Each PRU offers a continuum of support in a specialist environment delivering a broad and balanced curriculum, therapeutic programmes and, where appropriate, counseling services.
English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment.
English lessons at the PRU for KS3 and KS4 cover the National Curriculum requirements in Writing, Reading and Speaking and Listening. Pupils are assessed so that an individually designed programme of study will meet their specific needs. In KS3 the emphasis is on persuasive and descriptive writing enabling the students to be as creative as possible. By KS4 all students are working towards gaining qualifications in English including GCSE, Functional Skills and Entry Level Certificate.
Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively. By developing English skills pupils can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers. Speaking and listening skills are important life skills and the power point presentation that each student delivers is always entertaining for the audience!
The Mathematics Department at Newbridge House aims to develop each student to their full potential. We provide challenging, varied and interesting lessons so that the pupils enjoy their work, often using games, IT resources and practical activities. MyMaths and MangaHigh are used to help to personalise learning.
An emphasis is placed on identifying any gaps that pupils may have in their mathematical understanding and supporting pupils to overcome these difficulties, especially problems that may arise with number skills. Pupils are also helped to apply their skills to everyday life through problem solving activities and as far as possible the full range of topics are explored. In Key Stage 4 we offer a number of academic qualifications with students encouraged, where able, to achieve a GCSE qualification. We also Entry Level courses where appropriate.
The Science Department provides a relevant and engaging syllabus which aims to develop pupils’ knowledge and understanding of facts and ideas in Science and to develop their practical and investigative skills.
Learning activities includes direct teaching, practical and investigative study, games and interactive study, fieldwork and outdoor learning.
The Key Stage 3 syllabus complements and supports the studies that pupils will be undertaking in mainstream school and thereby helps to reinforce their learning and understanding in Science
The Key Stage 4 syllabus focuses on working toward G.C.S.E. and Entry Level qualifications and we have had considerable success in the number of our pupils who have attained G.C.S.E.qualifications.
Computing at KS3 equips students to use computational thinking and creativity to understand and change the world. Students gain knowledge and understanding in a range of areas including e-safety and control programming. Computing also ensures that students become digitally literate and are able to express themselves and develop their ideas through their use of information and communication technology at a level suitable for the future workplace and as active participants in a digital world. Students within KS3 will complete a range of work including the following units:
• E Safety
• Web Design with elements of HTML coding
• Control Programming using Scratch
• Microbit Programming
• Digital Graphics
• Flash Animation
At KS4 students have the opportunity to study the Cambridge Nationals Award or Certificate ICT with units including:
• Understanding Computer Systems
• Using ICT to create Business Solutions
• Creating an interactive product using multimedia components
• Creating dynamic products using sound and vision.
Key Stage 3
PSHE is a major part of schools curriculum and planned learning experiences in the school take place in lessons, during registration and break times.
The aims place personal development and the acquisition of personal, learning and thinking skills at the heart of the curriculum with the aim to enable all our young people to become:
• Successfull learners who enjoy learning, make progress and acheive
• Confident individuals who are able to live safe, healthy and fulfilling lives
• Reponsibile citizens who make a positive contribution to society
Learning is personalised to meet the needs of our pupils and in response to local priorities and circumstances. Whole curriculum design links learning to life outside school and make connections between subjects and cross-curricular themes and dimensions
Successful learners who enjoy learning, make progress and achieve confident individuals who are able to live safe, healthy and fulfilling lives responsible citizens who make a positive contribution to society
The cross curricular dimensions reflect some of the major ideas and challenges that face society and have significance for individuals in the 21st century. These provide unifying themes to give learning relevance and help young people make sense of the world.
• Identity and cultural diversity
• Healthy lifestyles
• Community participation
• Sustainable futures and the global dimension
• Technology and the media
• Creativity and critical thinking
Social and emotional wellbeing provides personal competencies (such as emotional resilience, self-esteem and interpersonal skills) that help to protect against risks relating to social disadvantage, family disruption and other adversity in life. Such competencies provide building blocks for personal development which will enable children and young people to take advantage of life chances.
Key Stage 4
The Key Stage 4 PSHCE curriculum covers 3 main areas of study which are:
• Environmental Sustainability
• Healthy Living Financial
These are delivered in the centre as classroom based learning (although some students have the opportunity to have work experience to guide their learning) and are accredited level 1 and 2 courses accredited by Ascentis as vocational qualifications. They are assessed through the completion of an external multiple choice test which is carried out at the end of the course
Level 1 & 2 Award in Environmental Sustainability (QCF)
The Ascentis Level 1 & 2 Award in Environmental Sustainability qualifications are designed to give the learner knowledge and understanding of the basic principles of sustainability and environmental impacts. These qualifications introduce the learner to key issues in sustainability, raising awareness of the topic and encouraging them to consider their role in helping to make sustainable choices. The aims of this qualification are to enable learners:
• To understand basic concepts in sustainability
• To develop a basic understanding of the environmental impacts of the creation of goods and service
• To understand what makes up a sustainable community
The Ascentis Level 1 and 2 Award in Healthy Living (QCF)
The Ascentis Level 1 and 2 Award in Healthy Living qualifications are designed to give learners the knowledge and understanding of the basic principles of healthy living.
The aims of this qualification are to enable learners:
1. To understand the importance of keeping a healthy body weight
2. To understand the requirements of a healthy diet
3. Understand the importance of a healthy lifestyle
The Ascentis Level 1 Financial Capability (QCF)
The aims of this qualification are to enable learners:
• To understand the sources of income and expenditure
• To understand the need to balance income and expenditure
• To know how to reduce expenditure
• To understand some of the products provided by banks and building societies and other similar financial institutions
• To understand the advantages and disadvantages of borrowing money
Year 10 pupils are working on their Wider Key Skills Level 1 and 2 qualifications. This qualification involves pupils taking part in practical activities, producing evidence on these activities and completing paperwork. The 3 areas pupils produce work in are:
• Working With Others
• Improving Own Learning
• Problem Solving
These qualifications combined are equivalent to a grade B in GCSE.
Within Textiles lessons at Newbridge house pupils produce a wide range of both practical and theory work. This enables pupils to participate in new experiences and develop skills and knowledge within the curriculum area.
Year 9 pupils are currently producing work to gain an Entry Level 3 qualification in Textiles. This entails pupils working on 4 units which include:
• Health and Safety in Design Technology when • Making a Soft Toy
• Evaluating Existing Products
• Enhancement of Fabrics through the Application of Colour, Pattern or Texture
• Design and Make a Fabric Bag
Year 9’s study History and work towards an Entry Level Certificate. This is an opportunity for the pupils to have a sound foundation if they want to choose History at GCSE level in Mainstream school.
The units covered are:
• Germany, 1919-1945: Race and Youth
• Britain at War: Turning Points in the Second World War
• The British People in War: The Home Front in the Second World War
• A Sit Study of Furness Abbey (Local History)
The pupil will combine class learning with field trips to:
• The Imperial War Museum: Manchester
• Dock Museum: Barrow
• Furness Abbey, Barrow
Students at Newbridge House have the opportunity to take part in Outdoor Education.
The value of Outdoor Education is widely recognised as contributing to personal growth and greater self-awareness by helping to develop personal qualities such levels of confidence, responsibility, trust, care, tolerance and the willingness to give and accept support.
The PRU offer a wide range of outdoor activities including rock climbing, caving, canoeing, off road cycling, hill walking, ghyll scrambling and other adventurous activities. The activities are undertaken at numerous locations in South Cumbria, including Coniston, Langdale, Grisedale Forest, Humphrey Head and in the Yorkshire Dales.
As well as offering challenging and enjoyable activities, Outdoor Education has links with other areas of the curriculum.
Students present a portfolio of evidence of their activities. This portfolio will contain:
• Completed Activities Short Course book and evidence of challenges completed
• Planning and reviewing documents
• Record of progress
• Summary of achievement, identifying skills development
The pupils plan their activities to fulfil the required criteria; these activities are based around outdoor education which challenges them physically and academically.
In Art lessons here at the PRU we cover as many types of artwork as possible from traditional techniques such as drawing, printing and painting to sculpture, 3D models, computer generated artwork and photography- which is now a GCSE and Entry Level Certificate option for pupils as well as art.
We base ideas and starting points on the interests of the pupils and take it from there. We explore the work of a variety of artists and use these studies to influence the work we create. For GCSE and Entry Level qualifications, students are encouraged to make their projects even more personal, by incorporating interests, passions and ideas into their work.
Art is an excellent vehicle for this kind of self-expression and we encourage all students to represent their views and opinions in a striking, visual way.
We are very fortunate to have recently introduced the Lexia Reading Programme The aim is to enable students of all ages and abilities to master essential reading skills. Baseline reading, spelling and comprehension tests are undertaken as the student starts and progress is monitored and tracked. It can also predict student’s performance for end of year and supplies teachers with a plan of action based on the data that are personalised for each student.
Benefits for students:
• Improved literacy skills therefore enabling student’s to engage better in other subjects
• Age appropriate content and graphics
• Motivates the reluctant learner
• Improves basic reading skills
• Students learn independently
• Works at the pace of the individual
• Instant feedback is provided on progress
• Certificates celebrate success
• Promotes a sense of achievement, confidence and independence
Students are also withdrawn on a 1:1 basis for numeracy skills, handwriting and personalised literacy intervention.
The Key Stage 2 unit at Newbridge House offers a fantastic, inspiring and calm environment. We support young pupils aged 7-11 years old with a wide variety of needs. As a team we support parents and mainstream staff, as well as the pupils. One of our main aims is to develop pupils to attend mainstream school, full-time, to have the opportunity to reach their full potential.
Within the unit we provide pupils with strategies to allow them to succeed in a mainstream school environment. As well as having great communication and relationships with the pupils, we also strongly encourage fantastic communication between ourselves, schools and parents/carers. This is a key part in successfully being able to develop a pupil to progress and achieve highly.
Key Stage 2 pupils have an exciting range of curriculum areas which they participate in, from the core subjects English and Maths in the mornings, to P.E, gardening, catering, Art and much more in the afternoons. To add to the broad curriculum, Key Stage 2 pupils also have many opportunities and experiences to participate in outdoor education activities. We are also keen to raise money for charity. Events organised include car washes, baking cakes and walks.
GCSE Hospitality and Catering at Newbridge House offers a fantastic opportunity for the pupils to develop their knowledge and extend their skills within hospitality and catering in a vocational context.
It provides opportunities for pupils to develop a range of Key Skills and their capacity for imaginative, innovative thinking, creativity and independence.
We currently deliver the WJEC GCSE qualification where the specification encourages the investigation and study of hospitality and catering in a variety of contexts. In these contexts the candidates are given opportunities to acquire competence, capability and critical skills through the creation, implementation, use and evaluation of a range of resources.
The specification uses a range of assessment techniques to enable the pupils to respond through practical and investigative work.
GCSE Hospitality and Catering requires learners to demonstrate knowledge and understanding of:
The industry: accommodation; food and beverage; front of house
The types of products and services provided
A range of customer groups
Job roles, career opportunities and relevant training
Appropriate forms of communication within the industry
The importance of record keeping
The range of equipment used in the hospitality and catering industry.
Physical Education at Newbridge House enables pupils to participate in a range of both team and individual sports. Through the key stages the pupils get the opportunity to participate in Basketball, football, table tennis and hockey. During the summer term this is complemented with the addition of cricket and tennis.
In Key Stage 2 theses activities are adapted with mini games and adapted skills.
Assessment is used with the Butterfly Table Tennis award scheme and an in house Basketball programme.
Emphasise is on cooperation and team building as well as developing personal self esteem and individual skills and techniques.
Throughout the delivery of Physical Education there is a promotion of healthy living and encouragement to lead a healthy lifestyle. Awareness of the benefits of healthy living are delivered through a blocked programme of health related exercise. This is delivered using the well equipped gym.
Future plans are to deliver accreditation in Physical activity and enable students to begin early stages of coaching involvement with level 1 qualifications.
We currently offer the Junior Sports Leaders award through Sports Leader UK.
The approach to the qualification is to give the pupils increasing ownership and responsibility as the work progresses. The approach to learning followed in this programme will allow pupils to contextualise the learning process in a meaningful way:
they are given opportunities to gather both primary and secondary evidence from vocational experiences within the Health and Social Care sectors
The unitisation of the programme allows candidates to become aware of the importance of each of the units, which are reported separately. However, the specification also encourages an appreciation of how the knowledge, understanding and skills developed in one unit relate to the others and an awareness that these inter-relationships exist in the ‘real’ world.
GCSE Health and Social Care enable learners to:
Actively engage in the processes of health and social care, to develop as effective and independent learners
Understand aspects of personal development, and the health, social care and early years sectors, through investigation and evaluation of a range of services and organisations
Develop a critical and analytical approach to problem-solving within the health, social care and early years sectors
examine issues which affect the nature and quality of human life, including an appreciation of diversity and cultural issues.
In addition following studying Health and Social Care as a double award enables learners to:
Develop their awareness of the influences on an individual’s health and wellbeing
Understand the importance of motivation and support when improving health.
The GCSE is made up of two units:-
Unit 1: Controlled Assessment (45 hours) 60% Single Award
Candidates will be expected to choose one of two tasks based on individual’s needs and services. The report will be internally assessed using WJEC set criteria and externally moderated. The work will include extended writing and will assess the quality of written communication.
Unit 2: Written paper (1:15 hours) 40% Single Award (20% Double Award)
An untiered paper, externally set and assessed. Candidates will be required to respond to short-answer, structured and free response questions drawn from all the areas of study of the unit. Some questions will require extended writing and will assess the quality of written communication.
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