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  • CYPW Level 3 Lesson
    Restricted Not available unless: Your Surname is Jenkins

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SMSC is defined in the Ofsted School inspection handbook November 2019:

 

The spiritual development of pupils is shown by their:

  • ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
  • knowledge of, and respect for, different people’s faiths, feelings and values
  • sense of enjoyment and fascination in learning about themselves, others and the world around them
  • use of imagination and creativity in their learning
  • willingness to reflect on their experiences

 

The moral development of pupils is shown by their:

  • ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
  • understanding of the consequences of their behaviour and actions
  • interest  in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

 

The social development of pupils is shown by their:

  • use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio-economic backgrounds
  • willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
  • acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.

 

The cultural development of pupils is shown by their:

  • understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
  • understanding and appreciation of the range of different cultures in the school and further afield as an essential element of their preparation for life in modern Britain
  • ability to recognise, and value, the things we share in common across
    cultural, religious, ethnic and socio-economic communities
  • knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
  • willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
  • interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept and respect diversity. This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities

 

Spiritual, Moral, Social and Cultural (SMSC) development is the over-arching umbrella that encompasses personal development across the whole curriculum.

  • Inspectors will evaluate the effectiveness of the school’s provision for pupils’ spiritual, moral, social and cultural education. This is a broad concept that can be seen across the school’s activities, but draws together many of the areas covered by the personal development judgement.
  • Before making the final judgement on overall effectiveness, inspectors will always consider the spiritual, moral, social and cultural development of pupils at the school, and evaluate the extent to which the school’s education provision meets different pupils’ needs, including pupils with SEND

Ofsted continue to put SMSC ‘at the heart’ of school development. It requires schools to think about the kind of people we aspire to be, the kind of world we aspire to create, and the kind of education we aspire to provide.

                                                                    SMSC



A bespoke programme for JE

                                                         

                                                                Pearson BTEC Level 3 Award in Education and Training (RQF ...


The Pearson BTEC Entry Level Award in Business Administration (Entry 3) and the Pearson BTEC Level 1 Award, Certificate and Diploma in Business Administration have been developed to give learners the opportunity to:  engage in learning which is relevant to them and will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life  achieve a nationally recognised Entry 3 or Level 1 vocationally-related qualification  progress to employment in a particular vocational sector  progress to related general and/or vocational qualifications.



                                                                Why choose to study British Sign Language with ABC Awards? | Femaura


A bespoke programme, to support level 4 learners to complete assessment tasks and gain certification.


Learners will complete this qualification with a comprehensive and full understanding of the following:

  • Ethical frameworks, including the importance of setting, supervision and casework management in counselling
  • The impact diverse culture and heritage can have on the client/counsellor relationship in a multicultural society
  • One major therapeutic model
  • How to conduct a counselling session with a client in an ethical, effective and safe way
  • How to increase self-awareness
  • The purpose and importance of Research in counselling


                                                           Why choose to study British Sign Language with ABC Awards? | Femaura


For those learners interested in working in teaching and/or training within the Further Education and skills sector, this qualification provides a comprehensive introduction. Learners will explore teaching roles and responsibilities, reflect on appropriate teaching and learning approaches, and plan, deliver and evaluate micro-teaching sessions or assessed practice in a real work environment. Learners will complete this qualification with a concrete understanding of the following:

  • The roles, responsibilities and relationships in education and training

Optional units include: Understanding and Using Inclusive Teaching and Learning Approaches in Education and Training, Facilitate Learning and Development in Groups, and more.


https://www.youtube.com/watch?v=pkqzFUhGPJg


Bespoke programmes to tune in to young people's interests, concerns and abilities.






The Pearson BTEC Level 1 Award and Certificate in Introduction to Health, Social Care and Children's and Young People's Settings have been developed to give learners the opportunity to:  engage in learning that is relevant to them and which will provide opportunities to develop a range of skills and techniques, personal skills and attributes essential for successful performance in working life  develop their knowledge and awareness of health, social care and children’s and young people’s settings.  develop an understanding of the similarities and differences between these settings  achieve a nationally recognised level 1, vocationally-related qualification in health and social care  progress to employment in the health and social care or children’s services sectors  progress to related general and/or vocational qualifications in health and social care or children’s services.


                                             BTEC LOGO – Oracle Training Solutions Ltd

                                         NCFE CACHE | Awarding Body | Oxbridge

The objective of this qualification is to prepare learners for further learning and training, whilst developing an understanding of the teaching and learning environment in a school setting, how to support the well-being of a child or young person and child, and young person development. The qualification is aimed at a range of learners, including young people, mature learners, learners with special educational needs or where English is an additional language, learners who are thinking of working in a school setting.   B. Prepare for further learning or training and/or develop knowledge and/or skills in a subject area B1. Prepare for further learning or training.


                                                    Are Ireland's schools preparing students for work and business?

AQA to pay out £1.1m for serious breaches on exam re-marks



The specification takes a skills-based approach to the study of English literature that is consistent across the genres. Our experienced team has produced question papers and mark schemes that allow you to get back to inspirational literature teaching and allow students of all abilities to achieve their best on every question. It offers excellent preparation for AS and A-level English Literature, as well as giving students a grounding in a wide variety of literature that will stay with them for life.  

Courses based on this specification should encourage students to develop knowledge and skills in reading, writing and critical thinking. Through literature, students have a chance to develop culturally and acquire knowledge of the best that has been thought and written. Studying GCSE English Literature should encourage students to read widely for pleasure, and as a preparation for studying literature at a higher level. Courses based on this specification should also encourage students to: • read a wide range of classic literature fluently and with good understanding, and make connections across their reading • read in depth, critically and evaluatively, so that they are able to discuss and explain their understanding and ideas • develop the habit of reading widely and often • appreciate the depth and power of the English literary heritage • write accurately, effectively and analytically about their reading, using Standard English • acquire and use a wide vocabulary, including the grammatical terminology and other literary and linguistic terms they need to criticise and analyse what they read


Paper 1: Shakespeare and the 19th-century novel 


What's assessed •

 Shakespeare 

• The 19th-century novel 

How it's assessed 

• written exam: 1 hour 45 minutes • 64 marks • 40% of GCSE Questions Section A Shakespeare: students will answer one question on their play of choice. They will be required to write in detail about an extract from the play and then to write about the play as a whole. Section B The 19th-century novel: students will answer one question on their novel of choice. They will be required to write in detail about an extract from the novel and then to write about the novel as a whole.


Paper 2: 

Modern texts and poetry What's assessed •

 Modern texts 

• Poetry 

• Unseen poetry 

How it's assessed •

 written exam: 2 hour 15 minutes • 96 marks 

• 60% of GCSE Questions Section A Modern texts: students will answer one essay question from a choice of two on their studied modern prose or drama text. Section B Poetry: students will answer one comparative question on one named poem printed on the paper and one other poem from their chosen anthology cluster. Section C Unseen poetry: Students will answer one question on one unseen poem and one question comparing this poem with a second unseen poem.

A two year GCSE programme for year 10 students.   Students may need to build their confidence, obtain extra support and aspire to obtain better grades.   This programme will surely achieve these outcomes and more.


                                                              



                                                                   AQA to pay out £1.1m for serious breaches on exam re-marks



The aims of all qualifications in the BTEC First suite in Health and Social Care are to: ● inspire and enthuse learners to consider a career in the Health and Social Care sector ● give learners the opportunity to gain broad knowledge and understanding of, and develop skills in, the Health and Social Care sector ● support progression to specialised Level 3 vocational or academic health and social care course or an apprenticeship or, more broadly, progression to qualifications in other sectors, such as early years ● give learners the potential opportunity, in due course, to enter employment in a range of junior jobs roles across the health and social care sector. Specific aims of the BTEC First Certificate in Health and Social Care are to: ● add breadth to learners’ knowledge and understanding of the Health and Social Care sector as part of their career progression and development plans ● support learners who have had some achievement in their Key Stage 4 programme and who wish to ‘top up’ their Level 2 achievement to progress to employment or other qualifications.

                                                        

                                                        Awarding world class qualifications

                                                            

          VTCT Level 2 NVQ Diploma in Hairdressing



This qualification is based on the national occupational standards for hairdressing and includes all the required elements to work effectively as a junior hairdresser/stylist. Learners must achieve all mandatory units which include:

- Advise and consult with clients
- Set and dress hair
- Styles and finish hair
- Develop and maintain your effectiveness at work
- Cut hair using basic techniques
- Colour and lighten hair
- Shampoo, condition and treat the hair and scalp

Throughout this qualification, learners will develop their knowledge and understanding of relevant anatomy and physiology and health and safety. They will also develop the knowledge, understanding and skills to advise and consult with clients and then provide a complete hairdressing service which includes, shampooing and conditioning, colouring, cutting and setting and dressing, and styling and finishing hair. In parallel, learners will develop their communication and customer service skills, their awareness of environmental sustainability and their commercial skills, all of which are valued highly by employers. Problem solving and research skills will also be developed.

In addition to completing mandatory units, learners are required to achieve nine credits from optional units which include (this list is not exhaustive): remove hair extensions, relax hair, perm and neutralise hair, plait and twist hair, and temporarily attach hair to enhance a style.



This qualification is designed to stimulate interest and encourage the learners’ understanding of the skills and knowledge needed to care for young children. It builds on the knowledge covered in the Award in Caring for Children. In addition the qualification allows Centres flexibility in its offering with a mix of vocational and personal and social development (PSD) units. It is aimed at a range of learners, including young people needing to develop life skills as well as those who are thinking of working in childcare. It is also suitable for parents who wish to develop parenting skills, mature learners with special educational needs, or where English is an additional language (please note; English as an additional language (EAL) is not an indication of a special educational need (SEN) unless accompanied by one).


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