Our Curriculum

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 Policy

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 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!


Maths Policy

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.

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 to achieve a GCSE qualification. We also offer Entry Level courses where appropriate.


Science Policy

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.


ICT Policy

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
• 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.



PSHE is a major part of school’s curriculum and planned learning experiences in the school take place in lessons, during registration and break times.

Our Programme of Study provides a comprehensive programme that integrates learning opportunities for each key stage across the three core themes: ‘Health and Wellbeing’, ‘Relationships’, and ‘Living in the Wider World’, inclusively RSHE we also cover economic wellbeing, careers and enterprise education, as well as education for personal safety, including assessing and managing risk.
As members of the PSHE Association we follow statutory guidance and use the thematic approach to learning. PSHE, Humanities and Careers are delivered under the same umbrella within the PRS.
The road map shows the learning journey from year 7-11.
PSHE, Careers & Humanities Road Map

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:

• 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

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

Social and emotional well being 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.

Design and Technology

Design and Technology

During KS3 it is our intention in Design and Technology to provide students with the opportunity to discover the pleasure and importance of designing and making products by completing a range of design and make tasks. We hope that learning will be both a rewarding and enjoyable experience.
We provide opportunities for students to develop their capability, through combining their designing and making skills with knowledge and understanding in order to create products.
Our aims are to provide opportunities for students to;
1) Enjoy turning ideas into reality.
2) Strive for successful outcomes.
3) Be creative and develop practical, design and thinking skills.
4) Work independently and develop self-confidence & self-esteem when using a variety of tools and machines.

DT KS4 Construction
During KS4 students will follow the AIMs award in Building and Construction.
Students will build on their KS3 experience and develop both their knowledge and practical skills by completing a range of modules and creating a range of products increasing in difficulty.

During the year we take part in a local enterprise project called ‘Battle to Succeed’ which is a competition organised by St. Mary’s Hospice in Ulverston. In the past our school has been sponsored by Stollers Furniture Store in Barrow who sponsor each group £30. Our aim is to use this £30 to buy and make products that will make a profit. In one project we raised an amazing £396 for St. Mary’s Hospice. We did this by making door stops and key rings, which were sold to parents and staff, and also ran a little stall inside Stollers store.

At the end of each academic year we make products to enter in the local North Lonsdale Agricultural Show, these are then displayed and judged. Over the past 10 years we have had some amazing results gaining many 1st, 2nd and 3rd places. Pupils are proud of their achievements and are always pleased to receive their prize money at the beginning of the New Year.


Humanities Policy


Year 7
Students will study English history from the Norman Conquest of 1066 to the fight for improved rights in the 19th century. This involves studying medieval England, the Tudor monarchy, as well as key events in the development of rights e.g. Magna Carta and the Suffragettes.

Year 8
Students explore events that helped shaped Britain and the modern world, such as the gun powder plot and the French Revolution. Students will also look at the role of the British Empire across the world with particular focus on the Slave Trade.

Year 9
Students will work towards an Entry Level Certificate in History. This is an opportunity for students to develop a foundation upon which they can build if they choose History at GCSE level in Mainstream school.

Unit options include:

Thematic Study
• Crime and Punishment
• The People’s Health
• Migration to Britain
• Power, Monarchy and Democracy
• War and British Society

Period Study
• International Relations 1918-2001
• Germany 1925-55
• The USA 1918-74
• The Norman Conquest
• The Elizabethans 1580-1603
• Britain: Peace and War 1900-18
• The Viking Age c.750-c.1050
• The Making of America 1789-1900

Site/Individual Study
Learners are free to choose either an historical figure
or a site for this task. The total word count for both pieces
of work should be up to 400 words. It can be presented in
a variety of media (for example essays, posters, PowerPoint presentations).
The site or individual could be one connected with
one of the other topics chosen for tasks one and two,
or a completely different site or individual.

Class learning can be combined with field trips to:
• Piel Castle
• Furness Abbey
• The Dock Museum


KS3 pupils study Geography as part of a carousel. The subject covers a broad introduction to both human and physical elements of Geography. The course includes:

Populations and Settlements.
• Population types.
• Population growth.
• Population movement.

Settlements and Spheres
• Settlement types. From villages to cities.
• Settlement growth. From the distant past to the future.
• Spheres of influence regarding careers and jobs.
• Spheres of influence regarding leisure and resources.

Physical Geography
• Coastal features and erosion.
• Hill and glacial formations.
• Rivers and water features.


Religious Studies will aim to develop students religious literacy by being curious yet informed, respectful but critical and objective whilst being reflective.

Key Stage 3 students will develop their religious literacy through understanding how religion and other worldviews manifest themselves in society.

Students will consider the impact that religion and worldviews have on issues such as life after death, the relationship with science, ethical issues, social justice, crime and punishment, peace and conflict and personal relationships. This will help them develop arguments for and against controversial views using wide-ranging sources of authority and will reflect British Values.

In year 9 they will look to achieve Aim Awards to reflect their increased knowledge and understanding.


Outdoor Education

Outdoor Education Policy

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, including Maths, English and Science.
Students use their experiences in Outdoor Education to provide evidence and information to complete an AIM Award.
• The AIM Award requires evidence of challenges completed
• Planning and reviewing documents
• Record of progress
• Summary of achievement, identifying skills development


Art Policy

In Art lessons here at the PRS we cover as many types of artwork as possible from traditional techniques such as drawing, printing and painting to sculpture, 3D models and computer generated artwork. 3D models seem to be a speciality of the PRS and this is clear on entry into the Art room! The Art room is full of pupils work and it usually doesn’t take too long for new-comers to feel at home in this environment and look forward to lessons.

Pupils doing Art in year 9 are entered for the Entry Level Certificate Qualification (ELC). This is a qualification run by the exam board OCR and runs along the same lines as a GCSE, but not with such high expectations. This is why it works well for younger pupils and those who join us late in KS4. The exam board regularly comments positively on the work produced by the pupils and have used examples of the work on more than one occasion for training purposes.

In Year 10 and 11, pupils are entered for the GCSE Art & Design Qualification. This is run by the exam board AQA and although it can put some pressure on pupils to finish and refine work, it enables them to produce a strong portfolio of work which they are often proud of. The AQA exam board also regularly gives positive feedback for the range and quality of the work produced.

Year on year success in both these qualifications make Art not only a personal and enjoyable subject, but also a valuable one with regard to gaining accreditation.

We base ideas and starting points on the interests of the pupils and basically take it from there. This approach, more often than not, can lead the pupils to successful outcomes and most importantly, work they can be proud of. Pupils are generally relaxed in their lessons and enjoy the praise and satisfaction of producing quality work. We explore the work of a variety of artists from British and International cultures and use these studies to influence and discuss the work we create. For GCSE and Entry Level qualifications, students are encouraged to make their projects even more personal, by incorporating interests, future careers, passions and ideas in to their work.

Art is an excellent vehicle for self-expression and confidence building. We encourage all students to represent their views and opinions in a striking visual way.


Numeracy Policy
Literacy Policy

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.

Key Stage 2

Key Stage 2 Policy

The Key Stage 2 unit at South Cumbria Pupil Referral Service offers an inspiring and calm environment. We support young pupils aged 7-11 years old with a personalised curriculum that meets individual needs. Pupils are referred to our service because mainstream education is not fully working and issues have arisen that has placed barriers to the pupils learning. As a service we endeavour to remove any barriers and support pupils to develop academically and socially to ensure success in their education.
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 key stage 2 we aim to 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.

Within 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 foundation subjects in the afternoons.

Key Stage 2 Full Day:
8:45am – 9.15am – Arrive
9:15am – 12:00pm – Morning Session
12:00pm – 12:30pm – Lunch
12:30pm – 1:30pm – Afternoon Session
1:30pm – Session Ends

Hospitality and Catering

Hospitality & Catering Policy

Key Stage 3
The KS3 curriculum provides opportunity for students to make a range of sweet and savoury dishes, using different methods, techniques and skills. Skills are sequenced to progress towards the Key stage 4 curriculum.
Every student is encouraged to work as part of a team or independently where possible to help improve their confidence and understanding of the subject. The theory and practical knowledge gained in KS3 will be the foundation for students to succeed in the Key stage 4 WJEC Hospitality & Catering Level 1 and 2 course.

Key Stage 4
WJEC level 1 / 2 award in 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 Award 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.

The Award in 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.


PE Policy

Physical Education at South Cumbria PRU enables pupils to participate in a range of both team and individual sports. The nature of the curriculum and student numbers enable a bespoke approach to learning with greater emphasis on individual skills development. Students are encouraged to participate fully in lessons and are supported with provision of kit and 1:1 individually delivered lessons if students struggle to participate in the main group. We aim to be inclusive of all students.

Through the key stages they get the opportunity to participate in both team and individual activities with a strong emphasis on personal fitness benefits and the values of participation. Students get the opportunity to experience basketball, football, table tennis and this is complemented in the Summer term by cricket, tennis and short tennis.

Participation and effort is tracked within the department and displayed as a reward incentive for students to observe. Students can also observe their achievements throughout the year in the key activities of football, table tennis, basketball, cricket, tennis and short tennis and the students ability in the gym to understand warm ups with displayed tracking grades on the PE office wall. These are also used to report on progress and achievement to parents and demonstrate progress where appropriate.

Emphasis in PE is on cooperation and team building as well as developing personal self – esteem and individual skills and techniques. We support and promote British values.

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 health related exercise programme and cross curricular links especially to Science and PSHCE. Knowledge to follow this externally is supported by the excellent Life fitness gym equipment that can also be found in many local gyms.

Physical Education accreditation is delivered in a bespoke manner to students in a 1:1 setting with students able to complete AIM awards in Health and Fitness (E3), Taking Part in Sport (L1) and with the addition of staff we are currently able to offer one to one lessons allowing students to use local leisure facilities. Bespoke fitness programmes are allowing individual students the opportunity to experience personal training in an external environment and therefore transferring learned skills from school in an external environment.

Environmental Issues Group

Interested students work 1:1 to learn about the issues which are affecting the environment and the consequences to our planet.
The students work on topics such as River Pollution, Acid Rain, Deforestation and Climate Change. We learn together about what causes the issues, the effects on our planet and what we can do to help. Within each topic, we explore the escalating problems and look at how they are linked together. For example, we look at Deforestation, Endangered species being pushed out of their natural habitat for various reasons, including the use of Palm Oil in many of our products and why our Rainforests are so important to the planet.
Another very important topic we cover is our use of plastics. We watch a documentary/film called Plastics in the Ocean which highlights the massive problems plastics are causing for our Sea Life. We also discuss how plastics are finding their way into the food chains of animals and ourselves.
We look at issues on a global scale and also learn about the small changes we can make locally, such as recycling, supporting our local wildlife and maybe getting involved in a local ‘Beach Clean’.
We keep up to date with any news topics; so we have recently watched the speech made by Greta Thunberg at the UN Climate Change Conference and discussed the future of the younger generation and why it is important for young people to have a voice in this changing world.
We work together in the sessions and the students work on completing an AQA Unit Award, the students not only have a greater understanding of Environmental Issues but also know how they can make individual changes to their lifestyles to generate more positive environmental changes, they also have the ability to educate others. Students that want to pursue this area of interest are supported in researching the many careers involved with supporting the Environment.

Media Studies

In Media Studies, pupils in year 10 and 11 work towards gaining a GCSE level qualification. Media Studies positively engages students through the use of relatable and entertaining media texts. Pupils learn key skills and concepts which underpin their understanding of how the rapidly developing world of the mass media works. This also allows pupils to begin to question the motives, author and purpose of media texts to which they are exposed and gain a deeper understanding of how to create their own media texts.
Pupils cover units exploring media language and representation: looking at print advertising, film posters and magazine and newspaper front covers, exploring media industries and audiences: looking at a radio soap opera, an official website for a film, a popular tabloid newspaper and a video game, understanding media forms and products: looking at a TV sitcom or crime drama, music video and online media. They also have the opportunity to work creatively to design and develop their own media text as their controlled assessment piece.


We provide interesting, fun, exciting and engaging lessons to fulfil the creative side of young people. Lessons are structured to provide a GCSE qualification, working to AQA standards.

Photography allows young people to be individual with their ideas, thoughts and creativity.

Stimulating lessons teaching light graffiti/long exposure, MACRO photography and portraits, introduces pupils to some exciting and creative photographers and helps students to explore their own interests and produce their own work.

Photography gives students a voice not only to express how they feel about certain issues but the ability to also research other peoples ideas and values therefore not only adding to their knowledge but also upholding British values.

Photography lessons are used as a tool to help with low self-esteem and expression of feelings, giving students another avenue to express how they feel through the media of photography.
Our photography lessons are very achievable and can allow students to reach GCSE level within an academic year, thus empowering them to reach their full potential in their education in year 11 and 12.

Photography is taught from KS2 to KS4 so students gain knowledge and confidence throughout their time at the PRU.

Although the students work is displayed throughout the centre, at the end of the academic year all work is transferred to the gym so that the moderator can assess and mark. This also gives the opportunity for all staff and students to look at the amazing work the students have achieved.

Creative Arts

The Creative Arts is offered to pupils in KS4 and early adopters in Year 9. The curriculum covers the performing arts, film making and prepares pupils for a career in the creative industries and acts as a pathway to further education in a wide selection of creative subjects. It offers opportunities in music and dance and follows the curriculum presented in Level 1 Creative Arts BTEC. The course is conducted over 2 years and is broken into 3 sections.

Group 1 (Compulsory)
Learners will explore a range of different job types that exist within the creative sector. They will explore what is required in these jobs and how people are employed in them. Pupils will then go on to learn in depth about the different skills needed to work in the creative sector ranging from the soft skill base required by all to job specific creative skills.

Group 2 (Optional choices)
Learners must explore 2 units from this section. For example they may select a unit exploring dance skills and a unit preparing to present a performance based on that work.

Group 3 (Compulsory)
Learners explore a range of self-management skills that prepare them for the world of work. This will be organising a project, being aware of and setting personal objectives, understanding how to timetable in the workplace and understand personal wellbeing, health and safety.