The Pendlebury Centre – KS3 Curriculum (Year 7 – Year 9)

The Pendlebury Centre provides an inclusive curriculum that is predominantly skills-based to ensure engagement, interest, and enjoyment in learning. Many of our students will have experienced periods away from the classroom setting. Our staff are highly skilled in identifying individual strengths and weaknesses within an ever-changing and diverse cohort.

Our curriculum aims to counter the effects of cumulative gaps in previous learning through a synoptic and scaffolded framework – building on prior knowledge whilst being ambitious for the young people under our care. Within the classroom staff will prioritise the individual which often means that there are several different teaching strategies being utilised at any one point. Through subject content and pedagogy, The Pendlebury Centre aims to build self-esteem and confidence within each subject area, in order to prepare the student for their next phase. Students’ understanding and progress are routinely monitored and checked. Please refer to the Assessment, Recording and Reporting of Achievement with SEMH Focus document for further details.

In KS3, students in Year 7 and Year 8 are placed together in the same form and Year 9 are in a separate form. These form groups are mixed ability teaching classes also. Students attending our Key Stage 3 programme attend on a 4 / 1 basis – that is, four days with The Pendlebury Centre and one day with their designated mainstream school. The time in mainstream is gradually increased as the placement progresses. This placement lasts 12 school weeks from the date of admission.

British Values:

The Pendlebury Centre ethos incorporates British Values into every teachable moment, both in and out of the classroom.

These values include:

  • Democracy
  • The Rule of Law
  • Individual Liberty
  • Mutual Respect
  • Tolerance of those of Different Faiths and Beliefs

Our commitment to British Values encourages our students to appreciate what it means to be British, including the diverse communities that reside here, allowing students from all backgrounds to feel included, celebrated, and empowered to speak about their experiences.

Psychological Underpinnings:

The Key Stage 3 curriculum is strategically planned and regularly reviewed in consideration of the fluid needs of our cohorts. Such considerations are supported by psychological research based on 4 main theories of development and risk:

– Stage Environment Fit Theory
– Risk and Resilience Theory
– Theories of Emotional Competence
– Attachment Theory

Students at Key Stage 3 attending The Pendlebury Centre will usually undertake the following studies (listed alphabetically):

Art

Students are given the opportunity to develop 2D and 3D drawing skills in a variety of media. Students are encouraged to use contextual references whilst developing their own art responses. Students work within the 4 main assessment objectives in preparation for KS4.

Cultural Capital & Enrichment

At The Pendlebury Centre, we believe all children deserve a well-rounded, culturally rich and ambitious education. The enrichment curriculum plays a crucial part in achieving this objective. The purpose of the enrichment curriculum is to provide a broad range of opportunities to learn and develop outside of the classroom. These opportunities foster professional skills such as resilience, active listening, confidence, self-esteem and teamwork. This couples with the growth of interests and enthusiasm for passions beyond the classroom.

All of our enrichment experiences including an aim and learning objective; we are proud to offer experiences such as archery, navigational trips to the park, alpaca care, kayaking cooking, forest school activities and trips to museums and points of interest. Our enrichment planning is informed by student and mainstream school feedback and we ensure that all students feel comfortable to promote engagement and personal development.

The Enrichment Supporting Wellbeing sessions are designed to empower students to take control and gain a wider perspective of life out of their education. Students are encouraged to try a new activity or interest that rely on skills they may have not used before; through developing this new skill we hope that this resilience can be transferred to all areas of their life in and out of The Pendlebury Centre. Previous choices include dog grooming, learning a new instrument, theatre appreciation, camping skills, first aid skills, collage making and basic woodwork.

“Pupils benefit from a wide range of enrichment and extra-curricular experiences that are an integral part of their placement.” (Ofsted June 2023).

English

Students study a range of fiction and non-fiction texts, including short and longer narratives, poetry, plays, media, articles, and websites. Texts include modern authors and writing from English and American literary heritage and other cultures.

Authors can include William Shakespeare, Roald Dahl, William Carlos Williams, Malala Yousafzai, Sylvia Plath, Maya Angelou and Charles Dickens.

Lessons develop discussion, problem-solving, cooperation, thinking skills, explanation and review as well as developing reading, writing, speaking and listening skills.

The sessions look to both address any fundamental gaps in learning and to broaden each student’s English skills.

“Reading is prioritised and encouraged… They provide appropriate targeted support to improve pupils’ reading accuracy, fluency and comprehension”. (Ofsted June 2023)

Get Moving
Get Moving is a lesson that provides our students with the opportunity to develop their overall fitness, fine motor skills, confidence and wellbeing through physical activity in an accessible environment. Research suggests that modest amounts of exercise can make a real difference. Regular exercise can have a profoundly positive impact on depression, anxiety and ADHD. It also relieves stress, improves memory, helps you sleep better and boosts your overall mood. Furthermore, by incorporating these sessions at The Pendlebury Centre will help to reduce any potential anxieties students have when they return to their mainstream school. KS3 have a weekly session which is student led, with the focus of promoting a sense of play and wellbeing through physical activity.
KS3 Hospitality & Catering

For students on a short-term placement, in Years 7-10, learn about aspects of hospitality and food preparation through KS3 Enrichment. We encourage students to cook homemade meals, study baking skills, and take part in fundraising and where appropriate they can then be awarded the AQA Unit Awards certificates.

KS3 ICT

Students study a variety of ICT skills utilising software creatively and professionally. The scheme of work builds confidence and problem-solving skills, which in turn will support their progress onto a variety of different GCSE and Vocational courses in KS4. The Centre offers one ICT lesson per week for each year group and content crosses different curriculum areas. KS3 follow a spiral curriculum that ensures that irrespective of their starting point; students will cover all aspects of learning to support progress. Our policy is to encourage pupils to understand digital wellbeing and a safe relationship with technology of the future.

Mathematics

Students follow a scheme of work which develops their mathematical understanding and aims to re-engage those students who have previously struggled with the subject. Students work on tasks which involve problem-solving and lateral thinking, as well as taking further their existing mathematical knowledge. Topics include: Number, Algebra, Ratio and Proportion, Geometry and Measures, and Statistics and Probability. Students are also given the opportunity to develop their ‘Functional Maths’ skills by working on real-life problems.

Personal Development

The personal development of our students is at the forefront of our practices. We will continually aim to implement a child centred personal development offer that is accessible to all students. This ensures that each of our students understands how to play a positive and successful role within society. To support this we have timetabled personal development lessons for all of our key stage 3 and Year 10 students, the key aims this programme are:

 To foster independence and life skills for the future
 To provide further opportunities for young people which contribute towards
developing well rounded, responsible young citizens
 To develop understanding of one’s own unique development (both strengths and
areas for improvement)
 To build confidence and self-esteem, along with the “I can do this” ethos.
 Equip our students with skills that enable them to travel independently

PSHE

Personal, Social, Health Education & Citizenship (PSHE) focuses on developing the knowledge, skills and understanding students need to lead confident, healthy, independent lives. PSHE helps students become informed, active, and responsible citizens. The comprehensive topic coverage includes physical and emotional wellbeing, relationship education, and personal finance. Sessions are delivered with consideration and compassion to the individual needs and experiences of our students. These lessons are most commonly delivered by our students form tutors to further support established staff-student relationships, optimising student comfort during challenging discussions. Students have one lesson per week in recognition of this subject’s importance for our cohorts. Success of PSHE knowledge is assessed through annual Student Safety surveys.

View Here: RSE Secondary Schools guide for parents

Science

Students study biology, chemistry, physics and practical skills. This is to develop confidence in “How Science Works” in preparation for the 9-1 GCSE science curriculum. The schemes of work are designed to encourage students to be enthusiastic about science and to develop higher-level thinking skills. The Centre offers two Science lessons each week.

Wellbeing Interventions

On a Wednesday, students participate in sessions that aim to boost self-esteem and promote their overall wellbeing. The sessions involve activities to develop self-awareness and recognition of one’s own feelings and knowing how to manage them. These sessions also include being able to recognise and adapt to the feelings of other people, whilst at the same time, learning how to manage and express one’s own emotions effectively. This is helpful in developing good communication skills and enhancing our relationships with other people. Upon arrival, students have the opportunity to select which offer would suit their needs best. These sessions are run by members of staff as well as outside agencies Secondary Jigsaw, Mosaic and Stockport Homes.
Some examples of these sessions include: mental toughness, living life to the full, therapeutic gardening, dramatherapy, fitness activities, artistic opportunities and LGBTQIA+ support.

If you wish to find out more about the Centre’s curriculum, please contact us.

Pendlebury Centre – KS3 Curriculum (Yr7, Yr8, Yr9)

Students in Year 7, Year 8 and Year 9 are placed together in the KS3 Group. Students attending our Key Stage 3 programme attend on a 3 / 2 basis – that is, three days with the Pendlebury Centre and two days with their designated mainstream school. This placement lasts 18 School Weeks from the date of admission.

Students at Key Stage 3 attending the Pendlebury Centre will usually undertake the following studies (listed alphabetically):

Art

Students are given the opportunity to develop 2D and 3D drawing skills in a variety of media. Students are encouraged to use contextual references whilst developing their own art response.

Emotional Interventions

These sessions, delivered by the Jigsaw Team and Pendlebury staff and focusses on the ability to understand and express feelings.

The sessions involve activities to develop self-awareness and recognition of one’s own feelings and knowing how to manage them. These sessions also include being able to recognise and adapt to the feelings of other people, whilst at the same time, learning how to manage and express one’s own emotions effectively. This is helpful to developing good communication skills and the enhancement of our relationships with other people.

Emotional Intervention activities help students to learn to relate to each other in truthful and enjoyable ways, while providing a much-needed listening system.

English

Students study a range of fiction and non-fiction texts, including short and longer narratives, poetry, plays, media, articles, and websites. Texts include modern authors and writing from English and American literary heritage.

Authors include William Shakespeare, E.E. Cummings, William Carlos Williams, George Orwell, Sylvia Plath, Harold Pinter, Lewis Carroll and Charles Dickens.

Lessons develop discussion, problem solving, cooperation, thinking skills, explanation and review as well as developing reading, writing, speaking and listening skills.

The sessions look to both address any fundamental gaps in learning and to broaden each student’s English skills.

Forest Schools and Enrichment

The enrichment programme is organised by Miss. Jones and by Mrs Waters who is a qualified Forest School Leader. It is also supported by staff from the Pendlebury Centre.

On a Wednesday, students follow a thematic programme involving offsite visits, Forest school, cooking, gardening and art projects.

The Forest School ethos is based on a basic respect for children and young people and for their capacity to investigate, test and maintain curiosity in the world around them. Forest School sessions give children and young people the opportunity to build positive values and attitudes about themselves through self-led exploration and learning.

They are given appropriately challenging and achievable tasks that build their confidence, skills and independence.
Tasks include – den building, rope swing building, woodland art and crafts, camp fire lighting and cooking, scavenger hunts and nature walks.

Mathematics

Students follow a scheme of work which develops their mathematical understanding and aims to re-engage those students who have previously struggled with the subject. Students work on tasks which involve problem solving and lateral thinking as well as taking further their existing mathematical knowledge. Topics include Number, Algebra, Ratio and proportion, Geometry and measures and finally, Statistics and probability. Students are also given the opportunity to develop their ‘Functional Maths’ skills by working on real-life problems.

PSHE

Personal, Social, Health Education & Citizenship focuses on developing the knowledge, skills and understanding students need to lead confident, healthy, independent lives and to become informed, active and responsible citizens. There is also a new element, as of September 2014, focusing on personal finance. It runs for one lesson per week.

View Here: RSE Secondary Schools guide for parents

Science

Students study units each year which comprise of biology, chemistry and physics practical skills. This is to develop confidence in “How Science Works” in preparation for the 9-1 GCSE science curriculum. The schemes of work are designed to encourage students to be enthusiastic about science and to develop higher-level thinking skills. The centre offers two Science lessons each week.


If you wish to find out more about the Centre’s curriculum, please contact us.

‘Leaders set high expectations for each pupil’s learning and behaviour. They carefully adapt the curriculum for each individual to enable them to succeed. Leaders skilfully challenge pupils, setting small steps of learning that are matched precisely to their needs and abilities. Pupils achieve exceptionally well.’ (Ofsted June 2023).
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