Our Curriculum

Crosby High School Mission Statement:

Celebrating diversity and achievement to secure a bright future.

Crosby High School Values:

Responsibility - Respect - Empathy - Trust - Kindness

Curriculum Intent

To provide an ambitious and personalised curriculum which allows pupils to develop socially, morally and academically so they are best prepared for post 16 education and adulthood.

We aim to provide personalised pathways to development in order to ensure pupils have the skills and knowledge they need.

Curriculum Rationale

Our curriculum is designed to be broad, balanced, challenging and engaging thus inspiring students to learn. We have high expectations of our students and we want them to enjoy and engage in their learning. As a school we are committed to improving the life chances for all our students, with our curriculum offering them the opportunity to develop socially, morally and academically while developing their employability and life skills.

At Crosby High School students have a personalised pathway through school. This personalised pathway is achieved through each student having personalised subject and wider development targets, often linked to their EHCP and through our qualification offer. It is solidified through High Quality teaching which ensures that teaching is inclusive while being differentiated for students to meet their individual needs. Our curriculum offer is also personalised by considering pupils’ development needs in the wider curriculum offer and in the decision as to whether to follow more of a formal or developmental curriculum in how each pupil is taught and personalised targets set in each subject area.

All students enjoy equality of opportunity, regardless of sex, race, faith, identity or ability. Our aim is to provide an education which prepares our students for post-16 education, the world of work and to become a positive member of society in the future.

We offer a range of subjects which reflect the demands of the national curriculum and place a great emphasis on transference of skills across school. Each subject also plays a role in our wider curriculum offer, preparing students for the opportunities, responsibilities and experiences which they will encounter after their time with us.

Students’ progress is assessed regularly and students are set challenging but attainable targets. These targets are set in each subject area in our Secondary Model classes. In Base classes, students are set a mixture of subject related targets and development related targets depending on their needs in each subject area. Students are given regular feedback by staff to ensure they know how to make progress and improve.

Curriculum Models

Part of the personalised pathways we offer our students is through them following differing Crosby High curriculum models suited to their needs. Students may predominantly follow a curriculum linked to one specific model, with elements of other models still playing a role. Alternatively, some students may follow more of a blend of curriculum models that better suits their needs in different areas of the curriculum. The curriculum model pupils are most likely to follow is further explained in the ‘Curriculum Organisation’ section.

A curriculum model can be described as a format for curriculum design developed to meet unique needs, contexts and/or purposes. As our pupils have a variety of needs, we therefore use a variety of curriculum models at Crosby High.

The Crosby High curriculum models are:

Formal Curriculum:

At Crosby High School, we define our Formal Curriculum as a curriculum in which pupils study specific subjects, are set targets and assessed in terms of their progress in that subject area, potentially working towards achieving external qualifications in the subject. Pupils access National Curriculum subjects adapted to meet individual learning needs.

Semi-Formal Curriculum:

Our Semi-Formal curriculum is developmental in nature and more easily adapted to personalisation. It starts at the beginning of each pupils’ learning journey with us and works towards developing their independence to the highest possible level. It is age and developmentally appropriate, rather than merely being a curriculum designed for younger learners. Such a curriculum, while taking specific challenges into account, should nevertheless contribute to fully developing the learner’s potential.

Some of our pupils benefit from following a semi-formal curriculum model or a part semi-formal curriculum model. This may be because their development needs are seen as more important to them as their development in specific subject areas. When they are taught in those subject areas, the focus will be to give them the opportunity to learn about the subject and progress in their knowledge related to it but there will also be an increased focus on them working on progressing in the more general development.

At Crosby High School, particularly in the Base classes, we have some students who benefit from having an offer that is blended between a Semi-Formal and a Formal Curriculum model. Specific pupils are assessed to gauge which curriculum approach most fits their needs in different subject areas. The way that they are taught and assessed in that subject area, in terms of whether to follow more of a Formal or Semi-Formal curriculum model, is then selected. This curriculum approach will include an appropriate mix of developmental and subject targets set for each pupil. If specific pupils require a markedly different curriculum approach in a subject area to the rest of their class, they may be moved to a different class for specific lessons in order for them to work in a group that is taught following a curriculum model more suited to their needs/ability in that subject area.

Functional Curriculum:

A curriculum designed to teach skills deemed essential for living and working independently to learners with cognitive impairments. The Functional Curriculum forms a part of Crosby High’s curriculum in both Key Stage 3 and Key Stage 4, in our Secondary Model and our Base classes. There is a greater emphasis on the Functional Curriculum in Key Stage 4, preparing pupils for life after Crosby High, working towards Functional Skills qualifications in English, maths, ICT and in coursework based qualifications that contain a selection of Functional Skills and Life Skills modules.

Wider Curriculum:

This is the curriculum which extends beyond the academic, providing for pupils' broader development. All of our students benefit from our Wider Curriculum offer which is incorporated into each subject’s curriculum offer, focussed on in personal development sessions and enhanced through assemblies, school trips, school events, school clubs and other school initiatives like Prefects, Reading Ambassadors and pupils’ opportunities to represent the school. All of these opportunities and the wider knowledge that they generate further support our students’ Personal Development.

The eight areas of the Wider Curriculum have a focus on providing enriching experiences and powerful knowledge which support pupils’ Personal Development and help to prepare them for a successful life after Crosby High School.

SMSC:

SMSC stands for Spiritual, Moral, Social and Cultural development. It is the overarching umbrella that encompasses personal development across the whole curriculum. Every subject’s curriculum offer considers how it supports all pupils’ SMSC development. All school assemblies are linked to at least one of the four SMSC areas. Pupils are supported further in their development in this area in school events, visits and additional activities.

British Values:

Crosby High School promotes British Values through our curriculum to prepare our students for life in modern Britain. The five British Values are:

Democracy
The rule of law
Individual liberty
Mutual respect
Tolerance of those of different faiths and beliefs

Every subject considers how to promote British Values in its curriculum offer. All school assemblies are linked to at least one of the British Values. Pupils are supported further in this area in school events, visits and additional activities.

Careers/Employability:

In line with the Government's careers strategy, we aim to make sure that all students get a programme of advice and guidance that is stable, structured and delivered by individuals with the right skills and experience. We use the Gatsby Benchmarks to measure the quality of our provision in order to develop it further. We have designated careers lessons in Key Stage 4 and a designated careers teacher. This careers teacher has specific hours each week to work on careers related activities and hold weekly careers drop-in sessions which students can attend to receive advice and guidance. Further to specific careers lessons, careers forms an element of each classes’ personal development sessions and every subject area considers careers and employability skills in its curriculum offer. Pupils are supported further in this area in school events, visits and additional activities.

An example of these additional activities is work experience. Work experience is a really important part of our curriculum and we aim for all Year 11s to complete it. This opportunity to go and work in the wider community is invaluable and allows students the opportunities to achieve the following aims:

The main aims are:

to enable pupils to apply the skills learned in the classroom in a real-life work experience placement
to further improve skills by making learning more relevant and practical
to offer further opportunity to develop personal and social skills
to develop an understanding of work and its related responsibilities
to broaden awareness of the world of work
to introduce pupils to the knowledge and skills of particular occupational area/s
to help pupils to make the transition from school

Skills For Further Learning and Development lessons further support pupils in this area in Key Stage 4.

Social + Emotional Development:

Personal social and emotional development underpins the whole curriculum. All staff promote positive mental health for students. Classes have Form Time every day first thing in the morning and for twenty minutes after lunch. The time after lunch in forms is called ERIC (Everyone Reads In Class) time and was moved from the end of the day to after lunch in the 2021-2022 academic year. This was because pupils are more engaged at this time and it also offers the Form tutors the opportunities to support any friendship issues that have occurred in the morning and to support pupils with sensory needs therefore settling them down for effective learning in the afternoon. These times are used to support reading, maths and personal, social and emotional development.

Students are also supported across school by the Wellbeing Hub where students can go when they need pastoral, emotional, therapeutic and academic support. The Wellbeing Hub provides reactive and proactive support delivered by our team of experienced mentors who are our Family Support Worker and our Intervention Officer. This team is supported by our school councillor who joins us at specific times during the week, working closely with pupils and their families who need targeted support. The school has a team of staff who are trained mental health leads, including the Family Support Worker, who support the Wellbeing Hub.

This support is enhanced by the fact that we deliver the Thrive Approach. The Thrive Approach is proven to have a positive impact on pupils’ social and emotional development. Our Crosby High staff team have had Thrive training and a designated team of staff have licensed practitioner training. Form Tutors complete a whole class Thrive analysis and this informs their Personal Development sessions on Friday afternoons, with the analysis highlighting whole class development areas that can be supported in these times. Pupils’ social and emotional targets are supported in these times and pupils needing more targeted support in this area may be given one-to-one intervention using the Thrive Approach.

https://www.thriveapproach.com/about-thrive/about-us

Pupil’s personal social and emotional development is further supported through special events, trips, activities and initiatives like the Prefect system, Reading Ambassadors and pupils’ representing the school in a variety of ways. Each subject area also supports pupils’ development in this area in its curriculum offer.

Functional + Life Skills:

Functional Skills are academic skills that pupils learn which they may use in their future day-to-day life and particularly in the world of work. Pupils at Crosby High School have the opportunity to work towards and acquire Functional Skills qualifications in English, maths and ICT. Each subject also considers how they support pupils’ development in Functional Skills and more general life skills in their curriculum offer. Life skills are skills that people need to make the most out of life. Evidently, this includes a very wide range of things and some of these are incorporated into other elements of our Wider Curriculum offer. For many of our pupils, targeted support with some basic life skills related to personal care, independent living and travelling is needed. Pupils in Key Stage 4 have designated Skills For Further Learning and Development lessons which specifically target the development of pupils’ Functional and Life Skills.

Learning Outside The Classroom:

At Crosby High School, we are delighted that our students will be offered an exciting broad and balanced programme of study known as Learning Outside The Classroom. As well as the more traditional subject of physical education, where there will be a strong emphasis on sporting participation and healthy lifestyles, students will have the opportunity to study additional aspects of physical development known as Forest School, Outdoors Learning and the Duke of Edinburgh Award Scheme. In these areas, students will develop a range of life skills designed to equip them for life outside of school and for them to rediscover the great outdoors and all of its benefits such as improved mental health, building resilience, self-esteem and confidence as well as improving their life experiences, and gaining a respect for the natural environment and wildlife. All subjects’ curriculum offers consider how to effectively support Learning Outside The Classroom.

Building Self-Esteem, Self-Worth + Confidence:

All subjects consider how they support pupils’ development in these areas through their curriculum offer and through the teaching of the subject. Pupils’ development is also supported through events, visits and additional activities. Examples of additional activities that effectively support development in this area include school clubs, opportunities to represent the school in arts and sports, our Prefect system and our Reading Ambassadors initiative.

Cultural Capital:

Cultural capital promotes the idea that schools should support the modern definition of what ‘cultural capital’ means. That is an individual who is knowledgeable about a wide range of cultures, is comfortable discussing its value and merits, and has been given a vast array of experiences and access to skill development. All curriculum subjects add to pupils’ cultural capital through the knowledge that they teach and the potential qualifications our pupils can achieve through studying them. Developing pupils’ vocabulary through subject specific language further develops their cultural capital as does the range of qualifications that pupils can attain at school. The Cultural Capital offer is enhanced through assemblies, trips, school events and initiatives and through work with our external partners. Examples of external partners our pupils benefit from working with include Marine Football Club, Liverpool John Moores University and Tithebarn Care Home.

Curriculum Organisation

Secondary Model Classes:

Our Secondary Model classes follow a timetable where they are taught subjects by different teachers in different classrooms, moving around school throughout the day. Year 7 classes may spend more time with one specific teacher, following a part Primary School model, to support their transition to High School. The students will follow Crosby High School’s Formal Curriculum model, each pupil developing in each subject area in relation to their individual needs in these subjects.

The Wider Curriculum is incorporated across the school into their learning offer throughout their time in school, as is the Functional Curriculum of which there is a greater emphasis in Key Stage 4. Pupils tend to be taught in groups of around 13 learners.

Base Classes:

Our Base classes spend most of their lessons in the same room with one or two teachers teaching them throughout the day. This approach means that their specific needs can be more effectively supported. They do spend some time with specific specialist subject teachers in specialist rooms to enhance their offer in these areas. There is more of a focus on our Semi-Formal curriculum model in Base classes, with more of an emphasis on supporting pupils’ developmental progress. However, due to the smaller class sizes and more time spent with specific teachers, we are able to personalise the curriculum offer so that students can be offered an appropriate blend between a Formal and Semi-Formal curriculum in different learning areas related to their individual needs.

Blended Offer:

Some students benefit from having a blended offer in terms of spending time in both Base and Secondary Model classes. This may be due to their specific learning needs, their social and emotional needs at a specific time in their life or their ability or interest in specific subject areas. We aim to support specific pupils by providing a blended offer through initiatives such as:

Base students in Key Stage 4 have the opportunity to join Options lessons with Secondary Model students.
Where a Base student needs to be extended in a specific subject due to them working at a much higher level than their class peers, we will look into the possibility of them joining Secondary Model classes in that subject area. The same offer will be considered if a pupil has a specific interest in a particular subject that is more focussed on in the Secondary Model.
Where a pupil in our Secondary Model needs a different approach to learning in a specific subject area than their class peers, we will look into the possibility of them joining Base classes in that subject area.
Where a student is struggling to access the Secondary Model due to their specific learning or social and emotional needs, they may join Base classes for part of the timetable to support them for a period of time.

Our ability to support pupils with a Blended Offer is dependent on a number of factors like staffing levels, but it will always be considered when we feel there is a need.

Key Stage 3 (Secondary Model Classes)

Subject	Year 7	Year 8	Year 9
English	4 Lessons Per Week	4 Lessons Per Week	4 Lessons Per Week
Maths	4 Lessons Per Week	4 Lessons Per Week	4 Lessons Per Week
Science	2 Lessons Per Week	2 Lessons Per Week	2 Lessons Per Week
ICT	2 Lessons Per Week	2 Lessons Per Week	2 Lessons Per Week
History	1 Lesson Per Week	1 Lesson Per Week	1 Lesson Per Week
Geography	1 Lesson Per Week	1 Lesson Per Week	1 Lesson Per Week
R.E	1 Lesson Per Week	1 Lesson Per Week	1 Lesson Per Week
PSHE	1 Lesson Per Week	1 Lesson Per Week	1 Lesson Per Week
Citizenship	1 Lesson Per Week	1 Lesson Per Week	1 Lesson Per Week
Careers	Taught as part of Personal Development	Taught as part of Personal Development	Taught as part of Personal Development
Art	1 Lesson Per Week	1 Lesson Per Week	1 Lesson Per Week
P.E	2 Lessons Per Week	2 Lessons Per Week	2 Lessons Per Week
Music	1 Lesson Per Week	1 Lesson Per Week	1 Lesson Per Week
Cooking/D.T	2 Lessons Per Week	2 Lessons Per Week	2 Lessons Per Week
MFL	Taught as part of geography	Taught as part of geography	Taught as part of geography
Personal Development	2 Lessons Per Week	2 Lessons Per Week	2 Lessons Per Week

Key Stage 3 (Base Classes)

Subject:	Number of Lessons:	Notes:
English	4
Maths	4
ICT	1 *	ICT may be incorporated into Learning Project lessons or taught as a specific lesson, depending on the topic taught and/or the needs of the class.
Science	2 *	1 lesson of Science may be incorporated into Learning Project lessons or taught as 2 specific lessons, depending on the topic taught and/or the needs of the class.
PSHE	1
P.E	2
Music	0.5 (alternate weeks)	Base 3 have 2 hours of Cooking/D.T weekly with music being incorporated into Learning Project Lessons.
Cooking/D.T	0.5 (alternate weeks)
Personal Development/ Enrichment	2
Forest School	2
Learning Project	6 *	ICT and 1 lesson of science may be incorporated into Learning Project lessons or taught as specific lessons, depending on the topic taught and/or the needs of the class. Therefore, at times there may be 7 or 8 Learning Project lessons.
Morning welcome/Breakfast/daily set up	Pupils arrive to engagement boxes and rotate to join in breakfast preparation. They work together to organise the daily calendar and the day's visual timetable.

Key Stage 4 (Secondary Model Classes)

Subject	Year 10	Year 11
English	4 Lessons Per Week	4 Lessons Per Week
Maths	4 Lessons Per Week	4 Lessons Per Week
Science	2 Lessons Per Week	2 Lessons Per Week
ICT	2 Lessons Per Week	2 Lessons Per Week
R.E	1 Lesson Per Week	1 Lesson Per Week
PSHE/Citizenship	1 Lesson Per Week	1 Lesson Per Week
Careers	1 Lesson Per Week	1 Lesson Per Week
P.E	2 Lessons Per Week	2 Lessons Per Week
Options (In Year Groups)	2 Lessons Per Week	2 Lessons Per Week
Options (Mixed Y10 + Y11s)	2 Lessons Per Week	2 Lessons Per Week
Skills For Further Learning + Development	2 Lessons Per Week	2 Lessons Per Week
Personal Development	2 Lessons Per Week	2 Lessons Per Week

Key Stage 4 (Base Classes)

Subject:	Number of Lessons:	Notes:
English	4
Maths	4
ICT	1 *	ICT may be incorporated into Learning Project lessons or taught as a specific lesson, depending on the topic taught and/or the needs of the class.
Science	2 *	1 lesson of Science may be incorporated into Learning Project lessons or taught as 2 specific lessons, depending on the topic taught and/or the needs of the class.
PSHE	1
P.E	2
Personal Development/ Enrichment	2
Forest School	2
Functional Curriculum	6 *	ICT and 1 lesson of science may be incorporated into Learning Project lessons or taught as specific lessons, depending on the topic taught and/or the needs of the class. Therefore, at times there may be 7 or 8 Learning Project lessons.
Morning welcome/Breakfast/daily set up	Pupils arrive to engagement boxes and rotate to join in breakfast preparation. They work together to organise the daily calendar and the day's visual timetable.