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 and 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 dysfluency, 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 Supporting Wellbeing and Enrichment

Every week, students have the opportunity to select one of a plethora of activities for them to enjoy individually or in groups as part of the Cultural Capital and Enrichment Supporting Wellbeing offer. These activities are designed to be accessible both at The Pendlebury Centre and at home as the fully resourced package is accessible via Google Classroom which can be reached by students at home. Examples of these activities include: fitness activities, origami, cross stitch, first aid and many more. On a Wednesday, students follow a thematic programme involving offsite visits, cooking, gardening and art projects. Organisations also provide workshops for the pupils during this session such as Stockport Homes, Mosaic and Secondary Jigsaw.

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.

Get Moving

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.

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. The comprehensive topic coverage include physical and emotional wellbeing, relationship education and personal finance and are delivered with consideration and compassion to the individual needs 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, topic 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 to developing good communication skills and the enhancement of 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.