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THEMATIC___________________________________________________________________________________________________________________________________

ASDAN Education - Personal Development Programme - Purpose of study

ASDAN Personal Development Programme is the accreditation that we have chosen to underpin our new thematic curriculum. The Personal Development Programmes features 12 modules. Each student must work from their own student book and compile a portfolio of evidence to show what they have done. Year 7 are following the New Horizons as this meets the needs of the cohort.Year 8, 9 and KS4 are following the student book containing the following modules: Combined Studies; Beliefs and Values; Expressive Arts; The Wider World; Science and Technology; World of Work; Health and Survival; Number Handling; The Environment; Home Management; Sport and Leisure; The Community and Communication. Each module with have the challenges agreed with the students each term. See PDP handbook for challenge details.

ASDAN Personal Development – Aims

We have adopted a thematic approach to our curriculum. This provides opportunities for students to develop relevant knowledge and skills that are transferrable across lessons and useful in wider life. We also feel that this approach addresses all learning styles and meets the needs and interests of our students. The thematic curriculum creates a sense of flow in our lessons which makes it easier for students to make connections across all the subjects in the National Curriculum. The students are not restricted by the original 35minute lesson slot for each subject. This change offers the freedom to extend or shorten a given activity to meet the needs of each child and how they are focused on a day-to-day basis.

External certification and level

Year KS3 & KS4

Brief overview:

Year 7 Term 1-2 Term 3-4 Term 5-6

Personal & Social Health & Citizenship Relationships & Personal Challenge

Year 8 - 112018-19 Expressive Arts Beliefs and Values The Wider World

2019-20 The community Home Management The world of work

2020-21 Number Handling Health and Survival Sport and leisure

2021-22 The Environment Communication Science and DT

Science

Careers Week

Keywords:Home ManagementIndependent, price, mobile phone, tariff, personal hygiene, clean, healthy, measuring, recipe, profit, money, enterprise, business, bank, gardening, budget, plan, personal detailsBeliefs and ValuesMorals, beliefes, celebrations, festivals, symbols, religious, faith, influence, help, poverty, drugs, rascismExpressive ArtsPerformance, practice, creative, photograph, poem, song, medium, drawing, painting, review, film, ratingThe Wider WorldDifference, climate, compare, culture, celebration, similarities, foreign, language, abroad, environment, custom, international, countryScience and TechnologyProblem solving, comparisons, materials, synthetic, natural, safety, database, spreadsheet, Twitter, Facebook, Social Networking, cyberbullying, recording, audio, film

The World of Work

Career, C.V., letter, recruitment, application, apprenticeship, education, qualifications, interview, college, training, placementHealth and SurvivalPersonal, hygiene, balanced, diet, choices, healthy, geocaching, fitness, questionnaire, portion, fruit, vegetable, safety, accidents, hazards, internetNumber HandlingMoney, credit, bank, price, compare, difference, total, savings, wage, pay, departure, arrival, time, weights, volumes, measures, temperature, temperature, score, lengthThe EnvironmentCountryside, environment, traffic, damage, recycling, local. Park, Britain, survey, garden, endangered species, improvements, weeding, mowing, wildlife, plantingHome ManagementSafety, electricity, gas, healthy, snack, microwave, clean, tidy, emergency contact, washing, ironing, food storage, shopping, delivery, baking, meal, furniture, appliancesSport and LeisureIndoor, outdoor, activity, sport, team, leisure, healthy, health, skill, community, local, facilities, hobbyThe CommunityOrganisations, local, issues, homelessness, vandalism, health, places of intereset, visit, elderly, children, volunteers, charity, CommunicationInformation, presentation, organisations, help, equipment, leaflet, poster, map, instructions, discussion, newspaper, forms, letter, internet, reference, illustrations, questions, answers, magazines, reviews, blog, conversations

Careers statement:

Students will have the opportunity to discuss careers and what jobs we have in the community. Our ASDAN curriculum gives a range of topics to follow which allows pupils to develop their teamwork, leadership and independent thinking skills which are all essential for future employment.

Students are taught how to plan their time to complete tasks, skills they may need ready for the world of work. They have opportunity to know how take their measurements and learn what would be appropriate attire for interview. Regular visits from local businesses/organisations give an insight about their working day and what is expected of staff. This is offered to inspire our students to be curious and to give suggestions of direction for their future. Road safety, money management, completing forms, making phone calls, working as a team, presenting information to others, asking questions are all regularly practiced to give students experience ready for their future beyond Crowdys Hill School.

Year 7 SOL

Weeks

Key Learning Theme

Resources Key Learning Year 7- All about me

Marking and Assessment

Assessment of independent life skills. English /Maths Assessment

1-2Students will use a variety of learning techniques to develop their skills

All about me booklets and photographs of the children.

One page profile – consider what is good about themselves and their peers.

Learn d.o.b, address and telephone number. Role play giving details for an app over the telephone. This could be a role play of booking a doctor’s appointment or hair app. Give students their SIMS personal data print out. In pairs, students try to read by heart.

SEMSC Use a range of social skills when working with other pupilsAbility to recognize the difference between right and wrong

IT Computers for research.

ILS Working in a group

Numeracy Time - Use of timetable, structure of the day.

Communication

Speaking & listening, during class discussions and

Weeks

Key Learning Theme



Speaking and listening, photographs of practical tasks ,reading and writing

3-4 Complete a form requiring personal details - differentiate by detail required, i.e. bus pass form.

Create a collage picture of themselves to add to a class display - students label each other with what’s good about them. Students to accept praise from others – how does it make them feel? (discuss). Is it easier to say something positive about themselves or others?

SEMSC Talk about how they view themselves during the self portrait

IT Use of computers for research / ipadsILS Speaking and listening skills

Numeracy

Communication

Students could present ideas to the rest of the class. Discuss and review

Weeks

Key Learning Theme



Assessment of students ideas.

5-6 Data handling – collect data about shoe size, hair colour, eye colour, height etc, students to record and present their data in various

SEMSC Personal informationIT Use of ICT to produce chartsILS Social etiquette /

tables/charts/pictograms. Link to maths curriculum using key mathematical vocabulary can students present their findings to the rest of the group. Students peer assess each others work. Discuss how they compare to each other? Does it matter?

Numeracy Data

Communication

Asking for opinions during survey

Weeks

Key Learning Theme



Assessment of speaking and listening.

7-8 Family – pets demonstate who is in their

household. Likes/dislikes – create a poster about likes –

food, drink, music, tv prog etc. Discuss what is sensible/ suitable for students at their age. What advice could they offer others about good choices? What could the problems be?

SEMSC Drama and role play, empathy skillsIT Use of ICT to research and produce workILS Potential group work activities

Numeracy Measuring and shape based work.

Communication

Discussion, giving opinions and accepting contrasting viewpoints

Weeks

Key Learning Theme



ASDAN Module 5 The Environment – Section A Challenge 5

9-10

Demonstrate how to eat healthy and keep fit. Take part in some form of exercise they enjoy, discuss how they could improve their diet and create a basic plan.

Listen to each other’s favourite music – using template, rate the music and share thoughts of style etc. How does it make them feel? What instruments can they hear? Why do people listen to music? What can it do?


Music reviews.

SEMSC Understanding how to keep healthyIT

ILS

Numeracy

Weeks

Key Learning Theme



Assessment of students ideas.

11-14

Local leisure – google local facilities, share findings with group inc opening times, prices, travel to etc. Each present their findings to the group. Students vote for the places that are of most interest. In groups, students to plan a day out – work out times, prices, equipment, travel etc. Role play making phones to find information about places – would they be able to call and make a booking or find out an opening time?

Jobs – what do members of their family do – do they need uniform, qualifications. Google jobs and share their findings to the group. Discuss what they would like to do. Students to use post-its to ask questions to staff about their education/jobs.

SEMSCIT Use of ICT to research jobs and places of interest.ILS

Numeracy Money and wages

Communication

Role play making phone calls

Weeks Key Learning Theme

Resources Key Learning Year 7- Social


Instruction writing

1 & 2 Design a recipe for a good friend What makes them different/same as their

friends?

SEMSC Taking turns and being considerate of other people’s needs.

IT Use of IT to draw their ideal friend

ILS Thinking of others

Numeracy

Communication

Speaking to others appropriately




Walk to a local place as independently as possible. Can they direct the adults in the correct direction?

3 & 4 Local Community – list places that they like to

go. Make a map of how to get there from school. Make a group map with each student adding their own points of interest. Can they direct each other from a given point using left/right, NESW?

Can they use google earth to find places of interest?

Different Communities – Research special things for different cultural & religious groups. Invite a visitor to talk about special artefacts, Google and book search for information. Research a religious celebration, make a card or item of significance to share with others.

SEMSC Understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others

IT Use of computer for google earth and Maps

ILS Working independently

Numeracy Prepositional language

Communication

Speaking and listening




ASDSAN Module 5The Environment – Section B challenge 5

5 & 6 Helping others – create a mini enterprise shop/service. Plan job roles and resources, make posters etc. Have a break time shop or take orders from staff. Give money to charity of choice – research local charities, invite them in to do a talk.

Careers – invite in people of different

SEMSC Taking responsibility/Looking after the planetUnderstanding the consequences of behaviors and actions – endangered species/recyclingUse a range of social skills in different contexts – making items for the Xmas Bazaar stall and using our profit to buy items for the Night Shelter for the homeless.

IT Use of computers

THEMATIC Scheme of Learning4 YEAR ROLLING S.O.L. Year 8 - 11

Key Learning Theme

Resources Key Learning Marking and Assessment

Photographic evidence, written evidence in line with criteria for each challenge. Verbal questioning

Home Management

Food items, Internet(computer)CameraKitchen – microwave, cooker etc (book flat)

Focus:

safety in the home recycling using appliances safely healthy snack making emergency contents how to be safe in different areas of

the home

Refer to the ASDAN Personal Development Programme for detail of the challenges.

(staff to plan specific challenges to meet the needs of the students)

Challenges can be discussed and agreed with the students each term.

SEMSC Having self confidence to look after themselves safely within the home. Know how to behave appropriately in social situations

IT Researching local amenities, finding phone numbers for maintenance services

ILS Using the telephone, shopping, using home appliances

Numeracy Timings for baking, price of items, measurements for making things

Communication Speaking on the telephone, making enquiries, speaking with staff in shops – asking questions

Possible visit opportunities:SkillszoneVisit from fire/policeSupermarket - ingredients

Key Learning Theme


Photographic evidence, written evidence in line with criteria for each challenge. Verbal questioning

Communication

ComputerTelephoneOSmapMagazine/newspapers

FOCUS: Following diagrams or instructions

to make something Obtain information by telephone or

in person

SEMSC To show confidence in their own ideas. To behave appropriately in social situations

IT Researching information. Using a telephone correctly

ILS Using a map to plan a journey. Asking questions and

Entertain a group of people Take part in a discussion Plan a journey using a map Find and record information from a

magazine or newspaper



Challenges can be discussed and agreed with the students each term

gathering information

Numeracy Journey times. Learning directions. Counting and measuring when making items

Communication Asking questions. Speaking on the phone

Possible visit opportunities:LibraryCitizen Advice Bureau

Key Learning Theme

Resources Key Learning Marking and Assessment Photographic evidence, written evidence in line with

the challenge, verbal questioning

Community Computers for research.Newspapers and magazines

FOCUS:

To identify organisations at home and abroad that help their local communities

Research local social issues To write a report on local amenities,

such as magistrates court, police station or council department

Complete a period of community or

SEMSC

To show empathy and support for others

IT Computer for research and report writing

ILS Identifying local amenities and support groups in their community

Numeracy Time keeping

Communication Asking questions to safe strangers. Writing a report of personal experiences.

voluntary work and write a record/report of the experience (Take part in a charity event or help younger children at school




Opportunities for visits:Citizens Advice BureauMagistrates courtPolice StationCharity shops

Key Learning Theme


Photographic evidence, written evidence in line with the challenge, verbal questioning

Sport and leisure

ComputerIpadCalendarwatch

FOCUS: Show that you have taken part in

both indoor and outdoor activities, such as:Table tennis, volleyball, bowling, sailing, horse riding, fishing, country walking

Show you have taken part in a sport as a member of a team

SEMSC

To look after physical and mental health

IT Computers for researching facilities

ILSTo locate entertainment/sports facilities in their local area

Numeracy Use of money to budget and pay for activities. Use of time/calendars to plan visits.

Communication Asking questions.

Choose a sport and show how you have improved over time.

Visit and report on a museum/theme park/ theatre

Research opportunities to take part in sport in your community

Carry out a survey of leisure facilities in your area




Making arrangements with team membersWriting a reportCompleting a survey

Opportunities for visits:Theme ParkMuseumLibrarySports centreTheatre

Key Learning Theme



The Environment

ComputersIpadsmagazines FOCUS:

Visit a local country park/ Be aware of the Countryside code

SEMSC Looking after physical and mental health. Becoming aware of the greater community and what it offers.

IT Researching the countryside code

ILS Choosing products that are environmentally safe

Numeracy Using a tally chart to find information. Measuring

Identify environmentally friendly products

Carry out a traffic survey and suggest ways to lower environmental impact of vehicles

Carry out an experiment or survey to find out about your local environment

In a group look at ways to improve your local area

Improve the look of a garden or wasteland

Visit a re-cycling centre and write a report

Make a presentation on global warming/endangered species




volume and length in garden renovation.

Communication Working in a group. Presenting a report to an audience

Opportunities for visits:Garden centreRe-cycling centreCountry park

Key Learning Theme



Number Handling

ComputerLocal map Focus:

Make a weekly shopping list and compare prices in different supermarkets

Investigate alternative payment methods for new purchases ie. Bank loan or credit card.

Research savings accounts and find out the differences between banks/building societies and the Post Office

Make a budget for a social event with £200

Find out about minimum pay/basic pay/income tax/pensions

Show that you can plan a journey using a map and a bus/train timetable

Show you understand weights and volumes in domestic situations ie .l ooking after animals/building/gardening

Refer to the ASDAN Personal Development Programme for detail of the challenges.(staff to plan specific challenges to meet the needs of the students)

SEMSCJourney times. Understand the value of money

IT Using banking apps and comparison websites

ILS Reseaching bank/building society interest rates

Numeracy Understanding timetables. Calculating for a budget

Communication Using a telephone to make appointments. Asking for directions


Opportunities for visitsLocal supermarketsThe town centreBuilders yard/ garden centre

Key Learning Theme



Health and survival FOCUS:

Research personal hygiene products – where to buy, cost, what they are used for

Find out about a balanced diet - compare and try new foods. Plan and cook a meal

Carrying out a supervised activity to keep fit

Creating questionnnaires to explore students eating habits – recording results

Geocaching Understand how to deal with

unwanted attention Know what the emergency services

do Understand how to avoid accidents

in the home

SEMSC

IT Research cost of items from different shops, compare

ILS Know where to buy hygiene items from, budget

Numeracy Cost of items, estimate then research

Communication




Key Learning Theme



World of work FOCUS:

Research information about training and further education – where to get careers advice

Find out about the recruitment process of local businesses/apprenticeships etc

Application letters and applications, CV writing

Guest speakers/local business visits – find out about job roles

Roleplay scenarios in the work place – how would you deal with them?

Create an in depth study in a specific occupational area

Take part om am enterprise activity

Refer to the ASDAN Personal Development

SEMSC

IT Application forms, emailing, research internet

ILS Understadning how to apply for a job and what the process involves

Numeracy Time – dates, days of the week. Salary

Communication Speaking to new people about their job roles, asking questions, discussing in a group. Sharing information about yourself with others. Roleplaying.

Programme for detail of the challenges.



Opportunities for visits

Key Learning Theme



Science and Technology FOCUS:

Carry out an agreed problem solving task

Carry out a study to compare properties of synthetic and natural materials

Carry out a survey and record results in a database – make enquiries of your database information

Show understanding of and use ICtT – Digital camera, create a letter in MS Word, Create and use a spreadsheet, research using the internet

Find out how to keep safe when using the internet e.g. Facebook,

SEMSC

IT Recording and editing equipment/software digital cameras, databases, spreadsheets

ILS Navigating the internet, understanding how to stay safe online

Numeracy Databases, timing film, measuring

Communication

Twitter (create a guide for others) Make a poster about cyberbullying –

where to go for help Use video equipment to make a

recording and use an editing suite to refine it




Opportunities for visits:

Key Learning Theme



The Wider World FOCUS:

Write a letter or email to a penpal (Link with Zambia project)

Establish links with someone in an foreign country – share information about social interests

Plan and carry out a survey of people’s experience of visiting,

SEMSC Celebrating self and sharing cultural differences

IT Email, internet research

ILS Budgeting – cost of a holiday

Numeracy Termperature, measuring, timing, survey – data handling

Communication

living and working abroad (staff in school)

Produce a study of another country – focusing on culture, environment, education, food and drink, special occasions and customs

Create a typical foreign meal Plan a holiday to a foreign resort Compare Uk weather to that in a

foreign country Organise a celebration with an

international theme




Opportunities for visits: supermarket, travel agent

Key Learning Theme



Expressive Arts FOCUS:

SEMSC

IT Digital camera, creating digital images &

Go to a concert, theatre show, film screening or recital and write a critical review

Produce an illustrated study of the life and work of an artist, musician, actor

Write a poem, song, music and perform it in front of an audience

Create a drawing, or painting or print

Make a piece of jewllery or sculpture

Take photos of a theme and frame them

Produce a short film (possibility for TLC news programme)

Visit a local artist/photographer and find out about their work




printing/editing

ILS

Numeracy Counting – song time

Communication Performing to othersGiving feedback to othersAccepting feedback from others

Opportunities for visits:Local areas of landscape, theatre, cinema, art gallery

Key Learning Theme



Beliefs and Values FOCUS:

Interview a member of a religious faith and find out about their beliefs, festivals and leaders/founders

Visit a place of worship and produce an illustrated report

Find out about a famous person whose religious faith has inspired them to care for others

Take part in a discussion about human rights

Investigate the causes of either – poverty, drug abuse, racism

Carry out a study of one of the following – Christianity, Judaism, Islam, Hinduism, Buddhism, Sikhism



SEMSC Comparing cultures and beliefs with our own

IT Internet research, create factfile of religious leader/founder

ILS

Numeracy Data – stats of local problem with poverty and drug crime

Communication Asking questionsDiscussion – comparing faiths


Opportunities for visits:Local place of worship, police visit

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