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
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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]
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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
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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.
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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)
• OCR Life and Living
Skills:
1. Home Management
(Entry 1, 2 & 3)
ASDA Personal Social
Development (Entry 1, 2
& 3)
• OCR Life and Living
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
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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
Scheme & Awarding body
OCR – Life and Living Skills OCR – Life and Living Skills
Summer Term
B13 Providing personal information in writing
B19 Completing forms with personal information
B14 Managing social relationshipsB15 Contributing to discussions
Scheme & Awarding body
OCR – Life and Living Skills OCR – Life and Living Skills
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
Scheme & Awarding body
OCR – Life and Living Skills OCR – Life and Living Skills
Spring Term Working with numbersReading and recording time
Scheme & Awarding body
OCR – Life and Living Skills OCR – Life and Living Skills
Summer TermCollecting and Presenting
information Estimating and Measuring
Scheme & Awarding body
OCR – Life and Living Skills OCR – Life and Living Skills
Notes
Units accredited at the teacher’s discretion. Fractions - using ASDAN – Life Skills ChallengesGeometry, shape, space and measure – Life Skills Challenges
These are guides and are subject to change
Page 8
Schemes of Work – Science
Year 22017-2018
Year 32018-2019
Autumn Term ELB5 - Gasping for Breath ELC6 – Novel materials
Scheme & Awarding body
OCR – Science Plus (Entry Level)
OCR – Science Plus (Entry Level)
Spring Term ELP11 – Fly me to the moonELB7 – You only have one life –
look after it!
Scheme & Awarding body
OCR – Science Plus (Entry Level)
OCR – Science Plus (Entry Level)
Summer Term ELC4 – Clean air and waterELP5 - Alternative Energy
Scheme & Awarding body
OCR – Science Plus (Entry Level)
OCR – Science Plus (Entry Level)
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
These are guides and are subject to change
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
Scheme & Awarding body
OCR – Life and Living Skills OCR – Life and Living Skills
NotesUnits accredited at the teacher’s discretion.
These are guides and are subject to change
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
Scheme & Awarding body OCR – Life and Living Skills OCR – Life and Living Skills
Summer TermD10 Following a simple recipeD15 Food hygiene and safety
D16 Basic food preparation
Scheme & Awarding body OCR – Life and Living Skills OCR – Life and Living Skills
NotesUnits accredited at the teacher’s discretion.
These are guides and are subject to change
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
Scheme & Awarding body
ASDAN – Personal Social Development (PSD)
ASDAN – Personal Social Development (PSD)
Spring TermPersonal safety in the home and
community Managing own money
Scheme & Awarding body
ASDAN – Personal Social Development (PSD)
ASDAN – Personal Social Development (PSD)
Summer Term Environmental awareness Working as part of a group.
Scheme & Awarding body
ASDAN – Personal Social Development (PSD)
ASDAN – Personal Social Development (PSD)
NotesUnits accredited at the teacher’s discretion.
These are guides and are subject to change
Page 12
Schemes of Work – Religious Education
Year 12017-2018
Year 22018-2019
Autumn Term
Entry 1- Religion- What is the difference
Entry 2- Religion- What is the difference
Entry 3- Religion- What is the difference
Entry 1- Hate crime and accepting others
Entry 2- Hate crime and accepting others
Entry 3- 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.
Scheme & Awarding bodyASDAN – Life Skills
ChallengesASDAN – Life Skills Challenges
Summer Term
Entry 1- Religion- What is the difference
Entry 2- Religion- What is the difference
Entry 3- Religion- What is the difference
Entry 1- British valuesEntry 2- British valuesEntry 3- British values
Scheme & Awarding bodyASDAN – Life Skills
ChallengesASDAN – Life Skills Challenges
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
Scheme & Awarding body
ASDAN – Employability ASDAN – Employability
Spring TermHealth and safety in the
workplace Learning through work
experience
Scheme & Awarding body
ASDAN – Employability ASDAN – Employability
Summer Term Working with othersCommunicating with others at
work
Scheme & Awarding body
ASDAN – Employability ASDAN – Employability
Notes These are guides and are subject to change
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
Scheme & Awarding body OCR – Life and Living Skills OCR – Life and Living Skills
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
Scheme & Awarding body OCR – Life and Living Skills OCR – Life and Living Skills
Summer Term
Curriculum vitae writing &Sexual Health and relationship education.
Curriculum vitae writing &Sexual Health and relationship education.
Scheme & Awarding body
Notes These are guides and are subject to change
Page 15
Schemes of Work – D of E
Year 12016-2017
Autumn Term Skill section
Scheme & Awarding body
D of E
Spring Term Physical and volunteering Section
Scheme & Awarding body
D of E
Summer Term Expedition Section
Scheme & Awarding body
D of E
Notes These are guides and are subject to change
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
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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.
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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.
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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
Page 29
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.
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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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