Curriculum Statement

Curriculum Statement 2015-17

It is the intention to deliver a curriculum suited to the 21st Century capable of equipping the young people for the world of work so that they fulfil those areas of the Every Child Matters Agenda.

Springboard encourages an ethic where we nurture positive growth and encourage diversity, individualism and acceptance by and for all who participate in the cycles of learning and teaching in school.

Each young person works at their own level within mixed age ability groupings and all have the opportunity to sit examinations that truly reflect those abilities. School aims to equip each individual with a portfolio of accredited and certificated adult awards that will enable the student to enter their chosen field of work, or study, at their appropriate level by the time they leave the school.

Students will work at Entry Level to GCSE throughout their time at school. Their learning pathway is guided by their future aspirations and abilities. Springboard does not recognise, nor follow the “one size fits all” paradigm of learning.* Each student has the opportunity to study English/ Literacy, Maths /Numeracy and ICT as core subjects. Citizenship, Independent learning/Living skills and the Preparation for Working-life sit alongside and within ASDAN.

Physical/Outdoor Education play a major part of the curriculum offering our young people opportunities to integrate and interact with the public. Alongside the outdoor aspects of learning we try to encourage Practical Independent Living Skills PILS.

Study within Springboard Education is focused through AQA courses as well as ASDAN/CoPE

(Awards Scheme Development and Accreditation Network / Certificate of Personal Effectiveness).

 Each student has the opportunity to fulfil their potential through the flexibility of this scheme in conjunction with the formal requirements and examinations based around the AQA Schemes of work for Functional Maths, English and ICT.

For the least able students there is the possibility of taking part in the AQA Unit Award Scheme which can be integrated throughout the curriculum to ensure that all students gain accreditation for every area of the curriculum. Currently, school is developing and appraising the effectiveness of ASDAN/CoPE to see whether AQA Unit Awards are required. ASDAN/CoPE Training for staff was undertaken Autumn 2014 to ensure quality of standards. 

AQA Entry Level Functional Skills/ Functional Skills Level 1 and 2/ ASDAN/Cope will currently underpin the curriculum alongside outdoor/ off-site education.

The offered curriculum at school strives to:

  • Be flexible in rewarding and celebrating success
  • Increase engagement, self-esteem, motivation and performance
  • Support lifelong and personalised learning
  • Promote inclusion

The further inclusion of the AQA Unit Award Scheme may:

  • help course delivery planning and target setting
  • be used over a short time and enable prompt issue of certificates
  • accredit learning which may otherwise go unrecognised
  • offer detailed certification making it easy to see what has been achieved
  • be used as a 'stepping stone' towards full qualifications and awards already offered at Springboard.

The current cohort at Springboard Education suffer from having been diagnosed with, in the majority, ADHD or ‘disorders’ affecting behaviour ie. Conduct Disorder, Dysexecutive Disorder, Obsessive Compulsive Disorder, Tourette’s, Seasonally Affective Disorder, Pathological Demand Avoidance, Autistic Spectrum Condition as well as those behaviours associated with Attachment Disorder. To offer these young people a watered down version of a secondary education curriculum would be wrong. We are striving to offer an alternative curriculum to “one size fits all” that is inclusive, diverse and tailored to the needs and abilities of the individual, whilst recognising the need to nurture growth and provide a therapeutic environment in which to do so.

By Autumn Term 2013 Springboard Education will be evolving in to a new way of learning, with the opening of a new more specialised facility, where the curriculum can develop in many and varied ways, including a more diverse curriculum to support our least able and vulnerable young people in a way that rewards their differences and nurtures growth and further recognises that the ‘disorder/syndrome’ labels of the ‘old way’ have little meaning in the way of educating these young people in the future.

*Royal Society Arts “Changing Educational Paradigms”

http://www.thersa.org/events/rsaanimate/animate/rsa-animate-changing-paradigms

AQA  Specification Codes for curriculum map 2015 

Entry Level 1-3 Functional Skills English
Level 1 and 2 Functional Skills English

Entry Level 1-3 Functional Skills Maths

Level 1 and 2 Functional Skills Maths

Entry Level 1-3 Functional Skills ICT

Level 1 and 2 Functional Skills ICT

 

ASDAN Qualifications/ Courses

ASDAN CoPE

 Under review.      

 

 

ASDAN Awards

Short Courses

Options from 24 Courses

Available to all but especially suited for short –stay students. Leading to accreditation from 0-60 hours of study as well as 0-120hrs

·         Activities and Peer Tutoring

Short Courses:

·         Adventure and Residential

·         Beliefs and Values

·         Careers and Experiencing Work Citizenship

·         Disability and Sports Awareness

·         English Language

·         Enterprise

·         Environmental

·         Expressive arts

·         Fire and Rescue

·         Food-wise

·         Football

·         Geography

·         History

·         International

·         Islam and Citizenship Education

·         Languages

·         Leadership

·         Maths

·         Peer Mentoring

·         Personal Finance

·         PSHE

·         Road-wise

·         Sex and Relationships

·         Sports and Fitness

·         Volunteering