Our Key Stage 3 Curriculum offer
The Gillford Centres vision statement is “Acheiving Together” and this surmises our core values of ensuring a personalised curriculum that meets the needs of individuals at the college. Most if not all of the students are referred to The Gillford Centre because mainstream education has not worked fully and issues have arisen for students that have placed barriers to their learning. The Gillford Centre aims to remove those barriers and develop students academically and pastorally to ensure success in the future.
The aims of the key stage 3 curriculum are:
- To prepare pupils for a reintegration back in to a mainstream school or to prepare them for Key Stage 4 at the Centre. In some cases children move on to a more appropriate setting.
- To assess all pupils to identify additional needs & make appropriate and relevant referrals to support pupils on their return to school
- To give pupils an opportunity to address the reasons why they are no longer in their previous school & to demonstrate that they are in a position to return to a mainstream environment
- To work with families to support their child’s education
- To support schools & pupils to give them the best opportunities
- All students are assessed so that we have an understanding of their capabilities & their needs.
- We look at data from their previous schools to see what levels they have achieved & what progress they have been making
- Each pupil is made aware of the reasons for their no longer being in mainstream. They may disagree with them but they need to take account of them. Targets are set from this point.
The Curriculum - Literacy and Numeracy
- For many students limitations in their literacy & numeracy skills has an overwhelming impact on their ability to access a mainstream curriculum
- Every day all students have a literacy & numeracy lesson. A progress record is kept for each student showing skills covered & progress made
- As well as focusing on core subjects of English, Maths, Science and ICT, we offer opportunities to acquire and develop key skills which equip our young people for the future by taking part in activities such as forest schools and outdoor education.
- We allow the children to undertake functional skills assessments in both English and Maths.
The Curriculum – Competencies
- Our Curriculum is designed to cover all of the competencies required for a successful school career
- These competencies reflect the main concerns raised by schools when referring students to us
- Each project will focus on one particular area of concern and will give students an opportunity to demonstrate a variety of school skills
- Students will cover a range of topics addressing the areas of concern
Pupil progress is tracked by a daily points system covering everything from attendance & punctuality through behaviour to progress with learning. During their time at the centre pupils develop a portfolio of evidence to show to their prospective school, demonstrating that they have completed each unit & reflected upon how it is relevant to their previous behaviour and their return to mainstream.
We aim to promote their spiritual, moral, social and cultural, as well as academic and physical development by providing them with new and varied experiences. We understand that our pupils can face real challenges in their lives and circumstances, we work with our children to address these difficulties and support the children to ensure that we develop them holistically.
We encourage pupils to take part in a range of enrichment activities, trips and visits, which include our partnerships with the wide range of arts, sports and cultural venues in our proximity.
We pursue opportunities to gain accreditation matched to ability whenever appropriate and available; for example, through AQA unit awards or NIBAS qualifications for bouldering.
Our curriculum seeks to offer flexibility to young people to enable them to access learning which engages them and challenges them, allowing them to develop at a pace consistent with their abilities. Our aim is to help our pupils be successful in the next part of their lives, whether in the PRU or in mainstream education.
Typical School Day;
Arrive 8:45 depart 3.00 – 6 ¼ hours learning per day All break and lunch periods fully staffed and aimed at building relationships, correcting behaviour and encouraging positive interaction between peers. There will also be targeted interventions for individuals at this time based on need.
A typical week would equate to a minimum of 25 hours per week