curriculum plan · will be taken for assessing pupils’ learning and progress. a week-by-week...
TRANSCRIPT
Curriculum
Plan The Fen Rivers Academy
Version
Updated 24th January 2018
(Sue Conlon)
Graham Payne
Preview
It is our policy that all learners have access to a broad and balanced curriculum that takes
into account the ages, aptitudes and needs of all learners, including those with an EHC plan/
Statement. This will take into account the requirements of The National Curriculum 2014,
The Equality Act 2010 and the reforms for children with SEN 2014.
Our aim is for our Curriculum Statement to be supported by appropriate plans and schemes of work which are implemented effectively. An essential objective is that our Curriculum Framework, plans and schemes of work which uphold the Fundamental British Values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs.
The table below provides a summary exemplar for details about each subject and any enrichment/out-of-hours activities in the planned curriculum, which is then explained in more detail.
Subject/other activity (e.g. enrichment)
Hours per week
Mandatory/ Voluntary
Comments
Primary
7 thematic academic study routes including:
1. Maths
2. Literacy - reading writing and comprehension
3. Science
4. Art
5. PE/Sports
6. ICT
7. Personal and Social
25 hours a week.
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
Mandatory
All facilitated in a nurturing context- underpinned with strong behaviour intervention and management.
Cornerstones assessment tool
Phonics – Read Write Inc
Writing – talk for writing
Banded reading scheme
Maths – White Rose Hub
Secondary 25 hours
Mandatory Core subject learning daily
A full time offer may include time spent on home tuition, use of the Academy VLE, etc…
Behaviour therapeutic session 2.5 Mandatory Includes breakfast
Maths 4 Mandatory GCSE, entry level and Functional Skills
English 4 Mandatory GCSE, entry level and Functional Skills
Science 1.5 hours at KS3
4 hours at KS4
Mandatory Entry level and GCSE
PSHE 2 Mandatory Accreditation through NCFE Personal Effectiveness, Personal Development and Interpersonal Skills awards entry level to level 1
Religious studies 45mins Optional Entry level and/or GCSE Short course GCSE
ICT 1.5 Mandatory Entry level and/or GCSE NCFE Functional Skills
Employability and enterprise skills
1 Optional Entry level and/or GCSE
VCERT
Humanities 2-3 Optional GCSE
Citizenship 1 Optional GCSE
Art and design 2-3 Optional GCSE, BTEC
PE and sports 1.5 Mandatory GCSE, BTEC
Vocational: (from)
• Sports and Leisure,
• Public services
• Retail
• Dance • Performing Arts (Entry
level to Level 1)
• Occupational Studies and Creative Crafts (Entry level to Level 2 in carpentry, interior design, jewellery design)
• Level 2 NCFE award in reflective practice
All 1 hour
All optional The specific vocational subjects on offer will be assessed and agreed depending on cohort mix at the start of each academic year. This will be reviewed termly
Vocational subjects will be delivered by vocational tutors or contracted to local AP providers.
The course list above is not exhaustive. There will also be a range of activities offered after school hours, related to the curriculum eg.’ready steady cook’, garden box design. It is also important to consider the amount of learning hours that students require for each course. With this in mind, the number of option subjects will be as manageable as possible, whilst giving students as wide a portfolio of subjects as possible. This is particularly true for students who spend part of their week off-site at College or in work experience.
Primary Curriculum
Our primary curriculum is under-pinned by 7 thematic areas:
Linguistic
Learners are supported to develop their communication skills and increase their command of
language through the interactive use of listening, speaking, reading and writing. Lessons are
provided in both written and spoken English.
Mathematical
Learners are supported to make calculations, understand and appreciate relationships and
patterns in number and space and to develop the capacity to think logically and express
themselves clearly. Their knowledge and understanding of mathematics is developed in a
variety of ways, including practical activity, exploration and discussion.
Scientific
Learners are supported to increase their knowledge and understanding of nature, materials
and forces whilst developing the skills associated with science as a process of enquiry, such
as observing, forming hypotheses, conducting experiments and recording their findings.
Technological
Learners are supported to gain skills that can include the use of information and
communications technology (ICT), developing, planning and communicating ideas, working
with tools, equipment, materials and components to produce good quality products, and
evaluating processes and products.
Human and social
Learners are supported to learn about people and their environment, and how human action,
now and in the past, has influenced events and conditions. History and geography make a
strong contribution in this area.
Physical
Learners are supported to develop physical control, co-ordination and tactical skills, as well
as the ability to evaluate and improve upon their performance. Learners also acquire
knowledge and understanding of the basic principles of fitness and health.
Aesthetic and creative
Learners develop skills concerned with the processes of making, composing and inventing.
Art, music, dance, drama and the study of literature all make a strong contribution in these
areas.
Particular aspects of the primary cohort include ensuring a strong focus on equality and diversity and understanding the community they live in.
Schemes of Work
Plans and schemes of work illustrate how each area is woven into the school curriculum.
Pupils attending the school have a wide range of learning, social, emotional and behavioural
needs and our ultimate aim is to deliver a curriculum that not only provides for academic
development but also provides our learners with the confidence, improved self–esteem and
effective strategies to cope with their education in the future.
Our provision allows for up to 25 hours taught time per week. Each project has full access to
the Cornerstones schemes of work, which allow for a broad, creative, cross-curricular
approach and cover a wide range of topics. They have the flexibility to be adapted to suit
individual needs to ensure challenge and success, equality and access for all.
The schemes of work will consist of long, medium and short- term plans. The long term plan
will set out general topics to be covered. The medium term plans will set out the range of
topics for each subject to be taught over each term. It is usual for schemes to set out
objectives for learning within each topic, linked to IEP targets, and for these objectives to be
featured in planning for individual lessons and in assessment. The short-term plans will show
how individual topics are to be taught, what resources will be used and what opportunities
will be taken for assessing pupils’ learning and progress. A week-by-week breakdown will be
used. Daily plans will set out objectives, differentiated content and approaches for the
different levels of capability and need amongst the pupils. They will also make reference to
links between subjects, such as noting opportunities to use information and communication
technology (ICT) and literacy/numeracy skills within the topic.
By ensuring there is a broad and coherent curriculum in place, progression and continuity
will be ensured so there is no duplication and unplanned repetition.
Project timetables for classes or individuals will provide further information as to how the curriculum is managed, particularly with regard to the balance and coverage of subjects taught.
As
se
ss
me
nt
Pri
ma
ry A
ge
d L
ea
rne
rs
Ba
se
lin
e a
nd
Ex
it A
ss
es
sm
en
ts
Pu
pils
are
asse
ssed
on
Rea
din
g, W
riting
, S
PA
G a
nd
Ma
the
ma
tics u
sin
g t
he W
RA
T (
Wid
e R
an
ge
Achie
ve
me
nt
Te
stin
g).
Th
e g
reen
asse
ssm
en
t is
use
d a
s a
ba
selin
e a
nd
th
e b
lue
asse
ssm
en
t is
use
d fo
r an
exit t
est.
The
in
form
atio
n is t
he
n tra
nsfe
rred
to
th
e
Co
rne
rsto
ne
s a
sse
ssm
en
t tr
acker,
tra
ckin
g t
he
da
ta u
sin
g a
ge
rela
ted
gra
de
s in
yea
r a
nd
mo
nth
. T
his
in
form
atio
n c
an
be
use
d b
y
tea
ch
ers
fo
r pla
nnin
g a
nd
diffe
ren
tia
tin
g t
heir
le
sso
ns a
cco
rdin
gly
for
the
stu
de
nts
or
to p
lace
ad
ditio
nal in
terv
en
tio
ns t
o s
up
port
th
e
pu
pils
th
at
are
not
me
etin
g t
heir
ag
e r
ela
ted
exp
ecta
tio
ns.
Fo
rma
tive
Te
rmly
As
se
ss
me
nts
Ma
ths,
En
glis
h,
Scie
nce,
Ge
ogra
ph
y, H
isto
ry, P
SH
E,
Art
, D
T,
PE
fo
rma
tive
asse
ssm
en
ts a
re c
om
ple
ted
6 tim
es a
ye
ar.
Th
e
tea
ch
er
asse
ssm
en
t is
ca
rrie
d o
ut
thro
ug
h th
e w
ork
pro
du
ce
d b
y t
he
pu
pils
th
rou
gh
th
e p
roje
cts
th
ey c
om
ple
te d
aily in
cla
ss (
wri
tin
g
wo
rk a
sse
sse
d t
hro
ug
h s
pelli
ng
s,
pu
nctu
atio
n, g
ram
ma
r a
nd
vo
ca
bula
ry)
an
d a
sse
ssin
g a
gain
st
the
asse
ssm
en
t a
nd
mo
de
ratio
n
gri
ds p
rovid
ed
by th
e s
ch
em
e C
orn
ers
ton
es T
rust.
Th
e C
orn
ers
ton
es c
urr
iculu
m is a
cu
rric
ulu
m lin
ke
d t
o a
sse
ssm
en
ts,
the
pro
jects
are
ea
ch s
ub
ject
diffe
ren
tia
ted
into
en
d o
f ye
ar
ag
e r
ela
ted
exp
ecta
tio
ns.
Te
ach
ers
ca
n t
he
n r
eco
rd a
nd
evid
en
ce
pu
pil
lea
rnin
g in
line
with
de
velo
pm
en
tal skill
s s
tate
me
nts
fo
r E
ng
lish
, M
ath
s a
nd
all
the
hu
ma
nitie
s s
ub
jects
. T
he
de
ve
lop
me
nta
l fr
am
ew
ork
allo
ws
tea
ch
ers
to
diffe
ren
tia
te a
ll su
bje
cts
in
to t
erm
ly a
ge
rela
ted
exp
ecta
tio
ns th
at
can
asse
ss a
nd
mo
nito
r p
upil
pro
gre
ss.
Su
mm
ati
ve
Te
rmly
As
se
ss
me
nts
Su
mm
ative
te
rmly
asse
ssm
en
ts a
re c
on
du
cte
d t
hre
e tim
es a
ye
ar,
Au
tum
n 2
, S
pri
ng
2 a
nd
Su
mm
er
2 t
he
PU
MA
- P
rog
ress in
Un
de
rsta
nd
ing
Ma
the
ma
tics,
PIR
A -
Pro
gre
ss in
Rea
din
g A
sse
ssm
en
ts,
Co
rne
rsto
ne
s S
PA
G a
sse
ssm
en
ts a
re c
arr
ied
ou
t
pro
vid
ing
th
e t
ea
ch
ers
with
su
mm
ative
da
ta t
ha
t is
th
en
tra
cke
d o
n C
orn
ers
ton
es A
sse
ssm
en
t T
racke
r to
mo
nito
r p
rog
ressio
n u
sin
g
ag
e r
ela
ted
gra
de
s in
ye
ars
an
d m
on
ths.
This
da
ta e
nab
les t
ea
ch
ers
to a
sse
ss if
pro
gre
ssio
n is m
ad
e t
erm
to
te
rm a
nd
if
furt
he
r
inte
rve
ntion
s n
ee
d t
o b
e p
lace
d fo
r p
upils t
o e
nh
an
ce
le
arn
ing
an
d p
rog
ressio
n.
Inte
rve
nti
on
s
Th
e a
sse
ssm
en
ts e
na
ble
te
ach
ers
to
pla
ce
pup
ils w
ith
be
sp
oke
inte
rven
tio
ns t
o h
elp
pro
gre
ss t
heir
we
ake
r su
bje
cts
/ a
rea
s.
Th
ese
inte
rve
ntion
s in
volv
e a
Te
ach
ing
Assis
tan
t w
ork
ing
on
e to
on
e w
ith
th
e p
upils
for
de
sig
na
ted t
ime
ea
ch
da
y/
we
ek a
cco
rdin
g t
o th
eir
indiv
idual n
ee
ds.
The
en
d o
f te
rm a
sse
ssm
en
ts t
he
n in
form
th
e t
ea
ch
er
if th
e in
terv
en
tio
ns a
re s
ucce
ssfu
l o
r if f
urt
her
inte
rve
ntio
ns
ne
ed
to
be
arr
an
ge
d.
M
ath
s
En
gli
sh
Re
ad
ing
W
riti
ng
S
PA
G
All
oth
er
Su
bje
cts
Ba
se
lin
e/
Ex
it
As
se
ss
me
nts
WR
AT
(W
ide
Ra
ng
e
Ach
ieve
me
nt
Te
st)
Tra
ck
ed
un
de
r
Ba
se
lin
e:
Co
rne
rsto
ne
s
Tra
cker
usin
g a
ge
exp
ecta
tio
ns
WR
AT
(W
ide
Ra
ng
e
Ach
ieve
me
nt
Te
st)
Tra
ck
ed
un
de
r
Ba
se
lin
e:
Co
rne
rsto
ne
s
Tra
cker
usin
g a
ge
exp
ecta
tio
ns
WR
AT
(W
ide
Ra
ng
e
Ach
ieve
me
nt
Te
st)
Tra
ck
ed
un
de
r
Ba
se
lin
e:
Co
rne
rsto
ne
s
Tra
cker
usin
g a
ge
exp
ecta
tio
ns
Gra
de
d W
ord
Sp
elli
ng
Te
st
Tra
ck
ed
un
de
r
Ba
se
lin
e:
Co
rne
rsto
ne
s
Tra
cker
usin
g a
ge
exp
ecta
tio
ns
Da
ta g
ath
ere
d fro
m
pre
vio
us s
cho
ol
Tra
ck
ed
un
de
r
Ba
se
lin
e:
Co
rne
rsto
ne
s
Tra
cker
usin
g a
ge
exp
ecta
tio
ns
Fo
rma
tive
As
se
ss
me
nt
Te
rm 1
, 3
& 5
Te
ach
er
Asse
ssm
en
t
thro
ug
h c
om
ple
tio
n
of
wo
rk in
cla
ss.
(Co
rners
ton
es)
Tra
ck
ed
: U
nd
er
Au
t 1
, S
pri
ng
1,
Su
mm
er
1 u
sin
g
ag
e e
xp
ecta
tio
ns
Te
ach
er
Asse
ssm
en
t
thro
ug
h c
om
ple
tio
n
of
wo
rk in
cla
ss.
(Co
rners
ton
es)
Tra
ck
ed
: U
nd
er
Au
t 1
, S
pri
ng
1,
Su
mm
er
1 u
sin
g
ag
e e
xp
ecta
tio
ns
Te
ach
er
Asse
ssm
en
t
thro
ug
h c
om
ple
tio
n
of
wo
rk in
cla
ss.
(Co
rners
ton
es)
Tra
ck
ed
: U
nd
er
Au
t 1
, S
pri
ng
1,
Su
mm
er
1 u
sin
g
ag
e e
xp
ecta
tio
ns
Te
ach
er
Asse
ssm
en
t
thro
ug
h c
om
ple
tio
n
of
wo
rk in
cla
ss.
(Co
rners
ton
es)
Tra
ck
ed
: U
nd
er
Au
t 1
, S
pri
ng
1,
Su
mm
er
1 u
sin
g
ag
e e
xp
ecta
tio
ns
Te
ach
er
Asse
ssm
en
t
thro
ug
h c
om
ple
tio
n
of
wo
rk in
cla
ss.
(Co
rners
ton
es)
Tra
ck
ed
: U
nd
er
Au
t 1
, S
pri
ng
1,
Su
mm
er
1 u
sin
g
ag
e e
xp
ecta
tio
ns
Su
mm
ati
ve
As
se
ss
me
nts
Te
rm 2
,4 &
6
PU
MA
(P
rog
ress in
Un
de
rsta
nd
ing
Ma
the
ma
tics
Asse
ssm
en
t)
Tra
ck
ed
: U
nd
er
Au
t 2
, S
pri
ng
2,
Su
mm
er
2 u
sin
g
ag
e e
xp
ecta
tio
ns
Pir
a (
Pro
gre
ss in
Re
ad
ing
Asse
ssm
en
t)
Tra
ck
ed
: U
nd
er
Au
t 2
, S
pri
ng
2,
Su
mm
er
2 u
sin
g
ag
e e
xp
ecta
tio
ns
Te
ach
er
Asse
ssm
en
t
thro
ug
h c
om
ple
tio
n
of
wri
tte
n w
ork
.
Tra
ck
ed
: U
nd
er
Au
t 2
, S
pri
ng
2,
Su
mm
er
2 u
sin
g
ag
e e
xp
ecta
tio
ns
Co
rne
rsto
ne
s
SP
AG
Asse
ssm
en
ts
Tra
ck
ed
: U
nd
er
Au
t 2
, S
pri
ng
2,
Su
mm
er
2 u
sin
g
ag
e e
xp
ecta
tio
ns
Te
ach
er
Asse
ssm
en
t
thro
ug
h c
om
ple
tio
n
of
wo
rk in
cla
ss.
Tra
ck
ed
: U
nd
er
Au
t 2
, S
pri
ng
2,
Su
mm
er
2 u
sin
g
ag
e e
xp
ecta
tio
ns
We u
se
th
e fo
llow
ing
'R
AG
co
de
s’ (R
ed
, a
mb
er
an
d g
ree
n)
to a
sse
ss p
upils
’ kno
wle
dg
e o
f th
e c
urr
icu
lum
, a
ga
inst
age
-re
late
d
exp
ecta
tio
ns, in
ea
ch
co
re s
ub
ject
are
a:
•
Em
erg
ing
(re
d)
- no
t w
ork
ing
at
the
ir a
ge
exp
ecta
ncy
•
De
ve
lop
ing
(a
mb
er)
- w
ork
ing
at
their
ag
e e
xp
ecta
ncy
•
Se
cu
re,
refle
ctin
g t
ha
t a
ge-r
ela
ted
ob
jective
s h
ave
be
en a
chie
ve
d (
gre
en
) -
wo
rkin
g s
ecure
ly a
t o
r ab
ove
age
exp
ecta
ncy
We e
xp
ect
an
y g
ap
be
twe
en
a p
upil’
s a
ge
an
d t
heir
age
rela
ted
asse
ssm
en
t in
co
rners
tone
s t
o b
e r
ed
ucin
g o
ve
r tim
e.
Th
ere
fore
we
will
me
asu
re t
he
clo
sin
g o
f th
e g
ap
for
the c
oho
rt.
Th
e t
able
belo
w s
ho
ws a
n e
xa
mp
le o
f w
ha
t th
e t
racker
wo
uld
lo
ok lik
e f
or
tea
ch
ers
to
tra
ck p
rog
ress, it h
ighlig
hts
:
•
ye
ar
to y
ea
r; te
rm t
o t
erm
da
ta
•
Cu
rre
nt a
ttain
me
nt
co
mp
are
d t
o c
urr
en
t a
ge e
xp
ecta
ncy
•
En
d o
f ye
ar
exp
ecta
ncy c
om
pa
red
to
cu
rre
nt d
ata
•
If t
he
pup
il is
pro
gre
ssin
g/falli
ng
be
hin
d -
th
is d
ata
en
ab
les a
tea
ch
er
to im
ple
me
nt
ap
pro
pria
te in
terv
en
tio
ns
Co
rne
rsto
ne
s Im
pa
ct
info
Co
rne
rsto
ne
s E
du
ca
tion
, e
sta
blis
he
d in
Se
pte
mb
er
20
10
, co
mp
an
y n
um
be
r 0
72
28
912
.
Co
rne
rsto
ne
s n
ow
ha
ve
a c
urr
iculu
m a
nd
oth
er
su
pp
ort
ing
pro
du
cts
in
1,9
66
sch
ools
in
Eng
lan
d a
nd
Wale
s.
1,2
70
sch
ools
acro
ss
13
5 lo
cal a
uth
ori
tie
s in
En
gla
nd
are
usin
g t
he
Co
rne
rsto
ne
s C
urr
iculu
m t
ha
t in
clu
de
s E
sse
ntial S
kill
s d
eri
ved
fro
m t
he
na
tio
nal
cu
rric
ulu
m p
rog
ram
me
s o
f stu
dy.
34
8 s
ch
oo
ls a
cro
ss 9
0 lo
cal a
uth
ori
tie
s a
re u
sin
g t
he
co
mp
reh
en
siv
e a
sse
ssm
en
t p
latf
orm
th
at
inclu
de
s t
he
De
ve
lop
me
nta
l S
kill
s d
eri
ve
d f
rom
th
e E
sse
ntial S
kill
s.
Of
the
1,2
70
sch
oo
ls u
sin
g t
he
skill
s,
all
fee
dba
ck h
as b
een
th
at th
ese
skill
s a
re c
om
ple
tely
in
lin
e w
ith
na
tion
al d
ocu
me
nta
tio
n. T
he
va
st
ma
jori
ty o
f fe
ed
ba
ck c
on
firm
s t
ha
t C
orn
ers
ton
es’ skill
s a
re in f
act
far
su
peri
or
to o
ther
co
mm
erc
ial skill
s o
n t
he
ma
rke
t.
Th
e s
kill
s a
nd
pro
du
cts
ha
ve b
ee
n c
rea
ted
by e
xis
tin
g a
nd
ex-s
ch
oo
l te
ach
ers
an
d s
enio
r le
ad
ers
and
alw
ays r
efe
ren
ce
d a
gain
st
na
tio
nal d
ocu
me
nta
tio
n.
On
ly o
ne
sch
ool o
ut
the
1,2
70
usin
g C
orn
ers
ton
es m
ate
rials
ga
ve
fe
edb
ack t
hat
their
te
ache
r a
sse
ssm
en
ts,
ba
se
d o
n
Co
rne
rsto
ne
s s
kill
s,
we
re n
ot in
lin
e w
ith
th
e n
ation
al K
S2
SA
Ts r
esults t
he
y a
chie
ved
. F
urt
he
r in
ve
stig
atio
n in
to this
sh
ow
ed
th
at
this
wa
s, in
fa
ct,
a s
ch
ool is
sue
of in
accu
rate
te
ach
er
asse
ssm
en
t ra
the
r th
an
skill
s in
th
e C
orn
ers
ton
es m
ate
rials
no
t b
ein
g in
lin
e
with
na
tio
nal e
xp
ecta
tion
s.
Pe
rso
na
l, S
oc
ial,
He
alt
h E
du
ca
tio
n (
PS
HE
)
We a
im t
o p
rovid
e p
ers
ona
l, s
ocia
l, h
ealth
and
eco
no
mic
ed
uca
tion
wh
ich
in
clu
de
s C
itiz
en
sh
ip a
nd
re
fle
cts
our
sch
oo
l’s a
ims a
nd
e
tho
s. W
e e
nco
ura
ge
mu
tua
l re
sp
ect
be
twe
en
pe
ople
.
PS
HE
will
be
tau
gh
t u
sin
g s
evera
l a
ppro
aches;
as a
se
para
te s
ub
ject,
th
rou
gh
a r
an
ge
of
su
bje
cts
, th
rou
gh
activitie
s s
uch
as c
ircle
tim
e,
‘R’ T
ime
, ‘N
urt
ure
’, G
old
en
Tim
e,
an
d
Ce
lebra
tio
n A
sse
mb
lie
s e
tc…
an
d is s
up
po
rte
d b
y p
lan
s a
nd s
ch
em
es o
f w
ork
a
pp
ropri
ate
to
th
e ind
ivid
ual n
eed
s a
nd s
tag
e o
f d
evelo
pm
en
t o
f th
e p
upils
. W
e a
im t
o p
rovid
e p
upils
with
a s
ou
nd
kn
ow
led
ge
an
d
un
de
rsta
ndin
g o
f p
ers
on
al, h
ealth
and
so
cia
l is
su
es,
an
d a
n a
wa
ren
ess o
f th
eir
abili
ty t
o m
ake
info
rme
d c
ho
ice
s.
Se
co
nd
ary
Cu
rric
ulu
m
Th
e p
rofile
of o
ur
se
co
nd
ary
co
hort
ca
n b
e m
ore
co
mp
lex a
s e
arl
y in
terv
en
tio
ns a
t p
rim
ary
an
d p
ossib
ly a
t K
S3
ha
ve
be
en
un
su
cce
ssfu
l du
e t
o
lack o
f a
tte
nd
an
ce
an
d a
tte
ntio
n to
le
arn
ing
. S
tud
en
ts c
om
e t
o o
ur
scho
ol w
ith
a r
ea
din
g a
ge w
ell b
elo
w t
he
ir a
ctu
al ag
e a
nd t
his
ca
n h
ind
er
learn
ing
an
d p
rog
ressio
n.
Alth
ou
gh
we
off
er
level 1
& 2
su
bje
cts
, fo
r th
e m
ore
ab
le s
eco
nd
ary
lea
rners
, th
ey w
ill s
tud
y a
wid
er
curr
iculu
m,
typ
ically
GC
SE
-le
d s
upp
ort
ed
by
1:1
me
nto
rin
g a
nd
ad
vo
ca
cy t
o a
dd
ress s
pe
cific
beh
avio
ur
an
d e
mo
tio
na
l ch
alle
nge
s.
Sele
cte
d o
ther
su
bje
cts
off
ere
d a
re d
ep
en
de
nt o
n tim
e in
sch
oo
l. I
f a
stu
de
nt is
in
sch
ool 1 d
ay a
we
ek th
ey w
ill d
o a
t le
ast
1 E
nglis
h le
sson
, a
t le
ast
1 M
ath
s le
sson
, P
SH
E p
lus 3
oth
er
suita
ble
sub
jects
.
It is im
po
rta
nt
to u
s t
ha
t w
e d
o n
ot lim
it t
he
asp
ira
tio
ns o
f th
ose
th
at
can
an
d w
an
t to
achie
ve
. W
he
re e
vid
en
ce
of
pri
or
lea
rnin
g e
xis
ts w
e w
ill
pro
vid
e le
arn
ing
at
the
ne
xt
ap
pro
pri
ate
le
ve
l to
en
su
re c
on
tin
uity.
We a
im t
o o
ffe
r 2
bro
ad
pa
thw
ays a
t K
S4
, altho
ug
h p
rovis
ion
will
be
ad
ap
ted a
cco
rdin
g t
o ind
ivid
ua
l n
ee
ds w
he
reve
r p
ossib
le.
‘Pro
gre
ss 5
’ re
fers
to
th
e a
im t
ha
t a
ll stu
de
nts
will
achie
ve
at le
ast
5 a
ccre
dite
d a
nd
rele
va
nt
qua
lific
atio
ns a
t th
e e
nd
of th
e K
ey s
tag
e.
Stu
de
nts
will
be
en
tere
d
eithe
r fo
r G
CS
E o
r fu
nctio
nal S
kill
s in
En
glis
h a
nd
Ma
ths,
de
pe
ndin
g o
n a
bili
ty. T
he
aim
is f
or
all
stu
de
nts
to
achie
ve
at le
ast
a L
1 q
ualif
ica
tio
n in
bo
th E
nglis
h L
an
gu
age
an
d M
ath
s.
Stu
de
nts
will
th
en
ta
ke
a s
uita
ble
Scie
nce
qu
alif
ica
tio
n, p
lus 2
oth
er
techn
ical o
r vo
ca
tio
nal q
ualif
ica
tion
s.
Exe
mp
lars
of
the
path
wa
ys a
re a
s f
ollo
ws:
-
Pa
thw
ay 1
– P
rog
ress 5
•
En
glis
h L
an
gu
ag
e
•
Ma
ths
•
Scie
nce
•
Hu
ma
nitie
s (
op
tio
n)
•
Art
(o
ptio
n)
•
Fo
od
& C
oo
kin
g (
op
tio
n)
•
En
terp
rise
(o
ptio
n)
•
Fu
nctio
nal S
kill
s I
CT
/Mic
rosoft
ce
rtific
atio
n
Pa
thw
ay 2
– P
rog
ress 5
•
Vo
ca
tio
nal q
ualif
ica
tion
– e
ithe
r pro
vid
ed
‘in
-ho
use
’ (l
on
g t
erm
go
al)
or
thro
ug
h a
lo
cal p
rovid
er
•
Stu
de
nts
co
mp
lete
1 d
ay p
er
we
ek le
vel 1
qu
alif
ica
tio
n in
Y1
0 a
long
sid
e:
-
•
En
glis
h L
an
gu
ag
e
•
Ma
ths
•
Op
tio
n s
ub
ject
e.g
. E
nte
rpri
se
•
Fu
nctio
nal S
kill
s I
CT
/Mic
rosoft
Ce
rtific
atio
n
In Y
11
, d
ep
en
de
nt o
n t
he p
oin
t a
t w
hic
h a
stu
de
nt
ha
s e
nro
lled a
nd
th
e p
rog
ress m
ad
e in
Y1
0,
stu
den
ts f
ollo
win
g p
ath
wa
y 2
ma
y c
om
ple
te e
ith
er
1,
2 o
r 3
da
ys p
er
we
ek o
n a
Le
vel 1
or
2 q
ualif
ica
tio
n a
lon
gsid
e:
-
•
En
glis
h L
an
gu
ag
e
•
Ma
ths
•
Op
tio
n s
ub
ject,
e.g
. E
nte
rpri
se
•
Work
Exp
eri
en
ce
, 1
da
y p
er
we
ek
Fo
r th
ose
stu
de
nts
wh
o a
re s
ucce
ssfu
l in
pa
thw
ay 1
, th
is m
ay n
ot
be
ne
ce
ssa
ry,
alth
ou
gh
the
op
tio
n o
f a
vo
ca
tio
nal q
ua
lific
atio
n o
r w
ork
e
xp
eri
en
ce is s
till
op
en
to
th
em
.
Fu
nc
tio
na
l S
kil
ls i
n E
ng
lis
h
Th
e c
urr
iculu
m w
ill s
up
po
rt e
ffe
ctive t
ea
chin
g o
f fu
nctio
na
l skill
s in E
ng
lish
, p
art
icula
rly t
o d
ise
ng
ag
ed
le
arn
ers
thro
ug
h t
he
im
ple
me
nta
tion
of
the
fo
llow
ing s
tra
tegie
s s
uch
as:
•
En
glis
h e
mb
ed
de
d in
to a
ll su
bje
ct
are
as in
clu
din
g a
cle
ar
evid
en
ce
fra
me
wo
rk t
o in
form
eff
ective p
ractice a
nd
to
de
velo
p a
nd
im
pro
ve
fu
nctio
nal E
nglis
h;
•
Dis
cre
te f
un
ction
al E
nglis
h le
arn
ing
se
ssio
ns le
ad
ing
to
im
pro
ve
d q
ualif
icatio
n le
vels
at
En
try,
leve
l 1
an
d le
vel 2
;
•
Fo
r le
arn
ers
wh
o a
re f
un
ctio
nin
g b
elo
w e
ntr
y le
ve
l, w
e w
ill im
ple
me
nt
an
d d
eliv
er
a h
ighly
str
uctu
red
re
adin
g s
ch
em
e.
Fu
nc
tio
na
l S
kil
ls i
n M
ath
s
Fu
nctio
nal m
ath
s is a
t th
e c
ore
of
the
cu
rric
ulu
m f
ram
ew
ork
an
d w
ill s
up
port
ma
the
ma
tical th
inkin
g a
nd
de
velo
p tra
nsfe
rable
skill
s. T
he
re a
re
cle
ar
links t
o u
sin
g m
ath
s in
every
da
y s
itu
ation
s a
nd
the
wo
rld
of
wo
rk.
In a
dditio
n t
o d
iscre
te le
sso
ns,
fun
ctio
nal m
ath
s w
ill b
e e
mb
ed
de
d in
to
oth
er
asp
ects
of th
e c
urr
iculu
m in
co
nte
xts
wh
ich
are
me
an
ing
ful to
bo
ys a
nd
girls
.
We w
ill o
ffer
fun
ctio
nal m
ath
s f
rom
En
try le
vel to
GC
SE
an
d w
ith
a c
lear
focu
s o
n:
•
Ap
ply
ing
ma
ths in c
on
text;
•
Pro
ble
m s
olv
ing
;
•
Fu
nctio
nal ele
me
nts
;
Qu
alif
icatio
ns a
re u
nit b
ase
d e
na
blin
g th
e y
oun
g p
ers
on
to
accu
mu
late
accre
dita
tio
n,
su
pp
ort
ing
pro
gre
ss in
a w
ay t
ha
t is
tim
ely
an
d c
an
a
cco
mp
an
y t
he
m o
n t
ran
sfe
r o
r re
lea
se
.
PE
We b
elie
ve
it is
essen
tial th
at
we
pro
vid
e P
E b
oth
fo
r h
ealth
an
d t
he lin
ks b
etw
ee
n g
ood
he
alth
an
d g
oo
d m
en
tal h
ealth
, b
ut
als
o a
s a
be
havio
ur
rele
ase
, a
s s
po
rt is a
po
pula
r pro
gre
ssio
n r
ou
te f
or
ma
ny y
ou
ng
pe
ople
.
Vo
ca
tio
na
l le
arn
ing
: (K
S4
on
wa
rds
)
We h
ave
alr
ea
dy o
utlin
ed
th
e f
act
tha
t o
ur
co
ho
rt is u
nlik
ely
to b
e a
chie
vin
g a
t th
e s
am
e a
ca
de
mic
le
vels
as th
eir
ma
instr
ea
m p
ee
rs.
Th
ere
fore
, to
co
mp
lete
in
th
e jo
bs m
ark
et
it is e
sse
ntial th
at
we
off
er
a s
tro
ng
ad
ditio
nal vo
ca
tio
nal suite o
f q
ualif
ica
tion
s t
o e
nsu
re y
ou
ng
pe
ople
are
wo
rk-
rea
dy.
At
se
co
nd
ary
le
vel w
e p
rovid
e t
he o
pp
ort
unity to
pa
rtic
ipate
in
a r
an
ge
of
vo
catio
nal pro
gra
mm
es w
hic
h w
ill le
ad
to
pro
gre
ssio
n in
to a
va
riety
of
job
s o
r fu
rth
er
train
ing
. O
nly
vo
ca
tio
nal sub
jects
in
th
e t
ech
nic
al a
wa
rd c
ate
go
ry t
ha
t a
re in
clu
de
d in
the
KS
4 p
erf
orm
an
ce
ta
ble
s w
ill b
e o
ffe
red
.
Po
ten
tial vo
ca
tio
nal su
bje
cts
to
be
off
ere
d (
wh
ere
sta
ffin
g p
erm
its)
inclu
de
th
e f
ollo
win
g a
t le
ve
ls 1
& 2
:
•
Sp
ort
s a
nd
Leis
ure
,
•
Pu
blic
serv
ice
s
•
Re
tail
•
Da
nce
•
Pe
rfo
rmin
g A
rts (
En
try le
vel to
Le
vel 1
)
•
Occu
pa
tio
nal S
tudie
s a
nd
Cre
ative
Cra
fts (
En
try le
vel to
Le
vel 2
in
carp
entr
y, in
teri
or
de
sig
n, je
we
llery
de
sig
n)
All
vo
ca
tio
na
l p
rogra
mm
es w
ill b
e r
isk a
sse
sse
d u
sin
g o
ur
risk a
sse
ssm
en
t p
roce
ss e
mb
ed
de
d in
our
wid
er
Health
and
Sa
fety
Polic
y.
Ea
ch
aca
de
mic
ye
ar
the
He
ad
te
ach
er
will
advis
e th
e c
urr
iculu
m m
an
ag
er
of
are
as o
f ke
y e
mp
ha
sis
an
d/o
r ch
an
ge
s s
o t
he
vo
ca
tio
nal cu
rric
ulu
m
ad
ap
ted
to
re
fle
ct lo
cal co
mm
un
ity n
ee
d a
fte
r d
iscu
ssio
n w
ith
th
e L
As a
nd
scho
ols
.
To
en
sure
yo
un
g p
eo
ple
ma
ke
in
form
ed
ch
oic
es a
bo
ut
futu
re p
rog
ressio
n, im
pa
rtia
l a
dvic
e a
nd
guid
an
ce
(IA
G)
will
be
an
in
teg
ral p
art
of
the
cu
rric
ulu
m f
ram
ew
ork
. Y
ou
ng
pe
ople
will
ha
ve t
he
op
po
rtu
nity to
re
se
arc
h a
nd
dis
cu
ss c
are
er
op
port
unitie
s w
hic
h w
ill b
e lin
ke
d to
th
e lo
ca
l e
co
no
mic
pro
file
s. T
he
lo
cal jo
b m
ark
et
will
be r
ese
arc
he
d a
s p
art
of
the
pro
ce
ss -
for
exa
mp
le, th
e t
ype
s o
f se
cto
rs a
va
ilable
and
th
e n
um
be
r o
f a
pp
ren
tice
ship
tra
inin
g c
ours
es o
r e
mp
loym
en
t o
pp
ort
unitie
s a
vaila
ble
in
the
are
a.
It w
ill b
e th
e r
ole
of
the
ad
vo
ca
tes t
o p
rovid
e I
AG
for
the
stu
de
nts
, an
d t
o s
up
po
rt t
he
m,
ap
pro
pria
te t
rain
ing
will
be
pro
vid
ed
, ta
kin
g in
to a
cco
un
t lo
cal co
nsid
era
tion
s a
nd
de
ma
nd
.
PS
HE
Pe
rso
nal a
nd S
ocia
l D
evelo
pm
en
t P
rovis
ion w
ill b
e d
elive
red t
o h
elp
yo
un
g p
eo
ple
de
velo
p fu
lly a
s indiv
idu
als
and
as m
em
be
rs o
f fa
mili
es a
nd
so
cia
l gro
up
s.
Ma
na
gin
g a
nd
im
pro
vin
g s
elf w
ill b
e t
he
co
re t
o t
his
off
er
an
d w
ill a
im t
o im
pro
ve
th
e s
ocia
l, e
mo
tio
nal an
d b
eh
avio
ura
l h
ea
lth o
f e
ach
yo
un
g p
ers
on
. A
lon
gsid
e t
his
, w
e w
ill d
eve
lop t
he
life
skill
s o
f th
e y
ou
ng
pe
rso
n b
y t
each
ing t
he
m t
o liv
e in
de
pe
nde
ntly a
nd p
rovid
ing
th
em
w
ith
th
e o
ppo
rtu
nity t
o d
eve
lop
goo
d p
are
nting
skill
s.
In a
dditio
n, e
ach
da
y is s
tart
ed
with
a b
eh
avio
ura
l/th
era
pe
utic s
essio
n w
he
re t
he
da
y’s
beh
avio
ur
go
als
an
d a
spir
atio
ns a
re s
et.
The
se
se
ssio
ns
are
su
ppo
rted
by t
he c
ore
wo
rke
r a
nd
re
vie
we
d a
t th
e e
nd
of e
ach
da
y.
This
are
a o
f w
ork
on
th
e c
urr
iculu
m is k
ey t
o a
ch
ievin
g o
ur
wid
er
scho
ols
aim
of
po
sitiv
ely
effe
ctin
g y
ou
ng
pe
op
le s
o t
he
y a
re a
ble
to c
op
e w
ith
in
the
ir c
om
mu
nitie
s a
nd
to
liv
e in
de
pen
de
nt liv
es.
Pe
rso
nal, s
ocia
l an
d h
ea
lth
ed
uca
tio
n f
orm
s a
ke
y e
lem
en
t o
f d
eliv
ery
, e
nsu
rin
g th
at
you
ng
pe
ople
ca
n b
eco
me
sa
fer
an
d h
ealthie
r.
Sim
ilarl
y,
ou
r P
SH
E c
urr
iculu
m p
rovid
es o
pp
ort
unitie
s fo
r yo
un
g p
eo
ple
to
und
ers
tan
d h
ow
th
ey c
an
be
su
pp
ort
ed
an
d b
e s
afe
within
th
e w
ider
com
mu
nity,
an
d w
ha
t re
so
urc
es a
re a
vaila
ble
to
th
em
. K
ey t
o t
his
pro
ce
ss is a
pro
gra
mm
e o
f e
ng
ag
em
en
t in
th
e c
om
mu
nity a
nd
an
opp
ort
unity t
o g
ain
kn
ow
led
ge
and
un
de
rsta
ndin
g o
f th
e a
ge
ncie
s t
ha
t ca
n h
elp
th
em
to
sta
y s
afe
. O
ur
fle
xib
le d
eliv
ery
en
sure
s t
ha
t w
e c
an
ta
ckle
issu
es a
s th
ey
occu
r, a
nd
gain
acce
ss t
o th
e r
ele
va
nt
su
pp
ort
ag
en
cie
s t
o k
ee
p y
ou
ng
pe
ople
sa
fe.
Our
wo
rk e
nsu
res e
ffe
ctive
lin
ks a
re p
rom
ote
d w
ith
So
cia
l S
erv
ice
s, Y
ou
th O
ffe
ndin
g T
ea
ms,
Dru
g A
ge
ncie
s,
Se
xu
al H
ealth
Ag
en
cie
s,
Co
mm
un
ity P
olic
e O
ffic
ers
, etc
…
En
gli
sh
as
a s
ec
on
d o
r o
the
r la
ng
ua
ge
(E
SO
L)
Pro
vis
ion
:
Fo
r you
ng
peo
ple
for
wh
om
En
glish
is a
se
con
d o
r o
the
r la
ng
ua
ge
we
will p
rovid
e t
he
op
port
unity t
o h
ave
le
arn
ing
su
pp
ort
on
a o
ne
to
one
or
sm
all g
roup
ba
sis
. E
nri
ch
me
nt
Th
e c
oho
rt m
ay in
the
pa
st
ha
ve
had
le
ss o
ppo
rtu
nity t
ha
n o
the
r stu
de
nts
to
exp
eri
en
ce
tri
ps o
r e
nri
ch
me
nt.
Th
ere
fore
, it is e
sse
ntial th
at w
e
pro
vid
e e
nri
ch
me
nt
activitie
s to
re
wa
rd g
oo
d p
rog
ress a
nd
be
ha
vio
ur,
to
pro
vid
e in
sig
hts
in
to w
ide
r co
mm
un
itie
s, a
nd
to e
na
ble
yo
un
g p
eop
le to
co
me
ou
t o
f th
eir
co
mfo
rt z
on
es.
As is t
he
ca
se
with
th
e s
cho
ol’s
vo
ca
tio
nal o
ffer,
mu
ch
will d
ep
en
d o
n t
he
local p
rovis
ion
an
d a
rra
ng
em
en
ts.
Th
e
sch
oo
l w
ill w
ork
clo
sely
with
oth
er
ag
en
cie
s a
nd
pro
vid
ers
in
th
e lo
cal co
mm
un
ity in
ord
er
to m
axim
ise
th
e v
oca
tion
al o
ppo
rtu
nitie
s f
or
lea
rnin
g f
or
the
stu
den
ts.
Se
co
nd
ary
tra
ck
ing
of
Att
ain
me
nt
an
d P
rog
res
s
Ke
y s
tag
e 3
Ba
se
line
Asse
ssm
en
t; T
he
fo
llow
ing
ba
selin
e a
sse
ssm
en
ts a
re u
se
d:
-
•
KS
2 S
AT
S p
rio
r att
ain
me
nt
me
asu
res
•
Ye
ar
7 C
AT
score
s
•
WR
IT (
Wid
e R
an
ge
In
telli
gen
ce
Te
stin
g)
•
WR
AT
(W
ide R
an
ge
Achie
ve
me
nt
Te
stin
g)
•
Ho
dd
er
Acce
ss r
ea
din
g a
nd
spe
lling
Th
e b
ase
line
te
sts
giv
e u
s a
ro
und
ed
acad
em
ic p
rofile
of e
ach
stu
de
nt,
wh
ich
id
en
tifie
s k
ey a
rea
s f
or
su
ppo
rt w
he
re a
pp
ropri
ate
.
Le
arn
ers
are
exp
ecte
d t
o a
chie
ve
age
rela
ted
exp
ecta
tio
ns p
er
aca
de
mic
ye
ar.
As f
ar
as p
ossib
le,
stu
de
nts
will
be
str
etc
he
d to
exce
ed
age
re
late
d e
xp
ecta
tion
s. W
e h
ave c
ho
se
n t
o u
se
Na
tio
nal C
urr
icu
lum
le
ve
ls to
be
nch
ma
rk p
rogre
ss.
Sin
ce
the
ab
olit
ion o
f le
vels
, sch
ools
ha
ve
be
en
fin
din
g t
he
ir o
wn
wa
ys t
o m
on
ito
r a
nd
re
po
rt o
n s
tud
en
t p
rog
ress a
nd
achie
ve
me
nt.
Pre
vio
usly
,
we
ad
op
ted
a p
rog
ram
me
ca
lled
ID
EA
S t
o h
elp
su
pp
ort
stu
den
ts’ a
bili
ty t
o lea
rn.
Th
e ‘ID
EA
S’ fr
am
ew
ork
in
volv
es a
se
t o
f le
ve
l d
escri
pto
rs,
wh
ich
de
scri
be
exp
ecte
d s
tan
dard
s in t
erm
s o
f cu
rric
ulu
m c
on
ten
t, k
no
wle
dg
e a
nd
un
de
rsta
ndin
g. T
he
ou
tco
me
s s
ca
le h
elp
s le
arn
ers
un
de
rsta
nd
wh
at
level o
f u
nd
ers
tan
din
g th
ey h
ave
within
a p
iece
of
wo
rk;
- ‘Id
en
tify
’ (I
),
‘De
scri
be
(D
), ‘E
va
lua
te’ (E
), ‘A
naly
se
’ (A
) or
‘Su
mm
ari
se
’ (S
).
Ma
ny o
the
r sch
ools
ha
ve
ad
op
ted
an
ap
pro
ach
ba
se
d o
n ‘m
aste
ry’ o
f le
arn
ing
an
d s
o w
e a
re n
ow
in
a p
ositio
n t
o a
me
nd
ou
r a
pp
roa
ch
to b
e in
ke
ep
ing
with
fe
ed
er
sch
ools
, w
hils
t a
llow
ing
mo
re in
pu
t fr
om
stu
de
nts
in
mo
nito
ring
an
d a
sse
ssin
g t
heir
pro
gre
ss a
t th
e s
am
e t
ime
im
pro
vin
g t
he
qu
alit
y o
f u
sefu
lne
ss o
f th
e f
ee
db
ack r
eceiv
ed.
Th
e a
pp
roa
ch
fo
r K
S3
stu
de
nts
is t
o m
ake
ea
ch
unit o
f w
ork
la
st
rou
ghly
2 w
ee
ks.
Th
ere
will
be r
ou
ghly
th
ree
or
fou
r le
sso
ns o
f n
ew
le
arn
ing
in
tau
gh
t le
sson
s w
ith
cle
ar,
se
t le
arn
ing
ob
jective
s t
ake
n d
ire
ctly f
rom
cu
rric
ulu
m d
ocu
me
nts
. T
he
re w
ill th
en
be a
mid
-cycle
asse
ssm
en
t sh
ee
t to
do
; th
is s
hou
ld b
e fo
llow
ed
with
fo
rma
l m
ark
ing
with
ta
rge
ts.
Stu
de
nts
will
ackn
ow
led
ge
this
fe
ed
ba
ck in
th
e n
ext
se
ssio
n, a
nd
dete
rmin
e th
eir
ne
xt
ste
ps f
rom
he
re,
eith
er
sp
en
din
g t
he
ne
xt
few
le
sso
ns c
on
solid
atin
g th
eir
le
arn
ing
or
mo
vin
g f
orw
ard
to
wo
rk a
t h
igh
er
skill
s a
nd
de
ve
lop
learn
ing
. A
t th
e e
nd o
f th
e c
ycle
, th
ere
will
be
a f
orm
al e
xa
m s
tyle
asse
ssm
en
t to
de
mo
nstr
ate
le
arn
ing
an
d a
lso
to
ge
t stu
den
ts u
sed
to
exa
m
sty
le q
ue
stio
ns a
nd
pre
pare
th
em
fo
r la
ter
scho
ol lif
e.
We w
ill c
on
tinu
e t
o u
se
th
e la
ng
uag
e o
f ID
EA
S in
se
ttin
g t
arg
ets
and
giv
ing
fe
ed
ba
ck to
stu
de
nts
as it is
lan
gu
age
of
pro
gre
ssio
n in
le
arn
ing
,
ho
we
ve
r w
e w
ill n
o lo
ng
er
use
th
is a
s a
wa
y o
f re
co
rdin
g a
tta
inm
en
t. S
tud
en
ts w
ill b
e g
rad
ed
ba
se
d o
n t
he
no
w a
cce
pte
d t
erm
s o
f E
me
rgin
g,
De
ve
lop
ing
, S
ecu
re o
r M
aste
rin
g. T
he
se
will
be
re
co
rde
d o
n S
IMS
ma
rksh
ee
ts f
or
the
sp
ecific
ob
jective
s t
aug
ht,
and
ha
ve
be
en
pre
-po
pula
ted
by S
IMS
fro
m N
atio
nal C
urr
iculu
m p
rog
ram
me
s o
f stu
dy
Bro
ad
ly s
pe
akin
g,
the
y c
om
pa
re w
ith
ID
EA
S a
s f
ollo
ws
I E
me
rgin
g
D
De
ve
lop
ing
E
Se
cu
re
A
Se
cu
re
S+
Ma
ste
ring
Pro
fessio
nal ju
dg
em
en
t is
to
be u
se
d fo
r th
ese
co
mp
ari
so
ns a
s th
ey a
re a
ro
ug
h g
uid
e o
nly
. If
a s
tude
nt
ha
s n
ot
bee
n in
or
ha
s m
isse
d a
pa
rtic
ula
r le
arn
ing
ob
jective,
the
y w
ill b
e g
rade
d a
U,
wh
ich
is U
nte
ste
d, n
ot
a fa
il.
Exa
mp
le.
On
SIM
S,
the
PO
S is a
vaila
ble
an
d b
roke
n d
ow
n f
or
us a
lre
ad
y. W
e m
igh
t b
e c
hoo
sin
g t
o tea
ch
th
e f
ollo
win
g
I ca
n n
am
e s
om
e t
issu
es a
nd
org
an
s in
th
e h
um
an
ga
s e
xch
an
ge
syste
m
I ca
n s
tate
wh
at
hap
pe
ns to
th
e a
ir,
rib
s a
nd
dia
ph
rag
m d
uri
ng
bre
ath
ing
I ca
n la
bel a s
imp
le d
iag
ram
of
the
hu
ma
n g
as e
xch
an
ge
syste
m
I ca
n d
escrib
e c
ha
ng
es in
lu
ng
volu
me
du
rin
g b
rea
thin
g
I ca
n d
escrib
e t
he
fu
nctio
ns o
f so
me
tis
su
es a
nd
org
an
s in
th
e h
um
an
ga
s e
xch
an
ge
syste
m
I ca
n d
escrib
e t
he
role
of le
af
sto
ma
ta in
ga
s e
xch
an
ge
in
pla
nts
I ca
n d
escrib
e t
he
im
pa
ct
of
exe
rcis
e,
asth
ma
an
d s
mo
kin
g o
n t
he
hu
ma
n g
as e
xch
an
ge
syste
m
I ca
n e
xp
lain
ho
w s
tru
ctu
res in
th
e h
um
an
ga
s e
xch
an
ge
syste
m a
re a
da
pte
d to
th
eir
fu
nctio
ns
I ca
n lin
k a
dap
tatio
ns o
f diffe
ren
t p
art
s o
f th
e h
um
an
ga
s e
xch
an
ge
syste
m t
o t
he
ir f
un
ctio
ns
I ca
n e
xp
lain
ho
w v
en
tila
tio
n o
ccurs
with
refe
ren
ce
to
pre
ssu
re c
ha
ng
es a
nd m
ea
su
rin
g lung
vo
lum
e
I ca
n in
terp
ret d
ata
ab
ou
t an
d e
valu
ate
the
im
pa
ct
of
exe
rcis
e,
asth
ma
an
d s
mo
kin
g o
n th
e
hu
ma
n g
as e
xch
an
ge
syste
m
In t
he
fir
st
3 le
sso
ns, le
arn
ing
ou
tco
me
s a
bo
ve
will
be
issu
ed
to p
upils
. W
e w
ill T
EA
CH
in
form
al le
sso
ns tis
su
es/o
rga
ns/p
roce
ss a
s t
he
se
are
th
e
low
er
level skill
s.
At
this
poin
t, t
here
will
be
a ta
sk t
o a
sse
ss th
e u
nde
rsta
ndin
g o
f th
is w
ork
in
an
in
form
al ta
sk.
This
ta
sk w
ill b
e fu
lly m
ark
ed
, w
ith
fe
ed
ba
ck, n
ext
ste
ps a
nd
lite
racy.
This
fe
ed
ba
ck w
ill u
se t
he
la
ng
ua
ge
of ID
EA
S a
s t
his
is a
use
ful w
ay t
o
exp
ress p
rog
ressio
n t
o s
tud
en
ts.
Th
e c
lassro
om
wo
rk w
ill s
imp
ly h
ave
be
en
co
rre
cte
d/tic
ke
d.
Th
e n
ext
lesso
n w
ill b
e s
tud
en
ts r
esp
on
din
g to
fe
ed
ba
ck-
eith
er
revie
win
g t
he
wo
rk le
arn
ed
if it w
as n
ot
cle
arl
y a
nd
fully
un
ders
too
d,
or
mo
vin
g
forw
ard
with
th
e h
igh
er
level skill
s to
lin
k id
ea
s t
og
eth
er
an
d lo
okin
g a
t h
ow
pla
nts
pe
rfo
rm s
imila
r fu
nctio
ns.
Th
ose
re
vie
win
g w
ork
ca
n s
till
mo
ve
on
to
th
e o
ther
wo
rk a
s a
nd
wh
en
rea
dy,
or
the
y m
igh
t sta
y a
t fa
mili
ari
sin
g th
em
se
lve
s w
ith
th
e b
asic
s.
Ne
xt
ste
ps n
ee
d t
o b
e v
ery
sp
ecific
to
be
me
an
ing
ful; t
hin
gs lik
e w
rite
a k
ey w
ord
an
d d
efinitio
n lis
t fo
r th
e b
od
y p
art
s a
nd t
heir
fu
nction
, o
r la
be
l a
dia
gra
m a
ccu
rate
ly a
fter
readin
g s
he
et
x,
or
if m
ovin
g f
orw
ard
ta
rgets
lik
e n
ow
ha
ve
a lo
ok a
t h
ow
pla
nts
perf
orm
ga
s e
xch
an
ge
by d
oin
g a
ctivity a
.
At
the
en
d o
f th
e u
nit,
there
will
be
a f
orm
al a
sse
ssm
en
t, in
GC
SE
exa
m s
tyle
. T
his
will
be
ma
rke
d w
ith
a p
erc
en
tag
e f
or
exa
mp
le,
bu
t w
e w
ill
reco
rd e
ith
er
E,
D,
S o
r M
.
We w
ill a
dop
t th
e follo
win
g a
pp
roa
ch
in
term
s o
f b
en
ch
ma
rkin
g:
1
. W
ha
t le
vel a
re le
arn
ers
wo
rkin
g a
t?
a
) %
wo
rkin
g a
bo
ve
ag
e r
ela
ted
exp
ecta
tion
s,
% w
ork
ing
in
lin
e w
ith
ag
e r
ela
ted
exp
ecta
tio
ns, %
wo
rkin
g b
elo
w a
ge
rela
ted
e
xp
ecta
tio
ns
Giv
en t
ha
t w
e a
re lik
ely
to
ha
ve
a s
ignific
an
t pe
rce
nta
ge
in
th
e la
tte
r ca
teg
ory
, w
e w
ill a
lso
re
po
rt:
i.
% 0
-1 y
ea
rs b
elo
w a
ge
rela
ted
exp
ecta
tio
ns
ii.
% 1
-2 y
ea
rs b
elo
w a
ge
rela
ted
exp
ecta
tio
ns
iii.
% 2
+ y
ea
rs b
elo
w a
ge
rela
ted
exp
ecta
tio
ns
b
) %
wo
rkin
g a
t e
ach
le
vel (b
y Y
ea
r G
rou
p);
2.
% p
red
icte
d t
o a
chie
ve
in lin
e w
ith
age
rela
ted e
xp
ecta
tio
ns a
t th
e e
nd
of
the
Ke
y S
tage
.
We w
ill a
lso
mo
nitor
indiv
idu
al stu
de
nt p
rogre
ss t
hro
ugh
ou
t th
e a
ca
de
mic
ye
ar
ag
ain
st
their
ba
selin
e a
sse
ssm
en
ts.
As
se
ss
me
nt
in n
on
-co
re s
ub
jec
ts
We b
elie
ve
th
at a
s w
ell
as a
ca
de
mic
pro
gre
ss in
th
e c
ore
su
bje
cts
, it is im
po
rta
nt
to m
ea
su
re s
tud
en
ts’ ‘s
oft
’ skill
s. T
his
is b
eca
use
th
ese
skill
s
are
tra
nsfe
rable
and
will
help
stu
de
nts
to
im
pro
ve
co
nfid
ence
wh
en
re
turn
ing
to
ma
instr
ea
m e
du
ca
tio
n. T
o th
is e
nd
, w
e u
se
the
‘L
OR
IC’ syste
m
of
asse
ssm
en
t, a
s a
dvo
ca
ted
by t
he P
iXL
, A
lte
rna
tive
Ed
ge
pro
gra
mm
e.
Th
e a
cro
nym
sta
nd
s f
or:
-
L –
Le
ade
rship
O –
Org
an
isa
tio
n
R –
Re
sili
en
ce
I –
In
de
pe
nd
en
ce
C –
Co
mm
un
ica
tio
n
Stu
de
nts
are
sco
red
fro
m 1
-4 o
ve
r tim
e in
th
e 5
are
as. O
ne
of th
e m
ain
ad
van
tag
es o
f u
sin
g t
his
mo
de
l o
f a
sse
ssm
en
t is
tha
t stu
de
nts
’ skill
s c
an
be
co
mp
are
d a
cro
ss d
iffe
rent
su
bje
cts
. F
or
exa
mp
le,
an
aly
sis
of
da
ta m
ay in
dic
ate
th
at
stu
de
nts
ne
ed s
up
port
in
im
pro
vin
g c
om
mu
nic
ation
skill
s
acro
ss t
he
cu
rric
ulu
m.
Se
e b
elo
w f
or
an
exe
mp
lar
LO
RIC
le
arn
er
deve
lop
me
nt
pla
n.
Learning Development Plan
Student
Year Group
Term Autumn 1 – Autumn 2 – Spring 1 – Spring 2 – Summer 1 – Summer 2
Subject Woodwork – Enterprise – Art – PSHE – Cooking
Main Attribute to be developed Leadership – Communication – Resilience –
Organisation – Initiative
Qualities the student is aiming to
demonstrate
1. To use new equipment and techniques, even though they don’t do it right the first time.
2. To remain on task when there are distractions or the work is repetitive (e.g. sanding)
3. To show enthusiasm in practicing their skills in order to get a higher quality finish.
Please grade the student in the following way:
0 = 0% of the time they have demonstrated the quality when needed.
1 = 25% of the time they have demonstrated the quality when needed.
2= 50% of the time they have demonstrated the quality when needed.
3 = 75% of the time they have demonstrated the quality when needed.
4 = 100% of the time they have demonstrated the quality when needed.
Week No.
1 2 3
1 1 0 0
2 1 1 0
3 2 1 1
4 2 2 1
5 3 2 2
6 3 3 2
7 4 3 3
Average 2.28 1.71 1.28
Average
(1+2+3)/3
1.75
Fo
rma
tive
As
se
ss
me
nt
Te
ach
er
asse
ssm
en
t is
carr
ied
ou
t th
rou
gh t
he
wo
rk p
rod
uce
d b
y t
he
stu
de
nts
re
gu
larl
y in
cla
ss (
wri
tin
g w
ork
asse
ssed
th
rou
gh
sp
elli
ng
s,
pu
nctu
atio
n, g
ram
ma
r a
nd
vo
ca
bula
ry)
ag
ain
st
the
asse
ssm
en
t g
rid
s h
ighlig
hte
d a
bo
ve
in
rela
tio
n t
o e
xp
ecte
d le
vels
.
IDE
AS
gra
de
s a
re u
se
d r
eg
ula
rly in
bo
oks to
he
lp s
tud
ents
to
eva
lua
te th
eir
ow
n le
arn
ing
. F
or
no
n-c
ore
su
bje
cts
, e
ach
le
sso
n p
lan
involv
es o
ne
of
the
5 k
ey a
rea
s a
s a
fo
cu
s,
wh
ich
is s
ha
red
with
th
e s
tud
en
ts. F
or
diffe
ren
tia
tio
n p
urp
ose
s,
diffe
ren
t L
OR
IC s
kill
s
ca
n o
fte
n b
e a
sse
sse
d f
or
diffe
ren
t stu
de
nts
in t
he
sa
me
le
sso
n.
As w
ith
pri
ma
ry le
arn
ers
, w
e e
xp
ect
an
y g
ap
be
twe
en
a s
tud
en
t’s a
ge
and
th
eir
ag
e r
ela
ted
asse
ssm
en
t to
be
re
du
cin
g o
ve
r
tim
e.
Th
ere
fore
we
will
me
asu
re t
he
clo
sin
g o
f th
e g
ap
fo
r th
e c
oh
ort
.
Su
mm
ati
ve
as
se
ss
me
nts
Stu
de
nts
are
su
mm
ative
ly a
sse
sse
d e
very
6 w
ee
ks,
in lin
e w
ith
ou
r d
ata
ca
ptu
re c
ycle
.
Stu
de
nts
are
giv
en
exte
nd
ed
wri
tin
g ta
sks,
to d
eve
lop
th
eir
le
arn
ing
and
exa
m t
ech
niq
ue
. T
he
se
ta
sks a
lso a
ssis
t w
ith
pre
para
tio
n
for
the
half t
erm
ly s
um
ma
tive
asse
ssm
en
ts.
Stu
de
nts
will
un
dert
ake
pra
ctical o
bse
rva
tio
ns in S
cie
nce
, a
s p
art
of
the
le
arn
ing
pro
vis
ion
. A
lso
, stu
de
nts
pra
ctice
mu
ltip
le c
ho
ice
qu
estio
ns w
he
n t
he
sylla
bu
s d
em
an
ds it.
Dif
fere
nti
ati
ng
fo
r d
iffe
ren
t g
rou
ps o
f s
tud
en
ts
Th
e u
se
of
ba
selin
e a
sse
ssm
en
ts c
an
in
dic
ate
ke
y a
rea
s fo
r sup
po
rt,
su
ch
as la
ng
uag
e a
nd
co
mm
un
ica
tio
n s
kill
s.
The
se
are
as c
an
the
n b
e a
dd
resse
d in
the
stu
den
t’s I
EP
an
d/o
r E
HC
P,
sh
are
d w
ith
all
teachin
g s
taff
an
d T
A’s
. A
lth
oug
h s
tude
nts
are
asse
sse
d in
the
sa
me
wa
y f
or
co
nsis
ten
cy,
so
me
stu
de
nts
ma
y g
et
extr
a t
ime
, a
re
ad
er
and
/or
a s
cri
be
, m
ay w
ork
in
a s
ep
ara
te r
oo
m if
the
re is
an
id
en
tifie
d n
ee
d.
Ke
y S
tag
e 4
Ba
se
line
Asse
ssm
en
t
Th
e f
ollo
win
g b
aselin
e a
sse
ssm
en
ts a
re u
se
d: -
•
KS
2 S
AT
S p
rio
r att
ain
me
nt
me
asu
res
•
Pre
dic
ted
gra
de
s (
or
eq
uiv
ale
nt)
via
te
ach
er
asse
ssm
en
t
•
WR
IT (
Wid
e R
an
ge
In
telli
gen
ce
Te
stin
g)
•
WR
AT
(W
ide R
an
ge
Achie
ve
me
nt
Te
stin
g)
•
Ho
dd
er
Acce
ss r
ea
din
g a
nd
spe
lling
•
Fo
rSkill
s (
Fun
ctio
nal S
kill
s t
estin
g)
Stu
de
nt
pro
gre
ss in a
ll su
bje
cts
is r
ecord
ed
acco
rdin
g t
o t
he
ou
tco
me
sca
le s
pe
cific
to
th
e q
ua
lific
atio
n t
yp
e t
he
le
arn
er
is w
ork
ing
to
wa
rds,
with
su
b le
vels
to s
ho
w im
pro
ve
me
nts
with
in le
vels
. T
he
follo
win
g m
ea
su
res w
ill b
e u
se
d f
or
all
qu
alif
ica
tion
typ
es a
nd
g
rad
e s
ets
.
1.
Wha
t le
vel o
f pro
gre
ss a
re le
arn
ers
ma
kin
g?
�
%
ma
kin
g O
uts
tan
din
g p
rog
ress (
exce
edin
g a
ge
rela
ted
exp
ecta
tio
ns)
�
% m
akin
g G
oo
d p
rogre
ss (
me
eting
ag
e r
ela
ted
exp
ecta
tion
s )
; �
%
ma
kin
g p
rog
ress w
hic
h R
eq
uir
es I
mp
rove
me
nt
(mo
vin
g t
ow
ard
s a
ge
rela
ted
exp
ecta
tio
ns);
�
%
ma
kin
g I
na
de
qu
ate
pro
gre
ss (
ma
kin
g little
or
no
pro
gre
ss t
ow
ard
s a
ge r
ela
ted
exp
ecta
tion
s).
Where
ap
pro
pri
ate
, pro
gre
ss w
ill tra
cked
in
this
wa
y a
cro
ss t
he
follo
win
g tim
e p
eri
od
s:
�
S
ince
the
la
st
rep
ort
ing
peri
od
(i.e
. w
ha
t le
vels
of
pro
gre
ss h
ave
le
arn
ers
ma
de
in t
his
term
);
�
In-y
ea
r (i
.e.
wh
at le
vels
of p
rogre
ss h
ave
le
arn
ers
ma
de
ove
r th
e a
ca
de
mic
ye
ar
to d
ate
?);
�
S
ince
the
ir b
ase
line
(i.e
. w
ha
t le
vels
of
pro
gre
ss h
ave
le
arn
ers
ma
de
sin
ce
th
ey s
tart
ed
with C
atc
h2
2?
)
2.
Re
po
rte
d e
ach
ha
lf t
erm
: %
me
etin
g a
ge r
ela
ted
exp
ecta
tio
ns w
ithin
re
port
ing
peri
od
Fo
rma
tive
asse
ssm
en
t
Stu
de
nts
are
in
form
ally
asse
ssed
re
gula
rly u
sin
g k
ey e
xa
m s
tyle
qu
estio
ns,
with
gra
de
s u
sed
in m
ark
ing
as a
pp
ropri
ate
to
in
form
stu
de
nts
of th
eir
ow
n p
rog
ress.
We h
op
e t
ha
t te
ache
rs c
an
wo
rk c
losely
with
ne
igh
bo
uri
ng
se
con
da
ry s
ch
ools
and
oth
er
spe
cia
l scho
ols
to
mo
de
rate
core
su
bje
cts
.
Te
ach
ers
an
d s
enio
r le
ad
ers
fro
m o
the
r C
atc
h2
2 p
rovis
ion
s c
an
als
o b
e u
sed
to
su
pp
ort
mo
de
ratio
n, th
rou
gh
me
etin
gs o
n s
ite
or
via
con
fere
nce
calls
/vid
eo
-co
nfe
ren
cin
g.
Su
mm
ative
asse
ssm
en
t
Stu
de
nts
are
su
mm
ative
ly a
sse
sse
d e
very
6 w
ee
ks,
in lin
e w
ith
ou
r d
ata
ca
ptu
re c
ycle
.
Stu
de
nts
are
giv
en
exte
nd
ed
wri
tin
g ta
sks,
to d
eve
lop
th
eir
le
arn
ing
and
exa
m t
ech
niq
ue
. T
he
se
ta
sks a
lso a
ssis
t w
ith
pre
para
tio
n
for
the
half t
erm
ly s
um
ma
tive
asse
ssm
en
ts.
Stu
de
nts
will
un
dert
ake
pra
ctical o
bse
rva
tio
ns in S
cie
nce
, a
s p
art
of
the
le
arn
ing
pro
vis
ion
. A
lso
, stu
de
nts
pra
ctice
mu
ltip
le c
ho
ice
qu
estio
ns w
he
n t
he
sylla
bu
s d
em
an
ds it.
We a
lso e
ng
ag
e s
tude
nts
in
PiX
L P
PE
s
(exa
ms).
Mo
de
rati
on
Te
achin
g s
taff
will
use
a v
ari
ety
of
so
urc
es o
f in
form
atio
n t
o m
od
era
te a
nd
ma
ke
accu
rate
ju
dg
em
en
ts a
bo
ut
stu
de
nt
pro
gre
ss.
Un
it
test
sco
res a
nd
exa
m p
ap
ers
pro
vid
e th
e m
ost
form
al m
eth
od
of
mo
de
ratio
n. F
or
co
re s
ub
jects
, sm
all s
am
ple
s o
f pa
pe
rs a
t a
gre
ed
inte
rvals
ca
n b
e m
ark
ed
by t
he
su
bje
ct
tea
ch
er
an
d a
no
ther
me
mb
er
of
sta
ff.
The
n t
he
sco
res c
an
be
co
mp
are
d,
with
an
y
diffe
ren
ce
s in
ma
rkin
g n
ote
d.
Ho
we
ve
r, w
e n
ee
d t
o t
ake
in
to a
cco
unt
a m
ore
ro
un
de
d a
nd
sh
ort
te
rm m
eth
od
of
mo
de
ratio
n,
esp
ecia
lly b
eca
use
th
e p
erf
orm
an
ce
of
so
me
of
ou
r stu
de
nts
in
te
st
co
nditio
ns c
an
be
sig
nific
an
tly a
ffe
cte
d b
y c
ircu
msta
ntial is
sue
s.
To
this
en
d,
we
als
o u
se
wo
rk
scru
tin
y f
or
mo
de
rating
pu
rpo
se
s.
Stu
de
nts
’ bo
oks a
nd
file
s a
re c
om
pa
red
for
co
nsis
ten
cy,
to e
nsu
re b
oth
th
at
ma
rkin
g a
nd
fee
db
ack a
re c
on
sis
ten
t, a
nd
, m
ore
im
po
rta
ntly,
tha
t fe
ed
ba
ck is a
ccu
rate
in
lin
e w
ith
wo
rk c
om
ple
ted
. W
he
re a
pp
rop
ria
te,
stu
den
ts
ma
y u
nd
ert
ake
pe
er
asse
ssm
en
t/m
od
era
tio
n to
help
th
em
un
de
rsta
nd
th
eir
ow
n p
rog
ress m
ore
fully
. F
or
exa
mp
le,
stu
de
nts
ca
n
use
a m
ark
ing
/asse
ssm
en
t fr
am
e t
o ‘m
ark
’ a
no
the
r stu
de
nts
’ w
ork
, giv
ing
ap
pro
pri
ate
fe
ed
ba
ck.
Te
ache
rs c
an
sca
ffold
this
activity
in lin
e w
ith
stu
den
t a
bili
ty.
We a
re a
wa
re t
hat
there
are
ca
se
s in
sm
alle
r sch
oo
ls w
he
re fin
din
g c
olle
ag
ue
s to
pe
er
ma
rk/m
od
era
te w
ork
ca
n b
e d
ifficult. T
his
is
pa
rtic
ula
rly tru
e fo
r no
n-c
ore
su
bje
cts
at
KS
3/4
. T
here
fore
, In
ad
ditio
n, te
ach
ers
will
be
en
co
ura
ged
to
wo
rk c
losely
with
ne
igh
bo
uri
ng
se
con
da
ry s
ch
ools
and
oth
er
spe
cia
l scho
ols
to
mo
de
rate
core
su
bje
cts
as a
min
imu
m.
Oth
er
su
bje
cts
ma
y b
e
mo
de
rate
d in
this
wa
y d
ep
en
din
g o
n s
taff s
ub
ject
sp
ecia
lism
an
d lo
cal sup
po
rt.
For
the
pri
ma
ry p
rovis
ion
, w
e c
an
lo
ok t
o w
ork
in
pa
rtn
ers
hip
with
a m
ain
str
ea
m p
rim
ary
sch
oo
l so
th
at
we
ca
n p
air
up
all
sta
ff w
ith
oth
ers
wh
o t
ea
ch
sim
ilar
ye
ar
gro
up
s.
A fle
xib
le
ap
pro
ach
will
be
req
uir
ed a
s w
e m
ay b
e r
eq
uir
ed
to
te
ach
mu
ltip
le y
ea
r g
roup
s in
th
e s
am
e c
lass.
In a
dditio
n,
Tea
ch
ers
an
d s
enio
r
lea
de
rs fro
m o
the
r C
atc
h2
2 p
rovis
ion
s c
an
als
o b
e u
se
d t
o s
upp
ort
mo
de
ratio
n, th
roug
h m
ee
ting
s o
n s
ite o
r via
co
nfe
ren
ce
ca
lls/v
ideo
-co
nfe
ren
cin
g.
Ou
tco
me
s
Th
e t
able
belo
w s
ho
ws o
ur
exp
ecte
d o
utc
om
es f
or
learn
ers
up
on
lea
vin
g t
he A
ca
de
my:
Ke
y S
tag
e
KS
1
KS
2
KS
3
KS
4
Qu
alif
icatio
ns (
if
ap
plic
able
) n
/a
n/a
n
/a
At
lea
st L
1 in
both
En
glis
h
an
d M
ath
s,
with
so
me
a
imin
g f
or
a L
2 q
ualif
ica
tio
n
(GC
SE
or
Fu
nctio
nal S
kill
s)
Th
e e
qu
ivale
nt
of a
t le
ast 2
m
ore
ap
pro
pri
ate
accre
dite
d
qu
alif
ica
tio
ns in
ad
ditio
n to
co
re s
ub
jects
.
Pro
gre
ss –
aca
de
mic
P
rog
ress e
qu
al to
th
e
eq
uiv
ale
nt
of a
ge
re
late
d e
xp
ecta
tion
s o
r b
ett
er.
Ha
vin
g a
chie
ve
d
pro
gre
ss e
qu
al to
th
e
eq
uiv
ale
nt
of a
ge
re
late
d e
xp
ecta
tion
s o
r b
ett
er.
Ha
vin
g a
chie
ve
d
pro
gre
ss e
qu
al to
th
e
eq
uiv
ale
nt
of a
ge
re
late
d e
xp
ecta
tion
s o
r b
ett
er.
Ha
vin
g a
chie
ve
d p
rogre
ss
eq
ual to
th
e e
quiv
ale
nt
of
ag
e r
ela
ted
exp
ecta
tio
ns o
r b
ett
er.
Pro
gre
ss –
be
ha
vio
ur
Imp
rove
me
nts
in
sco
res o
ver
tim
e;
EH
CP
ou
tco
me
s
ach
ieve
d s
o a
s t
o
tra
nsitio
n p
ositiv
ely
to
K
S2
an
d a
pp
rop
ria
te
pre
pa
ratio
n fo
r a
du
lth
oo
d, m
ea
su
red
a
ga
inst
ag
e-r
ela
ted
e
xp
ecta
tio
ns.
Imp
rove
me
nts
in
sco
res o
ver
tim
e;
EH
CP
ou
tco
me
s
ach
ieve
d s
o a
s t
o
tra
nsitio
n p
ositiv
ely
to
K
S3
an
d a
pp
rop
ria
te
pre
pa
ratio
n fo
r a
du
lth
oo
d, m
ea
su
red
a
ga
inst
ag
e-r
ela
ted
e
xp
ecta
tio
ns.
Imp
rove
me
nts
in
sco
res
ove
r tim
e;
EH
CP
o
utc
om
es a
ch
ieve
d s
o
as t
o t
ran
sitio
n
po
sitiv
ely
to
KS
4 a
nd
a
pp
ropri
ate
pre
para
tio
n
for
ad
ulth
oo
d,
me
asu
red
ag
ain
st
ag
e-r
ela
ted
e
xp
ecta
tio
ns.
Imp
rove
me
nts
in
sco
res
ove
r tim
e;
EH
CP
ou
tco
me
s
ach
ieve
d s
o a
s t
o t
ran
sitio
n
po
sitiv
ely
to
po
st-
16
lea
rnin
g
an
d p
rep
ara
tio
n f
or
ad
ulth
oo
d a
nd
lifelo
ng
le
arn
ing
, m
ea
su
red
ag
ain
st
ag
e-r
ela
ted
exp
ecta
tio
ns.
Th
e a
bo
ve
ou
tco
me
s a
re a
ge
neri
c in
dic
ato
r of
wh
at
we
wis
h t
o a
chie
ve
fo
r o
ur
learn
ers
. H
ow
eve
r, w
e a
re a
wa
re t
ha
t th
ere
are
ma
ny o
the
r o
utc
om
es t
ha
t w
e w
ish
to
achie
ve f
or
our
yo
ung
pe
ople
, b
ased
on
in
div
idu
al n
ee
d.
Of
hug
e im
po
rta
nce
to
us is to
help
yo
un
g p
eople
im
pro
ve
co
nfid
en
ce
an
d s
elf-e
ste
em
so
th
at
the
ir n
ext
sta
ge
of th
eir
liv
es a
fter
exit f
rom
th
e a
ca
de
my c
an
be
as
po
sitiv
e a
s p
ossib
le.
In o
rde
r to
achie
ve
in
div
idu
al o
utc
om
es,
we
als
o s
et
targ
ets
as f
ollo
ws:
-
Re
ferr
al o
utc
om
es s
et
at
the
in
du
ctio
n m
ee
ting
. T
his
will
ta
ke
into
acco
un
t th
e le
arn
ers
’ p
revio
us a
ca
de
mic
his
tory
. S
uita
ble
targ
ets
wo
uld
be
ba
se
d o
n a
rea
s s
uch
as a
tte
nd
an
ce
, (e
.g. im
pro
ve
att
end
an
ce
by 3
0%
in
yo
ur
firs
t te
rm f
or
a p
revio
us s
ch
ool re
fuse
r),
be
ha
vio
ur
(e.g
. d
ecre
ase
in
th
e n
um
be
r o
f in
cid
en
ts o
f sw
ea
rin
g).
A t
arg
et
on
re
adin
ess t
o r
etu
rn t
o a
ma
instr
ea
m p
rovis
ion
ca
n
als
o b
e c
on
sid
ere
d if a
ppro
pri
ate
.
IEP
pro
gre
ss;
ou
tco
me
s a
ga
inst ta
rge
ts.
IEP
ou
tco
me
s e
sse
ntially
are
ba
se
d o
n c
om
ple
tion
of
targ
ets
se
t. T
he
y a
re r
evie
we
d a
t th
e
be
gin
nin
g o
f e
ve
ry t
erm
, a
nd
, w
he
re a
pp
rop
riate
, n
ew
ta
rge
ts c
an
be
set
on
ce
pre
vio
us ta
rge
ts h
ave
be
en
me
t. T
he
targ
ets
are
likely
to
fo
cu
s m
ain
ly o
n a
ca
de
mic
/lea
rnin
g t
arg
ets
in
div
idu
al to
th
e y
ou
ng
pe
rso
n. Lite
racy a
nd
nu
me
racy t
arg
ets
are
lik
ely
to
be
se
t a
nd
mo
nito
red
as k
ey o
utc
om
es.
This
is b
eca
use
bo
th o
f th
ese
skill
s w
ill p
lay a
sig
nific
an
t p
art
in t
he
su
cce
ss o
f a
yo
un
g
pe
rso
ns’ re
turn
to
ma
instr
ea
m e
du
ca
tio
n. IE
P t
arg
ets
are
ma
de
ava
ilable
to
tu
tors
, te
achin
g a
nd
su
pp
ort
sta
ff s
o p
rog
ress c
an
be
mo
nito
red
reg
ula
rly.