Introduction

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The mini school pathway at HLC is designed specifically for those learners who join us having achieved level 3 or below in English and Maths. The purpose is to provide an educational experience that will lead it’s learners to make accelerated progress through an independent focused approach. This is achieved through a nurturing and forward thinking delivery method that at its centre is around developing independence. The mini school is set up to manage a maximum of 40 students in year 7 within bespoke classrooms, individualised ICT provision and dedicated, level specific teachers.

The aim of TEAM 627 is:

  • To provide a nurturing and appropriate curriculum and environment for our lowest prior attaining learners.
  • To provide a stepping stone between primary school, the more traditional Year 7 curriculum and to prepare for year 8.
  • To raise levels of literacy and numeracy through a content rich, thematic curriculum that ensures all learners make accelerated progress.
  • To utilise modern technologies in order to inspire learning and to motivate learners.

Staff

Mrs Faye Wood

Subject Leader

Mrs Alison Williams

Phonics Specialist

Ms Vicky Riley

Phonics Specialist

Mrs Leanne Richards

Intervention Lead

Team 627 Curriculum Overview

Big Question 1 : What is community?
Overview: This transitional unit aims to provide pupils at Team 6₂7 with a smooth transition into HLC Secondary and will be 4 weeks in total. A geographical study of the local area will be undertaken, considering Hadley in the past in comparison to present day through images, research and interviewing the local community. We aim to give the pupils a sense of where they belong in their local and school community, by familiarising themselves with their next stage in their education/life. Geographical skills will be developed through practical exploration of the school and local surroundings, mapping these.

Big Question 2: Is it possible for people to have freedom? 
Overview: Through drama, research, debate and exploration of different texts, pupils will attempt to answer thought provoking questions such as: What defines freedom? What constraints do people face to achieve freedom? Do freedom and human rights go hand-in-hand? Pupils to answer these questions in the context of personal circumstances, migration, asylum, employment, laws and punishment in the UK. An Indian case study of ragpickers will also be studied to address these questions, with a focus on recycling and a geographical comparison with the UK.

Big Question 3: What does it take to impact positively?
Overview: Students will explore a variety of historical leaders and influential characters, which have shaped history in a positive way through their beliefs, decisions and actions. Through research and reflection, students will consider how these individuals have indirectly changed the way that they live, their human rights and their aspirations for the future. From inspiration, students will realise the actions of one person can change history or simply improve the environment. A project, with the aim to improve their school and local community, will be undertaken by the students in small groups to improve their environment and the experiences of others. This will take the form of a board game being created and produced for children in Hope House, using product designing software, in collaboration with the Engineering department.

Big Question 4: Can all problems be solved through investigation? 
Overview: Various scenarios, both fictional and real life, will be studied by the students to develop skills in investigation and reporting. In order to fully address each case, they must investigate both sides of the argument to develop enquiry skills while learning to use evidence effectively. Pupils will utilise these skills to address current and real issues that are present in their community, to build and develop their opinions about the changes in their location, in regard to infrastructure. A ‘Dragon’s Den’ challenge will also be presented, where the pupils will nurture skills of team work and problem solving. Away from this, pupils will also investigate the pivotal roles of maths and science to solve problems in real life applications of medicine and code breaking.

Big Question 5: How are we influenced by the media? 
Overview: During this module, the pupils will consider the purposes and audiences of different media types to explore its impact on consumer behaviour, people’s choices, education and opinions. Links with local media businesses (Shropshire Star/Radio Shropshire/ HLC circle project) will also form a basis for first-hand experience whilst considering the effect of local media. The art and power of persuasion will be evaluated and compared using historical and current media types. The effect of exposing youths and young children to violence in the media will be examined, discussing and debated. Throughout this unit, two projects will have an underlining theme throughout: a Shakespearean study and Kodu computer programming. Both will integrate media literacy, an understanding of how media is produced.

Big Question 6: Whose earth is it anyway?
Overview: Pupils will develop and utilise their research skills using information texts, images, NASA live feeds and videos to develop their writing skills to inform their reader about the solar system and the differing opinions about who indeed ‘owns’ the Earth. Developing their scientific skills and knowledge, pupils will investigate the invisible forces around us, reporting how we use these forces in our lives every day and how these forces are interchangeable in space. They will report and investigate natural disasters and how much humans are responsible for these and whether they think that humans have an element of control. The migration of humans across the Earth will be discussed in relation to our needs and demands, with a historical focus on invasion and settlements within the UK.

Big Question 7: Does achievement equal enjoyment? 
Overview: This reflective unit will be a fantastic way to mark the end of the Mini School initiative! Pupils will reflect on their academic year in Team 6₂7, voicing their opinions about their experiences and opportunities during the year. An evaluation to be made, encompassing the positives and difficulties they have faced so far in their experience and education so far at HLC. Mindful of the next cohort of year six pupils, who will be attending Team 6₂7, students will plan and record a film which will be shared during transition work and at the ‘graduation’ ceremony.  Becoming an ‘expert of the mantle’, they will work collaboratively in groups to plan, draft, design, edit and publish a book, choosing their own theme and content. This block will be 4 weeks in total, due to end of term events and transition week.

Spiritual, Moral, Social and Cultural Development

  • Spiritual Development

    • Where pupils already have religious beliefs, we support and develop these beliefs in ways which are personal and relevant to them
    • We encourage pupils to explore and develop what animates themselves and others
    • We encourage pupils to reflect and learn from reflection
    • We give pupils the opportunity to understand human feeling and emotions, the way they affect people and how and understanding of them can be helpful
    • We develop a climate or ethos within which all pupils can grow and flourish, respect others and be respected
    • We accommodate difference and respecting the integrity of individuals

    We promote teaching styles which:

    • Value pupils’ questions and give them space for their own thoughts, ideas and concerns
    • Enable pupils to make connections between aspects of their learning
    • Encouraging pupils to relate their learning to a wider frame of reference – for example, asking ‘why?’, ‘how?’ and ‘where?’ as well as ‘what?’

  • Moral Development

    • We provide a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school
    • We promote measure to prevent discrimination on the basis of race, religion, gender, sexual orientation, age and other criteria
    • We give pupils opportunities across the curriculum to explore and develop moral concepts and values – for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong
    • We have an open and safe learning environment in which pupils can express their views and practise moral decision-making
    • We reward expression of moral insights and good behaviour
    • We recognise and respect the codes and morals of the different cultures represented in the school and wider community
    • We encourage pupils to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour
  • Social Development

    • We identifying key values on which school and community life is based
    • We foster a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, • nationality, gender, ability, sexual orientation and religion can flourish
    • We encourage pupils to work co-operatively and recognise and respect social differences and similarities
    • We help pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, interdependence, self-respect
    • We provide opportunities for pupils to exercise leadership and responsibility
  • Cultural Development

    • We provide opportunities for pupils to explore their own cultural assumptions and values
    • We address discrimination on the grounds of race, religion, gender, sexual orientation, age and other criteria and • promoting racial and other forms of equality
    • We recognise and nurture particular gifts and talents
    • We reinforce the school’s cultural values through displays, posters, exhibitions etc.
Secondary Phase Our Community, Our School
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