KS4 Pathway 1 Academic Curriculum, delivered in-house every day 9am -

2.30pm

GCSE courses followed @KS4. Access to subjects in mainstream schools provided if appropriate

English and Maths

Science

ICT/ Enterprise

Art

PHSE

Food

Sport and Active Leisure


KS4 Pathway 2 Vocational Curriculum, delivered daily off-site at: BDS,

APPLECAST NW, FIXIT UK, LEARNFIT (EDUC8GROUP), PVC, Fir Tree Fisheries.

Level 1 and 2 courses with accredited qualifications delivered by partner vocational providers,

agreed by service level agreements (LCC endorsed). Work related learning is a strong feature of

these. Some include functional skills units and full awards. Work related learning offered by local

businesses checked and quality assured by the Acorns School Health and Safety Officer/DSL

Function Skills in English

Maths and ICT (Pearson)

Motor Vehicle IMIAL

Construction

(Ascentis)

Hair and Beauty (City

& Guilds)

Sports Fashion

Hospitality (Pearson)

Health & Social

(NOCN)

Fisheries Horticulture

(NOCN)


KS3 Pathway 1 Academic Curriculum, delivered in-house every day 9am -

2.30pm

KS3 is delivered in-house. The aim is to provide a broad and balanced curriculum to transition to

next steps which may include re-integration to mainstream or a specialised placement. Enrichment

activities are offered to support social and emotional skills development.

English Maths Science

Design Technology

Enterprise/ IT

Art

PHSE

Food

Lifeskills and

Enrichment


Subject Area Key Stage 3 Key Stage 4

Year 7 Year 8 Year 9 Year 10 Year 11

English English English English Step Up to English Silver/Gold GCSE English language

Step Up to English Silver/Gold GCSE English language

Maths Maths Maths Maths Entry Level Maths GCSE Mathematics

Entry Level Maths GCSE Mathematics

Science Science Science Science GCSE Biology GCSE Biology

IT IT IT IT IT user skills level 2 IT user skills level 2

Art Art Art Art GCSE Fine Art GCSE Fine Art

Life Skills/ Food Life Skills Life Skills Life Skills BTEC Level 1 Home Cooking

BTEC Level 1 Home Cooking

Design Technology

Design Technology

Design Technology

Creative pathways Design and

Technology (units

6220-6223)

WJEC Construction and the built environment level 1 / 2

WJEC Construction and the built environment level 1 / 2

PE & Sport PE PE PE BTEC level 1 Sports and Active Leisure

BTEC level 1 Sports and Active Leisure

Enterprise BTEC Level 1/Level 2 Tech Award in Enterprise

BTEC Level 1/Level 2 Tech Award in Enterprise

PHSE

Level 1 Award Level 1/2 Certificate

SMSC/Enrichment

See separate page See separate page

Alternative Provision

See separate page See separate page

KS3 Curriculum (Lessons per week)

KS4 Core Curriculum (Lessons per week)

KS4 Options Curriculum (Lessons per week)

http://www.wjec.co.uk/qualifications/creative-media-and-performance-arts/17528.pdf?language_id=1

http://www.wjec.co.uk/qualifications/creative-media-and-performance-arts/17528.pdf?language_id=1


English

Pupils follow a programme of study closely linked to the new National Curriculum centred on a range of whole texts with an emphasis on text-type writing.

For pupils who are still developing-readers, more emphasis is placed on literacy skills, phonics and reading practise. Our daily morning reading intervention

sessions also enhance the development of literacy.

Curriculum overview

Group

Topic

Key Stage 3

A Christmas Carol – Life in Victorian London; the form of a novel; the workhouse; Scrooge; morality; Christmas. The Boy in the Striped Pyjamas – World War Two; propaganda; language choices; structure; effect; plot/characters in the story. Macbeth – The life of Shakespeare; the form of a play; soliloquy and monologue; plot/characters of Macbeth.

Key Stage 4 Year 10

Blood Brothers – Life in 1980s Britain; British class system; childhood; nurture vs. nature; friendship and loyalty; fate and superstition. ‘Now They See Us’ – racism; colonialism; segregation; race riots in the US and UK in 1980s and 1990s. Animal Farm - Life in inter-war Britain; Orwell’s politics; propaganda; authorial craft.

Key Stage 4 Year 11

Frankenstein – Life in Victorian Britain; conventions of gothic genre; spiritualism and the supernatural in the Victorian era; the form of a novel; epistolary structure. Oracy – Great Speeches of the 20th Century – rhetoric; antithesis; the form of a speech; structure; effect. ‘Of Mice and Men’ & ‘I have a dream’ – Life in post-war US; the form of a novel; persuasive writing; civil rights.

There are two pathways in years 10 and 11:

AQA Step up to English (Silver or Gold) Focusing on key literacy skills and indicating readiness for GCSE.

AQA English Language GCSE A two-year qualification assessed only through terminal exams. This course gives access to grades 1-9 as there are no tiers in

the exam paper.

Subject leader [email protected]

mailto:[email protected]


Maths : The maths curriculum consolidates learning from previous years and engages, enthuses and inspires pupils about maths and its real-life

applications.

Curriculum overview

Group

Topic

KS3 Mathematics

Key Stage 3 Mathematics is taught in units. Each unit tracks the corresponding GCSE grade which will allow pupils to assess their progress against the GCSE criteria. All units are differentiated to ensure progress for all learners. The units are:

Unit 1 – Whole numbers and Decimals

Unit 2 – Measure, Area and Perimeter

Unit 3 – Fractions, Decimals and Percentages

Unit 4 – Angles and 3D shapes

Units 5 – Factors and multiples

Unit 6 – Algebra 1

Unit 7 – Calculator skills

KS4 Mathematics

Key Stage 4 Mathematics builds on the skills from KS3 and allows pupils familiarity in the delivery of the Mathematics curriculum. KS4 Mathematics focusses on the key concepts in order to achieve a ‘good’ pass at GCSE and allows pupils to track their progress against grade descriptors. The units are:

Unit 1 – Number

Unit 2- Algebra

Unit 3 – Data

Unit 4 – Fractions, Percentages and Ration

Unit 5 – Angles and Trigonometry

Units 6 – Graphs

Units 7 – Area and Volume

Unit 8 – Equations and inequalities

Unit 9 – Transformations and constructions

Unit 10 – Probability


Unit 11 – Multiplicative Reasoning

Unit 12 – Similarity and Congruence/Vectors




Functional Skills

Functional skills are taught when further support is needed to progress Literacy and Numeracy with an emphasis on real-life examples. It is used with Key

Stage 3 pupils as a support if there are specific learning needs, to re-engage them with the Key Stage 3 Curriculum. It is used with Key Stage 4 pupils when

accessing GCSE exams is not possible or as an additional qualification to GCSE if considered appropriate.

The Functional Skills qualifications are provided through Pearson and can be taken at any time when the pupil is ready. The Functional Skills scheme of work

is based on the Pearson exam specifications and the national guidelines for Basic Skills in Literacy and Numeracy. The school has passed the Quality Mark

for teaching of Basic Skills and this underpins the teaching of Functional Skills in school.

Curriculum overview

Group

Topic

KS3

FUNCTIONAL SKILLS ENGLISH Used for pupils to enable them to re-engage with KS3 English Curriculum: “Back to Basics” –handwriting practice, reading longer words, words building into sentences, speaking and listening games. FUNCTIONAL SKILLS MATHS Used for pupils to enable them to re-engage with KS3 Maths Curriculum: “Back to Basics” – place value, 4 rules, identify 2D and 3D shapes, graphs and tables.

KS4 Y10/11 FUNCTIONAL SKILLS ENGLISH Reading: Forms and tables, websites and posters, text expressing opinions, newspaper/magazine text, adverts and memos, letters and emails. Text in 1st, 2nd and 3rd person. Writing: Form filling, informal letters and emails, adverts and memos, formal letters/emails, writing in the 1st 2nd and 3rd person. Speaking and Listening: Talking about leisure activities, holidays, school experiences, childhood experiences, their values and politics, planning for events (e.g Christmas), Post 16 options. FUNCTIONAL SKILLS MATHS Number: Properties of number, Addition, subtraction and negative numbers, multiplication problems and number patterns, place value and money notation, ratio and fractions, division. Statistics: Gathering and interpreting data, tables and calendars, time and measurement. Geometry: Identify 2D shapes and 3D shapes, positional language and turns, properties of 2D and 3D shapes, symmetry and angle

High Support A personalised learning approach is used to ensure pupils plug gaps in learning.

Subject leader: Mrs Allred - [email protected]



Science

Science is the basis for much of our life. Agricultural science dictates how our food is produced, biomedical science keeps us healthy, physics and

mechanical science take us from place to place. We almost literally eat, sleep and breathe science! Science is a set of ideas about the material world.

Science is taught with the emphasis being on investigating, observing, experimenting or testing out ideas and thinking about them.


Curriculum overview

Group

Topic

KS3 - Cedar

Science in Cedar is practical based to try to engage and encourage participation. What is science? Particle theory. Chemical Reactions. Electricity. Forces. Light. Cells. The living body. The environment.

KS3 - Maple and Willow

Pupils study entry level science. There are 6 topics, 2 Biology, 2 Chemistry and 2 Physics each of which is assessed by an end of topic test and a practical task. The ELC Science specification is co-teachable with GCSE Combined Sciences so it prepares students if they return to mainstream. The assessment is on demand so students can complete assignments when they are ready, helping to keep students motivated.

KS4 –Y10 and 11

Y10 and 11 study AQA GCSE Biology This consists of 7 topics: Cell Biology, Organisation, Infection and response, Bioenergetics, Homeostasis and Response, Inheritance, Variation and Evolution and Ecology. There are also 10 required practicals which are integrated within the 7 topics. The assessment consists of two 1:45 minute examinations of equal weighting.



ICT

ICT is taught following the TLM units of work and students complete learning objectives that will achieve qualifications in the subject.

Curriculum overview

Group

Topic

KS3

Years 7 – 9 will follow the ‘Levels of Progression in using ICT across the curriculum, key stage 3’ At a level appropriate to their ability, pupils will develop ICT skills to: Explore · access and manage data and information; · research, select, process and interpret information; · investigate, make predictions and solve problems through interaction with digital tools. Express · create, develop, present and publish ideas and information using a range of digital media; · manipulate information and multimedia products using a range of assets. Exchange · communicate using a range of contemporary digital methods and tools; · share, collaborate, exchange and develop ideas digitally; · understand how to keep safe and display acceptable online behaviour. Evaluate · talk about, review and make improvements to work, reflecting on the process and outcome; · consider the sources and resources used. Exhibit · manage and present their stored work; · showcase their learning across the curriculum. Topics to be covered are Exploring Enterprise Competition E Safety Create an enterprise Access databases Scratch The following topics will be assessed through TLM IT USER SKILLS ENTRY LEVEL 2 Using IT to Select and Exchange Information Improving Productivity Using IT Using ICT: Safe Working Practices Desktop Publishing Software ICT for Employment

Year 11 - ICT

Students follow IT user skills level 2 and complete the following units

Improving Productivity Using IT

Web site Software


IT Security for Users

Presentation software

Database software

Using Email

Year 10 Enterprise

Pupils follow the Pearson BTEC Level 1/Level 2 Tech Award in Enterprise (603/1916/1). This comprises of 3 components, Component 1: Exploring Enterprises Learners will examine different enterprises to develop their knowledge and understanding of the characteristics of enterprises and the skills needed by entrepreneurs. Learning aims A Examine the characteristics of enterprises B Explore how market research helps enterprises to meet customer needs and understand competitor behaviour C Investigate the factors that contribute to the success of an enterprise. Component 2: Planning for and Running an Enterprise Learners will individually select an idea for an enterprise to plan and pitch. They will work individually or as a small group to run a micro-enterprise activity and will develop their skills in operating and reviewing the success of the enterprise. Learning aims A Explore ideas, plan and pitch for a micro-enterprise activity B Operate and review the success of a micro-enterprise activity. Component 3: Promotion and Finance for Enterprise Learners will explore the different promotional methods used by enterprises and the factors that influence how enterprises identify and target their market. Learners will explore financial documents and how to use them to monitor and improve the performance of an enterprise in order to make decisions and recommend strategies for success




Art and Design

Art is taught using different themes and topics with the emphasis being on experiencing a wide range of approaches and techniques, as well as developing

work from a range of sources. The Art History timeline ensures work is chronological and will incorporate the work of well-known artists for pupils to develop

an appreciation and understanding of art from different periods of time. We use Art to create and express feelings in others, as well as raising awareness of

political and moral issues. Art helps create a sense of self and belonging in the world, this allows students to explore and express themselves in a creative and

safe way.

Curriculum overview

Group Topic

Cedar

Cedar group will work on developing knowledge and skills from early art following the art history timeline up to present modern day art, this will incorporate looking at work from a wide variety of artists and cultures. Topics include the basics, Egyptian Art, Impressionism, Cubism, Pop Art, Skills Masterclasses, Graffiti Project, Zoo Project, Still life and a written exam. Starters will be art and literacy based to engage pupils in the topics and help them grasp the relevant knowledge and understanding. Pupils will use a variety of media such as drawing, painting and print making to help build their skills and knowledge of techniques.

KS3

Key stage three will work on developing knowledge and skills from early art following the art history timeline up to present modern day art, this will incorporate looking at work from a wide variety of artists and cultures. Topics include the elements, mark making, colour theory, early art to present day, spiritual week art focus, art careers focus, mental health focus and seasonal projects. Pupils will undertake a written art test and a still life drawing from observation during key stage three, this will help them understand their starting points in terms of knowledge and skills and then build upon these to make progress. Drawing, painting and use of a wide variety of media will engage pupils and help build confidence around skills and knowledge of techniques.

Year 10

Year ten will work on coursework for their Fine Art GCSE AQA qualification and focus on improving their skills as well as looking at the work of other artists and cultures. They must produce a sustained project and selection of further work to fulfil the coursework criteria. There are four assessment objectives that must be adhered to; A01: Developing ideas through investigations, demonstrating critical understanding of sources, A02: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes, AO3: Record ideas, observations and insights relevant to intentions as work progresses, and


A04: Present a personal and meaningful response that realises intentions and demonstrates understanding of visual language. Students are awarded marks out of 24 for each AO and top marks would be 96. Topics include Mixed media project and Nature. Students may choose to work on one topic as their sustained project or work on both.

Year 11

Year eleven will complete their coursework portfolio and participate in a ten hour externally set assignment, usually over 2 days. Students will have seven different starting points to choose from for their exam and must select one of those to respond to. Pupils will need to complete a full sketchbook and over the ten hours complete a final piece. Topics for coursework include Buildings and Portraits students may select one or work on both. Coursework is worth 60% and the externally set assignment is worth 40%. The four assessment objectives still apply for year eleven. Students are awarded marks out of 24 for each AO and top marks would be 96.




Design Technology

Design and Technology makes a unique and valuable contribution to the education and preparation for life for every child. Using creativity and imagination,

our students design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants

and values. This prepares them to make a positive contribution within our modern technological society.

Students develop a broad range of practical skills and subject knowledge. Through design and make products our students develop confidence and pride in

their work, exciting their thirst for knowledge and developing their independent learning skills.

During KS3, many different projects are undertaken to develop a wide range of Design and Technology skills. Materials, used and explored, include wood,

metal, plastics, smart and modern. Graphics work covers both hand and computer drawing. Systems and control are taught through electronic projects.

Design skills are developed throughout.

Curriculum overview

Group

Topic

Cedar

Cedar group spend time mastering Design and Technology practical skills for example, basic measuring and marking out onto different building materials: - woods, plastics and metals safely. Using hand tools and machinery independently to build several mini projects such as a traditional wooden toy, electronic USB mood light project and picture frames. Pupils will learn how to research and draw both technically and using ICT software. Pupils are taught to respect the workshop and are encouraged to take ownership for keeping the room tidy. Pupils are taught basic Health and Safety rules. Pupils will experiment and learn basic wood joints such as butt and dowel joints.

Maple and Willow

Both groups spend time mastering in detail Design and Technology practical skills for example measuring and marking out onto different building materials. Cutting out and joining varied materials together using correct components for example nails, screws, nuts and bolts. Using hand tools and machinery independently to build several mini projects such as a traditional wooden toy, electronic USB mood light project and picture frames. Pupils will learn how to research and draw both technically and using ICT software. Pupils are taught to respect the workshop and are encouraged to take ownership for keeping the room tidy. Pupils are taught Health and Safety rules. Pupils will experiment and learn basic wood joints such as butt, dowel, half housing, mortise and tenon joints.

Year 9 Pupils will complete a one year course which is broken up into four key areas. Research, design and model, practical build using any materials as required and evaluation of work completed.


Amplification of content are: - Be able to choose suitable materials for the chosen product. Be able to manufacture their chosen design. Review their manufactured product. Know the importance of planning. Be able to create a plan of manufacture. Review and change their manufacturing stages. Be able to assess a hazard or situation. Be able to apply Health and Safety practices. Be able to make a risk assessment.

KS4 The WJEC Level 1 / Level 2 Awards in Constructing the Built Environment will provide opportunities for pupils to develop a range of skills and techniques, personal qualities and attitudes essential for developing great new skills for life or a career within the construction industry. This course is designed to provide a specialist work-related qualification in the construction industry and will give you the knowledge, understanding and skills needed for employment. The course aims to develop a range of practical skills and techniques underpinned with theory lessons on how construction projects are planned and the importance of safety and security in construction. Unit 1 – Safety and security in construction External exam – 25% of overall grade. This is an online one-hour test. Externally marked Unit 2 – Developing construction projects Controlled assessment – 50% of overall grade. This unit has twice the amount of time allocated to it and should suit students who enjoy practical tasks such as: bricklaying, painting, plumbing, carpentry and joinery. Internally marked, externally moderated. Unit 3 –Planning construction projects External exam – 25% of overall grade.


Multi-skills instructor [email protected]




Lifeskills

Learners will be introduced to basic cooking skills by following recipes for simple dishes and learning how to use kitchen equipment safely. Learners will

demonstrate their skills by following a recipe. Learners will consider the value of acquiring skills for cooking both in school and at home and explore ways to

pass on their knowledge of cooking skills to others

BTEC Home Cooking Skills

Level 1

This unit aims to give learners the knowledge, skills and confidence to enjoy cooking meals at home. Learners will gain understanding of how to economise

when planning meals to cook at home. The unit will encourage learners to transfer skills learnt to other recipes to continue cooking for themselves and

their families and to inspire others by passing on their knowledge. The unit is based on the proposition that being able to cook is an essential life skill which

empowers people to make changes that have benefits to health and wellbeing.

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the

standard required to achieve the unit.

Curriculum overview

Group

Topic

KS3 Lifeskills

Topics to incude: Basic food safety Choosing ingredients Kitchen basics Recipes The value of home cooking skills Ways to pass on information and share recipes


Year 10 /11 BTEC Home cooking skills

Student to be able to use cooking skills to make home cooked food that does not use pre prepared, ready cooked food. Including • the knowledge, understanding and confidence to cook meals at home • an understanding of how to economise when planning a meal • an ability to transfer skills learned to different recipes • an ability to inspire others by transferring that knowledge Topics to include: Eggs Breakfasts Packed Lunches Simple Soups Salads Basic Bread making Cooking Pastas Cooking Vegetables Cooking mince Stews Cooking rice Fish Quick cooked meat Preparing and cooking chicken Puddings Barbeque food Fruit salad Baking




Physical Education

Physical Education (PE) for KS3 pupils is taught in the external multi-use games area (MUGA) with the emphasis being on practical activities. Pupils will

participate in Invasion games such as Football and Basketball, striking and fielding games such as Cricket and Rounder’s and also track and field events such

as Sprints, Long distance running and Javelin. Additionally, KS3 learners will research and produce posters/PowerPoints on the important factors of health

and safety in PE, understanding the importance of eating a healthy balanced diet, health and skill related fitness and participation in fitness and exercise.

KS4 students will develop their knowledge and understanding on the importance of fitness and exercise, diet and nutrition, expand on their skills to meet

the requirements of the BTEC Sport and Active Leisure Level 1 Award (Year 10) and the BTEC Sport and Active Leisure Level 1 Certificate (Year 11). All pupils

from KS4 will use local external facilities such as the Gymnasium and the local Swimming Pool on a regular basis along with introduction fitness classes such

as YOGA, Circuit Training and Boxercise.

Curriculum overview

Group

Topic

KS3

Health and Safety in PE. Importance of participation in physical activity (social, emotional, mental and physical). Importance of Team work. Communication skills/leadership/sportsmanship skills. Invasion games – Football, Rugby, Basketball and Handball. Swimming- Life Skills. Health and skill related fitness- Balance, Speed, Power, Agility, Reaction time, Co-ordination, Cardiovascular Fitness, Muscular Strength, Muscular endurance. Striking and fielding- Cricket, Tennis, Rounder’s, Baseball/Softball. Track and field- Running (long/ short distance), Javelin and discus.

Y10

Health and safety in PE. Diet and nutrition. Understanding the importance of preparing the body for exercise (Warm up/ cool down). Pupils in both Y10 and Y11 will complete Pearson’s BTEC in Sport and Active Leisure. Unit 10- Taking part in exercise and fitness. Unit 16 – Working in a Team.


Y11

Health and Safety in PE. Diet and nutrition. Knowledge and understanding about the effects sport and exercise has on the body. Unit 11- How the Body Works. Unit 6- Taking Part in Exercise and Fitness Activities (Entry Level 3) Unit 12- Planning Own Fitness Programme Unit 15- Carrying out an Individual Project




PSHE

Our Personal, Social and Health Education course prepares pupils for the choices and challenges involved in everyday life both in school and beyond. The

course is fully differentiated and pupils learn at a level appropriate to their understanding and needs. There are two opportunities for PSHE to be delivered

during the timetabled form time each day, during which learners explore relevant topics and issues within their teaching group supervised by pastoral support

via their form tutor and keyworker. This teaching structure enables sensitive issues to be discussed and addressed within a nurturing environment.

Curriculum overview

Group

Topic

Cedar

In the key stage three Cedar group PSHE topics taught include drugs education, emotional wellbeing, personal safety and sex and relationships. These topics are derived from the KS4 PSHE specification and enable scaffolding of learning opportunities for those learners that are at the school for a longer period of time. Work is highly differentiated and allows pupils time to revisit topics and themes and consolidate knowledge and understanding. Specific events on the PHSE calendar will be incorporated into PHSE lessons that reflect the wider world.

KS3

At KS3 PSHE topics taught include drugs education, emotional wellbeing, personal finance, personal safety and sex and relationships. These topics are derived from the KS4 PSHE specification and enable scaffolding of learning opportunities for those learners that are at the school for a longer period of time. The PHSE calendar also allows time for specific focus, for example, World Mental Health Day, National Stress Awareness Day, Alcohol awareness, road safety etc. Encompassed within that are opportunities for guest speakers from a variety of organisations, such as work with the Police on online safety, hate crime and knife crime, and work with Lancashire Fire and Rescue service to help deliver additional programmes to students to help them engage with the topics on a different level.

KS4

During KS4 learners follow the AQA Level 1/2 QCF Award or Certificate in Personal and Social Education specification. Completion of 4 units of work enables the Award to be achieved whilst 7 completed units are required to achieve the Certificate. Individual units completed can also be recognised with credit certificates if the learner fails to complete the required number of units. There is no examination at the end of this course as assessment is purely through the completion of a portfolio of work. Topics include: Sex and relationships, drugs education, personal action planning, Emotional wellbeing, Personal Finances, applying for jobs and courses, and making informed careers choices. Specific events on the PHSE calendar will be incorporated into PHSE lessons that reflect the wider world.

Subject leader: [email protected]



Alternative Provision

For some learners in Key Stage 4, The Acorns School recognises that a full academic programme is not always appropriate and does not always meet need.

For these pupils a personalised curriculum including alternative provision is offered. This may mean that pupils access functional skills in English and Maths

at their Alternative Provision, or they may attend school or one-to-one tutoring for 2 or 3 days a week in order to gain GCSE qualifications. Many of our

learners go on to apprenticeships and college courses in construction, joinery or hair and beauty.

The emphasis is on hands-on-activities with pupils learning by practical experiences using “tools of the trade”.

Vocational Programmes available Qualifications

Fixit UK Motor Vehicle building and maintenance Level 1 Award in Transport Maintenance

Level 1 Certificate in Transport Maintenance

Level 1 Diploma in Transport Maintenance

Level 1 Diploma in Transport Maintenance

(Motorcycle)

Level 2 Diploma in Vehicle Inspection

BDS Beauty Therapy and Hairdressing accredited

Health and Social Care courses

Level 1 Hair and Beauty

Level 1 Certificate for Skills for Working in the

Health Care, Adult Care and Child Care Sectors

Preston Vocational Centre

Brickwork, Bench Joinery, Plastering

Carpentry, Painting, Decorating

BTEC Level 1 Award in Construction

BTEC Level 1 Certificate in Construction

BTEC Level 1 Extended Certificate in Construction

BTEC Level 1 Diploma in Construction


Vocational Programmes available Qualifications

AppleCAST NW Fishery Management

Fish Breeding

Conservation/Horticulture

Brush Cutter

Dry Stone Walling

Intro to fish breeding filter systems

NOCN Step up Programme

Open Awards Fishery Management Level Award

and Certificate

Fir Trees Fisheries Fisheries Management BTEC Entry Level 3/Level 1 Skilled for Life

BTEC Level 1 Award in Sport and Active Leisure

BTEC Level 1 Certificate in Land-based Studies

BTEC Level 2 Certificate in Fish Husbandry

Learnfit Liverpool (Educ8)

Sports and Fitness awards BTEC Level 1 and 2

Art and Design BTEC Level 1 and 2

Hospitality BTEC Level 1 and 2




SMSC

At The Acorns we believe in the support and development of good human beings, to be purposeful and aware of themselves. We share a common citizenship to find a way of working and living together successfully. Our mission is to offer a positive, life enhancing education, providing opportunities for the development of each individual’s potential.

The Acorns delivers a broad and enriching SMSC curriculum designed to capture pupils’ interests and prepare them for life; through a range of activities,

alongside quality teaching of academic subjects in the context of an individualised curriculum. The aim is to provide the building blocks to allow every student

to become a well-rounded individual. We aim to improve each pupil’s academic performance, ability to learn and social and emotional skills so that pupils

are able to return to school, further education or enter the world of work.

Pupils are actively encouraged to engage in social and cultural opportunities which includes, trips and visits to; the zoo, theatre, beach, sport day, places of

worship, guest speaker sessions, specific PHSE events school council, pupil voice surveys, specific curriculum themed weeks’ horticulture projects, spiritual

focus weeks, enterprise and work related visits, work experience, joint partnerships with the wider community such as local mainstream schools, Edge Hill

University, Colleges, Police, Addaction, local charities.

September October November December January February March April May June July

Knife Crime Session Lancashire Police 19th September

World Mental Health Day 10th October

National Stress Awareness Day 3rd

Rock n Roll Pantomime

Big schools birdwatch

SMSC Trip 2

Lifeskills National Careers Week. 2nd-6th

Beach Springwatch

Mental Health Awareness week 11th-15th

World Drug Day 26th

SMSC Trip 3

“Blood Brothers” theatre trip

SMSC TRIP 1

Spiritual Week 3rd-7th

World Maths Day 4th

Year 10 on work experience 29th-3rd

Spiritual Week 6th -10th

Dr Ken’s Science Suitcase

Spiritual Week 11th-15th

Eating Disorders Awareness week 24th-28th

Mock Interviews Year 10 22nd-26th

Sports/Fun Day


Alcohol awareness / Road Safety Week 18th-22nd

Trip to Chester Zoo KS3


CEIAG

Careers advice and guidance will take place on days when there are Careers conferences, fairs, workshops, college visits, work experience, training provider

visits and information sessions about apprenticeships and The National Challenge. Carmel Gresham is our independent careers advisor who will regularly

meet with key stage four students to discuss their aspirations and support them with college applications and apprenticeships.

All students have access to Start an online careers package that allows them to explore jobs by employer or industry, add in their interests and hobbies to

find jobs they might enjoy and look at what qualifications they may need to follow a specific career path. Jobs displayed show qualifications and routes in,

potential earnings, hours per week and live vacancies.

Key stage three will be participating in a digital enterprise award during afternoon form time. They will achieve a bronze award after earning their 250 points

and gain a certificate. The themes within this award are citizen, worker, maker, entrepreneur and gamer. These online challenges help pupils develop digital,

enterprise and employability skills.


Year 7 Year 8 Year 9 Year 10 Year 11 Autumn

Start Online Careers Programme

Enterprise topic

Careers fair

Personal Action planning topic

Digital Enterprise Bronze Award


Enterprise

topic

Careers fair




Enterprise

topic

Careers fair




Careers fair



Cv workshop

Careers

open forum

1st Careers

Interview

National Challenge visit

Colleges

visiting the

Acorns to

discuss

courses


Year 7 Year 8 Year 9 Year 10 Year 11 Spring

Continue Online Careers Programme

Workplace

Visits

Employability Skills

Personal Finance topic

National Careers week 4th – 9th March

Continue Digital Enterprise Bronze Award


Workplace

Visits






Workplace

Visits






Workplace

Visits

Employability Skills workshop

CV

Workshop



Mock

Interviews (Employer interviewers)

Application

form Workshop

National

Challenge visit


2nd careers

Interview/ Applications

College

visits

Applying for Jobs and


Courses (PHSE)

Making

Informed Careers Choices (PHSE)


Year 7 Year 8 Year 9 Year 10 Year 11 Summer

Revisit Online Careers Programme

Decision

making workshop

Enterprise drop-down day

Completion of Digital Enterprise Bronze Award


Decision

making workshop




Decision making workshop




Mock

Interviews (Employer interviewers)


Work experience week

1st careers

Interviews

Visit Colleges

Interview workshop

3rd careers Interview/ Applications




Reading

R Hart & Risley –US study 1995 Researchers recorded in their first 4 years:

An average child in a professional family accumulated experience with almost 45 million words

An average child in a working class family, 26 million words

An average child in a welfare family, 13million words

Vocabulary size relates to academic success. Vocabulary size is a convenient proxy for a whole range of educational attainment abilities; not just skill in

reading, writing, listening & speaking but also general knowledge of science, history and the arts. At The Acorns School we want our learners to be readers

because it helps them to access the rest of the curriculum, enhances their academic performance, and helps them to find their place in the world.

We also want our learners to be readers so that they can experience the sheer joy of reading “Wherever I am, if I've got a book with me, I have a place I can

go and be happy” J. K. Rowling

Next steps

Whole school initiatives to encourage reading for pleasure and to increase vocabulary, to develop a reading culture

Undertake baseline assessment of reading age for all learners, catch up and 1-1 interventions timetabled and resourced for readers requiring

additional support

Carry out a survey of current pupils reading habits, likes and preferences

Expand existing library, including relocation to a larger room and a significant investment in new books.

Sign up to the Bookbuzz programme

Each form to have a weekly library session

Reading together in form time, the “Just reading initiative” suggests significant impact on comprehension from faster pace of class reading of whole

texts

Once initial work has been done and new habits are being established, invest in Accelerated Reader programme

Establish a Reading partners scheme. Approach Edge Hill University and local businesses to ask for support.

Breakfast and books for targeted learners, selecting students and inviting them into school for a breakfast club where we hold a book talk/swap.

Continued strategy to promote literacy and reading across the curriculum. Strategies to be shared with staff as part of monthly teachers’ meetings

to include “High Five” close reading strategy, active reading, pre reading strategies, explicitly pre teach key vocabulary, word of the week.

Evaluate impact


CPD Priorities for 2019/20

CPD Priorities for 2019/20

Remove barriers to learning

Increase motivation to learn and self

esteem

Improve academic performance

Effective school management

Complexity of Learners

Increased number of KS3 learners supported

along EHCP pathway

On entry performing below expectations

Unmet learning needs identified in assessments

o Reading age

o Working memory

o Processing skills

High proportion of learners with ADHD

ASD

Social, Emotional and Mental Health

Poor self-image and low self esteem

Anxiety disorders

Attachment and trauma

Psychological damage

Experience of domestic violence

Poverty of aspiration

Safeguarding

Subject Development

New developments in AQA GCSEs in Maths

and English

GCSE Biology with Combined Science for

high achievers

BTEC qualifications being offered in Sports,

Cookery, Enterprise

New BTEC qualifications for Design

Technology and Construction in 2020/21

School management


Sept Oct Nov Dec Jan Feb Mar April May June July

SEMH Inset Day 1

Twilight Twilight Twilight Twilight Twilight

Inset Day 2 Richard Slinger, Attach-ment and Trauma

Attach-ment and Trauma

Attach-ment and Trauma

Thrive Induction

Perform-ance Mind-fulness HC

Mental Health TBC

Mental Health Training

17th & 18th CH to attend YMHFA

Mental Health Confer-ence DL 30th

Thrive

Needs based teaching

Staff CPD Topic: Safeguarding Annual online training

Staff CPD Topic: How the Brain processes JH/SH to deliver to all staff

Staff CPD Topic: Support-ing Pupils with ASD JT/JH to deliver to all staff

Staff CPD Topic: Improv-ing memory DL/PW deliver to all staff

Staff CPD Topic: Support-ing Pupils with ADHD JHa/GH to deliver to all staff

Staff CPD Topic: Precision Teaching SE/SS deliver to all staff

Staff CPD Topic: Controv-ersial Issues in School CR/JL to deliver to all staff

Staff CPD Topic: SEND Writing/ Reading EF/CH to deliver to all staff

Staff CPD Topic: Dyslexic Type Learning Needs MA/SE to deliver to all staff

Staff CPD Topic: Self Regul-ation JEl/PF to deliver to all staff

Staff CPD Topic: TBC


English Subject Network Meetings 18.9.19

AQA Network Hub Event 3.10.19

Subject Network Meetings 20.11.19



Maths

Science Science Network Meeting

PE First Aid Duke of Edin-burgh Lowland Leader Award

Home Cooking

Art AQA Art Standard-isation course Liverpool

TBC

Design Technology


ICT/Enterprise Comput-ing and ICT Network Group Meeting 16.10.19

The Learning Machine-standard-isation of learners work

Comput-ing and ICT Network Group Meeting 06.01.20



PHSE

CEIAG Annual Careers Conf-erence

School Management

DBS/SCR Update Briefing

Safer Recruit-ment

Inspect-ing Online Safety

the acorns school curriculum booklet 2019/20

Documents