English
At Snowfields the English curriculum aim is to foster and develop our young people’s love of reading, writing, discussion and debate. We aim to inspire an appreciation of the written word through the use of poetry, articles, novels and nonfiction texts and film with the aim to develop pupils socially, emotionally and culturally.
Students at Snowfields arrive with a range of experiences in English and so we recognise the importance of building confidence and resilience alongside the skills needed to sit formal qualifications.
We believe that pupils need to develop a secure knowledge-base in literacy in order to live successful adult lives and so the KS3 MYP IB curriculum is structured to give students access to real world examples of English language and writing as well as a wide range of world and canon literature. In KS4 students choose to follow a Functional English pathway or a GCSE Language and Literature pathway to prepare them for adult life and further study.
All Snowfield learners should be prepared to be lifelong learners and the English curriculum fosters an environment that encourages this.
The English curriculum is overseen by the English Lead with the support of SLT and wider Trust experts. It has been planned to offer a range of experiences that equip students for life and give a broad perspective of language and literature.
English lessons will be taught with highly differentiated activities and tasks which take into account students’ learning needs, starting points, as well as their mental health, social communication and wellbeing needs.
Within English lesson students can expect to be taught:
- A range of quality texts, differentiated to meet the needs of our learners including texts from other cultures and backgrounds different to their own.
- Guided writing
- Scaffolded/modelled writing
- Independent writing
- Good SPaG practice
- Guided reading
- Independent reading
- Reading for pleasure
- A range of text types and narrative styles
- Handwriting and Touch Typing skills
- Sounds-Write Spelling/Phonics intervention
By the time pupils leave Snowfields they will have had access to a broad range of literature; both fiction and non-fiction. They will also be confident and fluent readers and writers who are able to express their opinions and their creativity in writing that is well structured, clear, technically accurate and interesting to read.
GCSE learners will become critical thinkers who are able to analyse language and the structure of writing in detail which will prepare them for further study in their areas of interest.
Learners will also know how to determine the difference between formal and informal writing and will be confident in the use of language to suit a variety of audiences and purposes.
The impact of our English curriculum will see our learners equipped for further study or to enter the world of work with the necessary communication and literacy skills to survive and thrive in an increasingly competitive and unpredictable world.
Maths
‘Maths is the language of the universe’, a quote often ascribed to Galileo. We believe that Maths is a fundamental part of our everyday lives, and the study of Maths benefits individuals, groups and societies in developing this language to access, utilise, care for and appreciate the world around us. Developing competence in Maths, and the associated metacognitive skills to support future self-learning enables our pupils to make more informed decisions about their future lives, including (but not limited to):
- Financial decisions
- Health and welfare decisions
- Home management decisions
- Transportation decisions
- Time management decisions
- Recreation decisions
- Future mathematical study
In summary, we seek to ensure that pupils are developing and expanding the fundamental numeracy skills they need to lead successful adult lives. This is a key jigsaw piece within Snowfield Academy’s moral purpose to help pupils with autism gain purposeful & individually-rewarding vocations and employment.
It is our belief that the study of Maths involves the development of numerous interconnected mathematical schemata that combine knowledge, vocabulary, understanding and experiences. We seek to create a safe environment where pupils can develop automaticity with their internally constructed knowledge, vocabulary and skills. These can then be used effectively when reasoning and problem solving, both within the safely constructed ‘Maths-land’ environment of the classroom, and in the ‘real-world’.
Ultimately, we view learning as ‘a change in the long-term memory’. We are seeking changes of mathematical habits of mind and approach that enable pupils to use their acquired knowledge more effectively.
We fundamentally believe that an approach to equitable Maths education should extend beyond inclusion and strive towards ‘belonging’: a community of practise where pupils are striving towards a common purpose and simultaneously feeling individually challenged and accomplished. We strive towards this goal in all that we do. In order to achieve this, we seek to identify significant gaps in knowledge, misconceptions, or other difficulties in Maths promptly, providing appropriate interventions according to their presented need.
Many pupils enter Snowfields Academy with significant experiences of persistent failure, and have subsequently developed a negative self-concept of their efficacy in Maths (which can consequently affect their own feelings of self-worth). We seek to break this cycle using small step learning models, giving regular opportunities for success: acknowledge and praising this success accordingly. We strive towards low-threshold-high-ceiling approaches to task creation so that all may feel stretched, irrespective of their starting point.
Therefore Maths mastery at Snowfields Academy is an interwoven combination of conceptual understanding, problem solving, reasoning, fluency and productive-positive-Maths-self-concept , encapsulated by a sense of automaticity with knowledge and mathematical vocabulary. The Kilpatrick, et.al. rope model of Maths mastery learning, adopted by NRich (see https://nrich.maths.org/11796) describes this visually. We would only add a plasticised casing of knowledge and vocabulary to the rope model to emphasise the importance of these for our learners.
Development of ‘productive disposition’ is an important aspect of approach to helping our pupils ‘flourish’ (see Martin Seligman) in Maths. In practise, this means that we seek to reduce maths anxiety and build on pupils’ mathematical resilience, maths self-concept and executive function synchronously within Maths learning tasks.
Furthermore, Maths learning at Snowfields Academy, offers pupils the opportunity to develop numerous ‘soft skills’ that prepare them for adult life and future employment. For example:
- Being able to win or lose gracefully
- Being able to learn the rules of a new game or idea
- Understanding that perseverance is a precursor to success
- Being kind to yourself when you get something wrong
- Knowing that learning is an infinite game
- The intrinsic reward of personal pride is worth the struggle when solving a tricky problem
- Learning to communicate clearly and succinctly
- Learning to respond logically and rationally to tricky problems
In conclusion, pupils learning Maths at Snowfields Academy experience the school’s motto in practise: ‘where nurture meets aspiration’.
Science
At Snowfields, we believe Science is a vital part of a student’s education, fostering curiosity and analytical thinking. We are passionate about nurturing a well-rounded education and equipping students with transferable skills that will benefit them throughout their lives. It is essential that students have opportunities to explore new ways of thinking and engage with a diverse range of learning experiences.
Science at Snowfields Academy is thoughtfully designed and expertly delivered to ensure an accessible curriculum for all students. This enables them to confidently explore and understand the world around them by engaging with the major scientific ideas that have shaped our understanding today.
Science and technology drive the innovative society we live in, and understanding them helps young people make sense of our ever-changing world. It not only teaches them about past advancements but also equips them with the skills and knowledge to navigate and contribute to future changes.
Individuals & Societies
At Snowfields Academy, we believe that the Individuals and Societies curriculum should encourage our students to respect and understand the world around them, and provide them with the necessary skills to explore the historical, geographical, political, social, economic, religious, and cultural factors that impact them on both a local and global level.
The curriculum at Key Stage 3 is intended to introduce students to both History and Geography. To do this, we follow the MYP curriculum and ensure that the relevant standards from the National Curriculum are also met; additionally, SACRE guidelines are also used to ensure a meaningful inclusion of Religious Education.
For Geography, we want to inspire and enthuse our students to learn about the world around them, and to make links to contemporary issues, such as sustainability. Students will learn how interconnected and co-dependent the physical and human world are, and that geography shapes human action. Additionally, students will explore and develop an appreciation for the complexity of our planet.
In Key Stage 3, Individuals and Societies is taught in a chronological and thematic manner. It has been designed to provide a balance between a broad overview of historical and geographical concepts, and detailed studies. History begins with the Norman Conquest and progresses to the end of the British Empire in the mid-20th century, with detailed studies of the Silk Road, the Slave Trade, and Democracy. Geography focuses on the three strands: human, physical, and environmental, with detailed studies of various countries.
Individuals and Societies is taught with differentiated activities and tasks which take into account students’ learning needs, starting points, in addition to their mental health, social communication, and wellbeing needs
By the end of Key Stage 3, students will have had an enjoyable journey through the topics of Individuals and Societies, and experienced a rich and varied curriculum. They will be confident historians and geographers who are able to make sound judgements through their ability to research, analyse, evaluate information. Students will become compassionate, tolerant, and empathetic individuals who show an appreciation and understanding of a variety of cultures. Furthermore, students will have gained a sense of community, on both a local and global scale.
the Arts
At Snowfields, we believe that The Arts stimulate creativity, imagination and foster in students an ability to better appreciate, and communicate their feelings on the world around them. We see the creative arts, as taught through Art and Music distinctly, as giving students the tools and skills needed to create their own creative outcomes, as well as the vocabulary to engage with and understand the outcomes and work of others.
Our Arts curriculum affords opportunities for students to be exposed to the work of both historic artists as well as contemporary practitioners in the fields of both art and music. These links inform our own explorations and expression, acting as starting points to stimulate individual creativity. Inspirations are drawn from a variety of cultures, times and places. The Arts are positioned to help foster an appreciation and embrace of other cultures, helping students to understand their position in their world as global citizens.
Although visual art work and musical output is always made to be purposeful, at Snowfields we see the creative process as being of equal, if not greater, value to any potential outcome. By engaging with The Arts curriculum, students are given myriad opportunities to:
- Develop both fine and gross motor skills;
- Experiment with a range of artistic mediums;
- Explore and develop their aesthetic understanding;
- Learn to give and receive constructive criticism;
- Engage with creative problem solving;
- Develop their ability to articulate and reflect upon abstract ideas and concepts;
- Develop independent thinking skills;
- Develop resilience through an understanding of the importance of process and the value in making mistakes within a safe environment and curriculum framework.
In art, students are given the chance to engage with a variety of materials and mediums across Key Stage 3, including both two and three dimensional media as well as digital work. In music, students engage with a variety of musical instruments and musical processes through exposure to a variety of genres and music history.
At Key Stage 4, students are given the option to continue their visual arts study through the AQA GCSE Art Course. This in turn may lead to students choosing to pursue a career in the creative arts, or to continue their arts training at another education provider beyond Snowfields. Students who end their arts education at this stage will still move forwards having developed a range of transferable skills that can be applied to a huge number of roles within the wider jobs market.
Curriculum
Art
- Area 1: The formal elements: line, tone, form, shape, pattern, texture
- Area 2: The formal elements: colour
- Area 3: Introduction to abstract art and expressive technique
Music
- Area 1: Basic score and performance: Brazilian Samba and Rhythm
- Area 2: Elements of music and visual scores
- Area 3: Pop music: 1950s to present day
Art
- Area 1: Surrealism and hybrid collage
- Area 2: Hybrids in folklore: The Green Man
- Area 3: Art and technology: photography and digital manipulation
Music
- Area 1: Classical music and the orchestra
- Area 2: African drumming and polyrhythm
- Area 3: The Blues: race and its relation to the development
Art
- Area 1: Día de Muertos (The Day of the Dead)
- Area 2: Portrait: direct and indirect representations of the self
- Area 3: Pop Art: pixel portraits
Music
- Area 1: Music and foley for film and television
- Area 2: Rock School: instrument workshops
- Area 3: World music
Each area of enquiry / focus is delivered through use of learning questions and associated creative tasks.
Students build core competencies through an understanding of the formal elements of art and music in year 7, before expanding their contextual awareness in year 8. They are then offered opportunities to articulate their own ideas and concepts alongside refinement of skills in year 9.
Each area of enquiry is structured to allow students to understand the what, how and why of each genre, movement, process or technique. This progression is then expanded across the development of the year, and key stage, as set tasks and projects, studied practitioners, as well as artistic concepts or genre codes and conventions facilitate reflection of earlier work. The key stage is built to allow each learning experience to support a deeper understanding of, and to build upon, prior learning.
Pupils at Snowfields undertake The Arts with a high level of engagement across ability levels. Students are supported and encouraged to take part in all aspects of both art and music lessons, and are taught through careful scaffolding to become self-motivated and independent learners – vital skills for the wider world, as well as those wishing to continue visual art study into Key Stage 4.
The Arts aims to equip students with the skills needed to be effective risk takers, and reflective learners. Both art and music encourage opportunities for students to self-analyse their work and offer constructive feedback and criticism of others.
We believe that all students can accomplish within The Arts, and the varied curriculum aims to give everyone a chance to identify areas of particular success, whether that be tied to a particular skill, medium or topic. Teachers and support staff work closely with students to ensure as few barriers as possible in their journey to become individual creative practitioners.
ICT
Our ICT curriculum is designed to build progressively on students’ knowledge and skills as they advance through the school. It supports the school’s aspirational education ethos by promoting independence, digital literacy, and real-world application. The skills students develop enable them to become active participants in the digital world, enhancing their communication, social, and problem-solving abilities.
The ICT curriculum is overseen by the Digital Champion and the Director of Learning for ICT and Design, with support from SLT and wider Trust experts. It has been carefully planned to offer a broad range of experiences, equipping students with the necessary skills for future workplaces and providing them with a strong understanding of the digital world.
Our ICT curriculum aligns with the MYP Design framework, which encourages critical thinking, problem-solving, and creativity through practical, inquiry-based learning. Students follow the Design Cycle, developing essential skills across four key stages:
- Inquiring & Analysing – Researching real-world digital challenges.
- Developing Ideas – Planning and designing ICT-based solutions.
- Creating the Solution – Using software and technology to implement ideas.
- Evaluating – Reviewing their work, refining solutions, and assessing impact.
By embedding this framework, students apply ICT knowledge in practical projects, preparing them for digital problem-solving in education and employment.
Students will gain a broad range of practical ICT skills, including:
Information Technology:
- Using Docs, Sheets, and Slides to create and format documents, spreadsheets, and presentations.
- Comparing Microsoft Office and Google Education software.
- Navigating and managing files in Google Drive.
- Sending and managing emails using Gmail.
Computer Science & Digital Design:
- Formulas and data analysis in spreadsheets.
- Computer-Aided Design (CAD) and 3D printing using Tinkercad.
- Website design using Google Sites.
- Robot building and coding with Python in Edublocks.
Digital Literacy & Online Safety:
- Effective internet searching and evaluating online information.
- Understanding internet safety and digital etiquette.
- Identifying internal computer components and their functions.
Teaching Approach
ICT lessons include differentiated activities that cater to students’ learning needs, starting points, and well-being. A range of digital tools and software is available to support individual learning.
- Key Stage 3: Students develop fundamental computing skills through Google for Education applications, preparing them for more advanced topics.
- Key Stage 4: Students work towards Entry Level 3 and Level 1 Functional Skills accreditations in ICT, embedding their knowledge and building confidence under exam conditions.
Assessment & Impact
- Progress is monitored continuously to ensure lessons remain engaging, meaningful, and relevant.
- Students’ development is assessed through practical tasks, coursework, and formal exams.
- Qualitative feedback from students, parents, and staff helps shape the curriculum.
By the end of Year 11, students will have the technical skills, confidence, and adaptability needed to succeed in further education, employment, and daily life in an increasingly digital world.
PE
At Snowfields the Physical Education curriculum aims to develop young people’s love for physical activity. Our curriculum focuses on embedding the transferable and life long skills physical activity and sport can offer and students explore how what they learn within their Physical Education lessons can be applied across other areas of their curriculum and beyond.
Students arrive at Snowfields with a vast range of experiences in Physical Education.
Therefore, We recognise the importance of developing trust, confidence, resilience and provide a range of opportunities for all students to have a positive experience of physical activity.
The MYP IB curriculum gives students the opportunity to explore a range of sports and provides learning opportunities that emphasise and hone in on the importance of living a healthy active lifestyle.
All young people should have access to a Physical Education curriculum that encourages and promotes lifelong participation in physical activity and the Snowfields curriculum supports and facilitates this.
Physical education lessons are taught with highly differentiated activities and tasks which take into account students’ learning needs, starting points, as well as their mental health, social communication and wellbeing needs. The sports delivered within the Physical Education curriculum are inclusive and focus on developing a well rounded skill set.
Within Physical Education students should expect to develop a vast range of skills that they will need to thrive at Snowfields and within the wider community. The Physical Education curriculum aims to develop skills that match the aspirations we have for our students and incorporate our five core values. Work hard, Be kind, Communicate, Stay Safe and Be happy.
- Communication
- Teamwork
- Movement
- Coordination
- Balance
- Leadership
- Cooperation
- Patience
- Critical thinking
- Respect
- Resilience
- Reflective
Our physical education curriculum provides students with co-curricular opportunities to further develop their skill set within the wider community.
By the time students leave Snowfields they will have a greater understanding of what they need to live a healthy active lifestyle and will be able to transfer their developed skill set to the world of work. The aim of the holistic Physical Education curriculum is to create an overall enthusiasm for intuitive movement.
BTEC Sport learners will have a deeper understanding of the human body, health and fitness and this deeper understanding will prepare them for further study of interest.
Overall, our Physical Education curriculum provides a safe place for students to explore a range of physical activity opportunities, develop and thrive, make mistakes and learn from them and ultimately become lifelong participants in physical activity.
SPHERE
All SPHERE subjects are sequenced to compliment each other and extend on the knowledge gained in other lessons.
The Communication curriculum is overseen by the Head of Therapy who is a qualified Speech and Language Therapist and is developed in consultation with other Speech and Language Therapists within the Trust. It has been developed to build a solid theoretical foundation and multiple opportunities for students to practise their social and communication skills. Tasks are centred around student interests and real life experiences to support understanding and generalisation.
The PSHE curriculum uses the Jigsaw PSHE programme which utilises a spiral and progressive path which allows students to revisit and extend their knowledge in topics and sections each year throughout Key Stage 3 and Key Stage 4. Jigsaw not only focuses on personal, social, emotional and health education, but also has a big focus on emotional literacy and mental health, which is advantageous to our students. Jigsaw includes the DfE Statutory Guidance for Relationship and Sex Education (RSE) and Health Education.
The Life Skills curriculum has been designed to build students’ understanding of themselves; in year 7 focusing on understanding themselves, in year 8 focusing on considering themselves with others and year 9 focusing on considering their place within their communities; this also includes their participation in the MYP Community Project. Students will learn in-depth problem-solving techniques, and aim to equip students with the skills necessary to adapt to and navigate adult life in modern Britain successfully and with the maximum degree of independence. Lessons include tasks and activities that account for students’ individual learning needs and starting points as well as their mental health, social communication and wellbeing needs.
The Vocational Studies curriculum has been developed to include two areas of vocational work; Food Technology and Horticulture. These subjects run on a carousel, with KS3 students accessing Food Tech for the first three terms of the academic year and Horticulture for the last three terms. Students can expect to learn both the practical skills and theoretical knowledge of both strands of the vocational curriculum in addition to learning how to keep themselves safe while engaging with their lessons.
In Food Technology students will learn to identify and respond to health and safety risks and how to uphold health and safety practices in their own cooking. They will be able to explore different varieties of food around a topic per term, including having the opportunity to create individual research projects to engage with the history of a food as well as following recipes to produce their own examples. Students will develop the skills of working with others to create food items, as they will be working in pairs or small groups in their lessons, in addition to furthering their ability to follow written instructions successfully.
In Horticulture students will learn the skills necessary to maintain a garden and grow a wide variety of plants, ranging from decorative flowers to fruit and vegetables. They will learn the importance of sowing and harvesting correctly and will be exposed to the cycle of food production, from growing the food to its arrival on a plate. Students will be encouraged to take part in every area of the growing cycle to ensure they have the greatest understanding possible of how plants are produced and harvested, including being aware of the changes the seasons bring to horticulture.
Equally we recognise the opportunity that Vocational studies allows students to develop cross curricular links and skills relating to other subjects. Horticulture units align with relevant science units to allow pupils the opportunity to further extend their scientific knowledge in new and practical ways. Similarly Food technology units serve as a functional vehicle to further develop and refine both functional maths skills as well as literacy skills including deciphering and following of written or verbal instructions.
Within the SPHERE faculty there are two transition points; end of KS3 and end of KS4.
By the end of KS3 students in Communication and Life Skills, students will be better able to interpret communication and express themselves with new and familiar people. They will be more confident and able to generalise what they have learnt to a variety of formal and informal settings. Students will have a clear understanding of their communicative strengths and challenges in order to access support and advocate for themselves in adulthood. They will be more confident in their understanding of how to navigate society successfully and will be prepared for the academic and social challenges that moving from KS3 to KS4 will bring. For those students who need specialist intervention with their Communication skills, further support is offered through our therapy team.
By the end of KS4 students within PSHE and Occupational Studies, the Personal, Social, Health, and Economic (PSHE) curriculum will have allowed them to become independent, responsible, and healthy individuals who understand the importance of British values. They will have an in-depth understanding of what it means to be part of a diverse society, and have a strong sense of self-worth. Furthermore, students will be a confident and contributing member of British society and feel equipped to handle any challenges and successes they encounter in the future. Through their Occupational Studies lessons they will be able to achieve the NCFE Level 2 Award in Occupational Studies for the workplace demonstrating skills and experience in activities that may lead to potential routes of employment for them in the future. Students will have been supported to achieve their potential in both vocational strands and will be able to work as individuals and as a team towards a common goal, and will be confident in their knowledge of how to successfully work in a catering and horticulture environment.
Communication
At Snowfields students in Key Stage 3 receive whole class Speech and Language Therapy in the form of a weekly Communication lesson. These lessons aim to support the development of social communication and social interaction skills as these are challenging for our students who present with Autism Spectrum Condition (ASC). Students arrive at Snowfields from a variety of educational backgrounds and have therefore received different types of therapies and supports. We aim to develop students’ understanding and use of verbal and nonverbal communication in order to prepare them for the workplace and successful adult life.
A high-quality education around communication should support students in understanding others and the world around them. Lessons incorporate explicit teaching, picture and video analysis, discussion, research projects and role play using evidence based programmes and therapeutic interventions. It provides practical opportunities for communication and supports students to learn new ways of thinking. Learning about communication styles is often the first step in developing a more open-minded attitude to the world, recognising that people see things differently and that this difference can be positive. Many tasks that are covered in Communication lessons support the development of listening and speaking skills and spelling, punctuation and grammar skills which are taught in English lessons.
Teaching this subject specifically allows students to understand and respond to others through spoken and written communication, express their ideas and thoughts and develop an understanding of the perspectives of others. It provides practical opportunities for communication and supports students to learn new ways of thinking. Directly teaching communication skills enables students to become more knowledgeable about the world in which they live, and to develop their skills and confidence to participate in an increasingly global society.
- Recognise and use an appropriate range of vocabulary linked to topics studied
- Listen to others and understand them
- Speak confidently using accurate pronunciation and intonation
- Communicate their ideas clearly in written and spoken format
- Discuss different perspectives
Curriculum
In KS3 Science, students explore a range of topics across all three scientific disciplines, developing both the mindset and skills of a scientist while building a strong foundation of knowledge for KS4.
In Years 7 and 8, students build upon their KS2 Science knowledge, diving deeper into key concepts across Biology, Chemistry, and Physics to lay the foundations for KS4. Each module focuses on fundamental scientific principles while reinforcing their interconnected nature. The students are encouraged to be independent with the use of Knowledge organisers, technology and scientific dictionaries.
- Module 1: Lab safety and working scientifically
- Module 2: Cells and states of matter
- Module 3: The transfer of energy (waves) over small and large distances
- Module 4: Physical science
- Module 5: The natural world
- Module 6: Contact and non-contact forces
In KS3 Science, students explore a range of topics across all three scientific disciplines, developing both the mindset and skills of a scientist while building a strong foundation of knowledge for KS4.
In Years 7 and 8, students build upon their KS2 Science knowledge, diving deeper into key concepts across Biology, Chemistry, and Physics to lay the foundations for KS4. Each module focuses on fundamental scientific principles while reinforcing their interconnected nature. The students are encouraged to be independent with the use of Knowledge organisers, technology and scientific dictionaries.
- Module 1: Electricity and magnetism
- Module 2: The periodic table
- Module 3: Healthy lifestyle
- Module 4: Energy
- Module 5: Ecosystems
- Module 6: Genes
In KS3 Science, students explore a range of topics across all three scientific disciplines, developing both the mindset and skills of a scientist while building a strong foundation of knowledge for KS4.
The Year 9 curriculum is designed around a series of units that incorporate all three areas of Science (Biology, Chemistry, and Physics). This approach effectively prepares students for the upcoming GCSE course by helping them understand the interconnectedness of the different disciplines and allowing them to begin acquiring key knowledge essential for their GCSEs.
- Module 1: The science of fireworks
- Module 2: Forensic science
- Module 3: Second Earth
- Module 4: The science of food
- Module 5: Botany
- Module 6: Anatomy
At Key Stage 4, students can choose between two pathways: Curiosity and Spirit. The Curiosity pathway follows the AQA GCSE Synergy course, while students on the Spirit pathway will study either AQA GCSE Synergy or AQA ELC in Science, depending on what is most appropriate for them. Both qualifications provide a foundation for further study and careers in science, while also equipping students with transferable skills they can use throughout their lives.
At Key Stage 4, students have the option to study either AQA Synergy Science or AQA ECL in Science, with 8 one-hour lessons over two weeks. The courses run simultaneously, focusing on two key areas: life sciences and physical sciences, both of which draw on concepts from the three main scientific disciplines. Throughout their studies, students will regularly practice exam-style questions, which helps them become familiar with the format and expectations of the assessments. This practice enhances their confidence, improves their ability to apply scientific knowledge under timed conditions, and strengthens their exam techniques, leading to better performance. As in Key Stage 3, students will have access to knowledge organisers and scientific dictionaries to continue the development of their independence.
Vocational Studies
At Snowfields KS3 students receive a weekly Vocational Studies lesson which gives students the opportunity to get hands-on, practical experience of skills to further their independence. Before starting at Snowfields, students may not have been exposed to many vocational activities and may not be aware of the opportunities that these vocational options could provide them in the future. Students will have the chance to develop key teamwork and other transferable skills in a practical way while having fun and trying new things. KS4 learners will embark on an Occupational Skills for the Workplace qualification which will build upon the skills and knowledge learned at KS3 to further their independent learning and confidence in both vocational strands.
The Vocational Studies curriculum has been developed to include two areas of vocational work; Food Technology and Horticulture. These subjects run on a carousel, with KS3 students accessing Food Tech for the first three terms of the academic year and Horticulture for the last three terms. Students can expect to learn both the practical skills and theoretical knowledge of both strands of the vocational curriculum in addition to learning how to keep themselves safe while engaging with their lessons.
In Food Technology students will learn to identify and respond to health and safety risks and how to uphold health and safety practices in their own cooking. They will be able to explore different varieties of food around a topic per term, including having the opportunity to create individual research projects to engage with the history of a food as well as following recipes to produce their own examples. Students will develop the skills of working with others to create food items, as they will be working in pairs or small groups in their lessons, in addition to furthering their ability to follow written instructions successfully.
In Horticulture students will learn the skills necessary to maintain a garden and grow a wide variety of plants, ranging from decorative flowers to fruit and vegetables. They will learn the importance of sowing and harvesting correctly and will be exposed to the cycle of food production, from growing the food to its arrival on a plate. Students will be encouraged to take part in every area of the growing cycle to ensure they have the greatest understanding possible of how plants are produced and harvested, including being aware of the changes the seasons bring to horticulture.
Equally we recognise the opportunity that Vocational studies allows students to develop cross curricular links and skills relating to other subjects. Horticulture units align with relevant science units to allow pupils the opportunity further extend their scientific knowledge in new and practical ways. Similarly Food technology units serve as a functional vehicle to further develop and refine both functional maths skills as well as literacy skills including deciphering and following of written or verbal instructions
Life Skills lessons include differentiated tasks and activities that account for students’ individual learning needs and starting points as well as their mental health, social communication and wellbeing needs. Students can expect to be taught skills around:
- Developing independence
- Problem-solving
- Money management
- Recognising hazards and staying safe
- Appropriate sources of information
- Using leisure time effectively
- Working with others effectively
- Awareness of groups in their community
- Managing social relationships
- Reviewing and planning their own independent study skills
- Awareness of environmental issues
In addition to these skills, all KS3 students take part in the Winter Enterprise every year. This is a team working exercise where students form small groups in their classes and innovate and create a winter-themed product to sell, the proceeds from which are reinvested back into students’ learning..
By the time students leave Snowfields they will have had the opportunity to develop skills and experience activities that may lead to potential routes of employment for them in the future. Students will have been supported to achieve their potential in both vocational strands and will be able to work as individuals and as a team towards a common goal, and will be confident in their knowledge of how to successfully work in a catering and horticulture environment.
Employability
1. A stable careers programme
In order to best support our students we need a full and well rounded careers program. It is designed to develop the key career skills and knowledge each student needs and to encourage them to aspire to move into the world of work, training or further education in an area of interest, where they can become a success. This is supported through Lifeskills, SPHERE and Unifrog Monday sessions.
2. Learning from career and labour market information
At Snowfields students utilise Monday form time for Unifrog Mondays. In these sessions students discuss career topics, use the Unifrog platform to look at information guides about different skills/knowledge and research career paths of interest. Students have access to LMI through their Unifrog account and can access this at any point. This can and should still also happen during lessons where appropriate.
3. Addressing the needs of each pupil
All of our students are unique and will need support in different ways. How we build these support networks and evidence these will be important. We know our students well and are best positioned to support them on their journey to discovering their future pathway.
4. Linking curriculum learning to careers
This is something that every subject can do throughout the year. Everytime that a career is linked to a topic you deliver we can easily evidence this by creating interactions for students to track this on Unifrog. This is something all staff with a Unifrog account can do.
5. Encounters with employers and employees
Students are required to have access to a range of encounters with employers during their time at Snowfields. While we already have good links with the food factory and Gallaghers. If you have friends or family in an industry that would be happy to come to school to deliver a workshop or just speak to the students please either speak to Fi, Chris G or Emily
6. Experiences of workplaces
Students in KS4 will have a greater access to work experience opportunities including supporting in the running of the Infinity Cafe, as well as other potential opportunities in the local community.
We are currently working on developing a work experience programme that can run each year as well as looking at working with employers in the local area to support work experience opportunities.
If you have friends or family in a suitable industry that could support work experience placements for either our KS3 or KS4 students please speak to either Emily or Fi.
7. Encounters with further and higher education
As part of new legislation students must have access to 6 encounters with training and education providers during their time at school. 2 in KS3, 2 in KS4 and 2 in KS5.
8. Personal guidance
We have a self employed Careers Advisor that comes to Snowfields to speak to students and offer independent advice. This year we are going to give year 10 students their first careers guidance session in May. This will help support students identify the possible pathways so that over the summer they can work with family to prepare for the October submission of next destinations. Students will then have a second meeting in year 11 in early October to ensure that they are fully prepared for the destinations submission.
