Art	Design & Technology	Drama
English	Food	French
Geography	History	I.C.T
Maths	Music	P.E
R.E	Science	Learning Support
Personal, Social and Health Education

 

At Lavington School we believe that all students should have access to a broad and balanced curriculum. We believe equally that not everybody thrives on an identical diet.

 

Consequently, at Key Stage Three (years 7, 8 and 9), we offer our students the same subject framework. The detail of what is taught, at what levels and the approach used differs according to the ability and achievement levels of the individual students.

 

Whatever the subject, the work presented to and demanded of our students is planned so that all can be challenged and supported as required.

 

What can parents do to help?

 

The most important thing you can do as a parent is simply to take an interest in your child’s work. With this thought in mind this booklet has been produced to give you, as parents, a broad outline of the programmes of study your child will follow in the current school year.

 

Additionally, in each subject profile you will find a section headed ‘parental contribution’. The purpose of this is to provide positive suggestions of the ways in which you can become more actively involved in your child’s learning.

 

Sex and Relationship Education is an important part of the Skills for Life programme and the Science curriculum.  Parents should inform their child’s tutor if they do not wish them to take part in the Sex and Relationship Education part of the Skills for Life programme.

 

If you have any queries concerning the information provided here, do not hesitate to contact the appropriate Head of Department.

 

The importance of homework

 

Homework is an important part of schoolwork. This is an area of your child’s learning you can help with. Apart from trying to provide the correct environment; somewhere warm, a flat surface in a well-lit area and away from distractions, you could:

 

1.Ask what homework has to be done.

2.Check and sign the Homework Diary weekly.

3.Offer encouragement at all times.

4.Contact the school as soon as problems arise.

 

This Key Stage Three Curriculum Booklet is an initiative aimed at improving the quality of education at Lavington School by emphasising the link between school and home.  Comments are invited.

 

 

 

 

ART   

Head of Department: Mrs. Craddock

 

Outline of Course:

Content:

Drawing, painting, ceramics, looking at works of art

 

Activities:

Practical artistic activities

 

Skills:

Drawing with pencil, chalk, pastel, watercolour

 

Homework Activities:

All the homework assignments will relate to classwork activities either in the form of design preparation e.g. ideas, observational drawings, planning and research (books and internet) or completing a unit of work by evaluating what has been learnt.

 

Assessment:

Units of work will be marked using National Curriculum levels.

 

Parental Contribution:

Provide opportunities for art work at home

Encourage gallery visits and watching TV programmes about art.  Provide A4 sketchbook for homework activities

 

Useful resources and equipment:

Sketching pencils in range B - 4B.  Set of good painting brushes.  Good metal pencil sharpener, large white rubber.  Coloured pencils.

 

Other relevant information:

There will be a small charge to cover the cost of materials for any 3D project that the student wishes to take home.

 

Drama          

Head of Department:  Mrs. Thompson

 

Outline of Course:

Content:

Baseline Assessment

Getting to Know You/Machines

 Rats

Ghosts, Myths and Legends

Mama Yankee’s Life Machine

Circus

 

Activities: 

All practical work which gives students the opportunity to make, perform and respond

 

Skills:

Create and perform a basic character

Work confidently in groups to make a play

Give ideas and respond to others

Act out a script with some confidence

Use basic drama form to structure plays

Perform to an audience

Be aware of how a drama is presented to an audience

Say what they like and don’t like about a play

 

Homework Activities:

For each topic, lasting approximately half a term, students will be asked to complete no more than two homework tasks.  These will include: evaluations of practical work, research, posters, storyboards and in-role writing

 

Assessment:

Students’ knowledge, skills and understanding of drama is assessed by curriculum levels

 

Parental Contribution:

Parents can support students in homework activities eg finding family photographs for the still pictures work, helping with research and encouraging students to successfully complete homework tasks.

 

Useful resources and equipment:

Students must have trainers, plimsolls or similar soft shoe, for all Drama lessons

 

DESIGN TECHNOLOGY       

Head of Department: Mrs. Hutchings

 

Outline of Course:

Content:

Designing and making, understanding materials, structures, products and applications.

All work is carried out with regard for quality and health and safety

 

Activities:

Projects

Promotional package

Child’s puzzle

Acrylic product

Team challenge

Corporate image

Metalwork project

 

Skills:

Graphical skills leading to good presentation

Marking out.  Fabrication.  Joining of various materials

Applying scientific principles evaluating products against specific criteria.  To work collaboratively

 

Homework activities:  students have a week to complete the task.  Homework should last about 30 minutes

1.  Research existing products in terms of function, aesthetics and economic factors.  Research will take the form of collecting information about existing products using the internet, magazines, newspapers etc.  Presentation is an important element

2.  Develop design skills.  This will take the form of encouraging students to use tone, shade and colour to communicate their ideas

3.  Recording practical experiences takes the form of a pictorial record called a storyboard.  Additional notes will be added to record the name of tools and processes used.

 

Assessment:

Homework marked according to school marking policy

Promotional package project - assessed against national curriculum levels

 

Parental contribution:

Supporting art, design and technology exhibitions

Encourage your child to see a member of staff during the week if unsure of homework requirements

 

Useful resources and equipment:

Good colouring pencils, Pritt stick, Aprons

 

Other relevant information:

There will be a charge for ‘3D’ work

 

ENGLISH                 

Head of Department: Mrs.Wells

 

Outline of course:

Content:

The Year 7 curriculum is organised into six units covering the requirements of the English National Curriculum and drawing on the advised learning objectives included within the National Literacy Framework.

All Year 7 students begin with a modern novel, followed by a media unit, a modern play, a poetry unit and a unit about the quest genre

 

Activities:

We aim to offer a wide variety of teaching and learning activities in order to engage all learners.  Just a few examples of activities your child may learn through are: close reading of texts, cloze exercises, role play, group discussion, oral presentations, hot seating etc.

 

Skills:

Each core unit will offer a wide variety of activities to develop and improve students’ speaking and listening, reading and writing skills, understanding and knowledge.

 

Homework activities:

Each unit of work lasts approximately six weeks and, typically, students will be set one twenty minute homework task per week.

 

Typical tasks will include researching a topic, learning spellings and/or the meaning of words, independent reading, teacher-directed reading, focused writing tasks, proof-reading, completion of class work and learning evaluations.

 

Your help is very much appreciated and here are a few ideas about how you can support your children with their homework:

• Talk to your child about how to approach the task set
• Discuss his or her reading
• Proof-read work with your child (please advise us of the help you have given)
• Test on spellings etc
• Encourage the meeting of deadlines

 

Assessment:

One formal assessment will be conducted per unit of work to a total of two speaking and listening, two reading and two writing assessments.  National Curriculum levels will be awarded for each formally assessed task.

An end of year examination will take place in June and end of year assessment is by National Curriculum levels of attainment.

Parental contribution:

Parents are encouraged to monitor students’ homework and offer guidance wherever possible.  Please do not hesitate to make contact with your son’s/daughter’s teacher, in the event of problems or queries.

 

Useful resources and equipment:

A good dictionary or spellchecker at home.  Access to a computer, if possible.  A tape recorder can also be useful.

 

Other relevant information:

Setting in year eight will be determined by pupil performance through Year 7 and end of year internal examination results.

 

 

FOOD                         

Teachers:  Miss Jeanes

 

Outline of 15–week course:

Content:

Understand the ‘eatwell plate’

The importance of a healthy, balanced diet

Gather and use information

Evaluate products by using a star diagram and production of various dishes

 

Skills:

Personal cleanliness and working in a clean and safe working environment

Measure accurately

Peel, cut, chop, rub-in

 

Homework activities:

Research, work sheets, poster designing, evaluation of practicals

 

Assessment:

Marking to school policy

NC levels, (and effort grades for practicals)

Peer marking

Key task assessment sheet

 

Parental contribution:

Provision of food for practicals

Encouraging an interest in food and healthy eating

 

Useful resources and equipment:

Recipe books, colouring pencils

Computer is useful for presentation, but not essential

 

 

 

 

 

FRENCH      

Head of Department: Mrs. Coates

 

Outline of Course:

Content:

We follow the course “Expo” which consists of a pupil book and audio-cassettes and published work sheets.

 

Activities:

Students learning the language by speaking, listening, reading and writing in French.  Some of the work will be completed using computers.

 

Skills:

They develop skills in understanding written and spoken French and in actively using the language to speak and write.  There is also a creative element to the course where students design posters on various topics.

 

Homework Activities:

Homework activities consist of reading and writing tasks; also learning vocabulary

 

Assessment:

Learning homeworks are regularly tested and students are assessed in all the skills at suitable points in the course

 

Parental Contribution:

Providing students with as much visual and audio stimulus as possible, for example, French magazines, French radio/TV and, if possible, a trip to France

 

Useful resources and equipment:

A medium-sized bi-lingual dictionary is a vital tool in language learning

 

 

GEOGRAPHY                      

Head of Department: Miss Alford

 

Outline of course:  There are three topics, one planned for each of our school terms.

Content:

Autumn term – The Home Region – This unit looks at geographical skills and work is centred on the local area.

Spring Term – Settlement – This unit deals with the effect people have upon the natural environment and considers the issues through examples taken from the UK and the developing world.

Summer Term – Weather and Climate – This unit looks at the processes and resultant geographical patterns and aspects of the natural environment.  In doing so it also explores how these patterns can affect the lives of people.

Activities:

Extension of KS2 Geographical knowledge, understanding and skills.

Investigative tasks through ICT, discussion and group work to ensure appreciation of real places.

O.S. map work and making 3D landscape models to show relief and rainfall.

Hold a mock public enquiry into whether 150 new houses should be built in a village near Bristol.

Redeveloping a local disused or misused site (in theory).

Weather forecasting.

Gathering evidence of micro-climate from different parts of our school site.

Analysing data obtained from the school weather station.

 

Skills:

• To develop a range of geographical skills.
• To be able to interpret maps at various scales.
• To develop an enquiring mind.
• To foster citizenship with an understanding and awareness of other people across the world.
• To communicate with other students.

 

Homework activities:

• The pupil will undertake activities at home that will complement and extend the work done in class.
• Learn key geographical vocabulary.
• Creative writing
• Model making
• Investigation

 

Assessment:

• Questioning students during class activities to check knowledge, understanding and skills.
• A variety of ‘Assessment for Learning’ tasks.
• Homework tasks.
• Some testing
• Plenary activities

 

Parental contribution:

• Parental support is encouraged at all times and would typically include:
• Checking their child’s exercise book.
• Watching geographical programmes with their child.
• Encourage their child to read newspaper articles relevant to the area of study.
• Helping their child prepare for tests and complete tasks on time.

 

Useful resources and equipment:

• Key text books include Key Geography and the Geog.series.
• Maps, atlas and photographs.
• ICT and audio-visual equipment.
• Digital Camera.
• Your child is expected to provide a pencil case containing coloured pencils (not felt tips), a ruler, pencils, eraser, blue or black biros or an ink pen and a basic calculator.

 

 

Other relevant information:

Good Geographers do not necessarily have encyclopaedic knowledge and recall but know how to find out the answers to queries.  They are well organised and keen to make sense of and to recognise patterns, sequences and consequences of natural processes and human activities.

 

 

HISTORY                               

Head of Department::  Mr. South

 

Outline of Course:

Content:

Over the course of the year, students will investigate six key questions:

1. What is history?
2. How did William conquer England?
3. How did castles develop?
4. How harsh was medieval life?
5. How did people live in medieval times?
6. Why was there a Renaissance in Italy?

 

Activities: 

Fieldwork - a visit to the Weald and Downland Museum of Medieval Life.

Skills:

• To discover ways in which we find out about the past
• To use chronology
• To develop research skills
• To write reports and express opinions

 

Homework Activities:

Homework will be set when appropriate to support the learning in class.  Tasks will be varied and will include research tasks and the preparation of presentation work.

 

Assessment:

Students will be given an assessment at the end of each key question which will be marked in accordance with National Curriculum levels.  Assessment tasks include essay writing, producing an investigation report and creating a newspaper report.

 

Parental contribution:

Parents can support us by encouraging a regular routine in the evening for homework.  Sometimes parents help us on visits.  Students are encouraged to catch up quickly when they have been absent.

 

Useful resources and equipment:

Pens, pencils, rulers, coloured pencils etc. are required.  A small pocket dictionary is useful.  Otherwise, no specific equipment is necessary.

 

 

 

ICT                       

Head of Subject:  Mr. Shaw

 

Throughout year 7 students will follow the Governments’ Key Stage 3 ICT strategy.  This will involve project based activities which will allow the students to demonstrate different personal skills - planning, independent and group working as well as being able to critically reflect on both the project outcomes and their own learning.  “Fitness for purpose” and “appropriate for audience” are important themes and form a large part of the assessment process.

 

Students are positively encouraged to explore different hardware and software packages to a level appropriate to their ability.   The intention is to have fun but also to provide resources and an environment that is both stimulating and engaging.

 

Outline of Course:

• Multimedia presentation
• Modelling
• Data Handling
• Website Design
• Sequencing

 

Homework Activities:

Set as appropriate but will usually be planning or preparation work

 

Assessment:

Self, peer as well formative assessment as the students progress throughout the course.  There will also an element of on-line testing.

 

Parental Contribution

Support with planning and preparation of project work as well as ICT skills.

 

Useful Resources and Equipment

Three well equipped ICT rooms with on-line access to the school computer network from home.

 

Other Useful Information

Year 7 students will have their own computer room available at lunch times.  There will also be an ICT room open after school for students use.

 

 

 

 

MATHEMATICS                          

Head of Department: Mr Ford.

 

Outline of course:

Content:

All students will follow the Collins course which is new for this year..  The course is specifically designed to be appropriate for a wide range of abilities at all levels and provides full coverage of the revised National Curriculum, the latest Framework for Teaching Mathematics and the new Functional Maths initiative.  Students will work from one of three books in which the same basic content of material is covered but where differentiation is achieved by varying the difficulties of exercises.  Each book is split into sections that cover the Attainment Targets for Maths, namely Number and Algebra, Shape, Space and Measure and Handling Data.  Using and Applying Mathematics and Functional mathematics is covered throughout the book and in specific separate Units of Work.  The teacher presents and adapts the content of the books to meet the needs of the students in each set with a balance of learning and teaching styles.  The students are supported as independent learners and they use maths to complete tasks and investigations.

Activities:

Much work is of the ‘pen and paper’ variety but emphasis is given to discussion and students becoming competent and confident in articulating their thoughts in a logical and precise manner. Students will be required to do practical activities (e.g. making mathematical models) and conduct experiments (e.g. collecting data). Mental arithmetic will be practised and tested continually.

 

Skills:

Good listening skills are essential for good progress. Students will be expected to work collaboratively and independently. They should develop their recall of number bonds, multiplication tables and become skilled in using a calculator for addition, subtraction, multiplication and division for calculations beyond their competence in mental arithmetic, but not as a substitute for it.

 

Homework activities:

Each student will be provided with a homework CD Rom book (which needs returning at the end of the year), from which the majority of homework tasks will be set.  Homeworks could include continuation of classwork, tasks arising out of current classroom work or tasks as preparation for future work, revision exercises, investigations and research, as well as consolidation of work covered in class.

 

Usually two homeworks will be set on one day to be done during the week, to be handed in on a given day.  Each homework should last about 20 – 30 minutes.  Do help – and please do so in your child’s book so we can see.  Encourage them to look at examples in their textbooks and any notes in exercise books.  Get them to explain the classwork – this will help you, and them, understand the homework.  Encourage them not to leave work until the last minute.

 

 

 

Assessment:

At the beginning of the school year, students are placed into sets using their National Curriculum levels at Key Stage 2 as a rough guideline.  Early in the year students are also assessed by the Cognitive Ability Tests (CATs).  At the October half term the sets are reviewed using both these assessments and the pupil’s performance on the first couple of Units of Work (chapters).  Sets are continually reviewed throughout the year.

At the end of each Unit of Work there is a short test to assess their understanding of that section.  The students will receive feedback on their performance and an indication of National Curriculum Level.  Their performance is tracked by these levels throughout the year and compared with their target levels and used to highlight under- or over-achieving.  There is a formal end of year exam to assess their work and to provide further evidence for movement between sets.

 

 

Parental contribution:

General encouragement and support should be given as a matter of course. Involvement of parents in helping with homeworks, when difficulties arise, is often beneficial.  Along with the homework book is a CD Rom of the textbook your child uses in class.  This will contain examples and guidance on the content of the homework.  If your child becomes anxious or worried about maths or you have any concern please do not hesitate to contact the teacher straight away.

 

Useful resources & equipment:

Published revision guides are a useful source of information and good value for money. Copies of:

KS3 Revision Guides (Co-ordinators Group Publications), and KS3 Workbooks (Co-ordinators Group Publications)  are available from the school.

A scientific calculator, which becomes a familiar tool, is an essential piece of equipment for every lesson.  It is very important that all students bring a ruler, pair of compasses  and a 180o protractor to all their maths lessons.  All this equipment can be purchased through the school.

 

 

 

 

MUSIC                                     

Head of Subject:  Mrs. Love

 

Outline of Course:  Practically based course with the emphasis on composing, listening and performing (in half-termly modules)

 

Content:

Term 1:

The Elements:   A study of the elements of music through performing and composing tasks.

Graphic Score:  Associating sound with patterns and using graphic notation as an aid to composition.

Keyboard Skills:  An introduction to keyboards and notation.

Term 2:

Melody Writing:  Development of notation and construction of melodies through vocal work and instruments.

Instruments of the Orchestra:  Identifying instruments and their families through listening and practical tasks.

Term 3:

Rhythm and Words: Development of rhythmic patterns and setting of words

African Music:  An exploration of rhythm through African drumming patterns and charts to rhythms.

 

Activities:

1.  Class activities using and developing vocal/body sounds and instrumental work

2.  Class performance vocal and instrumental

3.  Group activities developing performance and composing through given stimuli

4.  Improvisational work

5.  Listening activities which provide stimuli for composing and development of musical understanding.

 

Skills:

Term 1:

• To use sounds and conventions to achieve a variety of styles.
• To control sounds used by the voice.
• To control sounds made by the keyboard.

 

Term 2:

• To sing and play by ear using conventional notation.
• To apply knowledge of musical conventions and context.
• To listen and identify different timbres.

 

Term 3:

• To control sounds used by the voice.
• To listen and develop understanding of music from different places, applying knowledge to their work.
• To develop an aural understanding of rhythm and polyrhythm.

 

Homework activities:

Homework will be set to evaluate learning towards the end of practical topics.  These topics will be set approximately every term.  In these written assignments students will reflect upon their composition skills, group work skills, progression of technical skill.  This will enable them to set clear personal targets for the next topic.  In addition there will be a set time of Aural training to be completed through computer use.

 

Assessment:

The majority of assessment is done on an informal basis through their practical activities and homework assignments.

At the end of year there will be an assessment task focusing on skills developed throughout the year.

 

Parental contribution:

Parental encouragement is important in the development of the students’ instrumental skills.

The encouragement to listen to a wide variety of musical styles will develop students’ musical understanding.

All instrumentalists should be encouraged to participate within a band/group or orchestra, within school.

 

 

 

PE                      

Head of Department: Mrs Adams 

 

Outline of Course:

Content:

Athletic activities; Invasion Games, striking and Fielding, Athletics, net and wall games.

During Key Stage 3, students participate in a wide variety of sporting activities.  They have the opportunity to experience new and exciting sports/activities during lesson and extra-curricular time.

 

In Year 7 students have a double lesson of PE which is single sex; they also have a single lesson of PE which is mixed sex.  This is to give students the confidence to participate in physical activity in the community.

 

Activities:

Modules:

Athletics, Cross-country, Football (boys/girls), Hockey (boys/girls) Rugby (boys) Netball (girls) Rounders, Tennis, Ultimate Frisby, Gymnastics, Health & Fitness Module; Basketball, Badminton; Cricket (girls and boys)

 

Skills:

To promote all-round physical development and fitness.

To develop competence and confidence in physical skills.

To develop cognitive skills.

To develop aesthetic and artistic understanding.

To develop the individual to meet their physical potential, as far as possible.

To teach appreciation of own and others’ strengths and weaknesses, and to guide as to appropriate responses.

To foster the appreciation of the importance of fair play and rule abiding, honest competition and good sporting behaviour as team members, individual participants, and spectators.

To teach students to learn to cope with success and failure.

To develop relevant skills, knowledge and understanding for activities beyond school.

To develop knowledge and understanding of fitness and health.

To have opportunities to measure performance and to encounter and interact with ICT opportunities.

 

Assessment:

Students’ progress is monitored using various methods during every activity throughout the year on their performance against the National Curriculum and their effort.

 

In all learning opportunities students will be working towards the KS3 National Curriculum attainment targets for Physical Education.

 

Expectations:

Students are expected to wear the appropriate school PE kit.  They are expected to participate wholeheartedly in every lesson and to grasp every opportunity available to them.  Students are encouraged to enhance their experience by partaking in extra-curricular opportunities from clubs, fixtures, inter-form competition and community sport.

 

If students are excused from PE lessons they must ensure they have a note in their homework diary signed by parent/guardian.  However, they must still be in PE kit to be able to play a coaching role in the lesson.  (It also keeps their school uniform dry and clean).

 

Parental Contribution:

To provide their child with the appropriate PE kit and support both their child and the PE department to ensure they have a positive sporting experience at Lavington School.

 

To use the homework diary to communicate with staff on any concerns or matters regarding PE.

 

Useful resources and equipment:

Please see the published list of PE and Games kit.

 

 

RE                     

Head of Department:  Mrs. Hinder

 

Outline of Course:

Content:

• Questions of authority:  Exploring Sacred Literature – The Bible
• Asking difficult questions:  “What is God like in Hinduism?”
• Commitment in a Community:  Sikhism

 

Activities:

Written work in exercise books

Display work in the form of illustrations and written work

Discussion and role play to encourage empathy

Research connected with topics being studied

 

Skills:

Investigation

Interpretation

Analysis and evaluation

Application and communication (written and oral)

Synthesis

 

Homework Activities:

Students will be set a homework task roughly fortnightly.  These tasks will involve students in research; craftwork or drawing; extended writing and/or reflection on work in lessons.  Extended ‘Key tasks’ will be set on three occasions during the year and these may occupy a number of homeworks.

 

Assessment:

Students are informed when a task is an assessment task.

Usually a written assessment is given at the end of a module.

Students are assessed on Attainment Target 1:  Learning about religion

and on Attainment Target 2:  Learning from religions.  Levels 1 – 8 (8 being the highest).

 

Parental Contribution:

Support and encouragement to do homework tasks

Help with any research task

Help in developing an open mind towards people of different cultures and religions.

 

Useful resources and equipment:

The usual writing materials including coloured pencils.  Sometimes a children’s version of the Bible is useful.

 

 

SCIENCE

Subject leader: Mr Minns

 

Outline of Course:

Content:

The course is divided up into 12 modules, each of which covers in particular area of Science. The titles of the Modules are: Cells, Reproduction, Environment and Feeding Relationships, Variation and Classification, Acids and Alkalis, Simple Chemical Reactions, Particle Model of Solids, Liquids and Gases, Solutions, Energy Resources, Electrical Circuits, Forces and their Effects and The Solar System and Beyond.

 

Activities:

Note taking, carrying out and watching experiments (with the emphasis heavily on the side of the students carrying out their own experiments wherever possible).  The teaching of Science theory.  Use of relevant videotapes.  Investigations.

 

Skills:

Drawing diagrams; making and recording observations and measurements; using equipment accurately and safely; drawing conclusions from their results and observations; carrying out simple mathematical calculations; drawing charts and graphs carefully and accurately

 

Homework Activities:

Writing up experiments

Answering questions

Researching topics

Reading the textbook in preparation for lessons

Revising the work for tests etc

 

Assessment:

By end of module tests (these are short answer tests of about 40 ‑ 45 minutes duration).

Practical assessment, to look at their ability to make predictions, plan experiments, carry them out, record data and draw conclusions.

Level assessed Tasks

End of year exam.

Homework tasks

 

Parental Contribution:

Provide support and encouragement particularly in the area of Homework tasks.

Provide resources over and above that which the school can afford (*see below) to supply by way of textbooks etc. e.g. Science encyclopaedias for Christmas/birthday etc.  Accompanying students on the Natural History Museum trip.

 

Useful resources and equipment:

Good pen, pencil, ruler, rubber, coloured pencils, pencil sharpener (and a pencil case to keep them in). A calculator is a fairly cheap but very useful extra (but only if the pupil can do the Maths without it first!)  Books as above.

 

Other relevant information.

It is likely that there will be a whole year group trip to the Natural History Museum during the summer term as part of the Living Things module.

 

(*A textbook is provided)

 

 

PERSONAL, SOCIAL, HEALTH AND ECONOMIC EDUCATION, WITH CITIZENSHIP

Head of Lower School:  Mr. Siebert

In Year 7 all students follow a KS3 pastoral programme in assemblies and tutorial lessons.  PSHEE brings together personal, social and health education, work-related learning, careers, enterprise, and financial capability.

 

The programmes of study are based on the Every Child Matters outcomes and build on existing frameworks and guidelines.  Key aims are:

• Being Healthy
• Staying Safe
• Enjoying and Achieving
• Making a Positive Contribution
• Achieving Economic Well-being

 

There are a number of key concepts that underpin the study of Citizenship.  In Year 7 students deepen and broaden their knowledge, skills and understanding of the following:

• Democracy and Justice
• Rights and Responsibilities
• Identities and diversity

 

 

LEARNING SUPPORT DEPARTMENT

 

Learning Support Manager:      Mrs. Broomfield

 

The aim of the Learning Support Department is to create an atmosphere in which students’ individual needs and differences are recognised and valued.  Students perceived to have a special educational need will have full access to the National Curriculum, modified to best serve their individual requirements.

 

At Lavington School we feel that most types of special educational need can be catered for in our small caring community.  All staff within the Learning Support Department are experienced in working with students with various needs and requirements.

 

If your child is already on a stage within the Code of Practice, Mrs. Broomfield, our Learning Support Manager, will have been notified by the primary school and all the necessary information will have been transferred.  In the majority of cases she will have made a visit to the school concerned.

 

When a student at the school is felt to be a cause for concern, whether it is for literacy, numeracy, behavioural or emotional reasons, their name is raised with the Learning Support Manager.  They then begin an assessment system based on a cycle of information gathering, action planning and reviewing.  All necessary information is shared with teaching and support staff.  Mrs. Broomfield will contact parents to discuss any specialist provision.

 

In all our work it is the close relationship between parents and school that helps resolve difficulties and helps students to fulfil their potential.

 

A booklet is available explaining in more detail the provision at Lavington School for students who require support with their learning.  If you have any questions concerning special educational needs, please feel free to contact Mrs. Broomfield our Learning Support Manager.