Executive Head Teacher: Donna Chambers
Head of School: Matt Rooney
Tel: 01777 703683
Email: head@st-giles.notts.sch.uk

Key Stages 1-4

“… meeting the needs of pupils of all ages and abilities …”

Introduction

Children learn best when they are enthused and interested.  Opportunities for child initiated learning should be maximised at every opportunity.  The characteristics of effective learning are a key element in the early year’s foundation stage in many schools. They detail the ways in which children should be learning from their environment, experiences and activities. At St Giles we believe that all children should all be displaying the characteristics of effective learning every day.

Pre-Formal Level (P1-P4)

Learning to Learn

Pupils at very early levels of development (typically assessed at P1 to P3) access a curriculum that enables them to develop a sense of security in the school environment, which is comprehensible and meaningful to them.  The focus is upon enabling them to establish positive interactive relationships with others, to proactively explore the world around them, gaining environment control skills.  All pupils will be given maximum opportunities to achieve the highest level of independence possible. The characteristics of effective leaning will also form a key part of the pre-formal curriculum.  Personalised learning must include targets from EHCP.

 

Semi-Formal Level (P4-End of year 1 expectations)

A Life Skills Based Programme

Pupils following our semi-formal curriculum learn best when learning is related to their own experience.  Some may learn through play; others will learn more effectively through functional activities, and yet others will respond well to a topic-based approach.  The curriculum content echoes the ground covered by the Early Years Foundation Stage (2013) since this framework is not confined to those below the age 5, but rather, extends right across the school where pupils are functioning at P Levels 4 to P9.  However, the teaching approach reflects the age and learning style of the pupils concerned. The characteristics of effective leaning will also form a key part of the semi-formal curriculum.   Personalised learning must include targets from EHCP.

 

Formal Level (Year 1 expectation +)

An Adapted National Curriculum, Emphasising Life Need

Pupils experiencing our formal curriculum from P9 and (those operating within the National Curriculum) access the range of National Curriculum subjects to their Key Stage, modified in the light of their developmental level and special educational needs.  Specialist areas (the ‘additional curriculum’) are covered both within National Curriculum subjects and in discrete lessons (e.g. a pupil may be withdrawn to work on visual perceptual skills or independent mobility).  Life skills and independence skills will also form a large part of the curriculum.  As the term ‘formal’ implies, there is a high level of structure.  We nevertheless avoid making the formal curriculum too abstract; teachers ensure that learning is linked to practical activities and consolidated and applied in practical sessions.  Older pupils working at the formal level may pursue accreditation (pathways (e.g. Entry Level and Level 1 courses and exams); they follow the appropriate syllabus in each exam subject. The characteristics of effective leaning will also form a key part of the formal curriculum. Personalised learning must include targets from EHCP.

Blake Class

Burns Class

Cedar Class

Keats Class

Lewis Class

Maple Class

Oak Class

Rowan Class

Rowan Class – Spring Topic

Rowling Class

Tolkien Class

Venture Class

Walliams Class

Wordsworth Class

Careers Education & Guidance St Giles School

Introduction

The Careers Education and Guidance available at St Giles has been developed to incorporate the aims of the school and recent initiatives in careers education in relation to the Gatsby Benchmarks. The planned programme of study helps students to understand their interests, strengths and weaknesses in relation to the world of work and lifelong education. It incorporates planned activities that use the context of work to develop knowledge, skills and understanding that are useful in work, including learning through the experience of work, about work and working practices and learning the skills for work.

Student will learn about different careers and opportunities for training, apprenticeships and volunteering and investigate further education options.

Gatsby Benchmarks

Benchmark 1: A stable careers programme

Benchmark 2: Learning from career and labour market information

Benchmark 3: Addressing the needs of each pupil

Benchmark 4: Linking curriculum learning to careers

Benchmark 5: Encounters with employers and employees

Benchmark 6: Experiences of workplaces

Benchmark 7: Encounters with further and higher education

Benchmark 8: Personal guidance

Aims

The focus of Careers Education and Guidance is to provide informed career and option choice, raising aspirations and equipping students with knowledge and understanding, skills and attitudes as a foundation for managing their lifelong career and learning.

 

Roles & Responsibilities:

 

Careers lead contacts:

Allison Smith Assistant Head Teacher and Sarah Taylor Lifelong Learning Lead

Email: office@st-giles.notts.sch.uk

Telephone: 01777 703683

 

The careers education programme is managed by Lifelong Learning Pathway group which consists of 14-18 Assistant Head Teacher and Life Long Learning Pathway Lead and a team of staff throughout the school whom have responsibilities within the Lifelong Learning Pathway.

 

In addition all staff at St. Giles contribute in some way, to the careers education programme through their varied roles as teachers or members of the support staff team.

 

Curriculum

Careers Education and Guidance comprises five components:

Careers education within the curriculum

Planning and recording of achievement and work-related activities

Work experience within our own coffee shop or local company.

Access to individual guidance and support (from an appropriately trained source)

Access to careers information

The programme includes:

Careers education focus within curriculum areas

Careers guidance (individual planning and interviews, information and research activities)

Action planning and recording achievements

Mock interviews/ telephone calls

Raising aspirations activities/Person Centred Reviews

Vocational School Link College courses (both KS4/5)

Extended work placements and volunteering

Internal or external work experience placements

Work simulations or role play

Curriculum linked visits

Visits to work places.

Problem solving and work activities.

Student Presidents.

Taster sessions at local day services and colleges.

Work Experience

 

Work Experience is an important part of the educational entitlement for our pupils at St. Giles.  Pupils are given the opportunity to access work experience and these are planned using our PCR process.   It is designed in such a way to take full account of the needs of the pupils and to give pupils an insight into the world of work.

When pupils return from work experience, their experience of the process is discussed and evaluated by staff and students. Most work experience placements are supported by a member of support staff. This is assessed on an individual basis. Employers are encouraged to evaluate the process and feedback. The information will be used to improve future practise.

Other focused events include whole school enterprise activities, PCR and transition fayres held within school. These include colleges, apprenticeship, supported internships and local businesses.

The careers programme at St. Giles aims to meet the needs of all pupils at the school and is differentiated in terms of outcomes, resources and learning styles to ensure that it is appropriate to students’ stages of career learning and development.

Accreditation

Individual accreditation are bespoke to each pupil.

Inclusion

We aim to promote positive ways in which our career guidance and education curriculum addresses a broad spectrum of equal opportunities. Students are encouraged to develop skills for dealing with discrimination of all forms and there is an assurance that no student will suffer discrimination as a consequence of ethnicity, gender, social background or disability. All students are offered impartial, confidential and detailed advice regarding choices of destination and appropriate pathways.

Monitoring, Review and Evaluation

Evaluations take place after career-related events so we can assess whether or not career outcomes have been met.

Evaluations are carried out from time and will take the form of questionnaires, evaluation forms, and feedback on aspects of the programme, as required.

Assessment takes place through verbal feedback/ assessment, observation and written assessment. Each pupil will have a record of the activities they have participated in relating to careers. This will support the young person to have personalised advice and guidance based on their experiences.

Partnerships

Partnerships have been firmly established our local FE college and other local providers.

Parents/Carers

Parents/Carers play an integral part in students’ understanding of career choices and are encouraged to attend a range of career events including parents’ evenings/groups, transition events, work experience events and PCRs/annual reviews.

Next review July 2019