Y7-9 MYP – Middle Years Programme/ Personalised Curriculum
Where possible, LSC students will follow adapted mainstream MYP Units of Inquiry in mainstream classes incorporating accommodations based on differentiation. If a student requires a more specialised curriculum and additional support, there may be an option for the student to access modified Units of Inquiry in the LSC, with high degrees of scaffolding and different reporting criteria based on the degree of help required to facilitate achievement. If, even with modifications, the student is not able to meaningfully participate and access the learning within a specific unit of inquiry, alternative units of work will be offered that focus on specific skills and personalised learning outcomes as follows:
English (Y7-9)
In order to prepare students for Entry Level in the senior school, the curriculum focuses on the following:
- Taking part in group discussions and making an individual presentation
- Reading a selection of non-fiction and fiction texts
- Using text to learn how to infer, comment on language and structure and to compare ideas and express personal preferences
- Learning new vocabulary and grammatical rules
- Learning how to plan, write, edit and proofread different genres of writing
Maths (Y7-9)
Students are taught to improve their knowledge of number systems and how to apply these to various areas of everyday life and to prepare for the Entry Level course. The curriculum focuses on the following:
- basic calculations, such as addition, subtraction, multiplication and division are emphasised throughout the year through practical activities
- intense content-based lessons allow students to enhance their budgeting and measuring skills as well as developing their understanding of time
- utilising multi-sensory tools and real life experiences to provide students with an enjoyable and functional learning experience
Science (Y7-9)
In order to prepare students for Entry Level in the senior school, the curriculum focuses on the three science areas, of Biology, Chemistry and Physics and focused on the following:
- Everyday science where students learn the importance of science in everyday situations.
- Using scientific methods to conduct investigations, make predictions and evaluate their findings.
- Practical experiments are carried out on a regular basis to consolidate understanding and learning.
Y10-13 – The South Island School Diploma
The SIS Diploma is designed to prepare students with complex learning needs in our Learning Support Class (LSC) for work, education and life after Year 13. It is a two – four year personalised course which matches the strengths and needs of each student.
It is structured to develop self-confidence, life and independence skills, as well as offering work related learning courses. Taught within the LSC and in some mainstream lessons, students undertake a variety of courses/activities in order to learn work skills and to continue to develop basic skills and social skills in a supported setting.
The programme is made up of six main areas although these are delivered in a cross-curricular way wherever possible. The six areas are:
Students work towards the accredited ASDAN Awards Scheme, with an emphasis on ‘life and vocational skills’, and, where possible, students access a range of Entry Level certificates. Where appropriate, students may access a small number of mainstream accredited or non-accredited courses e.g. GCSE
ASDAN Bronze/Silver Award
What is it?
ASDAN Life Skills Challenge (Y7-9) – (an alternative to mainstream Individual and Societies or Global Thinking)
ASDAN Lifeskills Challenge is an online bank of challenges for learners working on skills that are important for success in adult life. Learners work through their chosen challenges and collect evidence of their achievements. This can be submitted for accreditation at a later date if desired.
How is it assessed?
Candidates who want to achieve a Bronze Credit certificate need to:
- Do the required number of challenges
- Present an organised portfolio
- Complete a Summary of Achievement
- Complete a Personal Statement
- Fill in the Record of Progress
Assessments involve students planning and reviewing their work at key points, explaining how they have developed their skills in six areas:
Teamwork, Learning, Coping with problems, Use of Maths, Use of English and Use of IT. All the programmes link to internationally recognised qualifications.
Entry Level (EL) qualifications
What are they?
Entry Level qualifications can help build skills, increase knowledge and boost confidence. They are known as ‘certificates’ or ‘awards’, and are open to anyone interested in gaining a recognised qualification. Entry Level qualifications are suitable for students who are not ready for or working towards GCSEs or similar qualifications, but would like to gain a recognized qualification. They are available mainly in the ‘core’ subjects.
How are they assessed?
Entry Level qualifications are usually made up of a number of separately assessed units so achievements are recognised as each unit is completed. Assessment varies from course to course but may be a combination of tests, assignments and tasks which can be written, oral or practical.
For some EL courses, students have to produce a portfolio that shows evidence of what they have achieved. It can contain things like witness statements which are a written or oral account of a student’s performance, video, audio and photographs that are assessed by teachers.
Different subjects and courses will vary in structure, content and the number of units. When you complete all the units, you get the full certificate.
There are three different entry levels, which are broadly the same as the UK National Curriculum levels 1, 2 and 3.
Where they can lead
You can progress from one entry level to the next. At Entry 3, the qualifications are designed to help you move on to further qualifications, such as GCSE and BTEC Introductory or Level 1 BTEC Awards, Certificates or Diplomas. They can also lead to work-based learning, like an apprenticeship, or straight to a job.
Subject specific EL courses
Maths
The key subject aims of the EL Maths course are:
- Using and Applying Mathematics
Use and apply mathematics in practical tasks, in real-life problems and within Mathematics itself.
- Number and Algebra
Use a range of methods of computation and apply these to problems.
Use calculators and computer software.
- Shape, Space and Measures
Explore shape and space through drawing and practical work using a range of Materials. Use computer to transform graphic images and to solve problems.
- Handling Data
Collect, record, represent data and draw conclusions.
The key features and benefits of the qualification include:
It is wholly assessed by teachers; Opportunities are provided for progression to GCSEs; It recognises small steps of achievement; The course is based on practical tasks.
Entry Level English students tare encouraged to develop the skills they need to read and understand a range of texts as well as to write clearly, coherently and accurately using a range of vocabulary and sentence structures. The qualification can be tailored to students’ needs through either Silver Step or Gold Step. Silver Step is aimed at Entry 1 and Entry 2 students and Gold Step is for Entry 3 students looking to progress to Functional Level or GCSE. The specification offers two components in both steps, which each assess reading and writing. Spoken language is included in Component 1 and contributes to the overall mark. Each component thematically links reading and writing and supports high-quality provision and engaging teaching and learning.
- Component 1, Literacy Topics, is transactional in nature and will ask students to complete a number of tasks based around a theme.
- Component 2, Creative Reading and Writing, is literary in nature and students will be asked to respond to excerpts from literary and literary non-fiction texts and write creatively.
ELC Science gives students who are unlikely to achieve a grade in GCSE Science the opportunity to achieve a certificated award. It also prepares students for GCSE and can be used to monitor their progress. The component-based structure of the ELC provides students with the opportunity to work in short programmes. This gives the student a sense of achievement throughout the course and enables their progress to be monitored. Students will be entered for either ELC Science – Single Award or ELC Science – Double Award using the appropriate entry code. Students will submit a portfolio of work containing the appropriate number of Externally-set assignments (ESAs) and Teacher-devised assignments (TDAs). Students study the following three components: Biology, Physics & Chemistry. There are three levels of award available: Entry 1, Entry 2 and Entry 3. Entry 3 is the most demanding.
Y10-13 AQA Unit Award Scheme
UAS allows all students to engage with learning and have their achievements formally recognised.
Students are rewarded with a certificate each time they successfully complete a unit of learning. They can build up a portfolio of certificates to evidence their skills, knowledge and experience.
The scheme boosts confidence, increases engagement and improves motivation, helping students to make progress on their lifelong learning journey.
ASDAN Short Courses
ASDAN Short Courses are flexible, portfolio-based programmes designed to accredit up to 60 hours of activity and skills development across a range of topics and curriculum areas. The courses are multi-level, and the focus is on completing challenges and skills development according to individual ability, rather than attainment at a specific level. There are more than 30 programmes to choose form ranging from core subjects to vocational tasters to personal and social development.
Languages
We currently offer two basic language courses suitable for beginners – Chinese and Japanese. The four macro skills, listening, speaking, reading and writing are taught. The courses are designed to provide an opportunity for students to learn meaningful vocabulary and phrases that can be used when traveling or in the local community.
Y12 & 13 students only
Structured Work Placement
This is organised and led by the ESF Career Development Service and aims to provide vocational training opportunities for Year 12 and 13 students with complex learning needs in ESF schools. It plays an important role in providing work placement or work experience opportunities for students to access the work environment , to use and apply classroom based training and knowledge in real life job situations in settings such as business , administration, retail, hospitality and catering etc.
One day per week (Friday) students attend a Structured Work Placement (SWP) where they work in a supervised capacity. The placements are varied and designed to introduce students to the rigours of the workplace and for them to develop work skills in an authentic setting. The placement is supported and accredited by following the ASDAN Workright programme which provide students with information about work skills prior to starting their placement. Click HERE for further information.
CAS (Creativity, Action, Service)
All South Island Diploma students have regular opportunities to participate in CAS activities in individual, group and whole school contexts. The three strands of CAS are characterized as follows:
- Creativity – arts and other experiences that involve creative thinking
- Activity – physical exertion contributing to a healthy lifestyle, complementing cross-curricular learning
- Service – an unpaid and voluntary exchange that has a learning benefit for the student.
Examples of CAS activities include MAD week and House and Tutor group MAD activities that run throughout the year.
Y12 & 13 Sport and Leisure
Students participate with their peers in mainstream activities which further develop their sport and leisure skills and interests. Students can opt for school based or external activities and courses (e.g. Sport/Leisure Centre)