Curriculum Information
Core curriculum
Maths
Entry Levels 1, 2 & 3
Entry Level qualifications develop the foundations of maths and help students to develop their practical mathematical skills that support them in understanding and applying maths to everyday situations. Through this qualification, students will develop confidence, independence and fluency in maths skills that help them to get the most out of education, work and everyday life.
GCSE and Functional Skills Mathematics - Level 1 and 2
When students join us at The Springfield Centre we assess their prior learning and levels through baseline testing. This determines the pathway students will then follow on their learning journey.
The 4 pathways we use in maths are:
- Functional skills
- Foundation
- Foundation plus
- Higher.
Students who follow the functional skills pathway will apply mathematics to everyday situations and work through a scheme of work concentrating on the fundamentals of maths, students may then go on to GCSE when they secure this qualification or go on to other functional skills levels.
Students who follow the other pathways will be working towards their GCSEs.
Year 11 students may concentrate solely on securing their functional skills qualification which is a post GCSE qualification.
Year 11 Students aiming for grade 1-3 will follow the foundation pathway which is written specifically for this level of achievement.
Year 11 Students aiming for grade 4/5 will work on the foundation plus scheme of work.
Year 10 students aiming for GCSE grade 1-3 will follow the functional skills pathway in year 10 and when they complete this successfully they will follow the foundation pathway.
Year 10 students aiming for GCSE grade 4/5 will follow the foundation pathway in year 10 and when they complete this successfully will follow the foundation plus pathway.
Year 11 students aiming for grade 6-9 will follow the higher pathway.
Maths curriculum plans
Functional Skills Maths Curriculum Plan
Entry Level Maths Curriculum Plan
Maths Learning Journeys
English
GCSE, Functional Skills and Entry Levels 1,2 and 3
Teaching and learning is centred around the development of reading, writing and speaking and listening skills.
Within English lessons, students will read and engage with a wide range of high quality, challenging fiction and non-fiction texts from the 19th, 20th and 21st centuries. Students will develop their use of reading strategies to comprehend, critically evaluate, summarise and compare texts.
This knowledge of text types and writers’ techniques will be used to inform and improve their own writing. Students will develop their ability to write effectively and accurately for different purposes and audiences, including narrative writing and a range of transactional text types.
Students will learn to present information and ideas, using Standard English relevant to the formality of the task. They will improve their ability to listen effectively and respond to spoken language.
Our aim is for all students to achieve a qualification in English, which is suited to their ability and help them progress in their next steps. The majority of students will work towards achieving a GCSE in English language, although some will follow the Entry level pathway.
Entry Level English course is designed as an alternative for learners, when the GSCE English Language and Literature course isn’t appropriate. The qualification teaches and assesses the reading, writing and communication skills that learners will need in their everyday lives, in the world of work, and in other curriculum areas. It provides a broad, coherent, satisfying and worthwhile course of study.
Grading is awarded on a three‐point scale, from Entry Level 1 English to Entry Level 3 English, which is the highest grade. Entry 1, Entry 2 and Entry 3 achievements are broadly comparable with levels 1, 2 and 3 of the National Curriculum.
English Curriculum Plans
English Curriculum Plan Year 10
English Curriculum Plan Year 11
Science
Biology
Students at the Springfield Centre are taking an AQA GCSE in Biology. Our curriculum is designed in order to build upon the knowledge and skills they have acquired during Key Stage 3.
Our curriculum has been developed around the needs of our students. There is a strong focus on integrating assessment into everyday learning. Continued assessment recognises the importance of students taking an active role in their learning journey. A detailed plan has been developed providing students with a supportive learning journey spanning 2 years. In addition, students and parents/ carers are provided with a simplified plan in order for everyone to have access to the wider objective.
The AQA Biology course aims to encourage students to become more aware of the world around them. The knowledge acquired will aim to help students to form their own interests and inspire a lifelong passion for learning.
The content is taught using real life examples of biology in action and the emphasis of the course is to demonstrate its relevance to everyday life making it more accessible.
A detailed breakdown of the content is listed below:
· Cell Biology
· Organisation
· Infection and response
· Bioenergetics
· Homeostasis and response
· Inheritance and evolution
· Ecology
Throughout the course there is a strong emphasis on practical work. This leads to a real sense of achievement and helps understanding of the subject. Practical skills are assessed formally as part of the written examinations.
Biology leads to a wide range of courses and careers with students regularly going on to study Biology and related courses e.g. Biochemistry, Zoology, Marine Ecology, Equine Science, Psychology, Dentistry, Medicine, Veterinary Science, Optometry, Physiotherapy and other science and non-science degrees. Taking Biology complements well the study of other Science subjects as similar skills are developed and reinforced. The communication, numeracy, application and problem-solving skills you develop stand you in good stead as a preparation for all courses at university.
GCSE Biology Specification Link
Personal and Social Education (Year 10)
Personal Development helps students lead confident, healthy and responsible lives. At Springfield students in year 10 will study from a range of personal finance, healthy lifestyles and personal safety, drugs education, Sex and Relationships, Emotional Wellbeing and Making Informed Career Choices. This curriculum is underpinned by strong character education with a sharp focus on SEMH progress to ensure students are ready for the next stage in their education and employment.
Personal Development Curriculum Plan
Prince's Trust Achieve (Year 11)
The Achieve programme is recognised by Ofsted as supporting students' emotional health and wellbeing, it gives students the opportunity to develop the skills and confidence needed to succeed in education. From improving attainment, attendance, personal and social skills and engagement with education, Achieve helps young people to develop healthy habits which have help young people of school age to reach their potential, both in education and in their future employment.
The Achieve programme is designed to help disadvantaged young people who are struggling to develop important character skills through relevant, engaging and informal learning. It will connect young people with the world of work and equip them with the transferrable skills and knowledge they need to succeed.
Form Time
Form time is an integral part of our offer for students where PSE and Princes Trust topics are covered; along with topic issues which support the school to b responsive to current themes within school or the local community.
Nurture
At Springfield we recognise that some students need additional support in order to be in a position to achieve their potential. In response to this, we have implemented a nurture offer which focuses on developing the social, emotional and mental health needs of our students. This offer is delivered in a supportive and nurturing environment and is tailored to the needs of each individual student. Entry level maths and English are interwoven into activities and experiences which are developed to respond to needs identified on each student’s Boxall profile:
The Boxall Profile is an invaluable resource for the assessment of children and young people's social, emotional and behavioural development.
The two-part checklist, which is completed by staff who know the child and young person best, is quick — and, very importantly, identifies the levels of skills the children and young people possess to access learning. Many children in school are insecure about their worth, often not able to articulate their feelings. Instead they show their discomfort by withdrawal, achieving much less than they could, not making good relationships.
Others may act out their feelings of anger and failure by minor or major acts of disrupting the progress of others. Whatever the behaviour, the result is that they do not get positively engaged in education. Understanding what lies behind this can make all teachers much more confident in their class management, which is where the Boxall Profile comes in.
Step Out Students
At Springfield we offer a Step Out Programme to students who require additional support from local mainstream schools. We work closely with referring schools to ensure that students are placed in the correct strand of our provision. Students benefit from our full range of qualifications from nurture through to our GCSE offer. They are also able to access our vocational subjects in addition to their core offer.
AQA Unit Awards
UAS allows all students to engage with learning and have their achievements formally recognised. At Springfield AQA awards are interwoven into our offer to ensure that all achievement, no matter how small, is recognised.
Students are rewarded with a certificate each time they successfully complete a unit of learning. They can build up a portfolio of certificates to evidence their skills, knowledge and experience.
The scheme boosts confidence, increases engagement and improves motivation, helping students to make progress on their lifelong learning journey.
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Comprehensive – UAS covers all topics from school curriculum subjects to life skills, outdoor activities, arts and crafts, and work-related learning
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Inclusive – students of all ages and abilities can take part in the scheme
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Adaptable – teachers can write their own units for tailored, bespoke learning
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Flexible – students can achieve an unlimited number of units each academic year, receiving certificates on-demand at any time throughout the year
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Versatile – teachers can use UAS in many different ways: SEND/SEMH programmes; enrichment and extracurricular activities; community-based learning projects; professional development.
Vocational Choices
Students have the opportunity to choose three vocational subjects each academic year to achieve additional qualifications and learn new life skills.
Art (Fine Art)
AQA GCSE in Art, this course is portfolio based and assessed by an internal teacher assessed coursework project and an externally assessed exam. This course consistently sees our students gain 4-9 grades at the highest level and has done so for twenty years. You will be doing the drawing and painting course. If you put the effort in you will leave school with a GCSE qualification in this subject. The ability to draw and paint is not required as everyone can create art.
Child Development
This OCR qualification is for learners aged 14-16 who wish to develop applied knowledge and practical skills in child development. It is designed with both practical and theoretical elements, which will prepare students for further qualifications in Child Care, Health and Social Care, Psychology, Sociology and Biology. All students will study three mandatory topics as follows: Health and well-being for child development Understand the equipment and nutritional needs of children from birth to five years Understand the development norms of a child from birth to five years.
Assessment is through 2 internally marked pieces of coursework and an external written exam that lasts 1 hour 15 minutes.
The first topic of study underpins all of the other learning in this qualification. Students will develop the essential knowledge and understanding in child development, covering reproduction, parental responsibility, antenatal care, birth, postnatal checks, postnatal provision, conditions for development, childhood illnesses and child safety. Knowledge gained would be of use for further studies in PHSE, Biology and other child development qualifications.
In the second topic of study, students will gain knowledge of the equipment needs of babies and young children and an understanding of the factors to be considered when choosing appropriate equipment to meet all of these needs. This topic will also cover nutrition and hygiene practices and students will be given the opportunity to investigate feeding solutions, comparing these to nutritional requirements and evaluating the outcomes. Evaluation skills are developed, which would be of use in further studies in a number of areas.
In the third topic of study, students will gain an understanding of the development norms from birth to five years and the stages and benefits of play. Students will gain knowledge of, and skills in, developing activities to observe development norms in children up to the age of five. This topic will include researching, planning and carrying out activities with a child and observing and evaluating these activities, as well as comparing the child to the expected development norms. Researching, planning, observing and evaluating skills would be useful in further studies as these are transferable skills and could be applied to many subject areas.
Child Development Specification
Health & Social Care
The Pearson OCR Level 1/Level 2 Tech Award in Health and Social Care, is for learners who want to acquire technical knowledge and technical skills through vocational contexts as part of their Key Stage 4 learning. The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. The main focus is on four areas of equal importance, which cover:
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The development of key skills that prove your aptitude in health and social care such as interpreting data to assess an individual’s health.Process that underpins effective ways of working in health and social care, such as designing a plan to improve an individual’s health and wellbeingAttitudes that are considered most important in health and social care, including the care values that are vitally important in the sector, and the opportunity to practice applying them
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Knowledge that underpins effective use of skills, process and attitudes in the sector such as human growth and development, health and social care services, and factors affecting people’s health and wellbeing.
This Award complements the learning in GCSE programmes such as GCSE English. It will complement the more theoretical aspects covered by GCSE Biology by allowing you to apply knowledge and skills practically in a vocational context.
Assessment is through 4 pieces of internally marked coursework and 1 external exam which lasts 2 hours.
Health & Social Care Specification
Construction – Carpentry & Joinery
This BTEC level 1 Award is aimed at anyone who wants to either improve their existing skills, or learn from scratch the skills needed to enter the construction industry in their chosen craft. Whilst studying Design and Technology at Springfield our students will have the opportunity to study BTEC courses and gain awards as they progress through year 11. These BTEC qualifications will help guide and inform them towards post 16 courses and training decisions.
During this course, you will study the following two units:
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Health and Safety and Welfare in Construction (includes hazards, risks, accidents & more)
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Developing Practical Skills (includes tooling, materials & practical sessions)
During your course you will cover the following:
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Using Hand Tools such as Chisels, Planes etc.
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Cut Basic Joints
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Cut and Fit Architraves and Skirtings
This course is purely practical based, this means that your tasks will be hands-on giving you a good understanding of the principles of Carpentry & Joinery. Candidates are assessed throughout the course through written, verbal and video evidence.
Carpentry and joinery specification link
Hair & Beauty
The Pearson BTEC Level 1 Introductory Award, Certificate and Diploma in Hair and Beauty are designed around practical skills and tasks that place an emphasis on learners demonstrating what they can do rather than what they know in theory. The qualifications give learners the opportunity to acquire and develop generic, transferable and sector-specific skills in order to complete tasks and demonstrate a level of achievement that enables them to progress to further learning. The qualification offers a taste of the hair and beauty sector and could be studied alongside other subjects. For the hair and beauty sector, the units cover topics and activities such as finding out about the careers and progression within the sector, responding to a brief to come up with ideas, and carrying out hair and beauty treatments. Some of the treatments and services you will learn include; manicure, shampooing, styling hair, eyebrow shaping, skincare and nail art. These qualifications prepare learners for further learning at a higher level in hair and beauty.
Business Studies
You may one day, for example, want to start your own mechanics, gardening, beauty, fashion, building or electrical business. Or, you might want to work in the big city, retail, solicitors, accountants, banking or even run your own salon. The list is endless.
Whatever you do in life you will be involved in business in some way and this course is ideal to learn as much as possible about money, work and life. It is real and relevant. Most students find this subject interesting and helpful.
In this Btec qualification the units are practical and based on real UK businesses with one unit dedicated to setting up your own small business. You will learn how to examine and analyse the key areas of business, including marketing, finance, recruitment and customer service.
On completion of the course and leaving school students can progress to two-year A-Levels or BTEC Level 3 courses at college, gain apprenticeships or find a job.
Two-thirds of the qualification is assessed by coursework. This could include presentations, customer service role plays, job interviews and independent research. The core units include starting a small business (of the student’s choice) and finance (which is assessed by an online multiple-choice test). Other units include promotion, customer service, financial accounting and marketing.
Home Cooking Skills
BTEC Home Cooking Skills aims to give students the knowledge, skills and confidence to enjoy cooking meals at home. Students will gain an understanding of how to economise when planning meals to cook at home. The course will encourage students to transfer skills learnt to other recipes to continue cooking for themselves and their families and to inspire others by passing on their knowledge. The course is based on the proposition that being able to cook is an essential life skill which empowers people to make changes that have benefits to health and wellbeing. The qualification is assessed through internal coursework.
Sport
The Pearson BTEC Level 1 Introductory Award in Sport is designed around practical skills and tasks that place an emphasis on learners demonstrating what they can do rather than what they know in theory. The qualifications give learners the opportunity to acquire and develop generic, transferable and sector-specific skills in order to complete tasks and demonstrate a level of achievement that enables them to progress to further learning.The Award offers a taster of the sports sector and could be studied alongside other subjects.
The content of these qualifications has been developed in consultation with further education colleges and other providers to ensure that the qualifications support progression to further learning and training. All learners taking these qualifications will study core units that focus on key transferable skills such as research and planning, time management and working with others.
Learners will also take a number of sector units. The content of the sector units offer a broad introduction to the skills and knowledge within that sector allowing the delivery to be practical and active in order to engage the learners. For sport, the units cover activities such as organising a sports event and delivering a coaching session.
ICT
Functional Skills Information and Communication Technology (ICT) qualifications are designed to give learners the skills to operate confidently, effectively and independently in education, work and everyday life. They have been created in response to employers’ perceptions that many learners are not achieving a sufficiently firm grounding in the basics.
The ICT curriculum is broken down into 3 main aspects:
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using ICT
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finding and selecting information
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developing, presenting and communicating information.
These aspects are covered using a range of recognised software as well as internet and cloud-based activities. E-safety and ways of staying safe whilst using technology are also covered in order to prepare learners for life outside school.
Each Level is completed by an assessment. This is on screen and incorporates both internet and non-internet tasks.
Entry Level Certificate History (Nurture only)
Our Entry Level Certificate in History will inspire and engage students by providing a broad, coherent, satisfying and worthwhile course of study.
Students must complete all three tasks which make up 100% of the assessment.
Content overview
Thematic study
One from:
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Crime and punishment.
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People’s health.
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Migration.
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War and British society.
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Power, monarchy and democracy.
Depth study
One from:
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Germany 1925–55.
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The USA 1919–74.
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Normans 1065–1087.
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Elizabethans 1580–1603.
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The Making of America 1789–1900.
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The Viking Age c. 750–c. 1050.
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Britain: Peace and war 1900–18.
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International relations 1918–2001.
Students choose either a site or an individual to study and complete two pieces of work:
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A 150-word biography (of the person) or guide (to the site).
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A 250-word explanation of the importance and impact of their site or individual over time.
Entry Level Certificate History Curriculum Plan
English Literature
This GCSE in English literature enables students to read a wide range of classic literature, and make connections across their reading, read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas, appreciate the depth and power of the English literary heritage as well as write accurately, effectively and analytically about their reading.
This qualification has two external examinations. Component 1 assesses learners on Shakespeare and poetry from 1789 to the present day. Students will need to show their knowledge of dramatic techniques and demonstrate their understanding of plot, characterisation, events and key themes; they will need to analyse language, structure and form closely in order to engage critically with the text. Students will also have the opportunity to show their understanding of the poems and the relationships between them and the contexts in which they were written. Component 2 assesses learners on drama and prose (a play and a novel) and unseen poetry. Students will need to demonstrate their knowledge and understanding of aspects of plot, characterisation, events and key themes; they will need to evaluate and analyse how language, structure and form are used by the writer to create meanings and effects. They will also need to show their understanding of the varied contexts of their chosen text.
English Literature Specification
GCSE Film Studies
The WJEC Eduqas specification in GCSE Film Studies is designed to draw on learners' enthusiasm for film and introduce them to a wide variety of cinematic experiences through films which have been important in the development of film and film technology. Learners will develop their knowledge of US mainstream film by studying one film from the 1950s and one film from the later 70s and 80s, thus looking at two stages in Hollywood's development. In addition, they will be studying more recent films – a US independent film as well as films from Europe, including the UK, South Africa and Australia.
Production is an important part of this specification and is integral to learners' study of film. Studying a diverse range of films from several different contexts is designed to give learners the opportunity to apply their knowledge and understanding of how films are constructed to their own filmmaking and screenwriting. This is intended to support learners in producing creative films and screenplays as well as enable their production work to provide an informed filmmaker's perspective on their own study of film.
This specification is designed to provide a foundation for subsequent study by encouraging learners to explore, through formal study and their own productions, how films are constructed as well as the role the screenplay takes in the film production process.
GCSE Film Studies Curriculum Plan
BTEC Travel & Tourism (nurture only)
The Pearson BTEC Level 1/Level 2 Tech Award in Travel and Tourism is for learners who want to acquire knowledge and |technical skills through vocational contexts by exploring the aims of different travel and tourism organisations, the features of tourist destinations, how organisations meet customer requirements, and the influences on global travel and tourism as part of their Key Stage 4 learning.
The qualification recognises the value of learning skills, knowledge and vocational attributes to complement GCSEs. The qualification will broaden learners’ experience and understanding of the varied progression options available to them.
The Award gives learners the opportunity to develop sector-specific knowledge and skills in a practical learning environment. products and services available to meet the needs of different customers • attitudes that are considered to be very important in the travel and tourism sector, including how to Study
Our assessment structure is also designed so that students can build on what they learn, and develop their skills, as they move through the course.
Travel and Tourism Organisations and Destinations • internally assessed assignment(s) • 30% of the total course
Explore Influences on Global Travel and Tourism • externally assessed assignment(s) • 40% of the total course
Develop Customer Needs in Travel and Tourism •internal synoptic assignment • 30% of the total course Apply
Travel & Tourism Curriculum Plan
Forest school
Forest School is a child-centred inspirational learning process, that offers opportunities for holistic growth through regular sessions. It is a long-term program that supports play, exploration and supported risk taking. It develops confidence and self-esteem through learner inspired, hands-on experiences in a natural setting.
Forest School has a developmental ethos shared by thousands of trained practitioners around the world, who are constantly developing their learning styles and skills to support new and imaginative learners. Its roots reach back to the open-air culture, friluftsliv, or free air life, seen as a way of life in Scandinavia where Forest School began. It arrived in the UK in 1993 and has grown from strength to strength since then.
The process helps and facilitates more than knowledge-gathering, it helps learners develop socially, emotionally, spiritually, physically and intellectually. It creates a safe, non-judgemental nurturing environment for learners to try stuff out and take risks. Forest School inspires a deep and meaningful connection to the world and an understanding of how a learner fits within it. Our approach to risk means that learners constantly expand on their abilities by solving real-world issues, building self-belief and resilience. We believe that risk is more than just potential for physical harm, but a more holistic thing, there are risks in everything we do, and we grow by overcoming them. Forest School therefore, helps participants to become, healthy, resilient, creative and independent learners.
There is lots of research out there to support the outcomes of Forest School, but we know that it isn’t just the educational outcomes and research that matter, our learners and leaders love it too!