14-19 Phase Curriculum
Pupils are grouped within 4 classes depending on needs.
Students within Class 1, are all aged 14-16 and follow a Key Stage 4 curriculum. (see curriculum plan Class 1)
The students within Class 2 have more medical and physical needs (see curriculum plan Class 2)
Students in Class 3 have varying levels of Autism and Behaviour support needs. This is a mixed age group of students aged 14-19.
Students in Class 4 follow a curriculum that supports their transition into adult life (see curriculum plan Class 3)
The curriculum plans highlight the needs and progression pathways of our students. All student pathways have access to independent external transitional workers who support their chosen future destination.
English, Maths & ICT
The 14 – 19 phase endeavours to create meaningful activities and learning opportunities for all of the students. Building on basic skills delivered throughout the other phases, students will now put these learnt experiences into everyday activities focussing on the importance of; reading and recognising signs and symbols within the environment, using the public library, writing for a purpose, being able to speak and listen to others, handling money, shopping, weighing and measuring ingredients when cooking and telling the time when meeting people, keeping appointments and cooking.
ICT will become a familiar part of their environment, with the recognition and use of phones, T.V’s, computers, IPad’s, self-check-outs and other items of technology such as household equipment. Students will continue to work on English, Maths and ICT skills through cross curricula activities and evidence will be collected to show how these skills are used and developed on a day-to-day basis. Students will work towards accreditation in English, Maths and ICT skills to celebrate their achievements.
Work Experience & Work Related Learning
Students are offered work experience placements during the year that help them to experience first-hand what ‘work’ is about. The students discuss what work they would like to experience and if it’s safe, realistic and possible, we endeavour to achieve these placements for them. Some work experience in the past has included; work on an allotment, within the grounds of school, in charity shops and within the community, at Webbs Garden Centre. Students consolidate this experience with Work Related Learning by following relevant units from their accredited courses.
College & Vocational Courses
Students in Year 14 are offered some sessions within local colleges as part of their preparation for and transition to college. The colleges that are local to our school and the majority of the student’s addresses are Dudley, Stourbridge (Birmingham Metropolitan) and Halesowen. The students that remain in school take part in vocational short courses as part of their preparation to college and further learning.
Swimming & Health
Students have availability as part of their curriculum to go swimming. They swim as part of a healthy curriculum and sometimes as part of their medical or physiotherapy need.
Each class in the phase has a PE session. This may be done in the community as part of preparation and transition for post school. The physical activity may also take on a Physiotherapy session depending on the group and their needs.
Where appropriate, the students are encouraged to go off site as much as relevant to ensure that we as a school are encouraging their skills ‘Towards Independence’ as much as we can. The students all benefit from being in the community whether it be shopping; consolidating their Maths, English , ICT and PSD skills, or travelling on public transport; developing Maths, English, PSD and ICT skills, socialising with others at cafes and parks; developing Maths, English and PSD skills. Offsite activities are where our learners put all their pre-learnt skills and experiences into practice in real-life settings enriching their learning.
The students within the 14-19 Phase all have the opportunities to enrich their learning and skills by transferring them in to real life situations and having the most beneficial enrichment for them and their needs. They visit colleges, Post 19 Providers, places in the community, supermarkets, restaurants, cafes and other venues where they can enrich their learning and skills further.
The curriculum is also enriched for those who need it by having opportunities for Sherborne (a body/special awareness and movement session), Rebound Therapy (experience on a large trampoline) and Sensory sessions.
Collaborative Learning Opportunities
Each term, all of the students take part in a 'Choices for life' week. This week is led by the students in that they choose all of the activities that they are going to take part in and then individually, make choices as to how their days for a week will look. The aim behind these weeks is for the students to make their own decisions and take responsibility for what they do with their time. This is in preparation for when they leave school and perhaps have to become a little more decisive about the activities they take part in during an average day. The students choose what they wish to do and then groups are put together. This enables the students to work alongside peers from other groups and also for the staff to work with students out of their tutor groups. Some of the activities that the students have chosen are: Hair & Beauty, Massage, Sports, Shopping, trip to the Cinema, lunch at the carvery, Art activities, dance with Thorns Secondary pupils, cooking, making smoothies, computers, swimming and lots more. After each week, the class groups feedback as to what worked well and what didn't and then the next 'Choices for Life' week is created from this information.
The clubs that are on offer to the students within phase are sports clubs and Makaton club. The students are able to choose which clubs they wish to join.
S.M.S.C. & promoting British values
At Old Park School we recognise that the personal development of our students, spiritually, morally, socially and culturally, plays a significant role in their ability to learn and achieve. We therefore aim to provide an education that provides students with the opportunities to explore and develop:
- Their own values and beliefs
- Their own spiritual awareness
- Their own high standards of personal behaviour
- A positive, caring attitude towards other people
- An understanding of their social and cultural traditions
- An appreciation of the diversity and richness in other cultures
- We aim to do this through a range of formal curriculum areas but also through incidental learning on a daily basis.
Spiritual development: This refers to our student’s beliefs, religious or otherwise, which forms their view on life and their interests in, and respect for, different people’s feelings and values. We aim to develop this by:
- Giving students the opportunity to explore values and beliefs, including religious beliefs and the way in which they have an impact on the lives of others. This is done through assemblies, RE and a range of visits.
- Giving students the opportunity to understand the emotions and feelings of others, and the way in which they impact on people and how an understanding of them can be helpful. For example through, Circle time activities, Literacy, and PSD work.
- Develop a climate in which all children can grow and flourish, respect each other and be respected, for example, our School Council, Well Done assemblies, Eco group, and school sports teams.
- Offering our students the opportunity to appreciate the beauty and wonder of the natural environment, for example, working within our Forest School and also on our school allotment plots.
Promoting teaching styles that:
- Value student’s questions and curiosity and give them reflection time, for their own thoughts, ideas or concerns/worries.
- Enable students to make connections between different aspects of their learning.
- Encourage students to relate their learning to a wider frame of reference, e.g. asking why, how, where and what.
Moral development: this refers to a student’s understanding, attitude and behaviour to what is right and what is wrong. This is developed by:
- Providing a clear moral code for behaviour which is consistently adhered to and promoted, by all e.g. School Rules, Phase rules and Certificates and Behaviour Policy.
- Promoting racial, religious and other forms of equality, e.g. Inclusion and Equal opportunities Policy, assemblies, links with other schools and settings.
- Giving students the opportunity to explore and develop moral concepts and values, throughout the curriculum, e.g. RE, PSD, Literacy, assemblies, School Council and Eco group.
- Develop an open, safe learning environment in which all students can express their views and practice moral decision making e.g. School Council, Eco group, and Circle time.
- Good modelling of the principles we wish to promote e.g. fairness, integrity, respect for others, the welfare of children, the resolution of conflict, politeness. This is done through, assemblies, charity events, Well Done assemblies and our assembly themes.
- Recognising and respecting the different cultural groups, represented in school and our wider community. Eg; celebrating different religious festivals, RE, assembly themes.
- Encouraging students to take responsibility for their own actions e.g. respect for property, care of the environment, good behaviour.
- Providing good role models of moral standards throughout the curriculum
- Reinforcing the schools values through, assemblies, posters, displays etc.
Social development: this refers to the way in which students acquire the competencies and qualities needed to play a full and active role in our ever changing society. This is supported by:
- Fostering a sense of community with common, inclusive values e.g. assemblies
- Promoting racial, religious and other forms of equality e.g. Equal Opportunities policy, celebrating religious festivals, circle time, PSD and RE.
- Encouraging students to work together e.g. Sports activities, Forest School, School Council, Eco group, visits to Providers and Colleges and other integration activities.
- Encouraging students to recognise and respect social similarities and differences, such as where they live, different family models e.g. RE, PSD, assemblies.
- Providing positive corporate experiences, e.g. Themed Days, Christmas play, summer dance festival, VIVO Carol Concert and class assemblies.
- Helping students to develop the personal qualities, which are values in society, thoughtfulness, honesty, respect, moral principles, independence, inter-dependence, self respect and pride.
- Providing students with the opportunities to participate in the democratic process and participate in making whole school decisions. E.g. School Council and Eco group.
- Providing students with opportunities to exercise leadership responsibilities, School Council and Eco group.
- Welcoming members of the wider community into our school and keeping them informed of any developments. E.g. school website, invites to Summer and Christmas fayres, coffee mornings, links and events with other local schools, colleges and providers.
Cultural development: this is the development of our student’s understanding of beliefs, values and customs in a range of social, ethnic and national groups. This is supported by:
- Providing our children with the opportunities to explore their own culture
- Celebrating the attitudes, values and traditions of a range of cultures. E.g. RE, assemblies, celebrating festivals, Themed days.
- Developing partnerships with outside agencies and individuals to extend pupils cultural awareness. E.g. college visits, visits to providers, residential opportunities and links with other settings.
- Reinforcing the schools cultural values through displays and photographs.
In line with the Old Park School philosophy and ethos, 14-19 Phase strive to promote British Values both within the curriculum and through peer guided interaction. Pupils and staff are encouraged to explore what it means to be British within our diverse, multi-cultural society. Pupils are encouraged to explore what many people identify as being typically British and how over – generalisations can lead to stereotyping. Pupils and staff also discuss their own identities and the groups they feel they belong to.