Curriculum

Curriculum Offer

New Perspectives School delivers a differentiated curriculum which is aligned to pupils’ ages, levels of ability, interests, and aspirations. It is coherent, imaginative, and well-planned, building systematically on prior experiences. There is integrated therapeutic support as necessary and a focus on developing resilience and preparing pupils for the next stage in their lives. A combination of on and off-site learning is delivered as appropriate for everyone.

This specialist curriculum is tailored to our pupils’ individual needs and based on a child-centered planning framework. All pupils will have access to a broad and rich curriculum. At the start of each academic year a personalised curriculum statement of intent will be in place for each pupil. This will be added to each academic year to build a clear path towards accredited courses which are appropriate to ability levels and individual aspirations

Subjects

English

Step up to English (ELC)

The scheme of assessment allows attainment to be recognised at Entry Levels 1, 2 and 3. All components are made up of externally set tasks. The Silver Step components cover Entry 1 and Entry 2 and the Gold Step components cover Entry 3.

Component 1: Literacy topics

The aim of this component is to introduce students to literacy skills by:

offering familiar and engaging transactional topics based in the real world structuring the topics so that they can be built up as a module of work over a number of sessions giving students at this level a route into study through the accessible nature of spoken language.

Each topic is based around a theme. Spoken language tasks are offered at the beginning of the topics where students develop the skills, they need to tackle the rest of the component through the preparation and delivery of a presentation. Students will read three real-life texts such as adverts, leaflets and webpages and then respond to questions based on these. They will complete one transactional writing task such as writing an email or letter.

Component 2: Creative reading and writing

The aim of this component is to engage students in creative texts and inspire them to write creatively themselves by:

reading two texts which could be fiction or literary non-fiction, writing their own creative text, inspired by the topic they have responded to in reading.

The Reading texts will be literature, literary or literary non-fiction. At Gold Step these texts will be from the 19th, 20th or 21st centuries in order to prepare students for the challenges of GCSE. For Writing, students have a choice of two tasks, which will include a visual prompt and will be related to the topic of the reading texts.

Students will attempt one of the tasks provided by AQA.

 

 

Functional Skills Level 1 and 2

The specification are designed to inspire and motivate learners, providing appropriate opportunities to demonstrate their competence in English using real-world situations. The specification will enable learners to develop confidence in English skills, preparing them for progression into employment or further education and for use in their daily lives.

The Reading and Writing sources and stimuli provide learners with real-world situations and texts to engage their interest. The speaking, listening and communicating unit will emphasise the wider benefits that speaking and listening skills have for learners. It allows learners to develop their presentation and discussion skills around topics of their own choice. This will enable the full range of learners to engage in a way that is tailored to their experiences and areas of interest.

Writing tasks give learners the opportunity to produce texts of different lengths and for different audiences, building the skills needed to adapt responses to situations. Questions in reading are designed to truly assess a learner’s ability to understand different texts, using question formats to minimise writing demand.

Reading

Learners will be required to engage with a range of straightforward texts on a range of topics. These will be of varying lengths that instruct, describe, explain, or persuade.At Level 2 learners will also need to engage with some complex texts,                                  

Writing

At Level 1 learners will be required to produce straightforward texts such as narratives, instructions, explanations and reports of varying lengths.

At Level 2 learners will be required to produce straightforward and complex texts such as articles, narratives, explanations and reports of varying lengths.

Speaking, listening, and communicating

At Level 1 learners will need to complete tasks that require them to either respond to or produce narratives, explanations, discussions, instructions, information, descriptions and presentations all of varying lengths.

At Level 2 learners will need to complete tasks that require them to either respond to or produce extended narratives and information (information may be on technical, concrete or abstract topics), discussions, detailed explanations and presentations, all of varying lengths.

GCSE English Language

The specification is designed to inspire and motivate students, providing appropriate stretch and challenge whilst ensuring, as far as possible, that the assessment and texts are accessible to the full range of students.

The specification will enable students of all abilities to develop the skills they need to read, understand and analyse a wide range of different texts covering the 19th, 20th and 21st century time periods as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures.

Dynamic and engaging content within the specification supports students to explore creative reading and writing. Students will be supported to look at how writers use narrative and descriptive techniques. Writers viewpoints and perspectives will explore how different writers present a  similar topic over time.

Our approach to spoken language (previously speaking and listening) will emphasise the importance of the wider benefits that speaking and listening skills have for students.

Throughout the specification students will draw upon a range of texts as reading stimulus and engage with creative as well as real and relevant contexts. Students will have opportunities to develop higher-order reading and critical thinking skills that encourage genuine enquiry into different topics and themes.

This specification will ensure that students can read fluently and write effectively. Students will be able to demonstrate a confident control of Standard English and write grammatically correct sentences, deploying figurative language and analysing texts.

ELC

The scheme of assessment allows attainment to be recognised at Entry Levels 1, 2 and 3. Students are required to submit for assessment and moderation, evidence from eight components.

The teaching and learning scheme based on this specification will provide opportunities for investigative and practical mathematics as well as leading to mastery of the basic skills of the subject, and will give a worthwhile educational experience for all students.

The component-based structure of the qualification provides students with the opportunity to work in short programmes. This enables their progress to be monitored and a sense of achievement can be gained throughout the course.

The components cover the following areas of Mathematics:

Component 1: properties of number

Component 2: the four operations (calculator not allowed)

Component 3: ratio

Component 4: money

Component 5: the calendar and time

Component 6: measures

Component 7: geometry

Component 8: statistics                                    

Functional Skills Level 1 & 2

The scheme of learning is diverse, engaging and equips learners with the right skills to reach their future destination, whatever that may be.

The scheme allows teachers and students to explore real life contexts together. Everyday mathematics forms the basis of the practical and engaging specification.

Subject content:

  • Use of number and the number system
  • Use of measures, shape, and space
  • Handling information and data

GCSE

The AQA specification in mathematics provides a broad, coherent, satisfying and worthwhile course of study. Students will be encouraged to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of mathematics in their own lives and to society. The scheme of learning also provides a strong mathematical foundation for students who go on to study mathematics at a higher level post-16.

The AQA specification in mathematics enables students to:

  • develop fluent knowledge, skills and understanding of mathematical methods and concepts
  • acquire, select, and apply mathematical techniques to solve problems
  • reason mathematically, make deductions and inferences and draw conclusions
  • comprehend, interpret and communicate mathematical information in a variety of forms appropriate to the information and context.

Students will be made aware that mathematics can be used to develop models of real situations and that these models may be more or less effective depending on how the situation has been simplified and the assumptions that have been made. Students will also be afforded opportunities to recall, select and apply mathematical formulae.

The subject content of this specification matches that set out in the Department for Education’s Mathematics GCSE subject content and assessment objectives document.

Subject content:

  1. Number
  2. Algebra
  3. Ratio, proportion, and rates of change
  4. Geometry and measures
  5. Probability
  6. Statistics

Science

ELC Science

Some students will have the opportunity to work towards an ELC qualification in Science. The scheme of learning will provide the students with the opportunity to develop their interest in, and enthusiasm for, science. They will learn to develop a critical approach to scientific evidence and methods.

During the study students will acquire and apply social skills, knowledge and understanding of working scientifically.

Acquiring scientific skills, knowledge and understanding necessary for progression to further learning and the world of work will be an essential part of the studies.

Cross curricular links will enable the students to apply literacy, numeracy, and information technology skills.

The six components studied during the ELC specification meet the Programme of Study Key Stage 4 requirements.

Biology

Component 1- Biology: The human body

Component 2 – Biology: Environment, evolution, and inheritance

Chemistry

Component 3 – Chemistry: Elements, mixtures, and compounds

Component 4 – Chemistry: Chemistry in our world

 

Physics

Component 5 – Physics: Energy, forces, and the structure of matter

Component 6 – Physics: Electricity, magnetism, and waves

GCSE

The AQA specification in Science provides a broad, coherent, satisfying and worthwhile course of study. Dependent on ability, pupils can study one, two or three of the scientific subjects. Students will be encouraged to develop confidence in, and a positive attitude towards, science and to recognise the importance of science in their own lives and to society. The scheme of learning also provides a strong scientific foundation for students who go on to study mathematics at a higher level post-16.

Art and Design

ART & DESIGN GCSE

The art and design projects are well sequenced to provide a coherent subject scheme that develops student’s skills and knowledge of visual elements, art forms, artists and art movements.

Projects are placed alongside other subject projects where there are opportunities for making meaningful connections.

Seasons are also a consideration for the placement of art and design projects. For example, if students are required to work outdoors, these projects have been placed in either the latter part of the spring or summer term.

In KS2 and KS3 each autumn term begins with the colour project Mix It. The teaching of this project enables students to be introduced to and then revisit colour theory and provides plentiful opportunities for students to explore primary and secondary colours.

In Key Stage 3 each autumn term begins with the colour project Contrast and Complement. The teaching of this project enables students to build on their previous understanding of colour and further develop their expertise by studying theory.

In Key Stage 4 and Key Stage 5 each autumn term begins with the colour project Tints, Tones and Shades. Teaching these projects enables students to build on their previous understanding of colour theory and develop further expertise with colour by studying tonal variations and more complex colour charts.

The Art and Design scheme is based on national curriculum programmes of study.

Art & Design projects have been planned to allow the sequencing of curriculum aspects and concepts, vocabulary and connectivity to be linked with other curriculum subjects.

The Arts Award

All students will have the opportunity to build a portfolio of evidence to work towards the Bronze Arts Award.

Home Cooking

The aim of both Pearson BTEC Level 1 and Level 2 Awards in Home Cooking Skills enable pupils to develop 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 and an ability to inspire others by transferring that knowledge.

Home cooking skills will support pupils in developing life skills to enable them to recognise what nutrition is and the importance of a healthy diet, how to plan, prepare and cook healthy meals in a safe and hygienic manner, how to plan a menu, how to economise and budget for meals.

RE

The aim of the ASDAN short course RE is to give pupils knowledge and understanding of a range of different faiths and beliefs, enabling them to be respectful and tolerant of others in British Society.

PSHE

We follow the PSHE Association curriculum and schemes of work throughout all Key Stages. The aim of PSHE is to teach all pupils how to keep themselves safe, recognise unacceptable behaviour in themselves and others, support careers and life skills. This is done through a programme of study with the following topics.

  • Physical Health
  • Mental Health
  • Growing and Changing
  • Personal Safety
  • Relationships and Sex Education
  • Bullying and Discrimination
  • Media and Digital Literacy
  • Money and Careers
  • Community and Responsibility

PE

Through Physical Education, we aim to develop the pupil’s knowledge, skills and understanding, so that they can perform with increasing confidence and competence in a range of physical activities.

By giving our pupils opportunities to complete a range of activities including indoor rock climbing, orienteering, and ice skating off site, they will not only learn additional skills, but will be introduced to a range of activities which promote team building, balance, co-ordination, build confidence and support their social skills in a range of unfamiliar environments.

Those pupils who have a love for sports and who are able, will have the opportunity to gain an appropriate qualification in the subject – OCR Nationals, BTEC or GCSE.

Humanities

The aim of Geography is to teach our pupils about their environment, the impact of climate change, how their actions can damage the planet and impact the environment.

The aim of History is to teach our pupils about the past, key figures in History and Key events in History.

 

Digital Media

Digital Media will give pupils the opportunity to learn how to create a range of digital media including music production and editing, website design and the opportunity to gain qualifications in Occupational Studies in the Workplace.

Life Skills

The aim of Life Skills is to give our pupils the skills to support them in living independent lives. We will teach them how to plan and complete a journey on public transport, how to plan, prepare and cook healthy and nutritious meals, how to budget their money appropriately and how to economise, how to use a washing machine and keep themselves clean.