At Prospect School our curriculum is based on the National Curriculum and students have the opportunity to study a broad range of subjects. The following subjects are available at GCSE for students in Key Stage 4: English, Maths, Science, ICT, History and Citizenship Studies, in addition to Functional Skills in English and Maths. We also offer Unit Awards in other subject such as Art, PE, Design Technology and Forest Skills.

Entry Levels in English, Maths and Science are taken in Year 9.

There is a strong emphasis on practical subjects and enriching the curriculum through activities such as fishing, cycling, horse riding, sailing, visits to places of interest and numerous types of sporting activities, including fixtures and tournaments with other schools.

See below for a full list of subject accreditations.

Should you require any further information concerning the curriculum, please do not hesitate to contact the school to speak to individual Leaders of Learning via the school office on 02394 006226 or email [email protected]

If you would like to discuss college placements for students please contact the school office on 02394 006226 or email [email protected]

To discuss work experience opportunities and careers please contact Claire Adamson on 02394 006226 or email [email protected]

School opening times for students

• Monday – Thursday 8.45am – 2.45pm
• Friday 8.45am – 2pm (Total 29 hours 15 minutes)

Morning registration is from 8.45am – 9am each morning

Intent

The English department is committed to ensuring that all students will be able to read and write at a functional level and therefore able to successfully function in the world, upon leaving school. Our vision is that of an inclusive education for all; a curriculum that meets the differing needs of individual students allowing them the opportunity to fulfil their unique potential and enhance their life opportunities.

Recognising the importance of English in the whole school curriculum, we aim to implement a varied programme to support, challenge and encourage students to become effective communicators. The NGRT Baseline tests for all students, gives an overview as to where our students start their learning journeys and the Functional Skills Baseline test in Key Stage Four, enables us to assess their progress.

Implementation

During Key Stage Three, particular focus is placed upon developing students’ ability to read fiction and non-fiction texts for meaning, as well as to write for a variety of purposes and in different styles. These skills are developed through the teaching of a range of topics including: Advertising and the Media, Poetry, Prose, Persuasive and Instructional Writing, Texts from Other Cultures, Descriptive Writing, Persuasive Writing, Drama Texts and Shakespeare. Their English topics are devised based on the requirements of the National Curriculum and the National Framework for English.

Once in Key Stage Four, students develop their skills by continuing to read and learn through literature in a range of non-fiction writing. They also begin to work towards achieving Functional Skills and GCSE English Language qualifications.

Students in all year groups continue to read every day for twenty minutes through our Drop Everything and Read (DEAR) programme. We also have a reading canon and passport with a visual target of proposed books to read throughout their time with us.

Impact

Schemes of work are delivered and differentiated for the unique abilities of students with adapted learning across the school, tailoring instruction to meet individual needs. Through a wide range of literature, we want our students’ lived experience to be recognisable in the books they read in school, with this, we aim to improve mental health, life decisions and general enjoyment of literature. It matters profoundly that the books we read in our formative years reflect the rich diversity of the society we live in. We enable students to become active and functional readers, allowing them to develop culturally, emotionally, intellectually and socially. Within topics studied, there are regular opportunities for students to develop their functional literacy skills in preparation not only for exams, but for adulthood.

Intent

The provision of a ‘broad and balanced’ Mathematics curriculum at Prospect School involves coverage of the National Curriculum outcomes relating to the areas of Algebra, Data, Number and Shape and also encompasses experiences of cultural capital, Social, Moral, Spiritual and Cultural development, as well as the British values of democracy and the rule of law.

In Mathematics, we understand that having a wide vocabulary and good reading skills are crucial for our students to be able to access all aspects of the curriculum, in addition to wider skills and experiences, such as: understanding vocabulary and exploring future career paths.

Our Mathematics curriculum is linked to our vision and ethos and reflects the community we serve.  We believe that every individual is valued and is given the greatest possible opportunity to achieve their best in a school where studentneeds are met, enabling social and academic achievement to meet their potential in preparation of skills for life beyond school into adulthood.

Implementation

In Key Stage 3, students study the key ideas and principles in Mathematics, drawing upon the content of the National Curriculum for Mathematics.  This supports students to develop a broad understanding of a range of fundamental mathematical ideas and fosters their respect and appreciation for the world around them.

During Year 9, students will embark on a Functional Skills Entry Level Mathematics course which builds upon their knowledge from Key Stage 3 and prepares them to study Mathematics in greater depth at Key Stage 4.

In Key Stage 4, students will either study the OCR Mathematics specification, gain a GCSE award or continue with the Entry Level to achieve an award at this level.

One of the most important features of the Mathematics curriculum at Prospect School is that it is cyclic in nature, reinforcing the four main braches of mathematics as studentsprogress through the academic years. The curriculum is regularly adapted and updated to make sure that it always meets the needs of the learners at the time. This combined with high quality teaching and learning experiences help us to implement our vision of “raising aspirations and building futures”.

Impact

Our Mathematics department has planned a broad and balanced curriculum that is designed to engage students with the real-life applications of the subject.  Mathematics helps students understand a lot about the world in which we live. In an ever-changing world, in which mathematical subjects are at the forefront of advancements for the future, we want to best prepare our students for this by not only looking at the knowledge of the subject, but also the methods, processes,skills and applications associated with it.  Making Mathematics enjoyable by developing students’ concept of the world in which we live is vital to ensuring that students receive a valuable, enriched experience.

Our Mathematics curriculum is designed to prepare our students for the next stage of their education and adulthood.  We ensure that the teaching and learning in Mathematics contributes to decisions students may make about future employment, independence, community inclusion and their own health and wellbeing.

Intent

The provision of a ‘broad and balanced’ Science curriculum at Prospect School involves coverage of the National Curriculum outcomes relating to the areas of Biology, Chemistry and Physics.

In Science, we understand that having a wide vocabulary and good reading skills are crucial for our students to be able to access all aspects of the curriculum and wider skills and experiences, such as: extracurricular activities, trips and exploring future career paths, which form part of the Science curriculum within school.

The Science curriculum is linked to our vision and ethos and reflects the community we serve.  We believe that every individual is valued and is given the greatest possible opportunity to achieve their best in a school where studentneeds are met, enabling social and academic achievement to meet their potential in preparation of skills for life beyond school and adulthood.

Implementation

In Key Stage 3, students study the key ideas and principles in Science, drawing upon the content of the National Curriculum for Science.  An important aspect of the Science curriculum at Prospect School is that it is fluid in nature, to meet the individual needs of our students. This supports students to develop a broad understanding of a range of fundamental scientific ideas and fosters their respect and appreciation for the world around them.

During Year 9, students will embark on the AQA Entry Level Science course which builds upon their knowledge from Key Stage 3 and prepares them to study science in greater depth at Key Stage 4.

In Key Stage 4, students will either study the OCR Combined Science specification to gain a GCSE Double award or continue with the Entry Level to achieve a double award at this level.

Impact

The Science curriculum is broad and balanced curriculum, designed to engage students with the real-life applications of the subjects.  Science helps students understand about the ever-changing world we live in. STEM (science, technology, engineering and mathematics) subjects are at the forefront of advancements for the future, therefore we not only look at the knowledge of the subject, but also the methods, processes,skills and applications associated with it.  Students will become more confident having gained a wide variety of skills linked to both scientific knowledge, scientific understanding and scientific enquiry/investigative skills.

Our Science curriculum is designed to prepare our students for the next stage of their education and adulthood.  We ensure that the teaching and learning in science contributes to decisions students may make about future employment, independence, community inclusion and their own health and wellbeing. Our students will be able to recognise the importance of science in everyday life and to develop lifelong positive attitudes towards science.

Intent

Our Food Studies curriculum includes a wide range of practical cooking exercises so that our students may learn many skills that they can take with them as they venture into independent living. The Food Studies curriculum coverstopics including; Health and Safety, Nutrition, C.O.S.H.H, Macro and Micronutrients, Food Commodities, Diet, andpractical cooking lessons. It encompasses experiences of cultural foods; the social aspect of cooking and eating; the moral, spiritual and cultural choices associated with food; as well as incorporating the British value of the rule of law, relating to legislation in place to keep consumers safe.

Food Studies develops student’s literacy, numeracy, communication and emotional literacy skills as students embark on team work in a kitchen. Gaining a working knowledge of nutrition and how it contributes to a person’s health and wellbeing, supports our students to develop a positive relationship with food and diets, to support healthy life style choices.

Our Food Studies curriculum is linked to our vision and ethos and reflects the community we serve.  We believe that every individual is valued and is given the greatest possible opportunity to achieve their best in a school where studentneeds are met, enabling social and academic achievement to meet their potential in preparation of skills for life beyond school and adulthood, working towards independent living.

Implementation

In Key Stage 3, students take part in practical lessons, which cover: knife skills, health and safety, nutrition, research and planning, food commodities, diet and self-evaluation. They also have theory worksheets to complement each practicalsession, covering all aspects within Food Studies.

In Key Stage 4, students have the opportunity to follow the BTEC Level One Home Cooking Skills course. The course allows our students to build on their knowledge and skills from Key Stage 3, by exploring all the above mentioned areas in greater depth and detail. Students showcase their completed dishes and demonstrate how they can share information related to cooking with other people.

There is an element of fluidity to lessons, which allows students to recap areas they feel they do not fully understand, which embeds further development. This may also involve revisiting certain practical lessons, to allow the student to clarify and master skills they feel they want further assurance with.  Theory work sheets are tailored towards each topic of learning, to further support knowledge and understanding.

The curriculum is easily adapted to meet the individual needs of all our learners. This, combined with high quality teaching and learning experiences, help us to implement our vision of “raising aspirations and building futures”.

Impact

Cooking is very popular with our students and provides a safe and happy environment for them to learn. Not only do our students gain invaluable knowledge within the food industry, our curriculum teaches them a wide range of practical cooking skills so they can budget and independently feed themselves, develops their self-esteem and empowers them to make positive, healthy lifestyle choices.

Working within the food industry is a popular Post-16 choice for a number of our students.  

Intent

Our aim is to be at the forefront of computer ICT teaching. We are currently undergoing a period of rapid development in order to implement a new ICT curriculum. We offer a programme of combined ICT/ Computer Science lessons to our students and, therefore, support the rest of the curriculum areas in the increasing demand for integration of ICT across the curriculum.

We have a dedicated computer room, fully equipped for full class teaching. We also have a collection of laptops that are used in other classrooms. Our classroom PCs and laptops are replaced on a regular basis and the software is continually updated.  Our ICT room is in use for lessons throughout theday and is regularly used for Enrichment Activities.

Implementation

The curriculum provides opportunities for students to communicate their ideas effectively, both verbally and in writing.  Students are able to practice key ICT skills that will develop their awareness of technical advances, as well as the use of word processors and spreadsheets.  Students study a wide range of topics within ICT that will broaden their knowledge of key principles and understanding of ICT in the world around them. There is opportunity for the students touse their creativity through the presentation of their work and the programming modules they complete.  

In Key Stage 3, our students build on their existing ICT and Computer Science skills with units in Scratch programming, Office Software and game making.  These units are designed to give them a broad introduction to ICT and get them excited about the subject as well as build up every day ICT skills, ready for Key Stage 4. Students work towards gaining anunderstanding of programming concepts, they are introduced to the Python programming language, look at computer hardware, e-safety, data representation and develop use of ICT software.

In Key Stage 4, we have introduced ICDL qualifications, with the opportunity to study Level 1 and 2 qualifications. We also intend to introduce a new ICDL Robotics qualification this year.  Basic computer skills are becoming essential in the workplace, therefore the students are given the opportunity to gain the fundamentals skills and working up to a high level of proficiency.  For those students that show the aptitude, they are given the opportunity to move onto computer coding and we are currently investigating qualifications for these students to access.

Impact

• Students will be aware of their digital footprint.
• Students will have the ability to use the internet in a safe and positive way.
• Students have a wider understanding of the ethical effects of ICT in the wider society.
• Students will be able to develop and try their own ideas, as well as work collaboratively.
• Students will develop a growing awareness of the relevance and plausibility of information and begin to identify and question bias in the sources they use.
• Students will have gained skills, knowledge and understanding in ICT that can contribute to their future education and work choices.

Art is a foundation National Curriculum subject. Our Art and Design curriculum provides our students with the opportunity to develop and extend their skills, express their individual ideas and to work both individually and collaboratively with others.

Engaging enthusiasm, creativity and imagination is a vital part of the art curriculum.  We plan and deliver skills focusing on particular skills/techniques or aspects of art, throughout the school year. Our aim is to ensure that students are confident approaching artwork, feel a strong sense of achievement, value the impact of art within their own lives and are able to reach their full potential.

Within our setting it is important to address the therapeutic and sensory element of art which helps stimulate and engage students through a range of different media such as: textile materials, clay/ playdough/ flour paste for printing, use of tools, paint types, crayons, inks, bubbles, glitter, plaster, pebbles and more. All students are given the opportunity to gain a GSCE qualification.

Implementation

In Key Stage 3, students learn the skills of drawing, painting, printing, collage, textiles and 3D work. Using these skills, studentsare given the opportunity to explore and evaluate different creative ideas. Students will also be introduced to a range of works and develop knowledge of the styles and vocabulary used by famous artists, craftspeople and designers in order to help them develop their own style.

The skills acquired are applied to cross-curricular topics, allowing students to use their art skills to reflect on and explore topics in greater depth e.g. by sketching still life artefacts in detail, researching geographical locations to support their work on landscape painting or using art as a medium to express emotion and thought to enhance their personal, social and emotional development. Each project is designed to deepen and expand upon foundational skills, while fostering creative thinking, risk-taking, and building confidence.

In Key Stage 4, students study GCSE Art and Design which comprises elements of coursework in the form of a portfolio, sketchbook and a journal for recording ideas and processes. GCSE Art and Design is assessed by the students’ portfolios and an externally set assignment, rather than a final written exam. Controlled assessment is based on four assessment objectives; designed to explore the students’ ability to develop individual ideas, explore and experiment with different media in order to refine those ideas, record and evaluate artwork and produce a final piece. Students receive an exam question as a starting point for a second project, culminating in the final 10-hour exam.

Impact

• Students have a love of art, with an appreciation for the work of others evidence by the way they create their own work and how they articulate their thoughts using subject specific language.tudents leave with a broader cultural capital, a deeper understanding and appreciation of the work around them.
• Students are able to work independently, organise themselves, use equipment confidently and problem solve to achieve positive results.
• Students are able to critique the work of others as well as their won with confidence, while working independently to improve and extend their work based on feedback and guidance notes.

Intent

Our DT curriculum is focused upon working with wood and has recently evolved to include greater emphasis on planning, recording, self-assessment and self-evaluation. These are transferable skills that will benefit the students in many areas of their current life, as well as giving them valuable skills for the future. There are also assessable outcomes for all students.

Implementation

During Key Stage 3, all students have the opportunity to develop skills in planning and recording; marking out, measuring and cutting accurately; learning how to use a range of hand tools safely; learning how to use a variety of power tools and machines safely; developing skills in self-assessment and learning how to research, make and evaluate projects of their own.

During Key Stage 4, all students have the opportunity to build on the previously learnt skills to produce more advanced projects;select and use more specialised machines and tools; develop their wood working skills; learn more advanced techniques; be given the opportunity to complete a brief for a project of their own design; develop their resilience; show their independence and produce projects that will feed into the John Muir Award (Forest Skills).They also have the opportunity to work toward a number of AQA Awards which link in with the John Muir Awards (Forest Skills), as well as other topics.

Impact

The teaching is based around being attachment aware and adopting the PACE approach where appropriate as a way of thinking, feeling, communicating and behaving that aims to make the students feel safe. By its nature, this involves using relational influence to create motivation, focusing on stress regulation and being very flexible. This philosophy means the curriculum embeds a skills based approach involving teacher led activities and projects that are individualised, student centred, student led and based on level of skill and motivation.

This approach places the focuses on raising self-esteem, improving resilience, and developing problem solving skills. Consequently, having engaged with the curriculum our students are able to work independently and use machinery confidently. They will have gained skills for life beyond school and had experience of using a small selection of industry standard equipment; this will give them confidence when working in the future. 

Intent

This course will give learners the opportunity to experience and enjoy some time in a forest environment, while learning some practical knowledge and skills associated with being outdoors.

The course also places importance on the physical and emotional benefits of time spent in nature; providing opportunities for space and exercise, undertaking supported risk, learning about the natural world, considering conservation and pollution and a chance to talk, reflect and be.

Offering our learners, the opportunity to get outdoors, is at the heart of this course. To escape from a classroom environment,that they may find challenging, and to experience the freedom to learn in an alternative way can provide the enjoyment, success and confidence needed to support their learning journey as a whole.

Implementation

All learners will initially be introduced to the forest site, supported to become familiar with the environment and appraised of any safety information and procedures. Exploring and play will feature heavily in the introductory phase as a way to facilitate comfort within the forest environment.

Key Stage 3 learners will then begin work on timed exploration tasks; conservation activities; discovering plants, insects and animals; basic den building tasks; including researching locations and materials which can be used for natural and man-made shelters; as well as constructing and evaluating their own shelters. The Key Stage 3 focus will be on slowly building studentconfidence in the environment and developing the skills necessary to work towards completing a unit award. Towards the end of Key Stage 3 in the Summer term, we introduce the learners to a new environment and the opportunity to gain an Entry level qualification called ‘Cleaning a Beach’. This gives the learners access to a new location and the chance to transfer their skills.

Key Stage 4 learners will follow a programme tailored towards achieving a range of Level 1 AQA unit awards, covering a range of Bushcraft and outdoor learning skills. The current range of awards include:

• Building shelters
• Tracking
• Fire lighting
• Bushcraft as a life skill

Key Stage 4 learners will also incorporate the hours and activities required to complete a John Muir Award at Explorer Level. As such, alongside time spent in the forest, they will be expected to complete a range of cross-curricular tasks designed to reflect an appreciation of the key elements of the John Muir Award – Discover, Explore and Conserve. Examples of this cross-curricular work can include; a local history project, a forest based science research project, forest themed art work, bird boxes, feeders, bug hotels and hedgehog houses in wood tech, suet cakes in Food Studies and PSHCE topics focused upon the importance of nature for mental health. Participation in these activities and the work produced is then compiled for display as part of the final assessment for the Award.

Impact

Having spent a portion of their time in education, learning outdoors will doubtless have a lasting impact on our students. At the heart of what we do, is an attempt to foster a lifelong appreciation and understanding of the natural world, which will benefit not only our students, but the local community and the wider world. Spending time in the forest, learning about and caring for the site creates a sense of ownership, responsibility and pride in our local area; while the qualifications that can be gained give our students a sense of self confidence, achievement and independence going forward. Alongside this, the positive impact on mental health and wellbeing that time spent in nature can undoubtedly have on young people demonstrates the importance of giving our students every opportunity to get outdoors.

In the words on John Muir himself,

‘In every walk with nature one receives far more than he seeks’

Intent

At Prospect School we are committed to ‘Raising aspirations, building futures’. At the core of this, is our commitment to ensuring students gain an understanding of their place in the world, what has gone before and what is yet to be. The Humanities department recognises that students are shaped in part by past, place and philosophy, and therefore teach these three subjects as one holistic curriculum. It aims to do this by following a ‘broad and balanced curriculum’ covering National Curriculum outcomes, while encompassing cultural capital, SMSC (social, spiritual, moral and cultural) development alongside the British values of knowledge of democracy and the rule of law.

Humanities is set into the chronological framework afforded by the study of History, Geography and World Studies, whichfocus on a variety of themes and subjects. This teaches students how to transfer skills which better prepares them for the world of work, where the ability to transfer skills isessential.

The Humanities curriculum aims to help students gain an understanding and knowledge of the world around them, historically, geographically and philosophically. All subjects seek to inspire curiosity and critical thinking and to teach our students how to analyse information and ideas, to enable them to reach well informed conclusions.

The content of the combined Humanities curriculum allows students to get involved in worldwide events and places from within the classroom setting. They create wonder and inspiration about the world and highlight its diverse nature, thus emphasising how we are a multicultural society who all work together in this world to exist.

Implementation

History

Our History curriculum offers an exciting journey through time, exploring key events and themes that have shaped the world we live in today. It is designed to inspire curiosity, foster critical thinking and cultivate a deep appreciation for the rich tapestry of human history. Through engaging with diverse historical narratives, our students are equipped to navigate the complexities of the past and become active participants in shaping the future.

We aim to ignite a passion for the past and equip students with the knowledge and skills to become adept historians.

In Year 7, students delve into the early modern history of England, with a particular focus on the pivotal Battle of Hastings. This sets the stage for understanding how this period laid the foundations for the nation’s development.

Moving on to Year 8, our students embark on a fascinating exploration of the Tudor period, delving into the intricate details of this era. The journey continues through to examining aspects of slavery and the evolving concepts of crime and punishment during the Victorian era.

By Year 9, students are immersed in the conflicts of the twentieth century, including the World Wars, the Holocaust and the tension-filled Cold War. This period of history offers a wealth of opportunities for students to explore the complexities of global events and their far-reaching impacts.

Throughout their studies, students will engage with key historical themes such as causation and consequence, significance and change and continuity. These themes provide a framework for students to critically analyse and evaluate historical events and their implications on society.

Moreover, students will develop essential historical skills, including identifying significant events, making connections between different periods, drawing meaningful contrasts and analysing long-term trends. By understanding chronology and honing their critical thinking abilities, students will cultivate a deeper appreciation for the complexities of history.

As students progress into Years 10 and 11, they will continue to deepen their historical knowledge and skills as they work towards their qualifications. This period marks a crucial phase in their journey to becoming well-rounded historians, equipped with a comprehensive understanding of the past and its enduring impact on the present. Students in Key Stage 4 will have the opportunity to obtain a GCSE qualification.

Geography

In Key Stage 3 Geography, students will be encouraged to gain a better understanding of the local area of Havant and study some of the greatest geographical locations of the UK. In Year 8, students further develop an appreciation for the local area by studying rivers, coasts and living environments and will go on to develop skills using a map and compass and begin to understand social, environmental and economic impacts.  

During Year 9, students will expand their studies beyond theUK and start to focus on the wider world and all its geographical wonders. This will include exciting topics such as volcanoes, rivers, oceans and natural disasters. During Years 10 and Year 11, students will work towards AQA awards, building on the previous knowledge they have gained in Geography. Students will also participate in fieldwork,where they will use their geographical knowledge in a practical setting in the local area.

World Studies

The World Studies curriculum focuses on beliefs and teachings from the six major faith religions. The curriculum follows the Hampshire “Living Difference Spiral Curriculum”, to ensure progression and challenge in their learning.  This curriculum highlights the key themes within the religions of Christianity, Islam, Hinduism and Sikhism.

In Year 7, students are introduced to the golden thread teachings: belonging, community, love and special. They focus on Christianity, the largest religion in the UK, and Hinduism, one of the most unique religions in the world. They will study the key beliefs within the faiths and some of their many practices. Throughout Year 8 the students will deep diveinto the key beliefs of Islam.

During Years 9, Year 10 and Year 11, the students will be introduced to the ethical and moral aspects of World Studies. This will allow them to take an active part in debate and judgement about diverse, interesting topics. They will study different religious perspectives and discuss in detail the effectiveness of these judgements.

Impact

History

Our curriculum will help our students gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It is designed to inspire students’ curiosity to know more about the past. Teaching should equip students to ask perceptive questions, think critically, weigh evidence, sift arguments and develop perspective and judgement.

History helps our students to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Geography

Geography inspires our students with a curiosity and fascination about the world, that will remain with them for the rest of their lives. It will equip them with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. Our students will also learn about the formation and use of landscapes and environments. This will be in relation to their own experiences, both locally and nationally, and how it changes over time. Students will gain a wide range of geographical skills which will remain with them after school, for examplethe use of map reading, using a compass, and anunderstanding of different environments.

World Studies

Religion and beliefs inform our values and are reflected in what we say and how we behave. World Studies develops our students’ knowledge and understanding of the religions and beliefs which form part of the contemporary society we live in. World Studies provokes challenging questions helping our students to become better able to discern what is desirable for their own lives, as well as for the world we live in. It enables the development of an understanding of the wide variety of people, places and lifestyles and how we celebrate the differences we have.

Intent

Our PE department aim to create a working environment that will inspire both students and staff. As a team we strive to ensure that the students are actively engaged in their learning. Student participation and achievement are assessed, tracked and celebrated, so that by the end of their PE journey at Prospect School they will have had the opportunity to take part in a wide range of sports and activities that will give them the tools to have a lasting positive impact on their physical health, cognitive growth, social skills, their emotional well-being and a lifelong passion for active living.

Implementation

Through a variety of sports and exercises, we help students develop essential motor skills, coordination, and agility. These foundational elements support their physical well-being and encourage a lifelong commitment to health. PE lessons provide invaluable opportunities for students to develop teamwork, cooperation and communication skills. Through team sports and group activities, students learn to work collaboratively, take on leadership roles, and resolve conflicts constructively. These experiences are crucial in shaping confident, socially adept individuals. PE provides a healthy outlet for stress relief, helping students manage anxiety and improve their mood. Achieving personalised goals and mastering new skills boosts their self-esteem and fosters resilience, equipping them with a positive attitude towards challenges.

During Key Stage 3, students will have exposure to a wide range of sports and activities. As they move into Key Stage 4, students in Years 10 and 11 who have a passion for sport have the opportunity to engage in the OCR Entry Level Certificate for PE. To meet the requirements of the course, the students’ practical performance is assessed in four activities; one team, one individual and then two others of their choice. They are also assessed in analysing the performance of others or of themselves in one practical activity and are required to suggest ways that the performance may be improved.  In addition, in conjunction with Havant and South Downs College (HSDC), we are able to offer a 14-16 BTEC Level 1 Award in Sports and Leisure.

Our students will enjoy challenge, recreation and competition during lessons, in our weekly House Games Challenges and in inter-school competitions. We also offer a range of offsite sessions such as golf, sailing, football sessions at Havant and Waterlooville Football Club, horse riding and rock climbing.

Our Sports Day is an annual event that involves the whole school. The activities are a mixture of competitive and fun races including: sprints; relay, sack race; space hopper race and tug of war. The students compete in their House Teams: Orion; Neptune; Valiant and Centurion. It is a fantastic day and really brings the school community together.

Impact

All the opportunities offered will teach our students valuable life skills, increase their awareness of healthy lifestyle choices and empower them to continue practical involvement beyond school, as well as give them memories of Prospect School that will last them a lifetime.

Intent

In line with statutory requirements outlined in the Relationships, Sex and Health Education (RSHE) guidance provided by the Department for Education, Prospect School recognises the importance of delivering comprehensive Sex and Relationships Education (SRE) to equip students with the knowledge and understanding necessary to make informed decisions about their relationships and health. Our intent is to deliver an SRE curriculum that is inclusive, age-appropriate and sensitive to the diverse needs of our students.

The intent of our SRE curriculum is to promote positive attitudes towards relationships and respect for oneself and others. Our programme aims to empower students to develop essential life skills such as effective communication, self-esteem, and critical thinking, enabling them to navigate the complexities of modern relationships in a responsible and safe manner.

Impact

The impact of our SRE curriculum is measured through an ongoing process of evaluation and feedback from students, parents/carers and staff. We aim to cultivate a school culture that is open, non-judgmental and supportive, where students feel comfortable discussing sensitive topics related to sex and relationships. By providing accurate information and dispelling myths and misconceptions, our curriculum seeks to increase students’ knowledge of sexual health, consent and the rights and responsibilities within relationships.

Moreover, the impact of our SRE curriculum extends beyond the classroom, with the goal of fostering positive attitudes and behaviours towards sex and relationships that contribute to the overall well-being and success of our students both during their time at school and in their future lives.

Implementation

The implementation of our SRE curriculum is carefully planned and delivered by staff who understand the sensitivity and importance of the topics being discussed. Our curriculum is delivered through a combination of dedicated SRE lessonsand cross-curricular links that reinforce key messages and provide opportunities for students to further explore and discuss topics related to sex and relationships.

We work in partnership with external organisations and health professionals to enhance the delivery of our SRE curriculum and ensure that students have access to up-to-date information and support services.

Careers Provision

All students in Year 8, 9, 10 and 11 have the opportunity to meet regularly with our independent careers advisor, who attends school on a weekly basis. Meetings can either be 1:1, in pairs or in a small group. Students are able to find out more about their chosen industry and routes into employment, or spend time working with specialist staff exploring their options should they be unsure about what to do after leaving school. Students in Years 10 and 11 also have the opportunity to participate in work experience.

We work with parents/carers to support and encourage students into further education, employment or training. Parents/carers are encouraged to support students with college open events, interviews and other relevant careers opportunities, such as work experience interviews. Staff at school are also available to support at such events.

The transition from secondary education to Post 16 options can cause young people some anxiety, particularly if they have SEMH needs. In an effort to reduce such anxieties, we offer student the chance to attend local college placements on various 14-16 programmes, as part of their personalised timetable. Some students also attend alternative provider placements. We work alongside the students until they are ready to be independent learners and support them to achieve external accreditation linked to the course. This contributes to students achieving success in different learning environments, as well as helping to improve self-confidence, pride and self-worth – all key qualities for navigating the workplace.

We will measure the effectiveness and success in a variety of ways:

• Student and parent/carer voice – through regular home school communication but also via the EHCP process
• Students securing appropriate Post 16 provision places linked to their desired destination – this may be supported internships, traineeships, apprenticeships, college placements or other suitable training
• Ofsted judgement of careers provision on offer
• By ensuring the Gatsby Benchmarks are met –we conduct annual assessments using the Compass tool.

We aim to work together with parents/carers to ensure that students have the best possible preparation for their future destinations – whatever they aspire to! Should you wish to find out more about how we support our students, please contact: Claire Adamson on [email protected]       02394 006226

A copy of our Provider Access Policy statement can be found below, along with some useful careers information from Unifrog who provide our careers information system and the Careers Development Institute.