HELTWATE SCHOOL · At Heltwate School we understand that spiritual development is not just about...

HELTWATE SCHOOL

Key stage 4

Classes: Saffron, Orange & Ruby

Curriculum Manual

&

Key Stage Guide

Welcome to Key Stage 4

Welcome to Key Stage 4 at Heltwate Special Needs School.

There are approximately 30 students within the Key Stages atany time. These are split between 4 classes depending upon theirneeds and requirements. Students are encouraged to reach theirfull potential both in their personal social development as well astheir academic achievements.

The Key Stage 4 team are dedicated members of staff whosupport students to ensure that they achieve the most out oftheir time at Heltwate.

Typically students leave Heltwate School with a number ofqualifications that include functional skills, vocationalexperiences as well as Personal Social Development (PSD). Weuse a number of examination boards that include ASDAN andOCR.

The functional skills qualification by OCR comprises core skillssuch as Literacy (Communication), Mathematics (Numeracy) andComputing (ICT) as well as other curriculum and vocational skillssuch as Manufacturing and Art & Design for example.

Heltwate enjoys links with the local colleges and businesses andstrives to provide relevant industrial visits and work experiencesthat prepare students for adult life. Students are encouraged toexplore their local community and colleges and with supportfrom parents/carers & guardians select a suitable Post-16provision.

Heltwate works very closely with the Post 16 provisions in thearea. Students will meet the Post-16 representatives from eachcollege so that they are better informed about their choices.

Students and parents/guardians are encouraged to attend Post16 Events as well as Open Evenings so that students can make aninformed choice about their future.

Page 1

The Team

Key Stage 4 is split over 3 classes (this does not include ASC provision).

• Orange Class

• Saffron Class

• Ruby Class

Mr Almond Mrs Edwards Ms Oswin

Mrs Kinsella Mr FoxMs

StephensonMrs Eason Mrs Wilmot

Mrs Robinson Mrs Landers Mrs Hunt

Page 2

Key Stage Pathways

The current arrangements at Heltwate provide for four KeyStage 4 classes. Students will be assessed and placed in a classdepending upon their individual requirements and needs.

Rainbow 4 caters for students within the Autistic Spectrum whoexperience moderate to severe autistic characteristics andlearning difficulties. This nurturing environment providesstudents with a structured timetable and routine. This classfollows the TEECCH method and use PECs as an integral part ofthe school day.

Orange class caters for students who are working between pre-Entry Level and Entry Level 1. They follow a curriculum thatembraces both the Cornerstones and the accreditationcurriculum. Students within this class often require extra supportto access the curriculum and achieve accreditation – Please seethe cornerstones curriculum guide for further details.

Saffron and Ruby class caters for students that are working atEntry Level 2 and above; who require less support to access thecurriculum. Students are encouraged to become independentlearners. Typically these students move on to external colleges atPost-16.

Yellow Class

[Year 7-10]

Green Class

[Year 7-8]

Coral Class

[Year 7-9]

Amber Class

[Year 9]

Orange Class

[Year 10-11]

Ruby Class

[Year 10-11]

Saffron

[Year 10-11]

Rainbow 3 Class [Year 8-11]

Rainbow 4 Class [Year 9-11]

Page 3

The Key Stage Curriculum

The Key Stage 4 curriculum has been carefully designed tosupport our students learning needs in a variety of ways.

It is compulsory that all students should study:

• English/Literacy/Communication

• Mathematics/Numeracy

• Science

• Religious Education (RE)

• Personal Social Health Citizenship Education (PSHCE)

• Physical Education (PE)

• ICT/Computing

Students are also given the opportunity to study:

• Employability

• Art

• Music

• Humanities (Geography & History)

• Horticulture

Page 4

Spiritual, Moral, Social & Cultural (SMSC)

At Heltwate School we understand that spiritual development isnot just about the religious exploration or faith. It is also aboutdeveloping non-material aspects of life, focusing on personalinsight, values, meaning and purpose. Beliefs that help provideperspective on life may be rooted in a religion, but equally maynot. Creativity and imagination is important, as is a sense offascination, awe, and wonder.

The moral element is largely about choice, behaviour and howyou live your life. It is also about personal and society’s values,understanding the reasons for them and airing disagreements.Sessions in ‘circle time’ or assemblies might explore theconsequences of decisions, other people’s needs and ways oflearning from experience.

pupils working together effectively, relating well to adults andparticipating in the local community shows social development.This is a massive area of personal growth, ranging fromengagement with society’s institutions to the skills for successfulpersonal relationships.

Cultural development is about understanding and feelingcomfortable in a variety of cultures. Heltwate createsopportunities for pupils to experience art, theatre and travel. Bydoing so we actively demonstrate that we value cultural diversityand challenge racism.

Page 5

Progression RoutesOrange Class Saffron & Ruby Class Rainbow 4 Class

Year 10 & 11

OCR Life and Living

Skills:

1. Communication

(Entry 1)

2. Numeracy (Entry 1)

3. ICT (Entry 1 )

OCR Life and Living

Skills:

1. Communication (Entry

2 & 3)

2. Numeracy (Entry 2 &

3)

3. ICT (Entry 2 & 3)

OCR Life and Living

Skills:

1. Communication (Entry

1 - 3)

2. Numeracy (Entry 1 -

3)

3. ICT (Entry 1 - 3)

• Taster sessions at

the local College

(Special focus on

vocational options)

• Taster sessions at the

local College (Special

focus on vocational

options)

• ASDAN Employability

(Entry 2)

Internal & External

Work Experience

Placements

• Inclusion Links with

other educational

Establishments.

• OCR Life and Living

Skills:

1. Home Management

(Entry 1)


Skills:

1. Home Management

(Entry 1, 2 & 3)

ASDA Personal Social

Development (Entry 1, 2

& 3)


Skills:

1. Home Management

(Entry 1 & 2)

• D of E (Bronze and

Silver Award)

• D of E (Bronze and

Silver Award)

• D of E (Bronze and Silver Award)

Transition to

Post-16

o Peterborough Regional College

(PRC)

o City College Peterborough (CCP)

o Marshfield’s Post 16

o New College Stamford

o Phoenix Post 16

o Heltwate - Olympic College

Year 12, 13 &

14

• OCR Life and Living Skills:

1. Communication (Entry 1-3)

2. Numeracy (Entry 1-3)

3. ICT (Entry 1-3)

Work Related Learning (Internal)

ASDAN Personal Social Development (Entry 1 & 2)

ASDAN Employability (Entry 2)

ASDAN Work Right

OCR Life and Living Skills:

• Home Management/Life Skills

• Arts Award

• Off-site sporting and expressive arts activities

OCR Life and Living skills: Horticulture (Entry Level 3)

Post-19

Students who remain at Heltwate Olympic college would be encouraged to seek

further education at the following educational establishments:

Peterborough Regional College

City College Peterborough

Other Specialist College provisions

Key: Functional Skills Vocational Skills Life Skills Other

Page 6

Schemes of Work – LiteracyLiteracy will be taught over a three year rolling programme withsome modules being covered more than once

Year 12017-2018

Year 22018-2019

Autumn Term

B9 Developing writing skillsB10 Presenting written

information in different styles and formats

B1 Making requests and asking questions in familiar situations

Scheme & Awarding body

OCR – Life and Living Skills OCR – Life and Living Skills

Spring TermB16 Writing in short paragraphs

B2 Providing personal information

B12 Asking questions and making requests in everyday situations



Summer Term

B13 Providing personal information in writing

B19 Completing forms with personal information

B14 Managing social relationshipsB15 Contributing to discussions



Notes

Units accredited at the teacher’s discretion. Units that may be used throughout the year but will not have dedicated lesson time are as follows:Entry 1 Developing communication skillsEntry 1 Developing reading skillsEntry 1 Developing writing skills

These are guides and are subject to change

Page 7

Schemes of Work – Mathematics

Mathematics will be taught over a three year rolling programme with some modules being covered more than once

Year 12017-2018

Year 22018-2019

Autumn Term Understanding money Working with numbers



Spring Term Working with numbersReading and recording time



Summer TermCollecting and Presenting

information Estimating and Measuring



Notes

Units accredited at the teacher’s discretion. Fractions - using ASDAN – Life Skills ChallengesGeometry, shape, space and measure – Life Skills Challenges


Page 8

Schemes of Work – Science

Year 22017-2018

Year 32018-2019

Autumn Term ELB5 - Gasping for Breath ELC6 – Novel materials


OCR – Science Plus (Entry Level)


Spring Term ELP11 – Fly me to the moonELB7 – You only have one life –

look after it!




Summer Term ELC4 – Clean air and waterELP5 - Alternative Energy




Notes

Unlike the majority of accredited work Science is calculated using end of unit tests as well as a research and data analysis task.

BiologyChemistry Physics


Page 9

Schemes of Work – Computing

Year 12017-2018

Year 22018-2019

Autumn Term

Entry 1: Obtaining information from an ICT-based sourceEntry 2: Using ICT to find

informationEntry 3: Using ICT to find

information

Entry 1: Using ICT to record and edit information

Entry 2: Using ICT to enter and edit text

Entry 3: Using ICT to produce a text document

Scheme & Awarding bodyOCR – Life and Living Skills OCR – Life and Living Skills

Spring Term

Entry 1: Interacting purposefully with ICT

Entry 2: Using ICT to communicate

Entry 3: Communicating information using ICT

Entry 1: Using creative softwareEntry 2: Using ICT to change a

creative compositionEntry 3: Using ICT to produce a

creative composition

Scheme & Awarding bodyOCR – Life and Living Skills OCR – Life and Living Skills

Summer Term

Entry 1: Obtaining information from an ICT-based sourceEntry 2: Using ICT to find

informationEntry 3: Using ICT to find

information

Entry 1: Identifying and using ICT equipment

Entry 2: Know how to use ICT safely



NotesUnits accredited at the teacher’s discretion.


Page 10

Schemes of Work – Home Management

Year 12017-2018

Year 22018-2019

Autumn Term

D5 Participating in carrying out household tasks

D11 Understanding how to clean the home

D7 Developing independent living skills: looking after your

own home

Scheme & Awarding body OCR – Life and Living Skills OCR – Life and Living Skills

Spring TermD14 Household cleaning

D1 Planning and preparing a simple meal

D13 Cleaning, washing, drying and storing laundry

D8 Food safety and storage


Summer TermD10 Following a simple recipeD15 Food hygiene and safety

D16 Basic food preparation




Page 11

Schemes of Work – Personal Social Development (PSD) & PSHCEE

Year 12016-2017

Year 22017-2018

Autumn TermUsing technology in the home

and community Making the most of leisure time


ASDAN – Personal Social Development (PSD)


Spring TermPersonal safety in the home and

community Managing own money




Summer Term Environmental awareness Working as part of a group.






Page 12

Schemes of Work – Religious Education

Year 12017-2018

Year 22018-2019

Autumn Term

Entry 1- Religion- What is the difference



Entry 1- Hate crime and accepting others



Scheme & Awarding bodyASDAN – Life Skills

ChallengesASDAN – Life Skills Challenges

Spring Term

Entry 1- Experiencing Religious Festivals

Entry 2- Understanding Religious festivals

Entry 3- Understanding Religious festivals

Entry 1- Awareness of different religious worship

Entry 2- Awareness of different religious worship

Entry 3- Awareness of different religious worship.



Summer Term




Entry 1- British valuesEntry 2- British valuesEntry 3- British values



Notes These are guides and are subject to change

Page 13

Schemes of Work -Employability

Year 12017-2018

Year 22018-2019

Autumn Term Planning and reviewing learning Maintaining work standards


ASDAN – Employability ASDAN – Employability

Spring TermHealth and safety in the

workplace Learning through work

experience



Summer Term Working with othersCommunicating with others at

work




Page 14

Schemes of Work – World of Work

Year 12017-2018

Year 22018-2019

Autumn Term

Entry 1- Preparation for life and workEntry 2- Preparation for WorkEntry 3- Preparation for work

Entry 1- Recognising centre staff and the jobs they doEntry 2- Introduction to health and safety at workEntry 3- Behaving appropriately at the workplace


Spring Term

Entry 1- Developing skills for the workplaceEntry 2- Rights and responsibilities at workEntry 3- Investigating rights and responsibilities at work

Entry 1- Participating in a mini-enterprise projectEntry 2- Carrying out routine tasks at workEntry 3- Carrying out tasks at work


Summer Term

Curriculum vitae writing &Sexual Health and relationship education.

Curriculum vitae writing &Sexual Health and relationship education.



Page 15

Schemes of Work – D of E

Year 12016-2017

Autumn Term Skill section


D of E

Spring Term Physical and volunteering Section


D of E

Summer Term Expedition Section


D of E


Page 18

Student Choice

Page 19

As part of our continuing efforts to support students to worktowards their career and life goals Heltwate offers the studentsin Key Stage 4 the opportunity to select and choose coursestailored to their interests and future aspirations.

Each academic year students are offered different optionsrelating to the following:

• 1 option of D of E or Topic Option for the academic year

• 2 options per term for Physical Education

• 2 options per term for Vocational courses

Students make a selection based on their aspirations inconsultation with their careers and guardians and teachers.

Verbal feedback from the students and parents has been verypositive.

Education Health Care Plans

Education Health Care Plans (EHCP) are replacing Statements ofSpecial Educational Needs. These are going to be phased in over thenext year. The plans are for children and young people aged between0 and 25 years of age who have a special educational need.

Peterborough in conjunction with SCOPE provide support for peopleand families who are or want to go through the Education HealthCare Plan process. They will provide independent support and advicethroughout the process.

All students at Heltwate School have a Statement of Educationalneeds in line with the local authority strategy these are beingconverted to EHCP over the next two years (2015-2017). The schoolwill ensure that teachers monitor and review the pupil’s progressduring the course of a year.

Formal reviews of the EHC plan will take place at least annually. If apupil’s SEND change, the local authority will be informed and willarrange to hold a review as soon as possible to ensure that provisionspecified in the EHC plan is appropriate.

Currently the SAMs officers at Peterborough City Council helpcoordinate the EHCP timetable along with The Assistant HeadTeacher Leadership Support. Relevant persons are notified withingood time of the proposed meeting date (approximately 8 weeks).You will also receive information about the EHCP process from theSAMs team. Meetings are held at the school and will be run by eitheran SAMs Officer or the Classroom teacher who acts as the SENDCofor their individual class. These reports are then typed and processedwithin two weeks and passed onto the SAMs team for checking andapproving.

The Heltwate School EHCP team are dedicated to the process andbelieve that this student led process is core to ensuring that the needsof the student are met. With the support of the local SAMs officersteam Heltwate have developed our own EHCP meeting process,which has been highly successful.

Page 20

Accreditation – Exam Boards

Heltwate currently uses the following exam boards to accreditstudent’s work using a variety of functional and vocationalcourses.

OCR is a leading UK awarding body. They provide qualificationswhich engage people of all ages and abilities at school, college,in work or through part-time learning programmes.

ASDAN is a pioneering curriculum development organisation andawarding body, offering programmes and qualifications thatexplicitly grow skills for learning, skills for employment and skillsfor life.

Page 21

Accreditation – Courses

Currently Key stage 4 offer the following accredited courses that result in qualifications:

ASDAN – Employability

ASDAN – Personal Social Development

OCR – Science Plus R482

OCR – Life and Living skills

Duke of Edinburgh Award

In addition to this course work can be accredited using (though this does not lead to a qualification):

ASDAN – Lifeskills challenges

Page 22

Accreditation – Explaining Levels

Over the next three years you will hear a lot about the Levelsyour child is currently working at. These are important as Post-16Education providers will ask about these as part of theapplication process.

All the accredited courses involve modules which are gradedbased on ‘Entry Levels’.

Depending on the students ability they will achieve an EntryLevel 1, 2 or 3 for each module. Within Entry Level 1 pupils areassessed on the Learning continuum.

Many parents ask how Entry Levels compare to main streamschool accreditations such as GCSEs. Below is a guide so you areable to compare.

Source: https://www.nationalnumeracy.org.uk/what-do-levels-mean-assessing-adults-numeracy-skills

Page 23

https://www.nationalnumeracy.org.uk/what-do-levels-mean-assessing-adults-numeracy-skills

Accreditation – The Achievement Continuum explained

When students are working at Entry Level 1 they are assessed on the Achievement Continuum. Assessors (e.g. Teachers) have to indicate at which stage the learner has achieved on the continuum for each accredited module. At a later date the learner can have work resubmitted at Entry Level 1 but at a higher stage on the continuum.

There are 10 stages to the Achievement Continuum. These are:

Stage 1 - Encounter - Characterised by presence and reflex responses.

Stage 2 - Early awareness - Characterised by fleeting attention and inconsistent responses.

Stage 3 - Interest - Characterised by more consistent and differentiated reactions.

Stage 4 - Supported participation - Characterised by co-operation and engagement.

Stage 5 - Active involvement - Characterised by recognition, anticipation and proactive responses.

Stage 6 - Development - Characterised by remembered responses and intentional communication.

Stage 7 - Exploration - Characterised by concentration, recall and observation.

Stage 8 - Initiation - Characterised by established responses and conventional communication.

Stage 9 – Consolidation - Characterised by the formation of skills, knowledge, concepts and understandings.

Stage 10 – Application - Characterised by the application of skills, knowledge, concepts and understandings.

Page 24

Accreditation – Qualifications

Each unit that a student completes has a credit value. Approximately1 credit represents 10 hours worth of learning. These are oftenreferred to as Guided Learning Hours (which is time that must bespent teaching the unit).

There are three different sizes of qualification:

• Awards (1 to 12 credits)

• Certificates (13 to 36 credits)

• Diplomas (37 credits or more)

As students accumulate credits they will be sent the appropriateaward. Credits can be accrued throughout the students’ academic life.Many of these courses are continued in Post 16 education.

Be aware that once a unit has been completed at a level it cannot beaccredited again at a later date at the same entry level. However thesame unit at a higher or lower level can (i.e. ‘Unit A’ at Entry 2 onceaccredited cannot be accredited again BUT ‘Unit A’ at Entry 1 or 3 canbe).

Heltwate School aims to ensure that students leave withqualifications in English, Mathematics and ICT as well as a Personaland Social Development qualification (PSD).

Relevant documents that you may wish to read relating to attainingqualifications at Heltwate School:

Internal Moderation Policy*

Fair Assessment Policy*

Appeals Policy*

*Policies can be read on requestPage 25

Post 16 OpportunitiesThe prospect of moving onto Post-16 education can be both excitingand terrifying for students and their family. Heltwate in conjunctionwith Connexions will aim to ensure that this process is as smooth aspossible.

How do I know where to choose?

It is an exciting time where students can explore potential Post-16establishments which allow them to study and further their educationin a field that suits them. This could be in a School or College setting.Try where possible to include your child in all decision making.

During the autumn term we highly recommend you attend openevenings at the colleges in the area. Heltwate will endeavour to sendyou a list of open dates. Staff will be on hand to make suggestionsand help answer any queries you may have.

How do I apply?

Typically most Post-16 establishments in Peterborough have a closingdate ranging from November through to March.

Parents are advised to make an application to two differentestablishments.

When is the decision made?

Applicants are usually informed of the Post-16 provider’s decision inthe Spring term. Wait until all offers are received before making yourfinal choice.

You have the right to appeal by contacting the local authority.

What then?

Heltwate in conjunction with most Post-16 establishments will aim toprovide transition days; allowing students to become familiar withstaff and students at their new placement. These days usually takeplace in the Summer term. New student information meetings willalso take place.

Page 26

Work ExperienceWhere appropriate work experience is offered to our Key Stage 4students. Students find that work experience prepares them forthe possibility of future employment.

Heltwate strives to place Year 11 student in at least neplacement. These placements take place in a number ofemployment sectors that include:

Retail (e.g. Sainsbury’s, WH Smith, Bodyshop)

Agricultural (e.g. New Ark Farm, Moor Farm)

Charitable and Voluntary (e.g. Help the Aged, Goldhay Arts, AgeConcern)

Environmental (e.g. Frog life)

Hospitality, Sports and Leisure (e.g. Vivacity, Mc Donalds)

Performance and creative arts (e.g. The Cresset)

Teaching and education (e.g. Teaching Assistant at HeltwateSchool; Nursery assistant at Paston Playdays)

The experience allows students to understand the realities ofworking and gives a taster to see if they have the skills andqualities needed to work in these sectors.

Many employers will look for people with previous workexperience practice. Students have often taken their Record ofAchievement folders / Progress Files into interviews and shownprospective employers their work experience reports.

The work experience programme is used to help accreditstudents work in both ASDAN’s Employability and OCR’s Worldof Work modules.

Page 27

PromFor a number of years students have enjoyed the prospect of aProm to celebrate finishing Year 11. For some this is one of thelast social engagements they will have in which they will seetheir school friends before moving on to Post 16.

Students are encouraged to dress in formal party wear and partyas young adults. The night includes a meal followed by a liveband and dancing.

Usually the Prom is split into two halves. During the first half theYear 11 students attend a sit down meal with a ‘date’ (someonethey wish to bring such as a family member or a friend). Thesecond half consists of a party and live band. Additional staffoften attend as do theYear 1o students.

Each year a dedicated cohort of staff and volunteers helporganise and run the event to ensure that it is the best it can be.

This is often the social engagement of the academic year.

New Generation Crash and Burn

Heltwate Prom 2014

Page 28

Activity Week & Residential

Residential trips are an important and valuable part of a student’sschool experience. The trips often enhance the curriculum andallow students to take part in activities that they may not usuallyencounter. Residential trips encourage independence, team workand often strengthen students’ relationships not only with theirpeers but also staff. Camps have the beneficial effect of oftenboosting self esteem and confidence.

Key Stage 4 has a good history of conducting short residentialcamps that often take place in the Summer term. Activities haveincluded boat trips, seal spotting, night time walks, exploring thewoodland environment as well as looking around historicallandmarks.

The financial implications for these camps for some parents canbe significant and for this reason the school will organise campsand let parents know as soon as they can (within the Autumnterm). Parents are able to pay via a payment plan that spreadsthe cost over 6 months.

Belcamp Essex 2016

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Presentation Evening

Every year Heltwate celebrates the accomplishments andachievements of our Year 11 students in the form of apresentation evening.

Students, parents / carer, family and friends are invited intoschool to share all the students hard work and experiences. Theevening is usually hosted by the Chair of Governors together withthe Head Teacher.

As part of the evening a film is shown of each studentsachievements and experiences. Students are presented with apersonal Record of Achievement / Progress File.

Special awards are given to a student from Orange and a studentfrom Ruby in recognition of an outstanding work experienceplacement. Bretton Council also presents a Citizenship award.

Page 30

Record of Achievement & Progress files

After completing Year 11 students are presented with a Record ofAchievement folder or Progress File. These contain:

• A personal statement by the student

• A revised copy of the last Annual Review

• Any work experience documentation or reports

• Lists of any courses and industrial visits attended

• Attendance Certificates

• CVs

The folder may also contain a selection of photographs thatdocuments achievements or memorable moments from KeyStage 4.

The Record of Achievement folder is an impressive documentthat students can take to interviews. Students can also use thisto communicate and share their achievements with others.

It is a useful place to file certificates as they are acquired overtime.

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