Core Plus

The Core Plus curriculum starts in Year 10 (Level 2), replacing the study of a choice of another option at GCSE. It is offered to a very small number of students in Year 10 (Level 2) and 11 (Level 2+) who would benefit from extra structured support to:

• fulfil their potential in a small classroom
• to achieve alternative qualifications where necessary, in order to gain access to further and higher education
• gain confidence and the skills to access the GCSE curriculum
• have an exposure to employability skills and Emotional Literacy in being able to manage themselves in the outside world when they leave school
• to achieve their own personal goals and future plans, which is particularly important at Key Stage 4.

It is based on the Principles and vision of ‘Achievement for all: Raising Aspirations, Access and Achievement’ by S Blandford and C Knowles. It enables the school to create its own learning pathway, working within an overall framework and vision. Students are selected towards the end of Year 9 (Level 1+) using attainment and progress data from core subjects, and general feedback from pastoral leaders/ subject teachers. Social and emotional difficulties for learning, as well as EHCP requirements, may sometimes form part of the selection process for the Core Plus group. The group may consist of students with Special Educational needs, Looked after students, students on pupil premium and other vulnerable and disadvantaged students. There is an extensive period of consultation between staff, students and parents before the decision is made to join Core Plus. Effective engagement with parents is a priority as this leads to profound impact on student’s progress and builds a mutual trust between parents and school.

The main areas of support within Core Plus Curriculum are as follows: Subject specific support in English, Maths and Science, Learning to Learn, Employability Skills, Self-awareness and Emotional Literacy. It is intended that this will, in turn, complement and support teaching and learning in all other subjects, build confidence in making choices for after leaving school, learn to handle their own emotions in an empowering way that also improves the quality of life around them. We are suggesting a ‘skeleton’ of curricular objectives in the Core Plus Curriculum document. In English, Maths and Science we try to support the KS3/4 curriculum, initially selecting topics which we have found Core Plus students to find most challenging in the past, with a focus on pre-teaching and over-learning. This is also skills based so students learn to apply these in other curriculum areas. It could also be geared towards obtaining alternative qualifications. However, it is important to note that Core Plus aims to respond to specific needs and gaps in understanding presented by each individual student: this is used to plan and deliver teaching.

Creative approaches are used to embed activities in the ‘Employability Skills’ curriculum which includes ‘Preparing For Adulthood’ curriculum. The aim is to raise aspirations and expectations, and encourage thinking from an early age about what the future might look like for our young adults. There is a focus on promoting skills that are transferrable to the real world, notably independence, digital skills, community, social relations; and employment.

The National Curriculum has long emphasised the importance of cognitive skills and has also laid great importance on expanding students’ Emotional Literacy. This is not only to improve their own wellbeing as well as the wellbeing of their peers. We believe that emotional literacy would be key to improving other factors, like the behaviour, attendance and academic ability of students. A person with well-developed emotional literacy is therefore able to recognise and respond to the emotional states of others. This is considered a hallmark of healthy relationships.