Curriculum-Gallery (ID 1024)

• English
  English

  The English department at The Workplace provides students with an engaging and innovative curriculum that will enable students to appreciate the nuance of language, including the versatility and power that language has in shaping meaning. Students use their knowledge and understanding of English to develop their ability to communicate clearly and effectively in range of contexts and forms. The English Curriculum supports the wider aims of The Workplace by: Providing opportunities that simulate real life situations in the work place Developing strong cross curricular links Providing frequent opportunities to become more fluent readers Creating opportunities to work collaboratively with students and staff Provide activities that aim to build confidence and resilience The National Curriculum in English The National Curriculum in English aims to ensure that all pupils in key stage 4 continue with the process of building upon key concepts introduced previously in studies of English Language and Literature in key stage 3. For some students, studying Literature and Language in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of English and will provide the foundations for understanding the power and importance of language. Aims The overarching aim for English in the National Curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. To this end by the end of Key Stage 4, students will: read a wide range of high-quality and challenging texts, fluently and with good understanding read critically, and use knowledge gained from a range of texts to develop their own writing style write effectively and coherently using Standard English appropriately use grammar correctly, punctuate and spell accurately acquire and apply a wide vocabulary in both spoken and written forms actively listen to and understand spoken Standard English language Students progress during Year 10 and 11 to take AQA GCSE English Language and English Literature Year 10 - 11 Overview 2020-22 Year Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 10 Literature Component 1 Section B Poetry, power and conflict (3 - 4 poems) Baseline Assessment Language Component 2 Section B Transactional Writing Baseline Assessment Literature Component 1 Section B Poetry, power and conflict Mock exam (paper 2, section B) penultimate week of term Language Component 2 Section A Reading 19th- 21st C non-fiction texts Literature Component 2 Section A ‘Blood Brothers’ Language Component 1 Section B Descriptive and narrative writing Mock exam (Paper 2, section A Paper 1 section B) Penultimate week of term Literature Component 2 Section A ‘Blood Brothers’ Mock exam (Paper 2, section A) penultimate week of term Language Component 1 Section A Reading 20thC fiction Literature Component 1 Section A ‘Romeo and Juliet’ Language Component 1 Section A Reading 20thC fiction Complete mock exam (Paper 1 and paper 2) Literature Component 1 Section A ‘Romeo and Juliet’ Mock exam (Paper 1 & 2 excluding section C) Language Component 3 Speaking and listening Revision unit on descriptive and narrative writing Mock exam Paper 1 section B) Penultimate week of term 11 Literature Component 1 Section B Poetry, power and conflict (3 - 4 poems) Baseline Assessment Language Component 2 Section B Transactional Writing Baseline Assessment Literature Component 1 Section B Poetry, power and conflict Mock exam (paper 2, section B) penultimate week of term Language Component 2 Section A Reading 19th- 21st C non-fiction texts Literature Component 2 Section A ‘Blood Brothers’ Mock exam (Paper 2, section A) penultimate week of term Language Component 1 Section B Descriptive and narrative writing Mock exam Paper 2, section A Paper 1 section B Penultimate week of term Literature Component 1 Section A ‘Romeo and Juliet’ Mock exam (Paper 1, section A) penultimate week of term Language Component 1 Section A Reading 20thC fiction Mock exam Paper 1, section A Paper 2, section B Penultimate week of term Literature Component 1 Section Poet

• Maths
  Maths

  Course Title & course code

  Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Mathematics (1MA1)

  Awarding Body

  Pearson

  About the course
  This is a linear qualification. The content is arranged by topic area as below. Centres are free to teach the content for the appropriate tier in the order most appropriate to their learners’ needs.

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

  Any topic area may be assessed on any component, as relevant at that tier Two tiers are available: Foundation and Higher (content is defined for each tier in the specification).

  Each student is permitted to take assessments in either the Foundation tier or Higher tier.

  The qualification consists of three equally-weighted written examination papers at either Foundation tier or Higher tier.

  All three papers must be at the same tier of entry and must be completed in the same assessment series.

  • Paper 1 is a non-calculator assessment and a calculator is allowed for Paper 2 and Paper 3
  • Each paper is 1 hour and 30 minutes long
  • Each paper has 80 marks
  • The content outlined for each tier will be assessed across all three papers

  The qualification will be graded and certificated on a nine-grade scale from 9 to 1 using the total mark across all three papers where 9 is the highest grade. Individual papers are not graded.

  ● Foundation tier: grades 1 to 5.

  ● Higher tier: grades 4 to 9 (grade 3 allowed).

  Link to the specification

  https://qualifications.pearson.com/content/dam/pdf/GCSE/mathematics/2015/specification-and-sample-assesment/gcse-maths-2015-specification.pdf

  Course Aims

  The aims and objectives of the National Curriculum for Mathematics and Pearson Edexcel Level 1/Level 2 GCSE (9–1) in Mathematics are to enable 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.

  We take these aims and objectives further. We know that Mathematics is challenging but can be rewarding and fun. It is both logical and creative and studying mathematics have a variety of opportunities. Career opportunities are unlimited for mathematics uses: career paths in business, science or technical fields or disciplines such as social services, education and government. In our approach, we provide a curriculum that embeds mathematics in every vocational area giving learners excellent opportunity for mathematics to be applied in ‘real life’ contexts.

  In Mathematics department, we cater for the needs of all individuals, it is inclusive, incorporating sustained levels of challenge through varied and high quality activities with a focus on fluency, reasoning and problem solving. Learners are required to explore mathematics in depth, using mathematical vocabulary to reason and explain their workings. Wide ranges of mathematical resources are available and used and learners are taught to explain their choice of methods thereby developing their mathematical reasoning skills. We encourage resilience and acceptance that struggle is often a necessary step in learning.

  Overall, we make learning Mathematics fun with numbers.

• Science
  Science

  In Science we:

  • to develop pupils lively, enquiring minds so that they can increase their knowledge and understanding of natural phenomena
  • to link the specification into all vocational subjects at East Sussex Skills Academy to reinforce the syllabus and make links to potential careers in these areas
  • to allow pupils to acquire scientific skills, to learn to solve problems and to learn to make informed judgements
  • to encourage each pupil to have an appreciation, care and concern for other pupils, animals, plants and the environment
  • to ensure that all pupils receive a broad, balanced, relevant and differentiated experience of Science tailored to their baseline diagnostic assessment
  • to educate pupils for a happy and successful life in a society being influenced by rapid scientific and technological change
  • to deliver the statutory requirements of the National Curriculum and prepare pupils for public examinations
  • to enable all pupils to achieve their maximum potential

  The National Curriculum in Science The National Curriculum in Science aims to ensure that all pupils in key stage 4 continue with the process of building upon and deepening scientific knowledge and the understanding of ideas developed in earlier key stages in the subject disciplines of biology, chemistry and physics. For some students, studying the sciences in key stage 4 provides the platform for more advanced studies, establishing the basis for a wide range of careers. For others, it will be their last formal study of subjects that provide the foundations for understanding the natural world and will enhance their lives in an increasingly technological society. Science is changing our lives and is vital to the world’s future prosperity, and all students should be taught essential aspects of the knowledge, methods, processes and uses of science. They should be helped to appreciate the achievements of science in showing how the complex and diverse phenomena of the natural world can be described in terms of a number of key ideas relating to the sciences which are inter-linked, and which are of universal application. These key ideas include: • the use of conceptual models and theories to make sense of the observed diversity of natural phenomena • the assumption that every effect has one or more cause • that change is driven by interactions between different objects and systems • that many such interactions occur over a distance and over time • that science progresses through a cycle of hypothesis, practical experimentation, observation, theory development and review • that quantitative analysis is a central element both of many theories and of scientific methods of inquiry The sciences should be taught in ways that ensure students have the knowledge to enable them to develop curiosity about the natural world, insight into working scientifically, and appreciation of the relevance of science to their everyday lives, so that students: • develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics • develop understanding of the nature, processes and methods of science, through different types of scientific enquiry that help them to answer scientific questions about the world around them • develop and learn to apply observational, practical, modelling, enquiry, problem-solving skills and mathematical skills, both in the laboratory, in the field and in other environments Year 10 - 11 Overview 2020-22 Year Term 1 Term 2 Term 3 Term 4 Term 5 Term 6 10 B1-Cell Biology Required practical: Microscopy Required practical: Osmosis Baseline Assessment C1 - Atomic structure and periodic table P1 – Energy Required practical: Specific heat capacity B2 – Organisation Required practical: food tests Required practical: Enzymes C2 - Bonding and structure P2 - Electricity Required practical: Resistance Required practical: I-V characteristics B3 – Infection and response C3 – Quantitative Chemistry P3- Particle model of matter Required practical: Density B4 - Bioenergetics Required practical on Photosynthesis C4 – Chemical changes Required practical: Making salts Required practical: Electrolysis P4 – Atomic structure B5 – Homeostasis Required Practical: Reflexes C5 – Energy changes Required practical: Temperature changes P5 - Forces Required practical: Force and extension Required practical: Acceleration B6 – Inheritance, variation & Evolution 11 C6 – Rates of reaction Required practical: Rates of reaction P6- Waves Required practical: Waves Required practical: Radiation and absorption B7 – Ecology (14) Required practical: Field investigations C7 – Organic Chemistry P7- Magnetism & Electromagnetism C8- Chemical Analysis Required practical: Chromatography C9 – Chemistry of the atmosphere C10 – Using resources Required practical: Water purification B1 full mock paper C1 Full mock paper P1 Full mock paper REVISON. Students will sit 4 more mock exams covering papers 1 & 2 Year 11 Overview 2020/21 Year Term 1 Term 2 Term 3 Term 4 Term 5 11 B1-Cell Biology Required practical: Microscopy Required practical: Osmosis Baseline Assessment C1 - Atomic structure and periodic table P1 – Energy Required practical: Specific heat capacity B2 – Organisation Required practical: food tests Required practical: Enzymes C2 - Bonding and structure P2 - Electricity Required practical: Resistance Required practical: I-V characteristics B3 – Infection and response C3 – Quantitative Chemistry P3- Particle model of matter Required practical: Density B4 - Bioenergetics Required practical on Photosynthesis C4 – Chemical changes Required practical: Making salts Required practical: Electrolysis P4 – Atomic structure B5 – Homeostasis Required Practical: Reflexes C5 – Energy changes Required practical: Temperature changes P5 - Forces Required practical: Force and extension Required practical: Acceleration B6 – Inheritance, variation & Evolution C6 – Rates of reaction Required practical: Rates of reaction P6- Waves Required practical: Waves Required practical: Radiation and absorption B7 – Ecology Required practical: Field investigations C7 – Organic Chemistry P7- Magnetism & Electromagnetism C8- Chemical Analysis Required practical: Chromatography C9 – Chemistry of the atmosphere C10 – Using resources Required practical: Water purification B1 full mock paper C1 Full mock paper P1 Full mock paper REVISON. Students will sit 4 more mock exams covering papers 1 & 2

• Art and Design
  Art and Design

  The creative industries contributed more than £111 billion in the UK economy in 2018, which is the equivalent to £306 million every day. The Art industry is constantly growing, and the sector is five times larger than growth across the UK economy as a whole. The course we offer enables learners to acquire knowledge and technical skills related to investigating, exploring and creating art. It is about developing and applying art in a more commercial way through practical projects such as idea generation and creating design outcomes for specific target audiences.

  The BTEC Art & Design course is suitable for students who are interested in developing their skills and finding out future career opportunities. Learners are encouraged to experiment and be innovate so their creativity flourishes. Not only does this set them up for future education and employment, but this opportunity sets them up for lifelong learning, and having the creative skillsets enables them to become better problem solvers, as well as encouraging positive self-expression and personal growth.

  The course explores key areas within the creative industries, learning how to address the needs of clients by ensuring that their art and design work meets the requirements of a creative project brief.

• Automotive
  Automotive

  About the course

  The level one and two vocational qualifications provide individuals with an introduction to the knowledge, understanding and practical skills required to gain employment or further study towards the automotive maintenance and repair industry. The course is ideal for learners suited to a more vocational context within Automotive studies, enabling learners to acquire knowledge and technical skills related to identifying, understanding and application. We are aiming to develop ‘workshop ready’ students, who understand core values in regards to working on light vehicles and in customer service. The qualification has been designed to be practical, engaging and motivating to support learners in gaining the basic knowledge and skills required by automotive maintenance and repair sector employers. The knowledge and skills within this qualification can be applied to: Light Vehicles Heavy Vehicles Motorcycles All-Terrain Vehicles

  Intent
  The East Sussex Skills Academy vision and mission	Aims and Outcomes of Art & Design, in line with The Workplace vision.
  East Sussex Skills Academy is an alternative provision, aimed at vocationally minded key stage 4 pupils who are struggling with mainstream curriculum and are at risk of disengagement and exclusion. Learners benefit from work related personal development opportunities, enterprise activities and careers provision. East Sussex Skills Academy is founded on the following four principles: Industry, Enterprise, Rigour and Partnerships.	The UK automotive industry is a vital part of the UK economy worth more than £78.9 billion turnover and adding £15.3 billion value to the UK economy. With some 180,000 people employed directly in manufacturing and in excess of 864,000 across the wider automotive industry, it accounts for 13% of total UK export of goods, worth £44 billion, and invests £3 billion each year in automotive R&D. More than 30 manufacturers build in excess of 70 models of vehicle in the UK supported by 2,500 component providers and some of the world’s most skilled engineers. Over 1.3 million cars , 78,270 commercial vehicles and 2.5 million engines were built in the UK in 2019.Eight out of 10 cars produced in the UK are exported overseas to 160 different markets worldwide. The Automotive course is suitable for students who enjoy working practically, have an interest in automotive theory elements (current practice, history), and are interested in motor vehicles, whatever form that vehicle takes.

  Implementation

  The courses are made up of written and practical assignments, with a synoptic assessment element. We run alternating theory and practical sessions, allowing students to have as much time ‘on the tools’ as they do in the classroom environment. While individual unit outcomes are specific to tasks, we are able to blend tasks into one activity, thus meeting educational outcomes and also giving students a very real workshop experience. Learners gather evidence for assessment through documenting practical tasks, often working on vehicles belonging to members of staff, and written evidence. Through working closely with core subject teachers, we are able to deliver a stable foundation in regards to forces, application of number etc in a practical setting. Students will learn a lot of content regarding current legislation and laws in regards to safe working practices, which may well be relevant to any career they may wish to explore. Students are required to treat East Sussex Skills Academy as if it were a standalone garage, and so behaviours and attitudes must be in line with the highest practical and customer service standards.

  Impact

  The course aims to develop students into confident, reliable and positive young professionals. My dream is to give potential employers no choice but to employ the student, when the students work experience/apprenticeship ends. I want our students to add value to the industry and their own lives, and also to look back and be proud of the journey they have been on. If students have a dream of working in the automotive industry, from becoming Formula 1 pit crew to owning their own business, then this course will be a fantastic place to start. By the end of the course, learners will have gained a wider understanding of potential career opportunities within the automotive industry. This experience will allow students to understand and address the needs of a client, in regards to carrying out practical work or in giving advice. This not only supports learners within any future creative career, it also supports a strong level of understanding for putting these same skills into other careers.

• Construction
  Construction

  The Construction and the Built Environment Department at East Sussex Skills Academy provides an engaging, practical and theory based qualification which enables students to experience what it is like to work in a real building site.

  We make sure that our construction training provides the necessary skills and experience needed for employees to not only work more effectively, but to also keep themselves and everyone else safe. Within this industry, there are many tools, pieces of equipment and vehicles that can be a potential threat.

  BTEC Firsts in Construction and the Built Environment can help students take their first steps towards a career in the construction industry. They learn essential skills from bricklaying, carpentry and joinery to plumbing, painting and decorating.

  The course that we provide incorporates, technical site visits, enterprise schemes, build a product open days. We aim to provide a CSCS Card, Tool Proficiency and First Aid Certificates all to industry standards.

• Hairdressing
  Hairdressing

  The Hair and Barbering department at East Sussex Skills Academy provides an engaging, practical and theory based qualification which enables students to experience what it is like to work in a real salon.

  The Hairdressing qualification supports the wider aims of East Sussex Skills Academy by:

  • Providing opportunities that simulate real life situations in East Sussex Skills Academy
  • Cross curricular links
  • Provide activities that aim to build confidence and resilience

  The Hairdressing qualification with VTCT Level 2 Hair and Barbering consists of a skills and technical award which is achieved by the students practically and a theory built portfolio. The units that are covered for both awards are:

  Skills topic areas:

  • Basic Plaiting and Twisting Hair
  • Basic Manicure
  • Basic Blow dry and Finish Hair
  • Basic Clipper Cutting Techniques For Men’s Hair
  • Create an Image Based On a Theme

  Technical topic areas:

  • Responding to A Hair and Beauty Design Brief
  • Hair and Beauty Research Project
  • Enterprise in the Hair and Beauty Sector

  The Hair and Barbering department at East Sussex Skills Academy provides an engaging, practical and theory based qualification which enables students to experience what it is like to work in a real salon.

  The Hairdressing qualification supports the wider aims of East Sussex Skills Academy by:

  • Providing opportunities that simulate real life situations in East Sussex Skills Academy
  • Cross curricular links
  • Provide activities that aim to build confidence and resilience

  The Hairdressing qualification with VTCT Level 2 Hair and Barbering consists of a skills and technical award which is achieved by the students practically and a theory built portfolio. The units that are covered for both awards are:

  Skills topic areas:

  • Basic Plaiting and Twisting Hair
  • Basic Manicure
  • Basic Blow dry and Finish Hair
  • Basic Clipper Cutting Techniques For Men’s Hair
  • Create an Image Based On a Theme

  Technical topic areas:

  • Responding to A Hair and Beauty Design Brief
  • Hair and Beauty Research Project
  • Enterprise in the Hair and Beauty Sector

• Hospitality
  Hospitality

  Hospitality and Catering is a Vocational Award which will enable learners to gain knowledge, understanding and skills relating to the Hospitality and Catering sector. In addition to development sector specific knowledge and understanding, these qualifications also support learners to develop the essential employability skills that are valued by employers, further and higher education.

  Hospitality and Catering supports the wider aims of East Sussex Skills Academy by:

  • Providing opportunities that simulate real life situations in the work place
  • Developing strong cross curricular links
  • Providing frequent opportunities to become capable and confident cooks
  • Creating opportunities to work collaboratively with students and staff
  • Provide activities that aim to build confidence and resilience

  Statement of purpose

  The hospitality and catering sector includes all businesses that provide food,

  beverages, and/or accommodation services. This includes restaurants, hotels, pubs

  and bars. It also includes airlines, tourist attractions, hospitals and sports venues;

  businesses where hospitality and catering is not their primary service but is

  increasingly important to their success. According to the British Hospitality

  Association, hospitality and catering is Britain’s fourth largest industry and accounts

  for around 10% of the total workforce. Since 2010, over 25% of all new jobs have

  been within the hospitality and catering sector with the majority of new roles falling

  within the 18-24 age group.

  East Sussex Skills Academy offers the students The WJEC Level 1/2 Vocational Award in Hospitality and Catering which is made up of two mandatory units: Unit 1 The Hospitality and Catering Industry Unit 2 Hospitality and Catering in Action, Learners must complete both units.

  This structure has been designed to develop in learners the knowledge and understanding related to a range of hospitality and catering providers; how they operate and what they have to take into account to be successful. There is the opportunity to learn about issues related to nutrition and food safety and how they affect successful hospitality and catering operations. In this qualification, learners will also have the opportunity to develop lots of food preparation and cooking skills as well as transferable skills of problem solving, organisation and time management, planning and communication.

• PSHE
  PSHE

  What is our departmental Intent? The aim of the PSHE curriculum is to develop in students the knowledge, skills and attributes they need to manage their lives, now and in the future. These skills and attributes help pupils to stay healthy and well, to be safe and develop social skills, and to manage different types of relationships, in order to prepare them for life and work in modern Britain. Students are empowered to become informed and active citizens who know how democracy operates and how the UK is governed, are aware of their rights and responsibilities, are interested in volunteering and the charitable sector, and can manage their money effectively. PSHE contributes to careers education where we have heavily implemented the governments CEIAG strategy. At The Workplace we put a great deal of value on the future of our students after they move from us and giving them the opportunity to carve out a vision of their potential path in life & career. We have linked with the Gatsby Benchmarks, developing students’ knowledge and skills that will help them make informed, ambitious and appropriate choices at the end of their time at East Sussex Skills Academy. It supports them in making high quality applications for these destinations, developing their skills for the careers market of the future. In considering our curriculum*, we take into account the context of students: The requirements of Colleges The job market in East Sussex Student safety, welfare and PSHCE including an adaptive/reflective curriculum as a result of school and contextual concerns. British Values and Equality The development of character and skills that are important for life *The curriculum includes all organised/guided experiences for students including: Assemblies Interventions PSHCE Structured Lessons Trips Tutor Time Speakers Workshops Student voice & leadership team At East Sussex Skills Academy we believe it is important that we develop learners who are: Resilient Aspirational Creative Confident Emotionally Intelligent Reflective PSHE develops students’ knowledge and awareness in three main themes. The first is Health, Safety and Wellbeing. This aims to help students keep safe by making them aware of the dangers facing them in areas such as drugs, knife crime, and online harms, developing their ability to make the right choices, their knowledge of how to seek support for themselves and others. Guidance on keeping mentally and physically healthy is developed by providing information and encouraging discussion of real scenarios and choices in lessons and in workshops. The second theme is Living in The Wider World. This aims to develop students’ knowledge and skills around global issues, looking at issues around politics, both locally and globally, economic and financial well-being, and the work of local charities and groups in the community. The third theme is Relationships Sex and Health Education (RSHE). PSHE will provide students with the knowledge and skills to make appropriate, safe and legal choices around relationships and sexual activity, and to make students aware of issues around identity, gender and sexuality, as well as keeping themselves and others safe in both intimate and non-intimate relationships. Students are empowered to become informed and active citizens who know how democracy operates and how the UK is governed, are aware of their rights and responsibilities, are interested in volunteering and the charitable sector, and can manage their money effectively. PSHE contributes to careers education, developing students’ knowledge and skills that will help them make informed, ambitious and appropriate choices at the end of each key stage: choosing KS4 and post 16 options, applying to sixth form or college, applying to university, to employment or apprenticeships. It supports them in making high quality applications for these destinations, developing their skills for the careers market of the future. Yr10 Outside speakers, experience of work, Industry partnership, outward facing days Yr11 Outside speakers: KS4 careers fair, apprenticeships talk, careers guidance meetings, Industry partnership, outward facing days, University of Sussex visit, First aid course, “Coppafeel” breast cancer” awareness visit

  Impact All students build up skills and knowledge that become invaluable in the outside world, they tackle problems and become resilient in testing situations, they reflect in order to allow them to better themselves and they also show creativity. Our diverse curriculum offers more bespoke and personalised learning to meet the needs of all individuals and the lifestyles and influences they want to follow. Living within a diverse area, students will: Demonstrate and apply the British Values of Democracy, Tolerance, Mutual respect, Rule of law and Liberty. Demonstrate a healthy outlook towards school – Attendance, ATL and BFL will improve. Achieve age related expectations across the wider curriculum. â–ª Develop positive and healthy relationship with their peers both now and in the future. Understand the physical aspects involved in RSE at an age appropriate level. Have respect for themselves and others. â–ª Have positive body images. Be aware that there is a range of support systems for poor physical and mental health. Demonstrate and apply key employment qualities and understand the importance of careers education. Implementation Collaborative curriculum planning, evaluation and regular communication lies at the heart of what we do in the department. Curriculum content is regularly reviewed and discussed within the team and all team members contribute to the creation of curriculum materials and good practice is shared as a matter of course. A PSHE subject audit took place in August 2022 which has helped us evaluate our strengths and areas of improvement. We have consistent aims and objectives for each area of knowledge and learning that we expect all students to meet. Curriculum content is split into SRE, Wider World and Health Education. In PSHE audit we have a strong focus on personal reflection and discussion of issues in a safe and controlled learning environment. This can be seen in our agreed common ground rules for PSHE lessons. Where appropriate, collaborative projects are used alongside reflective activities and regular discussion within the class room to encourage communication and collaborative skills. Cross curricular links are encouraged: For example the discussion of a healthy diet then the students cooking their own well balanced meal in our hospitality area. Our curriculum is delivered through a wide variety of classroom experiences and learning materials. High expectations and NHGS standards of learning behaviours are modelled consistently by teaching staff. At the beginning of the Academic Year all students will carry out a “My Health, My School” survey to help us assess in depth what the needs of our Students are. During tutor sessions we are implementing a new tool by the introduction of the “Skillsbuilder” framework to help build a set of essential skills to succeed in life for our students: the ability to creatively solve problems, to self-manage, to communicate effectively, and to work well with others. These are skills that are needed to do almost anything well. The need for these skills is clear, but there is still a gap – too many children and young people do not build these skills to the level they need, and so miss out on opportunities to thrive in other parts of their lives.

  Year 10 - 11 Overview 2022-23

  	Autumn 1 Health & wellbeing	Autumn 2 Living in the wider world	Spring 1 Relationships	Spring 2 Health & wellbeing	Summer 1 Relationships	Summer 2 Living in the wider world
  Year 10	Mental health Mental health and ill health, stigma, safeguarding health, including during periods of transition or change	Financial decision making The impact of financial decisions, debt, gambling and the impact of advertising on financial choices	Healthy relationships Relationships and sex expectations, myths, pleasure and challenges, including the impact of the media and pornography	Exploring influence The influence and impact of drugs, gangs, role models and the media	Addressing extremism and radicalisation Communities, belonging and challenging extremism	Work experience Preparation for and evaluation of work experience and readiness for work
  Year 11	Building for the future Self-efficacy, stress management, and future opportunities	Next steps Application processes, and skills for further education, employment and career progression	Communication in relationships Personal values, assertive communication (including in relation to contraception and sexual health), relationship challenges and abuse	Independence Responsible health choices, and safety in independent contexts	Families Different families and parental responsibilities, pregnancy, marriage and forced marriage and changing relationships

• Sport
  Sport

  Key Stage 4 Students study BTEC Sport.
  This qualification is for learners who want to acquire theoretical knowledge and technical skills through vocational contexts by exploring areas such as the body systems, psychology, nutrition, technology and leadership. The qualification recognises the value of developing skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden learners’ experience and understanding of the varied progression options available to them.

  What does the qualification cover? The Tech Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on the knowledge and understanding of skills in health, fitness, activity and sport.

  Learners develop:

  • knowledge of the body systems, common sports injuries and technological advances that impact on sport and activity

  • key skills that support their theoretical understanding of the training, nutrition and psychological factors that influence and impact on engagement in sport and activity

  • an understanding of the underpinning principles of leadership and the physical and psychological benefits for session participants.

  Learners investigate methods of planning, delivering and reviewing sessions for a range of target groups. The qualification builds on and uses the knowledge and skills learned in their core subjects at East Sussex Skills Academy core GCSE lessons. It has a broad focus on building knowledge and skills, including exploring the impact of technology and psychology on sport and activity.

  What can the qualification lead to?

  Study of the qualification as part of Key Stage 4 learning will help learners to make more informed choices for further learning, either generally or in this sector. The choices that learners can make post-16 will depend on their overall level of attainment and their performance in the qualification. Learners who generally achieve at Level 2 across their Key Stage 4 learning might consider progression to:

  • A Levels as preparation for entry to higher education in a range of subjects
  • study of a vocational qualification at Level 3, such as a BTEC National in Sport, which prepares learners to enter employment or an Apprenticeship, or to move to higher education by studying a degree in the sport or sport and exercise areas.

  Learners who generally achieve at Level 1 at East Sussex Skill Academy might consider progression to:

  • study at Level 2 post-16 in a range of technical routes designed to lead to work, to employment, to an Apprenticeship, or to further study at Level 3; for these learners, the attitudes and the reflective and communication skills covered in this qualification will help them achieve
  • study of sport post-16 through the study of a Technical Certificate, for example a BTEC Level 2 Technical Diploma for Sport and Activity Leaders. Learners who perform strongly in this qualification compared to their overall performance should strongly consider this progression route as, ultimately, it can lead to employment in the sport sector

  Assessment

  The three components in the qualification give learners at East Sussex Skills Academy the opportunity to develop broad knowledge and understanding of the sports industry, and specialist skills and techniques in planning fitness training programmes and recommending nutritional strategies to improve fitness and performance at Levels 1 and 2.