Teaching and Learning Policy Key Stage 4 2017/18 This local policy conforms to the Independent School Standards Wales Regulations 2003: Section 1(2)(a)(ii) - 1(2)(b) - 1(2)(c) This document describes the overall approach to teaching and learning in key stage 4 at Headlands School. This document is reviewed annually and is read by all staff working within the key stage, providing them with essential information about the ethos and principles that should be at the core of their practice. There are currently four groups in key stage 4, with pupils being grouped according to their learning needs. 1. The Curriculum Aims The curriculum in key stage 4 aims to consolidate and build upon the skills that pupils have already gained and developed at key stage 2 and 3, as well as introducing and expanding on current independent and social skills. Pupils are provided with a broad and balanced range of academic and vocational experiences which promote effective learning and provide opportunities to complete independence skill development and work-related learning in the community. This in turn leads to gaining external qualifications for all pupils. Pupils’ social and emotional skills underpin the curriculum to ensure that all pupils become more effective learners and consequently reach their full potential. This will hopefully allow a successful transition to the next stage of their educational journey. The learning day in both Year 10 and Year 11 are very similar, with the timetable consisting of 5 lessons, with a focus on completing core examination courses (Entry Pathway/GCSE/Essential Skills) and developing relevant vocational skills. All teaching focuses on building all pupils’ social and emotional skills in order to prepare them for the next phase of their learning. All staff support pupils by using Therapeutic Crisis Intervention (TCI) to help pupils develop their coping skills and Dyadic Developmental Psychotherapy (DDP) strategies to support pupils develop their relationships. 2. Teaching Models In key stage 4, learners have the opportunity to access a broad and balanced curriculum. As well as studying English, Maths, Science, Art, Music, PSE and PE, pupils have the opportunity to access more vocational based subjects such as Design Technology, Spokes Bicycle Repair Shop, Cookery and Duke of Edinburgh. Underpinning all lessons is the development of social and emotional skills,
Teaching and Learning Policy Key Stage 4 2017/18 This local policy conforms to the Independent School Standards Wales Regulations 2003: Section 1(2)(a)(ii) - 1(2)(b) - 1(2)(c) This document describes the overall approach to teaching and learning in key stage 4 at Headlands School. This document is reviewed annually and is read by all staff working within the key stage, providing them with essential information about the ethos and principles that should be at the core of their practice. There are currently four groups in key stage 4, with pupils being grouped according to their learning needs. 1. The Curriculum Aims The curriculum in key stage 4 aims to consolidate and build upon the skills that pupils have already gained and developed at key stage 2 and 3, as well as introducing and expanding on current independent and social skills. Pupils are provided with a broad and balanced range of academic and vocational experiences which promote effective learning and provide opportunities to complete independence skill development and work-related learning in the community. This in turn leads to gaining external qualifications for all pupils. Pupils’ social and emotional skills underpin the curriculum to ensure that all pupils become more effective learners and consequently reach their full potential. This will hopefully allow a successful transition to the next stage of their educational journey. The learning day in both Year 10 and Year 11 are very similar, with the timetable consisting of 5 lessons, with a focus on completing core examination courses (Entry Pathway/GCSE/Essential Skills) and developing relevant vocational skills. All teaching focuses on building all pupils’ social and emotional skills in order to prepare them for the next phase of their learning. All staff support pupils by using Therapeutic Crisis Intervention (TCI) to help pupils develop their coping skills and Dyadic Developmental Psychotherapy (DDP) strategies to support pupils develop their relationships. 2. Teaching Models In key stage 4, learners have the opportunity to access a broad and balanced curriculum. As well as studying English, Maths, Science, Art, Music, PSE and PE, pupils have the opportunity to access more vocational based subjects such as Design Technology, Spokes Bicycle Repair Shop, Cookery and Duke of Edinburgh. Underpinning all lessons is the development of social and emotional skills,
Curriculum-policy-key-stage-4.docx