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Ofsted Guidance
- Pupils' 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
- Pupils' understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
- Pupils' ability to recognise, and value, the things we share in common across cultural, religious, ethnic and socio-economic communities
Ofsted 2004
- Pupils develop an understanding of the dynamic, evolutionary nature of cultures
- Pupils develop an ability to appreciate cultural diversity and accord dignity and respect to other people’s values and beliefs, thereby challenging racism and valuing race equality
- Pupils develop an openness to new ideas and a willingness to modify cultural values in the light of experience
- Pupils develop a regard for the heights of human achievement in all cultures and societies
- Pupils develop an appreciation of the diversity and interdependence of cultures
- Schools present authentic accounts of the attitudes, values and traditions of diverse cultures
- Schools address discrimination on the grounds of race, religion, gender, sexual orientation, age and other criteria and promoting racial and other forms of equality
CULTURAL:Exploring, understanding and respecting diversity
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| Seed was collected from a range of plants grown in the Sensory Garden. The students worked in groups, collecting, sorting and packeting the seed. The plants chosen were from different parts of the world and reflected the students diverse backgrounds. eg chilli peppers, tomato, herbs and native British wildflowers
All |
The Scouts have looked at their environments and how we are destroying them, we looked at how we can make a difference to our own society. They got to vote on how they felt we could change by 2020
.
All |
Work related food preparation linked to preparation and sale of vegetarian soup. Discussion why some people are vegetarian.
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
At Wednesday scouts we had the opportunity to learn about different countries and we tried some foods and played some games
4/5 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
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| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Year 10 did an anti-bullying rap song for assembly. They learned to keep hands and cruel words to yourself and that bullying hurts others.
10 |
Students listen to the story of why Hindu'[s celebrate Divali
3/4 |
Whole school assembly discussing Islam and Eid clebrations
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Pupils from all cultures sang a song for Eid in assembly
3/4 |
Assemblies held to include other faiths to aid students understanding and knowledge that different faiths have different customs
3/4 |
| | | | | | |
| students explored activities for chinese new year
All |
Baking club is provided for pupils to have fun and experience chopping, slicing, stirring, mixing and creaming methods to make simple dishes. They have also learned to wash and clean up.
All |
During this weekly lunch time club we have learned the BSL alphabet, how to introduce ourselves and other vocabulary and learned some things about Deaf culture.
All |
Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
A weekly club where young people have the opportunity to learn the French language through listening and speaking. The approach focuses on learning through interaction, engagement and play, rather than through an academic/grammatical approach. Participants also learn about the customs and lifestyles of France, its cities and its citizens.
3/4 |
The After School Art Club offers opportunities for all pupils and students to engage in a variety of artistic creative enterprises, including painting, drawing and animation. The Club also contributes to European projects.
S/C |
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| Charity event -clothes sale in aid of the victims of the Grenfell Fire. Students collected clothes washed and ironed them made poster invited parents,cares and the local community in to buy the clothes
All |
Student's in Yarrow showed great empathy and understanding when celebrating remembrance day
KS3 |
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| During our lessons we have been considering if what we believe online is true. We have been thinking about how we can check if something is correct by checking other sources, and considering where we can report something if we find something that upsets us. We have also had to research possible places to visit to take a group of children out on a trip, as part of this we are also looking at places and if they mention disability access.
8/9 |
| | | | | | | | | | | | |
| The whole school participated in the 'Every Step Counts' project challenge which was to walk far enough to link up all of our partner schools.
Between school and college we were able to add over 3,000km to the combined total.
All |
Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
Pupils have been exploring and learning dances from different countries during our Erasmus Project - Every Move Counts to improve their physical health and fitness and mental wellbeing. They have also been experiencing different countries culture.
07 |
Hodder have been exploring the UNESCO site - Palace of Westminster. They explored what it does and its uses then recreated their own model using cardboard and wood. They also made stained glass windows inspired by those of the building.
07 |
The students learnt about Italian culture and listened to the stories from other countries
3/4 |
5 classes across KS3 & 4 took part in a Modern Foreign Languages Day. Classes spent the morning looking at a country: making food, building The Leaning Tower of Pisa, painting flags, researching about different cultures. These are only some of the fantastic opportunities the students took part in.
The Mayor and Mayoress joined us in the afternoon for our ‘Grand Bazaar’ where students showcased what they found out and got to have a ‘taste’ of the 5 different countries!
3/4 |
Hıdırellez is celebrated as the day on which Prophets Hızır (Al-Khidr) and Ilyas (Elijah) met on the earth. It is celebrated throughout Turkey and commemorates the arrival of spring when everyone puts wishes on a tree.
All students and staff joined in on the Erasmus trip to Lithuania.
3/4 |
A student is showing the rest of the school how he prays when in the mosque and that many in Turkey do the same.
3/4 |
Topics studied thus far:
• Counting up to 20
• Telling the Time
• The Calendar
• Colours
• My name is…
• How old am I?
• How am/are I/you feeling?
• The Weather
• Animals and Birds
• Parts of the Body
• Members of my Family
• Breakfast
• Fruits for making Smoothies
3/4 |
4 students were taken on an Erasmus+ trip to Malaga where they experienced different foods and cultural differences of being in a SEN school in a different country. They also took part in walks exploring the city of Malaga and on joint trips with students and staff from the partner schools - visiting local places of interest. The students then were involved in training where they were interviewed in front of a camera.
KS5 |
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| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
All classes in school voted for their school council members in their Form.
All |
.In form time Irwell was discussing Rememberence Day. They took part in a sensory representation of Rememberence day through the laying of the crosses and poppies through the 2 minute silence
07 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
Discussion of next week's Eid celebrations. What happens? Muslim students tell the class what Ramadam and Eid are about.
KS5 |
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| All students have participated in making healthy breakfast are eaten around the world.
07 |
Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
On Friday morning, KS4 group prepare soups from basic, healthy ingredients. Preparing food from cultures around the world.
3/4 |
We have been discussing what we could sell in the college café, being mindful of being a healthy school. We have looked into sugar levels in cereals and drinks.
KS5 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
Students experiencing prayer whilst studying the topic of the five pillars
07 |
In Geography, everybody picked a city in the UK then we learned all we could about its people ie; religions, work opportunities, transport, education etc.
10 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
Whole school and college celebration of the Christian festival of Christingle
3/4 |
Visitors came from a local faith centre to work with pupils to help them gain information and broaden their knowledge of Islam
8/9 |
Students visited a local garden center, to learn about charities in our community and how we can help disadvantaged families.
8/9 |
In Ribble we have been looking at finding different countries on the globes and using these to then discuss and look at the different cultures.
We worked as teams and small groups to use the globes.
8/9 |
The students in Wyre have enjoyed learning about the Jewish faith and have accepted that other people may have different beliefs or faiths to themselves. The students particularly enjoyed listening to Mr Garrett talk about his Jewish faith and looked closely at some Jewish artifacts. Towards the end of the topic the students made a Torah Scroll and wrote their name in Hebrew writing.
8/9 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
Students experienced Salut (Prayer)
KS3 |
Students experiencing religious cultures and beliefs through sensory stories
KS3 |
During our lessons in Pendle, we have travelled to Africa to learn about the culture and the traditional clothing. The pupils enjoyed trying on different clothing and independently chose what they would like to wear out of a choice of 2 items.
KS4 |
| Students from Calder go down to Asda on a weekly basis. Students learn to find and pay for their own food and snack for the week.
Social skills are developed - waiting their turn, eating in the café, sitting down and interacting with peers, being along side the general public.
07 |
Range of edible plants grown, reflecting diverse backgrounds of students eg Eastern herbs and spices, Meditteranean and British plants.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
The students in Pendle explored different Chinese foods including noodles and prawn crackers. They also made their own Chinese vegetable spring rolls, by chopping the vegetables, blending, mixing and scooping.
KS4 |
Learners tolerated wearing a Chinese hat and explored Chinese artifacts including chop sticks, paper dragons and bells.
KS4 |
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| N Garrety teaches Spanish so I taught N Naveed the greetings, colours, numbers in Spanish Sign Language (LSE). He picked it up well and shared what he learned with the class. He also recognised some Spanish written language as a result so could take part in some written work.
11 |
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| Students in Years 8 and 9 have been exploring Mandalas. They have recreated mandalas and made their own using personal influences to create the pattern. There were lots of discussions about the significance on mandalas.
All |
Alss students within school created a clay owl. They used a range of different techniques to complete their work, using inspiration they had found from the internet. All students owls were displayed in the sensory garden for all to admire. They had discussions about colour choices and design styles. Students evaluated their own and others work.
All |
Irwell and Slaidburn students took part in a lesson learning about African music and how the culture is different to ours.
3/4 |
In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
Students in KS3 have been studying Islamic Art and Patterns from around the world. A part of this has been the two classes working collaboratively to create one giant art piece. A mandala. Students explored and researched patterns and learnt how to create a Mandala pattern. Students enjoyed listening to a range of different music that accompanied the topic. SPl
KS3 |
Listening to music from all around the world we explored diversity of instruments and diversity of voice, and diversity of religious music making.
KS4 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
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| Students design and construct items to sell at the Christmas Fair to raise money for the We Can charitable trust. Students also helped out at the fair in the D.T room doing activities with the public.
KS5 |
Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
Students discussed the triggering of article 50, watched news reports, read newspapers. Discussions included talking about what might happen to immigrants and sharing personal views.
KS5 |
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| Exploring how events are celebrated in a range of countries and cultures. Planning and preparing recipes that represent a celebration or event.
KS5 |
Students used visual aids to help them communicate who lived at home with them. Some students were able to give other family members that were important to them outside of the home.
KS5 |
Reading and work on the book Across the Barricades. Learning about the history and religious issues.
KS5 |
Students used Google Earth to look at the different areas and countries that they come from. One student was enthusiastic in showing the class the area of Romania he used to live in.
KS5 |
During our weekly trip to Asda, our students encounter meeting the public, working with non familiar adults and choosing and paying for items. Students are reminded about the need to have enough money for what they want to buy. They learn how to interact in a socially acceptable way, such as lining up in a queue to order items and then hand money over when asked for it.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
Class discussions around the heritage and diversity of the characters in the books (Liverpool slums, Birmingham, Roma).
KS5 |
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| Students decided it best to make a pictorial list for customers in the community shop/cafe who struggle or can not read or speak english.
4/5 |
Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
A mixed ability group of students vistied Asda to carry out a work related task which involved taking stock of supplies and buying the items needed. The groups were mixed with independent and supported learners, the independent students were tasked with taking the lead to support the other students in the task.
KS5 |
Students work within a kitchen environment, rules and expectations directed from Chef, Uniforms and time keeping. Food served to visitors
KS5 |
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| During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
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| Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
Students were able to plan a healthy meal. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
Students were supported to plan and prepare a basic meal based on individual preferences. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
Students discuss different dietary requirements and the religious or cultural reasons behind some of these. Students then found recipes to cook for people with different dietary requirements.
KS5 |
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| During PSHE lessons the learners outcomes were to be able to recognise that there are differences and similarities
between people.
Yr 11 looked at the different likes and dislikes of each person in the class. They were able to notice that there was a common link that although they all liked things that were different they also liked things that was also they same. They found that they liked different / same things about each other: foods, clothes, music, beliefs, skin colour, hair colour, eye, colour.
11 |
Students in Wyre participated in a group conversation about the Macmillan Charity alongside a powerpoint in Citizenship.
8/9 |
During out PHSE lessons Wyre have been looking at diversity, discrimination and gender inequality. The students have voiced their opinions on the topics some of which were very stereotypical at the start of the topic!
8/9 |
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| School council members asked their classes what resources they would like to see on the playground. When the lists had been combined 3 council representitives had a meeting with SLT to dicuss resources that are possible and not possible. The council memebers had to keep in mind resources that could be used by all or most students in school.
3/4 |
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| KS4 pupils spent the morning finding out about folklore of a different country. They looked at France, Turkey, Italy and Portugal.
They dramatized the stories using props and improvisation. They played traditional games and created models / artefacts from the different countries. They performed the stories in front of the whole school in the afternoon.
All |
All students in Hodder took part in an MFL day focusing on learning about Lithuania. Some students took part in a Skype call, whilst others researched Lithuania on the i-pads. We made traditional Lithuanian food and presented our findings in the Grand Bazaar,
07 |
Yr 10 spent the day exploring different aspects of Turkey and some of the traditions including a folk story, a traditional game and the background of the evil eye which is often given as a gift. The class explored the tale of Keloglan, - making puppets to share the tale, the evil eye - making eyes from different materials to give as gifts to all learners in key stage 4 and all learnt to play Mancala
10 |
Students in Wenning took part in an MLF day, they were split up into groups and spent the day learning about different countries.
Students had the chance to listen to music, learn facts about the country and taste different foods.
3/4 |
Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
Pupils in Calder and Marsden (Experiential Learners) took part in a carousel of activities around communication. Students experienced basic forms of communication, engage socially, showed anticipation.SPl
S/C |
| | | | | | | |
| .Irwell have been learning about healthy eating. We visited Morrisons and got to look around the store, make healthy fruit kebabs and healthy pizzas. It promoted pupils social skills and independent skills as they made the kebabs and could scan items on the tills Independently.
07 |
Students in year 7 visited Gawthorpe Hall as part of the topic on William Shakespeare.
They paractising fencing and embroidery as well as learning about the life in Britain centuries ago.
07 |
Learning about a Turkish tradition whilst on a European residential
3/4 |
Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
In a visit to Lithuania with the Erasmus+ project the students listened to traditional tales and joined in some traditional dancing.
3/4 |
Each week, Wenning go to ASDA to develop and promote independence skills and understand how to cope with busy environments.
KS3 |
Current Affairs group went on a visit to Museum of Science and Industry and for lunch at Bella Italia. The group worked together and helped each other on the visit. Some students asked questions about the Jewish area of Manchester we drove through.
KS5 |
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Ofsted Guidance
- Pupils' willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
Ofsted 2004
- Pupils develop an ability to use language and understand images/icons - for example, in music, art, literature - which have significance and meaning in a culture
- Pupils develop a willingness to participate in, and respond to, artistic and cultural enterprises
- Pupils develop a sense of personal enrichment through encounter with cultural media and traditions from a range of cultures
- Schools recognise and nurturing particular gifts and talents
- Schools provide opportunities for pupils to participate in literature, drama, music, art, crafts and other cultural events and encouraging pupils to reflect on their significance
- Schools develop partnerships with outside agencies and individuals to extend pupils’ cultural awareness, for example, theatre, museum, concert and gallery visits, resident artists, foreign exchanges
CULTURAL:Participating and responding to cultural activities
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| Seed was collected from a range of plants grown in the Sensory Garden. The students worked in groups, collecting, sorting and packeting the seed. The plants chosen were from different parts of the world and reflected the students diverse backgrounds. eg chilli peppers, tomato, herbs and native British wildflowers
All |
Learning to cook will help pupils to understand world cultures, customs and flavors. They are will also learning life skills like eating healthy, budgeting your money, and cleaning.
11 |
Students have made a variety of products to sell on the Christmas Fair to raise money for charity.
4/5 |
Students learnt about the WW1 centenary, and created WW1 themed silk paintings to commemorate
4/5 |
Work related food preparation linked to preparation and sale of vegetarian soup. Discussion why some people are vegetarian.
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
At Wednesday scouts we had the opportunity to learn about different countries and we tried some foods and played some games
4/5 |
Today Horticulture made mince pies to celbrate the Christmas festivities. They were able to chose different the cutters
KS4 |
| | | | | | | |
| Each day during dismissal in the hall there will be a piece of music from a British composer playing or a picture of a famous British landscape or a painting from a British artist showing.
All |
Students listen to the story of why Hindu'[s celebrate Divali
3/4 |
Whole school assembly discussing Islam and Eid clebrations
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Pupils from all cultures sang a song for Eid in assembly
3/4 |
Assemblies held to include other faiths to aid students understanding and knowledge that different faiths have different customs
3/4 |
| | | | | | | | | | |
| students explored activities for chinese new year
All |
Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
The ‘Newshounds’ Lunch Club has operated on a weekly basis almost continuously since November 2013, providing many opportunities for pupils with a wide range of abilities to (i) engage in writing about diverse topics that interest them, (ii) gain a spirit of enquiry through research and (iii) have a sense of ownership and pride in seeing their efforts published in the official School and College Newsletter.
A ‘promotional’ display for the Lunch Club was installed in the School Corridor in October 2018, which not only encouraged ‘would be Newshounds’ to join, but also afforded opportunities for photographs and articles produced by some ‘Newshounds’ to be published in cases when individual photographic permission restrictions might not enable them to be seen in the Newsletter and/or on the School and College website.
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
A weekly club where young people have the opportunity to learn the French language through listening and speaking. The approach focuses on learning through interaction, engagement and play, rather than through an academic/grammatical approach. Participants also learn about the customs and lifestyles of France, its cities and its citizens.
3/4 |
The After School Art Club offers opportunities for all pupils and students to engage in a variety of artistic creative enterprises, including painting, drawing and animation. The Club also contributes to European projects.
S/C |
Throughout the year at dance club we have explored different types of cultural music and dances.
S/C |
| | | | | | | | |
| Student's in Yarrow showed great empathy and understanding when celebrating remembrance day
KS3 |
| | | | | | | | | | | | | | | |
| In designing a prom poster, our students have considered the event and how we desire to express excitement on the poster. We have discussed how it is an important rite of passage and that the posters are to encourage everyone to attend, however it is not compulsory and not everyone may choose to come. We discussed the availability of non-alcoholic drinks to encourage responsible behavior.
11 |
During December pupils used MS Paint to create Christmas pictures and then create their own Christmas cards. Some chose to create religious themed (i.e. a star) drawings whilst others created secular pictures (i.e. snowman)
3/4 |
During our lessons we have been considering if what we believe online is true. We have been thinking about how we can check if something is correct by checking other sources, and considering where we can report something if we find something that upsets us. We have also had to research possible places to visit to take a group of children out on a trip, as part of this we are also looking at places and if they mention disability access.
8/9 |
| | | | | | | | | | | | | |
| Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
Pupils have been exploring and learning dances from different countries during our Erasmus Project - Every Move Counts to improve their physical health and fitness and mental wellbeing. They have also been experiencing different countries culture.
07 |
Hodder have been exploring the UNESCO site - Palace of Westminster. They explored what it does and its uses then recreated their own model using cardboard and wood. They also made stained glass windows inspired by those of the building.
07 |
The students learnt about Italian culture and listened to the stories from other countries
3/4 |
The students experienced a Gala dinner whilst on the student exchange to Italy where they tasted traditional food and listened to music from different cultures whilst socialising with students from other countries.
3/4 |
The students visited Taormina during our student exchange to Italy where they visited the Teatro Antico di Taormina, an ancient Greco-Roman theater.
3/4 |
The students learnt about teh culture of Italy through eating local cuisine and visitin the UNesco site of Pompeii
3/4 |
Whilst on the student exchange to Italy, the town had a celebration festival where they had a big firework display and traditional music.
3/4 |
During the student exchange to Italy, students were encouraged to try traditional foods and then express their views.
3/4 |
Whilst on the student exchange to Italy we visited Pompeii where the students had a guided tour and learnt all about how people used to live, what they believed in and how their society worked.
3/4 |
The students had a guided tour of Naples where they learnt about how they live. They also visited a church and learnt about important historical landmarks.
3/4 |
5 classes across KS3 & 4 took part in a Modern Foreign Languages Day. Classes spent the morning looking at a country: making food, building The Leaning Tower of Pisa, painting flags, researching about different cultures. These are only some of the fantastic opportunities the students took part in.
The Mayor and Mayoress joined us in the afternoon for our ‘Grand Bazaar’ where students showcased what they found out and got to have a ‘taste’ of the 5 different countries!
3/4 |
Hıdırellez is celebrated as the day on which Prophets Hızır (Al-Khidr) and Ilyas (Elijah) met on the earth. It is celebrated throughout Turkey and commemorates the arrival of spring when everyone puts wishes on a tree.
All students and staff joined in on the Erasmus trip to Lithuania.
3/4 |
A student is showing the rest of the school how he prays when in the mosque and that many in Turkey do the same.
3/4 |
Topics studied thus far:
• Counting up to 20
• Telling the Time
• The Calendar
• Colours
• My name is…
• How old am I?
• How am/are I/you feeling?
• The Weather
• Animals and Birds
• Parts of the Body
• Members of my Family
• Breakfast
• Fruits for making Smoothies
3/4 |
Students experienced a range of cultural activities. tasting foods, listening and dancing to traditional music from macedonia. Students mixed with students from 4 different European countries, making friends and spending time learning in the classrooms together.
Student visit Macedonian cultural heritage exploring the beauty of the natural earth also experinced the wonders of their surroundings
8/9 |
4 students were taken on an Erasmus+ trip to Malaga where they experienced different foods and cultural differences of being in a SEN school in a different country. They also took part in walks exploring the city of Malaga and on joint trips with students and staff from the partner schools - visiting local places of interest. The students then were involved in training where they were interviewed in front of a camera.
KS5 |
| All classes in school voted for their school council members in their Form.
All |
Pupils in class celebrated a classmates birthday.
07 |
Students in Lytham have been rehearsing their performances for Pendle's Got Talent. Several students chose songs to sing (including one duet). The songs vary from traditional pop style ballads to Rock n' Roll to modern pop / rap. Two of the students who are Autistic have chosen to take part of their own volition without any pressure to join in.
KS5 |
To celebrate England doing well in the World Cup we made English decorated buns.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
Discussion of next week's Eid celebrations. What happens? Muslim students tell the class what Ramadam and Eid are about.
KS5 |
A student brought in a birthday cake provided for by parents. We sang happy birthday and the cake was shared amongst the class and staff.
KS5 |
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| All students have participated in making healthy breakfast are eaten around the world.
07 |
Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
Key Stage 4 have been preparing for the Head Teachers' Buffet this Autumn term. Every week they have been practicing different dishes and deciding which dishes to serve. It has also been decided to invite people from the local Day Centre to allow members of the community to see what we achieve as a school and give members of the local community a chance to eat with us at our Christmas Buffet and hopefully add to their well being.
3/4 |
On Friday morning, KS4 group prepare soups from basic, healthy ingredients. Preparing food from cultures around the world.
3/4 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
Students experiencing prayer whilst studying the topic of the five pillars
07 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
Whole school and college celebration of the Christian festival of Christingle
3/4 |
Visitors came from a local faith centre to work with pupils to help them gain information and broaden their knowledge of Islam
8/9 |
The students in Wyre have enjoyed learning about the Jewish faith and have accepted that other people may have different beliefs or faiths to themselves. The students particularly enjoyed listening to Mr Garrett talk about his Jewish faith and looked closely at some Jewish artifacts. Towards the end of the topic the students made a Torah Scroll and wrote their name in Hebrew writing.
8/9 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
Students experienced Salut (Prayer)
KS3 |
Students experiencing religious cultures and beliefs through sensory stories
KS3 |
The pupils experienced different activities from Africa and enjoyed playing the African drums. Whilst doing this they repeated patterns and made patterns of their own using hands, feet and drumsticks.
KS4 |
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| Students from Calder go down to Asda on a weekly basis. Students learn to find and pay for their own food and snack for the week.
Social skills are developed - waiting their turn, eating in the café, sitting down and interacting with peers, being along side the general public.
07 |
During the summer term, Wenning have been reading a text which is set in Lebanon.
We have explored music, made and tasted Lebanese food and looked at pictures to gain an insight into what it would be like to live there during the Civil War.
07 |
Range of edible plants grown, reflecting diverse backgrounds of students eg Eastern herbs and spices, Meditteranean and British plants.
11 |
Students in Ribble went to Manchester Imperial Museum and learnt about WW2.
KS3 |
During our English session, the students in Pendle have been looking at world cultures. Last week we started looking at Brazil. They enjoyed listening to Brazilian music and using the big drum to imitate the sounds.
KS4 |
The learners participated in making Brazilian carnival hats and then some joined in with Brazilian dancing.
KS4 |
The students in Pendle explored different Chinese foods including noodles and prawn crackers. They also made their own Chinese vegetable spring rolls, by chopping the vegetables, blending, mixing and scooping.
KS4 |
Learners tolerated wearing a Chinese hat and explored Chinese artifacts including chop sticks, paper dragons and bells.
KS4 |
Students enjoyed a performance of ' The Wizard of Oz' at Burnley Youth Theatre.
KS4 |
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| N Garrety teaches Spanish so I taught N Naveed the greetings, colours, numbers in Spanish Sign Language (LSE). He picked it up well and shared what he learned with the class. He also recognised some Spanish written language as a result so could take part in some written work.
11 |
As a group have been singing Christmas songs along with how to sign We Wish You a Merry Christmas.
KS5 |
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| Every class has learnt either British folk songs, famous musicals or current pop songs so that they can take part in cultural events of all types.
All |
Students in Years 8 and 9 have been exploring Mandalas. They have recreated mandalas and made their own using personal influences to create the pattern. There were lots of discussions about the significance on mandalas.
All |
Irwell and Slaidburn students took part in a lesson learning about African music and how the culture is different to ours.
3/4 |
In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
In dance the students looked at different cultural dances from different countries eg day of the dead festival, american hio hop, spanish flamenco and expressed opinions on the dances and practiced the dances themselves
4/5 |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
Students in KS3 have been studying Islamic Art and Patterns from around the world. A part of this has been the two classes working collaboratively to create one giant art piece. A mandala. Students explored and researched patterns and learnt how to create a Mandala pattern. Students enjoyed listening to a range of different music that accompanied the topic. SPl
KS3 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
Over a series of lessons student have taken part in activities aimed to build confidence, such as a blindfolded minefield and speaking and singing single words on their own. Simple well known songs are used such in a fun way as "If your Happy and you know it".
KS5 |
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| Students design and construct items to sell at the Christmas Fair to raise money for the We Can charitable trust. Students also helped out at the fair in the D.T room doing activities with the public.
KS5 |
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| Exploring how events are celebrated in a range of countries and cultures. Planning and preparing recipes that represent a celebration or event.
KS5 |
Students in Pendle have had opportunities to listen and respond to music from different cultures, genres and eras.
KS5 |
During our weekly trip to Asda, our students encounter meeting the public, working with non familiar adults and choosing and paying for items. Students are reminded about the need to have enough money for what they want to buy. They learn how to interact in a socially acceptable way, such as lining up in a queue to order items and then hand money over when asked for it.
KS5 |
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| Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
Students work within a kitchen environment, rules and expectations directed from Chef, Uniforms and time keeping. Food served to visitors
KS5 |
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| Whilst shopping for ingredients for school projects, we bought poppies to help us remember those who had fought and died for us. We were also given a free wreath by the poppy seller for our remembrance assembly.
KS4 |
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| KS4 pupils spent the morning finding out about folklore of a different country. They looked at France, Turkey, Italy and Portugal.
They dramatized the stories using props and improvisation. They played traditional games and created models / artefacts from the different countries. They performed the stories in front of the whole school in the afternoon.
All |
All students in Hodder took part in an MFL day focusing on learning about Lithuania. Some students took part in a Skype call, whilst others researched Lithuania on the i-pads. We made traditional Lithuanian food and presented our findings in the Grand Bazaar,
07 |
Yr 10 spent the day exploring different aspects of Turkey and some of the traditions including a folk story, a traditional game and the background of the evil eye which is often given as a gift. The class explored the tale of Keloglan, - making puppets to share the tale, the evil eye - making eyes from different materials to give as gifts to all learners in key stage 4 and all learnt to play Mancala
10 |
Students in Wenning took part in an MLF day, they were split up into groups and spent the day learning about different countries.
Students had the chance to listen to music, learn facts about the country and taste different foods.
3/4 |
Students in KS3 participated in a KS3 history day where each class looked at a different ancient civilisation for the morning and particpated in activities. I the afternoon each class showed the other classes what they had made.
KS3 |
Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
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| .Year 7's went on a trip to the World Museum in Liverpool where the pupils did a workshop and explored the different planets and talked about space, They had the opportunity to dress up as a astronaut as well and used their creativity and imagination throughout the workshop.
07 |
Students in year 7 visited Gawthorpe Hall as part of the topic on William Shakespeare.
They paractising fencing and embroidery as well as learning about the life in Britain centuries ago.
07 |
Learning about a Turkish tradition whilst on a European residential
3/4 |
In a visit to Lithuania with the Erasmus+ project the students listened to traditional tales and joined in some traditional dancing.
3/4 |
6 Students from KS3 went to Macedonia as part of our Erasmus projects 8 Strings to our bows. Whlst there students participated in a traditiona Macedonia night, learning all about their cultures.
KS3 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
Our form as part of a whole college even went out to the Mechanics for a Christmas meal. Everyone got to experience sitting in groups around tables, looking at the Christmas decorations in the dining room along with eating traditional Christmas food. Students got to choose what they would like from menu of several items for main and desert. Students moved around the room sensibly taking care of others especially when there were servers moving between tables. A selection of fruit squashes and water were available for students to pour out themselves into glasses.
KS5 |
all students from college went to a variety of venues in Blackpool for the day.
KS5 |
Current Affairs group went on a visit to Museum of Science and Industry and for lunch at Bella Italia. The group worked together and helped each other on the visit. Some students asked questions about the Jewish area of Manchester we drove through.
KS5 |
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Ofsted Guidance
- Pupils' knowledge of Britain's democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
- Pupils' 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
CULTURAL:Preparing for life in modern Britain
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| The Scouts have looked at their environments and how we are destroying them, we looked at how we can make a difference to our own society. They got to vote on how they felt we could change by 2020
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All |
Learning to cook will help pupils to understand world cultures, customs and flavors. They are will also learning life skills like eating healthy, budgeting your money, and cleaning.
11 |
Work related food preparation linked to preparation and sale of vegetarian soup. Discussion why some people are vegetarian.
4/5 |
Today Horticulture made mince pies to celbrate the Christmas festivities. They were able to chose different the cutters
KS4 |
Through news article of Wales maybe lowering age of vote. As a group we took part of the debate on news round. Students were either for or against and 3 undecided. The groups had to pitch their response as to why they should or should not vote. Overall consensus was that 16 is too young to vote.
KS5 |
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| Year 10 did an anti-bullying rap song for assembly. They learned to keep hands and cruel words to yourself and that bullying hurts others.
10 |
KS3 and 4 had an assembly to remember the life of Prince Philip.
3/4 |
Students listen to the story of why Hindu'[s celebrate Divali
3/4 |
Whole school assembly discussing Islam and Eid clebrations
3/4 |
Assembly discussing the meaning behind the recent John Lewis Christmas Advert of friendship
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Visitor in school to discuss aims and goals in life and how to succeed
3/4 |
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| Once a week, art club meet to create artwork in various different mediums. Students have worked in paint, pastel, clay, dough, string and Hama beads to create some wonderful art pieces.
Students are encouraged to work as independently as possible. The are encouraged to express themselves, and encouraged to use positive language when critiquing their own and others work.
3/4 |
Scout camp - providing skills for life in Modern Britain.
S/C |
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| Charity event -clothes sale in aid of the victims of the Grenfell Fire. Students collected clothes washed and ironed them made poster invited parents,cares and the local community in to buy the clothes
All |
Irwell had a visit from Warrant Officer Martin Watson from the Royal Navy. He gave Irwell a brief interactive history lesson on how the Royal Navy began and what they do.
07 |
During cooking, Hodder got involved with the Tesco Farm to Fork project. A representitive came from Tesco to discuss all about healthy eating. She brought lots of healthy foods for the students to try,
07 |
Bowland run a break time café in college. They take the orders, the money, give change, make the food and clean up afterwards.
KS5 |
In college we are planning and working towards opening a café to the public. This has entailed a lot of research. We have held a vote for the name, branding, what to sell, prices, where to shop and giving out different jobs.
KS5 |
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| Year 10 spent a few weeks discussing online safety and what it means for us. We looked at different scenarios when our online safety skills would be tested and , using Purple Mash, had some real life experience of how to handle scams or dealing with people we don't know trying to get personal information. Tell an adult was an important part of this learning.
10 |
Learning how to be safe online, how to react to spam mail, to requests for personal information.
11 |
Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During December pupils used MS Paint to create Christmas pictures and then create their own Christmas cards. Some chose to create religious themed (i.e. a star) drawings whilst others created secular pictures (i.e. snowman)
3/4 |
During our lessons we have been considering if what we believe online is true. We have been thinking about how we can check if something is correct by checking other sources, and considering where we can report something if we find something that upsets us. We have also had to research possible places to visit to take a group of children out on a trip, as part of this we are also looking at places and if they mention disability access.
8/9 |
Students were asked to design a poster highlighting their roles and responsibilities and different ages in their lives
KS5 |
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| Hodder have been exploring the UNESCO site - Palace of Westminster. They explored what it does and its uses then recreated their own model using cardboard and wood. They also made stained glass windows inspired by those of the building.
07 |
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| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
All classes in school voted for their school council members in their Form.
All |
As a class we looked at what democracy was and how it worked in the UK. We then completed a vote to identify who the class wanted to represent Slaidburn in the School Council. The result was then announced and our class member congratulated.
All |
Pupils in class celebrated a classmates birthday.
07 |
During the run up to the General Election learners in year 10 watched the news on a Wednesday and talked about the events which each political party had been taking aprt in.
10 |
In Calder we complete a self registration every morning. This gives students the opportunity to say good morning to their peers and teachers and also state how they are feeling that particular morning,
3/4 |
Calder class voted for their school council representative using 'ChooseItMaker 3' to vote for their class mates.
3/4 |
In Ribble some students come in and spoke about the London and Manchester terror attacks from hearing at home and in the mosque. So in form time we spoke about how we can keep the community safe.
3/4 |
Pupils gather together at the beginning of the week to share their experiences from over the weekend and share their feelings
8/9 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
Lytham class took part in voting for 2 students from the form to represent them student council. An autistic pupil took part in the voting and was supported to help him understand the voting process and he was voted in by the form.
KS5 |
Abdullah has learnt how to use google translate to find out words he does not know in English
KS5 |
Every student in Bowland has a set of targets that they work at every day that encourage independence, social interaction and personal improvement.
KS5 |
As part of an AQA, Marsden student took part in personal care routines. They experienced brushing teeth, washing faces,combing hair along with a sensory story 'The Haircut'
KS5 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
Pupil was given a dilemma of a teacher found a course at short notice, should he ask to go on it knowing it would be useful but would have knock on effects for his lessons and staff for the day or should he leave it and just look for another one at a different time. Pupil suggested talking to other colleagues if the person was nervous about asking, and then talk to the person who manages the courses for staff. Pupil showed empathy and thought through what the teacher could do.
KS5 |
Discussion of next week's Eid celebrations. What happens? Muslim students tell the class what Ramadam and Eid are about.
KS5 |
Pupil was asked to think about a scenario involving choices between right and wrong as a daily target over the week. Was set a different scenario each day. I.e. wallet left on a park bench, where could he take it. He suggested options of looking in the wallet for ID and ringing them, looking for an address and getting it dropped off, or handing it in to the police.
KS5 |
A student brought in a birthday cake provided for by parents. We sang happy birthday and the cake was shared amongst the class and staff.
KS5 |
| All students have participated in making healthy breakfast are eaten around the world.
07 |
Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
As part of the Autumn Term Cookery topic, students learnt about the importance of keeping healthy and making healthy food choices. We tasted a range of healthy foods.
07 |
Assembly by the nurse discussing hygiene in and around schools. Especially catch it bin it germs!
3/4 |
On Friday morning, KS4 group prepare soups from basic, healthy ingredients. Preparing food from cultures around the world.
3/4 |
We have been discussing what we could sell in the college café, being mindful of being a healthy school. We have looked into sugar levels in cereals and drinks.
KS5 |
Preparing and selling healthy snacks to sell at break time in college.
KS5 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
Students experiencing prayer whilst studying the topic of the five pillars
07 |
In Geography, everybody picked a city in the UK then we learned all we could about its people ie; religions, work opportunities, transport, education etc.
10 |
During the topic the students were learning about the impact plastic has on life in the oceans and the surrounding wildlife. They were able to express their opinions and make decisions as to what could be done to reverse the pollution, was it the responsibility of the governments of different countries and how they thought the current situation affected other communities around the world.
11 |
Whole school and college celebration of the Christian festival of Christingle
3/4 |
Students visited a local garden center, to learn about charities in our community and how we can help disadvantaged families.
8/9 |
Whilst covering the topics of earthwuakes. Students designed a village looking at safety aspects of what would be best in case an earthquake hit the village. Sturdy houses, water and food supplies etc
KS3 |
Students experienced Salut (Prayer)
KS3 |
Students have been discussing issues around the world that affect their future. Plastic in the sea, recycling and waste.
KS4 |
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| Students from Calder go down to Asda on a weekly basis. Students learn to find and pay for their own food and snack for the week.
Social skills are developed - waiting their turn, eating in the café, sitting down and interacting with peers, being along side the general public.
07 |
Whilst studying the play the students entered a discussion about young love. We discussed the marriage age and also whether parents should choose who young people should marry.
10 |
Year 11 have discussed the plight of the homeless in England. They have thought about the problems faced by the homeless. They have researched and then discussed how different charities try to help and support the homeless.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
Students worked in groups to plan a party within a limited budget using price options from a number of different supermarkets
8/9 |
Pupils were given a topic to debate as part of their language groups, where they took turns and asked questions of of pupils to gain information on the other students views on that topic.
8/9 |
As part of our numeracy topic on money, Ribble have had the pleasure of going to Asda each Monday morning throughout the year. We get the class shopping for the week as well as things for staff around school. We have also had the opportunity to order our breakfast from the café where pupils have their own choice of breakfast from a sausage sandwich to a jacket potato! Pupils have really developed their money and their communication skills as the year has progressed.
8/9 |
During Romeo and Juliet, we discussed marriage and role played a wedding. The pupils entered a discussion about love and they mentioned how now you don't have to be married to love someone and talked about different kinds of love.
KS4 |
In Maths, Bowland have been pricing food and drink that may be sold in the café. The group have researched different supermarkets and worked out portion size.
KS5 |
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| Every class has learnt either British folk songs, famous musicals or current pop songs so that they can take part in cultural events of all types.
All |
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| Students design and construct items to sell at the Christmas Fair to raise money for the We Can charitable trust. Students also helped out at the fair in the D.T room doing activities with the public.
KS5 |
Students took part in weekly Asda visits where they had the opportunity to interact with staff and members of the general public while shopping and visiting the cafe.
KS5 |
Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
The class worked in groups to discuss ideas around what might put young people off voting and how to encourage young people to vote. This was then presented back to the rest of the class.
KS5 |
Students discussed the triggering of article 50, watched news reports, read newspapers. Discussions included talking about what might happen to immigrants and sharing personal views.
KS5 |
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| Using lots of different priced grocery products to complete maths work on money, so as to get a better understanding of how it works in a practical way.
KS5 |
During our weekly trip to Asda, our students encounter meeting the public, working with non familiar adults and choosing and paying for items. Students are reminded about the need to have enough money for what they want to buy. They learn how to interact in a socially acceptable way, such as lining up in a queue to order items and then hand money over when asked for it.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
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| A mixed ability group of students vistied Asda to carry out a work related task which involved taking stock of supplies and buying the items needed. The groups were mixed with independent and supported learners, the independent students were tasked with taking the lead to support the other students in the task.
KS5 |
Students work within a kitchen environment, rules and expectations directed from Chef, Uniforms and time keeping. Food served to visitors
KS5 |
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| Rachel Emmott from the NHS came and delivered a sexual health session on contraception. Students were shown various different methods of female and male contraception including practising applying a condom. Advice was also given on where our students could go for further help and advice.
KS5 |
A time to discuss mental health, what makes you happy. How to improve your wellbeing through different ways ie rest, music, exercise.
KS5 |
Independent living group took part in a "Body Language Exam" where it was discussed how different body language stances/poses/expression can mean different things and how important posture and exercise is towards being mentally healthy.
KS5 |
During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
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| A group set up a soup making enterprise on Friday mornings. Two different soups are made from fresh vegetables and school grown herbs. Bread rolls are made from scratch. The food is sold to staff. The students gain valuable experience in food preparation, food hygiene, working as a member of a team, and simple costings. The food prepared reflects the cultural diversity of the students.The skills learnt will help towards future college life and perhaps, in a few cases, make them think about setting up their own food business.
4/5 |
the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
Preparing and budgeting for meals, Understanding the need to budget for food with regards money available.
KS5 |
Students discuss different dietary requirements and the religious or cultural reasons behind some of these. Students then found recipes to cook for people with different dietary requirements.
KS5 |
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| Wenning visited Eureka! to learn and understand about the wider community and world we live in.
We were able to draw money from the 'bank' and pay for items in the 'shop'.
07 |
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| Students given the opportunity to name their new form in September. A secret ballet was held and the winning name announced
4/5 |
The online safety group met with the school council to explore their understanding of keeping safe on line. Discussion around the uses and how the Internet is used and accessed.
S/C |
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| Pupils went on s trip to Marsden Park to explore our topic theme about Minibeasts.
07 |
Students in year 7 visited Gawthorpe Hall as part of the topic on William Shakespeare.
They paractising fencing and embroidery as well as learning about the life in Britain centuries ago.
07 |
As a reward for all of their hard work, Wyre visited Billy Bob's Ice Cream Parlour and used their well practiced money handling skills to buy their ice creams and drinks.
8/9 |
Each week, Wenning go to ASDA to develop and promote independence skills and understand how to cope with busy environments.
KS3 |
Students from Calder go down to Asda on a weekly basis. Students learn to find and pay for their own food and snack for the week.
Social skills are developed - waiting their turn, eating in the café, sitting down and interacting with peers, being along side the general public
JSm
KS3 |
Post-16 College students can visit Boothman Park in Barley, where they have the opportunity to carry out work experience programmes, discover nature and enjoy a beautiful countryside environment.
KS5 |
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Ofsted Guidance
- Pupils' understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others
Ofsted 2004
- Pupils develop an ability to recognise and understand their own cultural assumptions and values
- Pupils develop an understanding of the influences which have shaped their own cultural heritage
- Schools provide opportunities for pupils to explore their own cultural assumptions and values
- Schools reinforce the school’s cultural values through displays, posters, exhibitions, etc
- Schools audit the quality and nature of opportunities for pupils to extend their cultural development across the curriculum
CULTURAL:Understanding and appreciating personal influences
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| During the students Duke of Edinburgh sessions focusing on improving skills. Students have begun improving their drawing skills. Each student has improved significantly since the first session and has gained the confidence to try new things within drawing and art, such as sketching, shading, colouring and fine art. The students are always complementing each other's work and love to see the staff joining in.
4/5 |
At Wednesday scouts we had the opportunity to learn about different countries and we tried some foods and played some games
4/5 |
Today Horticulture made mince pies to celbrate the Christmas festivities. They were able to chose different the cutters
KS4 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
Through news article of Wales maybe lowering age of vote. As a group we took part of the debate on news round. Students were either for or against and 3 undecided. The groups had to pitch their response as to why they should or should not vote. Overall consensus was that 16 is too young to vote.
KS5 |
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| Wenning voted on which song they wanted to preform at Pendles Got Talent.
07 |
KS3 and 4 had an assembly to remember the life of Prince Philip.
3/4 |
Assembly discussing the meaning behind the recent John Lewis Christmas Advert of friendship
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Visitor in school to discuss aims and goals in life and how to succeed
3/4 |
Pupils from all cultures sang a song for Eid in assembly
3/4 |
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| students explored activities for chinese new year
All |
Pupils in animation club are working together to create a short movie based on the Avengers. They negotiated with each other to choose the subject. Listening to each others ideas, turn taking, Managing emotions, resolving conflict, asking for help and dealing with each others behaviours. They also discussed pros and cons of some ideas exploring how things could be produced. Taking and asking for advice on what is possible and what new things we could try. Part of this club is about how to do things like this at home and how it could be a healthy change from playing on games or watching TV.
3/4 |
Once a week, art club meet to create artwork in various different mediums. Students have worked in paint, pastel, clay, dough, string and Hama beads to create some wonderful art pieces.
Students are encouraged to work as independently as possible. The are encouraged to express themselves, and encouraged to use positive language when critiquing their own and others work.
3/4 |
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| During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
Students were asked to design a poster highlighting their roles and responsibilities and different ages in their lives
KS5 |
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| All classes in school voted for their school council members in their Form.
All |
In Calder we complete a self registration every morning. This gives students the opportunity to say good morning to their peers and teachers and also state how they are feeling that particular morning,
3/4 |
Pupils gather together at the beginning of the week to share their experiences from over the weekend and share their feelings
8/9 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
Students in Lytham have been rehearsing their performances for Pendle's Got Talent. Several students chose songs to sing (including one duet). The songs vary from traditional pop style ballads to Rock n' Roll to modern pop / rap. Two of the students who are Autistic have chosen to take part of their own volition without any pressure to join in.
KS5 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
Pupil was given a dilemma of a teacher found a course at short notice, should he ask to go on it knowing it would be useful but would have knock on effects for his lessons and staff for the day or should he leave it and just look for another one at a different time. Pupil suggested talking to other colleagues if the person was nervous about asking, and then talk to the person who manages the courses for staff. Pupil showed empathy and thought through what the teacher could do.
KS5 |
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| All students have participated in making healthy breakfast are eaten around the world.
07 |
Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
Assembly by the nurse discussing hygiene in and around schools. Especially catch it bin it germs!
3/4 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
During the topic the students were learning about the impact plastic has on life in the oceans and the surrounding wildlife. They were able to express their opinions and make decisions as to what could be done to reverse the pollution, was it the responsibility of the governments of different countries and how they thought the current situation affected other communities around the world.
11 |
During discussions and sorting activities the pupils made decisions and voted on what was right and wrong with caring for the environment.
11 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
Students have been discussing issues around the world that affect their future. Plastic in the sea, recycling and waste.
KS4 |
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| We have been looking at how people in Lebanon would have lived during the civil war, tasted food, looked at where they would have lived and where Lebanon is in the world.
07 |
Range of edible plants grown, reflecting diverse backgrounds of students eg Eastern herbs and spices, Meditteranean and British plants.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
Pupils were given a topic to debate as part of their language groups, where they took turns and asked questions of of pupils to gain information on the other students views on that topic.
8/9 |
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| Students in Years 8 and 9 have been exploring Mandalas. They have recreated mandalas and made their own using personal influences to create the pattern. There were lots of discussions about the significance on mandalas.
All |
Alss students within school created a clay owl. They used a range of different techniques to complete their work, using inspiration they had found from the internet. All students owls were displayed in the sensory garden for all to admire. They had discussions about colour choices and design styles. Students evaluated their own and others work.
All |
The Year 7's had a vote on the musical they would like to look at. they choose Charlie and the chocolate factory.
07 |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
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| Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
The class worked in groups to discuss ideas around what might put young people off voting and how to encourage young people to vote. This was then presented back to the rest of the class.
KS5 |
Students discussed the triggering of article 50, watched news reports, read newspapers. Discussions included talking about what might happen to immigrants and sharing personal views.
KS5 |
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| Exploring how events are celebrated in a range of countries and cultures. Planning and preparing recipes that represent a celebration or event.
KS5 |
Students made anzac biscuits and explored a story linked to soldiers and their families experience in the war.
KS5 |
Students used visual aids to help them communicate who lived at home with them. Some students were able to give other family members that were important to them outside of the home.
KS5 |
Students used Google Earth to look at the different areas and countries that they come from. One student was enthusiastic in showing the class the area of Romania he used to live in.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
Class discussions around the heritage and diversity of the characters in the books (Liverpool slums, Birmingham, Roma).
KS5 |
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| Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
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| During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
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| the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students were able to plan a healthy meal. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
Students were supported to plan and prepare a basic meal based on individual preferences. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
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| Attendance at PSHE Network meetings working with staff from a range of SEN schools across Lancashire. As part of the meeting we have a range of specialist delivering CPD covering Alcohol Education, SRE, Difference and diversity, Healthy Lifestyles. At the meetings staff share how they deliver the subject sharing creative ideas and resources which are available.
All |
Learning about the building blocks of emotional intelligence, aiming to enhance connection and the intelligence, creativity and engagement of all. It is based on current research in neuro-science and attachment research.
CPD |
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| Students given the opportunity to name their new form in September. A secret ballet was held and the winning name announced
4/5 |
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| Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
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| Current Affairs group went on a visit to Museum of Science and Industry and for lunch at Bella Italia. The group worked together and helped each other on the visit. Some students asked questions about the Jewish area of Manchester we drove through.
KS5 |
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Ofsted Guidance
- Pupils' interest in investigating and offering reasoned views about moral and ethical issues
Ofsted 2004
- Pupils develop a confidence to act consistently in accordance with their own principles
- Pupils develop a considerate style of life
- Pupils develop a willingness to express their views on ethical issues and personal values
- Pupils develop a commitment to personal values in areas which are considered right by some and wrong by others
- Pupils develop a desire to explore their own and others’ views
- Pupils develop an understanding of the need to review and reassess their values, codes and principles in the light of experience
- Pupils develop an ability to make responsible and reasoned judgements on moral dilemmas
- Schools develop an open and safe learning environment in which pupils can express their views and practise moral decision-making
MORAL:Developing and expressing personal views or values
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| Seed was collected from a range of plants grown in the Sensory Garden. The students worked in groups, collecting, sorting and packeting the seed. The plants chosen were from different parts of the world and reflected the students diverse backgrounds. eg chilli peppers, tomato, herbs and native British wildflowers
All |
Work related food preparation linked to preparation and sale of vegetarian soup. Discussion why some people are vegetarian.
4/5 |
Duke of Edinburgh expedition: working together to plan and organise a practice and qualifying expedition. Working as a team to achieve their goals and overcome difficulties. This included abiding by the Country Code.
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
Through news article of Wales maybe lowering age of vote. As a group we took part of the debate on news round. Students were either for or against and 3 undecided. The groups had to pitch their response as to why they should or should not vote. Overall consensus was that 16 is too young to vote.
KS5 |
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| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Students listen to the story of why Hindu'[s celebrate Divali
3/4 |
Visitor in school to discuss aims and goals in life and how to succeed
3/4 |
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| This is a lunch club for young people of all abilities to compose articles that are subsequently published within Pendle Community High School and College's regular Newsletters. In 2019, one of the regular 'Newshounds’ had the brilliant idea of offering the school and college community the opportunity to vote for one of three possible articles that were described in its Spring Newsletter. The winning selection was then composed and subsequently published in the Summer 2019 Newsletter.
All |
Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
The ‘Newshounds’ Lunch Club has operated on a weekly basis almost continuously since November 2013, providing many opportunities for pupils with a wide range of abilities to (i) engage in writing about diverse topics that interest them, (ii) gain a spirit of enquiry through research and (iii) have a sense of ownership and pride in seeing their efforts published in the official School and College Newsletter.
A ‘promotional’ display for the Lunch Club was installed in the School Corridor in October 2018, which not only encouraged ‘would be Newshounds’ to join, but also afforded opportunities for photographs and articles produced by some ‘Newshounds’ to be published in cases when individual photographic permission restrictions might not enable them to be seen in the Newsletter and/or on the School and College website.
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
Pupils in animation club are working together to create a short movie based on the Avengers. They negotiated with each other to choose the subject. Listening to each others ideas, turn taking, Managing emotions, resolving conflict, asking for help and dealing with each others behaviours. They also discussed pros and cons of some ideas exploring how things could be produced. Taking and asking for advice on what is possible and what new things we could try. Part of this club is about how to do things like this at home and how it could be a healthy change from playing on games or watching TV.
3/4 |
The After School Art Club offers opportunities for all pupils and students to engage in a variety of artistic creative enterprises, including painting, drawing and animation. The Club also contributes to European projects.
S/C |
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| In college we are planning and working towards opening a café to the public. This has entailed a lot of research. We have held a vote for the name, branding, what to sell, prices, where to shop and giving out different jobs.
KS5 |
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| During this unit pupils had to take turns entering their instructions into a Beebot. They were each encouraged to work out the instructions by themselves and then had to wait their turn to try out their "algorithm". Everyone had to respect each other, even if the other person had got it wrong. If the pupil was unsure they were given the opportunity to ask before help before immediately being given it. If the pupil made a mistake they were still allowed to enter the incorrect algorithm so they could see the result of their mistake. They then enjoyed the chance to translate their skill onto a similar themed Beebot app on an iPad.
07 |
Learning how to be safe online, how to react to spam mail, to requests for personal information.
11 |
Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During December pupils used MS Paint to create Christmas pictures and then create their own Christmas cards. Some chose to create religious themed (i.e. a star) drawings whilst others created secular pictures (i.e. snowman)
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
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| Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
Pupils have been exploring and learning dances from different countries during our Erasmus Project - Every Move Counts to improve their physical health and fitness and mental wellbeing. They have also been experiencing different countries culture.
07 |
Hodder have been exploring the UNESCO site - Palace of Westminster. They explored what it does and its uses then recreated their own model using cardboard and wood. They also made stained glass windows inspired by those of the building.
07 |
During the student exchange to Italy, students were encouraged to try traditional foods and then express their views.
3/4 |
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| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
All classes in school voted for their school council members in their Form.
All |
Each pupil in Hodder was given the opportunity to run for the position of student council representative. The students who chose to nominate themselves gave a speech to the rest of the class. The class then completed a secret ballot and chose their council representative.
07 |
In Calder we complete a self registration every morning. This gives students the opportunity to say good morning to their peers and teachers and also state how they are feeling that particular morning,
3/4 |
In Calder each morning every student uses Chooseitmaker app to express how they are feeling from the pictorial emotions on the interactive whiteboard.
3/4 |
Every morning students in Calder complete the class register on ChooseIt Maker 3. Students have to find their own photograph and then say how they are feeling that particular day (sad, happy, tired, hungry, excited, angry)
3/4 |
Calder class voted for their school council representative using 'ChooseItMaker 3' to vote for their class mates.
3/4 |
Pupils gather together at the beginning of the week to share their experiences from over the weekend and share their feelings
8/9 |
In Ribble, when looking at the general election it became apparent that pupils were unsure of the term 'voting'. We thought it would be a good idea to explore this by having a vote on their favourite teacher in school. It was explained that their vote was secret and that they had to place their vote on a ballot paper and post it in the ballot box.
KS3 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
Players had to guess whether the person that was ' on' was telling the truth or not. It was linked to a folklore story where the moral of the story was ' It is wrong to lie'. This was discussed by the group.
KS4 |
A conflict between 2 students involving threats of fighting resolved by a co-operative chat including the impacts of breaking the law
KS5 |
Every student in Bowland has a set of targets that they work at every day that encourage independence, social interaction and personal improvement.
KS5 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
To celebrate England doing well in the World Cup we made English decorated buns.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
Discussion of terrorist action that has occurred in UK over the past few days. (Manchester and London).
KS5 |
Pupil was asked to think about a scenario involving choices between right and wrong as a daily target over the week. Was set a different scenario each day. I.e. wallet left on a park bench, where could he take it. He suggested options of looking in the wallet for ID and ringing them, looking for an address and getting it dropped off, or handing it in to the police.
KS5 |
| We have been discussing what we could sell in the college café, being mindful of being a healthy school. We have looked into sugar levels in cereals and drinks.
KS5 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
In History, year 10 have been learning about the different types of crime & punishment through the ages. The children were encouraged to express if they thought it was wrong or right & why.
10 |
Pupils discussed how they could help the environment, and when their peers gave suggestions all pupils took it on board and the class had further discussions about how they could accomplish this within school.
10 |
During the topic the students were learning about the impact plastic has on life in the oceans and the surrounding wildlife. They were able to express their opinions and make decisions as to what could be done to reverse the pollution, was it the responsibility of the governments of different countries and how they thought the current situation affected other communities around the world.
11 |
Whole school and college celebration of the Christian festival of Christingle
3/4 |
Students visited a local garden center, to learn about charities in our community and how we can help disadvantaged families.
8/9 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
Students experienced Salut (Prayer)
KS3 |
The students have been learning about Auschwitz as part of their history topic.
KS4 |
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| During reading A Midsummer Nights Dream in Wenning, we discussed young love and what it means when people get married.
07 |
Whilst studying the play the students entered a discussion about young love. We discussed the marriage age and also whether parents should choose who young people should marry.
10 |
Range of edible plants grown, reflecting diverse backgrounds of students eg Eastern herbs and spices, Meditteranean and British plants.
11 |
Year 11 have discussed the plight of the homeless in England. They have thought about the problems faced by the homeless. They have researched and then discussed how different charities try to help and support the homeless.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
Pupils were given a topic to debate as part of their language groups, where they took turns and asked questions of of pupils to gain information on the other students views on that topic.
8/9 |
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| Students in Years 8 and 9 have been exploring Mandalas. They have recreated mandalas and made their own using personal influences to create the pattern. There were lots of discussions about the significance on mandalas.
All |
Alss students within school created a clay owl. They used a range of different techniques to complete their work, using inspiration they had found from the internet. All students owls were displayed in the sensory garden for all to admire. They had discussions about colour choices and design styles. Students evaluated their own and others work.
All |
The Year 7's had a vote on the musical they would like to look at. they choose Charlie and the chocolate factory.
07 |
In Art we had a class vote on which project to start the term with. The class respected the outcome.
11 |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
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| Students have started work at the 'pocket park' transforming a disused allotment area into a useable allotment. The students will work as a team and be able to grown, harvest and prepare the fruit and vegetables to use in cooking lessons then serve food and drinks to the local community using their enterprise skills learnt in other lessons
All |
Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
The class worked in groups to discuss ideas around what might put young people off voting and how to encourage young people to vote. This was then presented back to the rest of the class.
KS5 |
Students discussed the triggering of article 50, watched news reports, read newspapers. Discussions included talking about what might happen to immigrants and sharing personal views.
KS5 |
| | | | | | | | | | | | | |
| As part of Lytham's literacy lessons we are reading the story Blood Brothers and have had class discussions on preganancy and the problem that arose for the single parent mum who found out she is having twins and then offers one up for adoption.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
Class discussions around the heritage and diversity of the characters in the books (Liverpool slums, Birmingham, Roma).
KS5 |
| | | | | | | | | | | | | | |
| Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
| | | | | | | | | | | | | | | | |
| A time to discuss mental health, what makes you happy. How to improve your wellbeing through different ways ie rest, music, exercise.
KS5 |
Independent living group took part in a "Body Language Exam" where it was discussed how different body language stances/poses/expression can mean different things and how important posture and exercise is towards being mentally healthy.
KS5 |
During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
| | | | | | | | | | | | | | |
| A group set up a soup making enterprise on Friday mornings. Two different soups are made from fresh vegetables and school grown herbs. Bread rolls are made from scratch. The food is sold to staff. The students gain valuable experience in food preparation, food hygiene, working as a member of a team, and simple costings. The food prepared reflects the cultural diversity of the students.The skills learnt will help towards future college life and perhaps, in a few cases, make them think about setting up their own food business.
4/5 |
the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
Students were able to plan a healthy meal. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
Students were supported to plan and prepare a basic meal based on individual preferences. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
| | | | | | | | | | | | |
| During PSHE lessons the learners outcomes were to be able to recognise that there are differences and similarities
between people.
Yr 11 looked at the different likes and dislikes of each person in the class. They were able to notice that there was a common link that although they all liked things that were different they also liked things that was also they same. They found that they liked different / same things about each other: foods, clothes, music, beliefs, skin colour, hair colour, eye, colour.
11 |
During out PHSE lessons Wyre have been looking at diversity, discrimination and gender inequality. The students have voiced their opinions on the topics some of which were very stereotypical at the start of the topic!
8/9 |
During a PSHE session, we discussed which lessons we enjoyed and which lessons we didn't enjoy.
Pupils expressed their personal views.
KS3 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
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| All council members went to their classes and asked them to draw or write things they would like to see in the new sensory garden. Each council member then passed on the information to SLT for consideration. SLT and school council then had a meeting about the propsed ideas, going over what ideas were posiible and what would be difficult. This included things that would be nice to have but cost too much, learning about working within a budget.
All |
School council members asked their classes what resources they would like to see on the playground. When the lists had been combined 3 council representitives had a meeting with SLT to dicuss resources that are possible and not possible. The council memebers had to keep in mind resources that could be used by all or most students in school.
3/4 |
Students given the opportunity to name their new form in September. A secret ballet was held and the winning name announced
4/5 |
The online safety group met with the school council to explore their understanding of keeping safe on line. Discussion around the uses and how the Internet is used and accessed.
S/C |
The new form team were given a choice of 3 different names with information about each area. They then picked out two they referred and held a class vote. Wycollar was chosen by a majority which included both learners and staff.
TRN |
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| Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
Pupils in Calder and Marsden (Experiential Learners) took part in a carousel of activities around communication. Students experienced basic forms of communication, engage socially, showed anticipation.SPl
S/C |
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| Students in KS3/4 all went to the cinema as part of the Into Film festival to watch Abominable. The students then completed a film review where they stated whether they liked or disliked the film and whether they would recommend it.
3/4 |
Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
Students from Calder go down to Asda on a weekly basis. Students learn to find and pay for their own food and snack for the week.
Social skills are developed - waiting their turn, eating in the café, sitting down and interacting with peers, being along side the general public
JSm
KS3 |
Students in Calder visited the Winter Wonderland in Manchester as an end of term activity.
Students used their social skills throughout the day (using Manners, waiting turns, being around strangers etc)
Students chose what they wanted to access, expressing preferences, likes and dislikes.
Students showed fascination and awe in the sensory environments.
Students used their imagination and creativity throughout the day.
SPl
KS3 |
Lytham have been visiting the pocket park for work experience. While there they have engaged in different gardening activities
KS5 |
Current Affairs group went on a visit to Museum of Science and Industry and for lunch at Bella Italia. The group worked together and helped each other on the visit. Some students asked questions about the Jewish area of Manchester we drove through.
KS5 |
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|
|
Ofsted Guidance
- Pupils' 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
Ofsted 2004
- Pupils develop a desire to explore their own and others’ views
- Schools promote measures to prevent discrimination on the basis of race, religion, gender, sexual orientation, age and other criteria
- Schools give pupils opportunities across the curriculum to explore and develop moral concepts and values - for example, personal rights and responsibilities, truth, justice, equality of opportunity, right and wrong
- Schools recognise and respect the codes and morals of the different cultures represented in the school and wider community
MORAL:Investigating moral values and ethical issues
|
| The Scouts have looked at their environments and how we are destroying them, we looked at how we can make a difference to our own society. They got to vote on how they felt we could change by 2020
.
All |
Work related food preparation linked to preparation and sale of vegetarian soup. Discussion why some people are vegetarian.
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
Through news article of Wales maybe lowering age of vote. As a group we took part of the debate on news round. Students were either for or against and 3 undecided. The groups had to pitch their response as to why they should or should not vote. Overall consensus was that 16 is too young to vote.
KS5 |
| | | |
| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Year 10 did an anti-bullying rap song for assembly. They learned to keep hands and cruel words to yourself and that bullying hurts others.
10 |
Students listen to the story of why Hindu'[s celebrate Divali
3/4 |
Whole school assembly discussing Islam and Eid clebrations
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Pupils from all cultures sang a song for Eid in assembly
3/4 |
Assemblies held to include other faiths to aid students understanding and knowledge that different faiths have different customs
3/4 |
| | |
| During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
| | | | | | | |
| | | | | | | | | | |
| Learning how to be safe online, how to react to spam mail, to requests for personal information.
11 |
Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
Students were asked to design a poster highlighting their roles and responsibilities and different ages in their lives
KS5 |
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5 classes across KS3 & 4 took part in a Modern Foreign Languages Day. Classes spent the morning looking at a country: making food, building The Leaning Tower of Pisa, painting flags, researching about different cultures. These are only some of the fantastic opportunities the students took part in.
The Mayor and Mayoress joined us in the afternoon for our ‘Grand Bazaar’ where students showcased what they found out and got to have a ‘taste’ of the 5 different countries!
3/4 |
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| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
Players had to guess whether the person that was ' on' was telling the truth or not. It was linked to a folklore story where the moral of the story was ' It is wrong to lie'. This was discussed by the group.
KS4 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
Discussion of terrorist action that has occurred in UK over the past few days. (Manchester and London).
KS5 |
Pupil was asked to think about a scenario involving choices between right and wrong as a daily target over the week. Was set a different scenario each day. I.e. wallet left on a park bench, where could he take it. He suggested options of looking in the wallet for ID and ringing them, looking for an address and getting it dropped off, or handing it in to the police.
KS5 |
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| Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
Students experiencing prayer whilst studying the topic of the five pillars
07 |
In History, year 10 have been learning about the different types of crime & punishment through the ages. The children were encouraged to express if they thought it was wrong or right & why.
10 |
During our Humanities lessons we discussed being respectful for people and the environment and how we can help to support the environment.
Discussions about their own experiences out in the local areas.
Pupils held discussions about what was wrong and how to improve the area. The pupils involved understood that others views didn't have to be the same as their own.
10 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
Whole school and college celebration of the Christian festival of Christingle
3/4 |
In Wyre and Ribble we have been looking at the topic of slavery and how wrong it was that humans ever thought it was acceptable to sell/ have slaves. They had a brief experience of what it would have been like for slaves on the middle passage and how crammed together they would have been.
8/9 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
The students have been learning about Auschwitz as part of their history topic.
KS4 |
|
| Year 10 studied the play Macbeth. During discussions or acting out the scenes, we discussed the different issues that arose and talked about the moral and ethical issues that came up.
10 |
Whilst studying the play the students entered a discussion about young love. We discussed the marriage age and also whether parents should choose who young people should marry.
10 |
Year 11 have discussed the plight of the homeless in England. They have thought about the problems faced by the homeless. They have researched and then discussed how different charities try to help and support the homeless.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
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| In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
| | | | | | | |
| Students have started work at the 'pocket park' transforming a disused allotment area into a useable allotment. The students will work as a team and be able to grown, harvest and prepare the fruit and vegetables to use in cooking lessons then serve food and drinks to the local community using their enterprise skills learnt in other lessons
All |
Students discussed the triggering of article 50, watched news reports, read newspapers. Discussions included talking about what might happen to immigrants and sharing personal views.
KS5 |
| | | | | | | |
| As part of Lytham's literacy lessons we are reading the story Blood Brothers and have had class discussions on preganancy and the problem that arose for the single parent mum who found out she is having twins and then offers one up for adoption.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
| | | | | | | |
| Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
For part of the lesson in learning about jobs, we watched a documentary about 9/11 and identified the different jobs we saw people doing and discussed the issues around why 9/11 happened. Students saw first responders and discussed how some people would need first aid.
KS5 |
Students work within a kitchen environment, rules and expectations directed from Chef, Uniforms and time keeping. Food served to visitors
KS5 |
| | | | | | |
| During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
| | | | | | | | |
| the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
| | | | | | | |
| Year 10 have studied and explored the dangers and risks of illegal and legal drugs. They have looked at the law in relationship to alcohol and drugs.
10 |
Year 11 student debated whether children could bully adults. During work on emotional health and well being yr 11 students explored emotions and feelings associated with bullying, through the bully, victim and bystander. They developed their discussion on whether adults could be bullied - the group disagreed setting up the debate on whether children could possibly bully adults. The debate took place each group gave their opinion. At the end the groups changed with the yes group growing in number. Both teams respected each others views, listened to the opinions and took turns in putting their opinions across.
11 |
Year 11 student debated whether children could bully adults. During work on emotional health and well being yr 11 students explored emotions and feelings associated with bullying, through the bully, victim and bystander. They developed their discussion on whether adults could be bullied - the group disagreed setting up the debate on whether children could possibly bully adults. The debate took place each group gave their opinion. At the end the groups changed with the yes group growing in number. Both teams respected each others views, listened to the opinions and took turns in putting their opinions across.
11 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
Learners engage in exploring the different forms that health. Exploring how we all have mental health and the ways to care for ourselves and others. There had opportunities to learn about physical and mental illnesses using a range of mediums including short clips, power points, group discussions, research using a range of sources.
KS4 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
| | | |
| When students are accessing hydrotherapy it is recognized the need to allow sessions for female students of muslim faith to use the pool in a all female group with female staff.
All |
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| Attendance at PSHE Network meetings working with staff from a range of SEN schools across Lancashire. As part of the meeting we have a range of specialist delivering CPD covering Alcohol Education, SRE, Difference and diversity, Healthy Lifestyles. At the meetings staff share how they deliver the subject sharing creative ideas and resources which are available.
All |
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| Students in year 7 visited Gawthorpe Hall as part of the topic on William Shakespeare.
They paractising fencing and embroidery as well as learning about the life in Britain centuries ago.
07 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
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|
|
Ofsted 2004
- Schools provide a clear moral code as a basis for behaviour which is promoted consistently through all aspects of the school
- Schools make an issue of breaches of agreed moral codes where they arise - for example, in the press, on television and the internet as well as in school
- Schools model, through the quality of relationships and interactions, the principles which they wish to promote - for example, fairness, integrity, respect for people, pupils’ welfare, respect for minority interests, resolution of conflict, keeping promises and contracts
- Schools provide models of moral virtue through literature, humanities, sciences, arts, assemblies and acts of worship
- Schools reinforce their values through images, posters, classroom displays, screensavers, exhibitions
MORAL:Moral codes and models of moral virtue
|
| Work related food preparation linked to preparation and sale of vegetarian soup. Discussion why some people are vegetarian.
4/5 |
| | | | | | | | |
| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Year 10 did an anti-bullying rap song for assembly. They learned to keep hands and cruel words to yourself and that bullying hurts others.
10 |
Whole school assembly discussing Islam and Eid clebrations
3/4 |
| | | | | | |
| | | | | | | | | | |
| Charity event -clothes sale in aid of the victims of the Grenfell Fire. Students collected clothes washed and ironed them made poster invited parents,cares and the local community in to buy the clothes
All |
Student's in Yarrow showed great empathy and understanding when celebrating remembrance day
KS3 |
| | | | | | | |
| Year 10 spent a few weeks discussing online safety and what it means for us. We looked at different scenarios when our online safety skills would be tested and , using Purple Mash, had some real life experience of how to handle scams or dealing with people we don't know trying to get personal information. Tell an adult was an important part of this learning.
10 |
Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
Students were asked to design a poster highlighting their roles and responsibilities and different ages in their lives
KS5 |
| | | | |
| | | | | | | | | | |
| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
Discussion of terrorist action that has occurred in UK over the past few days. (Manchester and London).
KS5 |
Pupil was asked to think about a scenario involving choices between right and wrong as a daily target over the week. Was set a different scenario each day. I.e. wallet left on a park bench, where could he take it. He suggested options of looking in the wallet for ID and ringing them, looking for an address and getting it dropped off, or handing it in to the police.
KS5 |
| | | | | | |
| | | | | | | | | | |
| During our Humanities lessons we discussed being respectful for people and the environment and how we can help to support the environment.
Discussions about their own experiences out in the local areas.
Pupils held discussions about what was wrong and how to improve the area. The pupils involved understood that others views didn't have to be the same as their own.
10 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
| | | | | | | |
| | | | | | | | | | |
| | | | | | | | | | |
| | | | | | | | | | |
| Students have started work at the 'pocket park' transforming a disused allotment area into a useable allotment. The students will work as a team and be able to grown, harvest and prepare the fruit and vegetables to use in cooking lessons then serve food and drinks to the local community using their enterprise skills learnt in other lessons
All |
| | | | | | | | |
| As part of Lytham's literacy lessons we are reading the story Blood Brothers and have had class discussions on preganancy and the problem that arose for the single parent mum who found out she is having twins and then offers one up for adoption.
KS5 |
Reading and work on the book Across the Barricades. Learning about the history and religious issues.
KS5 |
During our weekly trip to Asda, our students encounter meeting the public, working with non familiar adults and choosing and paying for items. Students are reminded about the need to have enough money for what they want to buy. They learn how to interact in a socially acceptable way, such as lining up in a queue to order items and then hand money over when asked for it.
KS5 |
| | | | | | |
| | | | | | | | | | |
| | | | | | | | | | |
| the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
| | | | | | | |
| Year 10 have studied and explored the dangers and risks of illegal and legal drugs. They have looked at the law in relationship to alcohol and drugs.
10 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
Learners explored ways in which to develop their own self esteem. They worked as a team to develop ideas through discussion supporting each other.
KS4 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
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| Attendance at PSHE Network meetings working with staff from a range of SEN schools across Lancashire. As part of the meeting we have a range of specialist delivering CPD covering Alcohol Education, SRE, Difference and diversity, Healthy Lifestyles. At the meetings staff share how they deliver the subject sharing creative ideas and resources which are available.
All |
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| Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
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Ofsted Guidance
- Pupils' ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, and to recognise legal boundaries and, in doing so, respect the civil and criminal law of England
Ofsted 2004
- Pupils develop an ability to distinguish right from wrong, based on a knowledge of the moral codes of their own and other cultures
- Pupils develop an ability to make responsible and reasoned judgements on moral dilemmas
MORAL:Recognising right and wrong and applying it
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| The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
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| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Year 10 did an anti-bullying rap song for assembly. They learned to keep hands and cruel words to yourself and that bullying hurts others.
10 |
The year 11 students created two videos to highlight some of the dangers of what can happen if you make the wrong choices when using the internet. These two videos were then shown in a whole school assembly on internet safety which parents were invited to.
S/C |
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| Pupils in animation club are working together to create a short movie based on the Avengers. They negotiated with each other to choose the subject. Listening to each others ideas, turn taking, Managing emotions, resolving conflict, asking for help and dealing with each others behaviours. They also discussed pros and cons of some ideas exploring how things could be produced. Taking and asking for advice on what is possible and what new things we could try. Part of this club is about how to do things like this at home and how it could be a healthy change from playing on games or watching TV.
3/4 |
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| Year 10 spent a few weeks discussing online safety and what it means for us. We looked at different scenarios when our online safety skills would be tested and , using Purple Mash, had some real life experience of how to handle scams or dealing with people we don't know trying to get personal information. Tell an adult was an important part of this learning.
10 |
Learning how to be safe online, how to react to spam mail, to requests for personal information.
11 |
Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
Students were asked to design a poster highlighting their roles and responsibilities and different ages in their lives
KS5 |
| | | |
| The students have been learning all about the damage litter does to our environment in particular to wildlife. The students know that if they drop litter they are harming the environment and wildlife and have also looked at pictures of birds etc which have died or been injured as a result of litter.
3/4 |
The environmental awareness group have been looking at the topic of litter and the damage it can do to our environment and our oceans. The students were given the challenge of trying to clean all the pretend oceans of litter using anything they could make from materials provided.
3/4 |
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| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
In Ribble some students come in and spoke about the London and Manchester terror attacks from hearing at home and in the mosque. So in form time we spoke about how we can keep the community safe.
3/4 |
In Wyre at the start of the year we had a discussion about right and wrong and what our expectations were of them. As a class they came up with some class rules which they should all follow and some consequences for if they broke the rules.
8/9 |
Ribble Class took part in a session about Respect. We discussed what respect means and who we should respect. Students were asked to sort statements into 'respectful' and 'disrespectful' which were then discussed as a class.
KS3 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
Every student in Bowland has a set of targets that they work at every day that encourage independence, social interaction and personal improvement.
KS5 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
Discussion of terrorist action that has occurred in UK over the past few days. (Manchester and London).
KS5 |
Pupil was asked to think about a scenario involving choices between right and wrong as a daily target over the week. Was set a different scenario each day. I.e. wallet left on a park bench, where could he take it. He suggested options of looking in the wallet for ID and ringing them, looking for an address and getting it dropped off, or handing it in to the police.
KS5 |
|
| Assembly by the nurse discussing hygiene in and around schools. Especially catch it bin it germs!
3/4 |
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| During the topic the students were learning about the impact plastic has on life in the oceans and the surrounding wildlife. They were able to express their opinions and make decisions as to what could be done to reverse the pollution, was it the responsibility of the governments of different countries and how they thought the current situation affected other communities around the world.
11 |
During discussions and sorting activities the pupils made decisions and voted on what was right and wrong with caring for the environment.
11 |
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| Year 10 studied the play Macbeth. During discussions or acting out the scenes, we discussed the different issues that arose and talked about the moral and ethical issues that came up.
10 |
Whilst studying the play the students entered a discussion about young love. We discussed the marriage age and also whether parents should choose who young people should marry.
10 |
Year 11 have discussed the plight of the homeless in England. They have thought about the problems faced by the homeless. They have researched and then discussed how different charities try to help and support the homeless.
11 |
Pupils in KS3 & KS4 worked on working safely in the laboratory and made some instructional videos to highlight the possible dangers that they may be in a science lab.
3/4 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
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| The Year 7's had a vote on the musical they would like to look at. they choose Charlie and the chocolate factory.
07 |
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| Students have started work at the 'pocket park' transforming a disused allotment area into a useable allotment. The students will work as a team and be able to grown, harvest and prepare the fruit and vegetables to use in cooking lessons then serve food and drinks to the local community using their enterprise skills learnt in other lessons
All |
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| The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
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| For part of the lesson in learning about jobs, we watched a documentary about 9/11 and identified the different jobs we saw people doing and discussed the issues around why 9/11 happened. Students saw first responders and discussed how some people would need first aid.
KS5 |
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| the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
| | | | | | | |
| In Hodder we listened to and took part in an interactive story that focused on making right choices around money. The students discussed the difference between right and wrong and the moral of the story throughout. They worked together to complete a 'right and wrong' quiz at the end of the story.
07 |
Year 11 student debated whether children could bully adults. During work on emotional health and well being yr 11 students explored emotions and feelings associated with bullying, through the bully, victim and bystander. They developed their discussion on whether adults could be bullied - the group disagreed setting up the debate on whether children could possibly bully adults. The debate took place each group gave their opinion. At the end the groups changed with the yes group growing in number. Both teams respected each others views, listened to the opinions and took turns in putting their opinions across.
11 |
Year 11 student debated whether children could bully adults. During work on emotional health and well being yr 11 students explored emotions and feelings associated with bullying, through the bully, victim and bystander. They developed their discussion on whether adults could be bullied - the group disagreed setting up the debate on whether children could possibly bully adults. The debate took place each group gave their opinion. At the end the groups changed with the yes group growing in number. Both teams respected each others views, listened to the opinions and took turns in putting their opinions across.
11 |
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| Pupils within KS3 & 4 take part in football matches with other schools across Lancashire. During these activities they are aware of team rules, how to be responsible when out of the school building and how to mix with other pupils from different schools.
3/4 |
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| School council members asked their classes what resources they would like to see on the playground. When the lists had been combined 3 council representitives had a meeting with SLT to dicuss resources that are possible and not possible. The council memebers had to keep in mind resources that could be used by all or most students in school.
3/4 |
Pupil came to a meeting of the online safety group to put their opinions across of what we do around online safety in school.
3/4 |
The online safety group met with the school council to explore their understanding of keeping safe on line. Discussion around the uses and how the Internet is used and accessed.
S/C |
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| Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
Lytham have been visiting the pocket park for work experience. While there they have engaged in different gardening activities
KS5 |
Whilst visiting Asda the students are encouraged to explore the environment and follow pictorial cues to find ingredients. They are developing social skills and appropriate behaviour in the community.
KS5 |
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|
|
|
Ofsted Guidance
- Pupils' understanding of the consequences of their behaviour and actions
Ofsted 2004
- Pupils develop an ability to think through the consequences of their own and others’ actions
- Schools encourage pupils to take responsibility for their actions; for example, respect for property, care of the environment, and developing codes of behaviour
MORAL:Understanding the consequences of actions
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| Duke of Edinburgh expedition: working together to plan and organise a practice and qualifying expedition. Working as a team to achieve their goals and overcome difficulties. This included abiding by the Country Code.
4/5 |
Through news article of Wales maybe lowering age of vote. As a group we took part of the debate on news round. Students were either for or against and 3 undecided. The groups had to pitch their response as to why they should or should not vote. Overall consensus was that 16 is too young to vote.
KS5 |
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| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Wholes school assembly where students experienced teeth brushing and a power point on "Smile"
3/4 |
Assembly discussing the meaning behind the recent John Lewis Christmas Advert of friendship
3/4 |
Visitor in school to discuss aims and goals in life and how to succeed
3/4 |
The year 11 students created two videos to highlight some of the dangers of what can happen if you make the wrong choices when using the internet. These two videos were then shown in a whole school assembly on internet safety which parents were invited to.
S/C |
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| Charity event -clothes sale in aid of the victims of the Grenfell Fire. Students collected clothes washed and ironed them made poster invited parents,cares and the local community in to buy the clothes
All |
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| Learning how to be safe online, how to react to spam mail, to requests for personal information.
11 |
Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
The year 11 students have learnt all about the dangers surrounding the internet. The year 11 students created two videos to highlight some of the dangers of what can happen if you make the wrong choices when using the internet.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
Students were asked to design a poster highlighting their roles and responsibilities and different ages in their lives
KS5 |
The college Computing group created a video all about the dangers of sharing pictures of yourselves online and what can happen if your settings are not set to private. This encouraged students to think about what they share online and the possible consequences of not having your settings set to private on social networks.
KS5 |
| | | |
| The students have been learning all about the damage litter does to our environment in particular to wildlife. The students know that if they drop litter they are harming the environment and wildlife and have also looked at pictures of birds etc which have died or been injured as a result of litter.
3/4 |
The environmental awareness group have been looking at the topic of litter and the damage it can do to our environment and our oceans. The students were given the challenge of trying to clean all the pretend oceans of litter using anything they could make from materials provided.
3/4 |
| | | | | | | | |
| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
At the beginning of the year, year 7 students participated in an activity about online safety, they were told about the 'whisper' button on the school website.
07 |
Students have taken part in sessions to aid relaxation and promote good mental health
8/9 |
In Wyre at the start of the year we had a discussion about right and wrong and what our expectations were of them. As a class they came up with some class rules which they should all follow and some consequences for if they broke the rules.
8/9 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
Students were given the opportunity to choose their own target from a selection of 3
KS4 |
Every student in Bowland has a set of targets that they work at every day that encourage independence, social interaction and personal improvement.
KS5 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
Pupil was given a dilemma of a teacher found a course at short notice, should he ask to go on it knowing it would be useful but would have knock on effects for his lessons and staff for the day or should he leave it and just look for another one at a different time. Pupil suggested talking to other colleagues if the person was nervous about asking, and then talk to the person who manages the courses for staff. Pupil showed empathy and thought through what the teacher could do.
KS5 |
Discussion of terrorist action that has occurred in UK over the past few days. (Manchester and London).
KS5 |
Pupil was asked to think about a scenario involving choices between right and wrong as a daily target over the week. Was set a different scenario each day. I.e. wallet left on a park bench, where could he take it. He suggested options of looking in the wallet for ID and ringing them, looking for an address and getting it dropped off, or handing it in to the police.
KS5 |
| Assembly by the nurse discussing hygiene in and around schools. Especially catch it bin it germs!
3/4 |
Independent travellers make their own way to the pocket park. Whist at the pocket park the students show care for the local community be developing the allotment. they develop their team work skills and show willing to help their local community
4/5 |
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| Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
In History, year 10 have been learning about the different types of crime & punishment through the ages. The children were encouraged to express if they thought it was wrong or right & why.
10 |
During the topic the students were learning about the impact plastic has on life in the oceans and the surrounding wildlife. They were able to express their opinions and make decisions as to what could be done to reverse the pollution, was it the responsibility of the governments of different countries and how they thought the current situation affected other communities around the world.
11 |
Whilst covering the topics of earthwuakes. Students designed a village looking at safety aspects of what would be best in case an earthquake hit the village. Sturdy houses, water and food supplies etc
KS3 |
Students have been discussing issues around the world that affect their future. Plastic in the sea, recycling and waste.
KS4 |
| | | | | |
| Year 10 studied the play Macbeth. During discussions or acting out the scenes, we discussed the different issues that arose and talked about the moral and ethical issues that came up.
10 |
Whilst studying the play the students entered a discussion about young love. We discussed the marriage age and also whether parents should choose who young people should marry.
10 |
Year 11 have discussed the plight of the homeless in England. They have thought about the problems faced by the homeless. They have researched and then discussed how different charities try to help and support the homeless.
11 |
Pupils in KS3 & KS4 worked on working safely in the laboratory and made some instructional videos to highlight the possible dangers that they may be in a science lab.
3/4 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
During work on measurement learners are encouraged to take care of the equipment being used, with the knowledge that others too will need to use the equipment after them.
KS4 |
| | | | |
| Students are made aware that whilst using machines they must wear protective safety equipment.
08 |
| | | | | | | | | |
| | | | | | | | | | | |
| Students have started work at the 'pocket park' transforming a disused allotment area into a useable allotment. The students will work as a team and be able to grown, harvest and prepare the fruit and vegetables to use in cooking lessons then serve food and drinks to the local community using their enterprise skills learnt in other lessons
All |
| | | | | | | | | |
| As part of Lytham's literacy lessons we are reading the story Blood Brothers and have had class discussions on preganancy and the problem that arose for the single parent mum who found out she is having twins and then offers one up for adoption.
KS5 |
During our weekly trip to Asda, our students encounter meeting the public, working with non familiar adults and choosing and paying for items. Students are reminded about the need to have enough money for what they want to buy. They learn how to interact in a socially acceptable way, such as lining up in a queue to order items and then hand money over when asked for it.
KS5 |
| | | | | | | | |
| Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
For part of the lesson in learning about jobs, we watched a documentary about 9/11 and identified the different jobs we saw people doing and discussed the issues around why 9/11 happened. Students saw first responders and discussed how some people would need first aid.
KS5 |
Students work within a kitchen environment, rules and expectations directed from Chef, Uniforms and time keeping. Food served to visitors
KS5 |
| | | | | | | |
| Rachel Emmott from the NHS came and delivered a sexual health session on contraception. Students were shown various different methods of female and male contraception including practising applying a condom. Advice was also given on where our students could go for further help and advice.
KS5 |
| | | | | | | | | |
| the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
Preparing and budgeting for meals, Understanding the need to budget for food with regards money available.
KS5 |
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| | | | | | | | | | | |
| Learning about the building blocks of emotional intelligence, aiming to enhance connection and the intelligence, creativity and engagement of all. It is based on current research in neuro-science and attachment research.
CPD |
| | | | | | | | | |
| Students given the opportunity to name their new form in September. A secret ballet was held and the winning name announced
4/5 |
| | | | | | | | | |
| Pupils in Calder and Marsden (Experiential Learners) took part in a carousel of activities around communication. Students experienced basic forms of communication, engage socially, showed anticipation.SPl
S/C |
| | | | | | | | | |
| Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
Lytham have been visiting the pocket park for work experience. While there they have engaged in different gardening activities
KS5 |
Whilst visiting Asda the students are encouraged to explore the environment and follow pictorial cues to find ingredients. They are developing social skills and appropriate behaviour in the community.
KS5 |
| | | | | | |
|
|
Ofsted Guidance
- Pupils' 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
Ofsted 2004
- Pupils adjust to a range of social contexts by appropriate and sensitive behaviour
- Pupils reflect on their own contribution to society and to the world of work
- Pupils show respect for people, living things, property and the environment
- Pupils benefit from advice offered by those in authority or counselling roles
- Pupils exercise responsibility
- Schools foster a sense of community, with common, inclusive values which ensure that everyone, irrespective of ethnic origin, nationality, gender, ability, sexual orientation and religion can flourish
- Schools encourage pupils to recognise and respect social differences and similarities
- Schools help pupils develop personal qualities which are valued in a civilised society, for example, thoughtfulness, honesty, respect for difference, moral principles, independence, inter-dependence, self-respect
- Schools help pupils to challenge, when necessary and in appropriate ways, the values of a group or wider community
- Schools provide a conceptual and linguistic framework within which to understand and debate social issues
- Schools provide opportunities for engaging in the democratic process and participating in community life
- Schools provide opportunities for pupils to exercise leadership and responsibility
- Schools provide positive and effective links with the world of work and the wider community
SOCIAL:Developing personal qualities and using social skills
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| Seed was collected from a range of plants grown in the Sensory Garden. The students worked in groups, collecting, sorting and packeting the seed. The plants chosen were from different parts of the world and reflected the students diverse backgrounds. eg chilli peppers, tomato, herbs and native British wildflowers
All |
During the students Duke of Edinburgh sessions focusing on improving skills. Students have begun improving their drawing skills. Each student has improved significantly since the first session and has gained the confidence to try new things within drawing and art, such as sketching, shading, colouring and fine art. The students are always complementing each other's work and love to see the staff joining in.
4/5 |
As part of the 14-19 horticulture lessons, students have been learning to work in groups, using their social skills to take part in activities, team work and leadership in the outdoors
4/5 |
Duke of Edinburgh expedition: working together to plan and organise a practice and qualifying expedition. Working as a team to achieve their goals and overcome difficulties. This included abiding by the Country Code.
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
Pupils have created a jigsaw puzzle large art piece describing positive qualities of PCHS+C
KS5 |
Students created and designed a variety of props and scenery for the school production of Oliver. the groups involved built stage scenery, benches, a bar, market carts and a variety of other items in D.T.
KS5 |
| | | | | | | | | | | |
| Year 10 did an anti-bullying rap song for assembly. They learned to keep hands and cruel words to yourself and that bullying hurts others.
10 |
Wholes school assembly where students experienced teeth brushing and a power point on "Smile"
3/4 |
Assembly discussing the meaning behind the recent John Lewis Christmas Advert of friendship
3/4 |
Visitor in school to discuss aims and goals in life and how to succeed
3/4 |
| | | | | | | | | | | | | | | | |
| students explored activities for chinese new year
All |
This is a lunch club for young people of all abilities to compose articles that are subsequently published within Pendle Community High School and College's regular Newsletters. In 2019, one of the regular 'Newshounds’ had the brilliant idea of offering the school and college community the opportunity to vote for one of three possible articles that were described in its Spring Newsletter. The winning selection was then composed and subsequently published in the Summer 2019 Newsletter.
All |
During this weekly lunch time club we have learned the BSL alphabet, how to introduce ourselves and other vocabulary and learned some things about Deaf culture.
All |
Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
The ‘Newshounds’ Lunch Club has operated on a weekly basis almost continuously since November 2013, providing many opportunities for pupils with a wide range of abilities to (i) engage in writing about diverse topics that interest them, (ii) gain a spirit of enquiry through research and (iii) have a sense of ownership and pride in seeing their efforts published in the official School and College Newsletter.
A ‘promotional’ display for the Lunch Club was installed in the School Corridor in October 2018, which not only encouraged ‘would be Newshounds’ to join, but also afforded opportunities for photographs and articles produced by some ‘Newshounds’ to be published in cases when individual photographic permission restrictions might not enable them to be seen in the Newsletter and/or on the School and College website.
All |
On camp we meet up with other people and had a great time we took part in a number of activities and we even had a camp fire with our new friends. We had the scouts being as independent as possible.
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
students worked collaboratively with PVC students to access the gym and complete a fitness circuit
3/4 |
Pupils in animation club are working together to create a short movie based on the Avengers. They negotiated with each other to choose the subject. Listening to each others ideas, turn taking, Managing emotions, resolving conflict, asking for help and dealing with each others behaviours. They also discussed pros and cons of some ideas exploring how things could be produced. Taking and asking for advice on what is possible and what new things we could try. Part of this club is about how to do things like this at home and how it could be a healthy change from playing on games or watching TV.
3/4 |
Once a week, art club meet to create artwork in various different mediums. Students have worked in paint, pastel, clay, dough, string and Hama beads to create some wonderful art pieces.
Students are encouraged to work as independently as possible. The are encouraged to express themselves, and encouraged to use positive language when critiquing their own and others work.
3/4 |
A weekly club where young people have the opportunity to learn the French language through listening and speaking. The approach focuses on learning through interaction, engagement and play, rather than through an academic/grammatical approach. Participants also learn about the customs and lifestyles of France, its cities and its citizens.
3/4 |
The After School Art Club offers opportunities for all pupils and students to engage in a variety of artistic creative enterprises, including painting, drawing and animation. The Club also contributes to European projects.
S/C |
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| Bowland run a break time café in college. They take the orders, the money, give change, make the food and clean up afterwards.
KS5 |
In college we are planning and working towards opening a café to the public. This has entailed a lot of research. We have held a vote for the name, branding, what to sell, prices, where to shop and giving out different jobs.
KS5 |
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| During this unit pupils had to take turns entering their instructions into a Beebot. They were each encouraged to work out the instructions by themselves and then had to wait their turn to try out their "algorithm". Everyone had to respect each other, even if the other person had got it wrong. If the pupil was unsure they were given the opportunity to ask before help before immediately being given it. If the pupil made a mistake they were still allowed to enter the incorrect algorithm so they could see the result of their mistake. They then enjoyed the chance to translate their skill onto a similar themed Beebot app on an iPad.
07 |
Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
In designing a prom poster, our students have considered the event and how we desire to express excitement on the poster. We have discussed how it is an important rite of passage and that the posters are to encourage everyone to attend, however it is not compulsory and not everyone may choose to come. We discussed the availability of non-alcoholic drinks to encourage responsible behavior.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
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| Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
The students learnt about Italian culture and listened to the stories from other countries
3/4 |
The students experienced a Gala dinner whilst on the student exchange to Italy where they tasted traditional food and listened to music from different cultures whilst socialising with students from other countries.
3/4 |
The students had many opportunities to interact with students from different countries during the exchange to Italy.
3/4 |
The students learnt about teh culture of Italy through eating local cuisine and visitin the UNesco site of Pompeii
3/4 |
5 classes across KS3 & 4 took part in a Modern Foreign Languages Day. Classes spent the morning looking at a country: making food, building The Leaning Tower of Pisa, painting flags, researching about different cultures. These are only some of the fantastic opportunities the students took part in.
The Mayor and Mayoress joined us in the afternoon for our ‘Grand Bazaar’ where students showcased what they found out and got to have a ‘taste’ of the 5 different countries!
3/4 |
Hıdırellez is celebrated as the day on which Prophets Hızır (Al-Khidr) and Ilyas (Elijah) met on the earth. It is celebrated throughout Turkey and commemorates the arrival of spring when everyone puts wishes on a tree.
All students and staff joined in on the Erasmus trip to Lithuania.
3/4 |
Topics studied thus far:
• Counting up to 20
• Telling the Time
• The Calendar
• Colours
• My name is…
• How old am I?
• How am/are I/you feeling?
• The Weather
• Animals and Birds
• Parts of the Body
• Members of my Family
• Breakfast
• Fruits for making Smoothies
3/4 |
Students experienced a range of cultural activities. tasting foods, listening and dancing to traditional music from macedonia. Students mixed with students from 4 different European countries, making friends and spending time learning in the classrooms together.
Student visit Macedonian cultural heritage exploring the beauty of the natural earth also experinced the wonders of their surroundings
8/9 |
4 students were taken on an Erasmus+ trip to Malaga where they experienced different foods and cultural differences of being in a SEN school in a different country. They also took part in walks exploring the city of Malaga and on joint trips with students and staff from the partner schools - visiting local places of interest. The students then were involved in training where they were interviewed in front of a camera.
KS5 |
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| All classes in school voted for their school council members in their Form.
All |
Pupils in class celebrated a classmates birthday.
07 |
Every Monday in Wenning, we spend target time having a discussion about what we have done at the weekend. Over the year the students have become more confident and social, asking questions to gain more understanding/ information about what has been said.
07 |
In Calder we complete a self registration every morning. This gives students the opportunity to say good morning to their peers and teachers and also state how they are feeling that particular morning,
3/4 |
Pupils gather together at the beginning of the week to share their experiences from over the weekend and share their feelings
8/9 |
Students have taken part in sessions to aid relaxation and promote good mental health
8/9 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
Students were given the opportunity to choose their own target from a selection of 3
KS4 |
Students in Lytham have been rehearsing their performances for Pendle's Got Talent. Several students chose songs to sing (including one duet). The songs vary from traditional pop style ballads to Rock n' Roll to modern pop / rap. Two of the students who are Autistic have chosen to take part of their own volition without any pressure to join in.
KS5 |
Students follow a visual list of jobs that need doing on a daily basis for the class or themselves. They are supported to work out what needs to be done and are encouraged to carry them out as independently as possible.
KS5 |
Every student in Bowland has a set of targets that they work at every day that encourage independence, social interaction and personal improvement.
KS5 |
As part of an AQA, Marsden student took part in personal care routines. They experienced brushing teeth, washing faces,combing hair along with a sensory story 'The Haircut'
KS5 |
To celebrate England doing well in the World Cup we made English decorated buns.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
Pupil was given a dilemma of a teacher found a course at short notice, should he ask to go on it knowing it would be useful but would have knock on effects for his lessons and staff for the day or should he leave it and just look for another one at a different time. Pupil suggested talking to other colleagues if the person was nervous about asking, and then talk to the person who manages the courses for staff. Pupil showed empathy and thought through what the teacher could do.
KS5 |
Pupil was asked to think about a scenario involving choices between right and wrong as a daily target over the week. Was set a different scenario each day. I.e. wallet left on a park bench, where could he take it. He suggested options of looking in the wallet for ID and ringing them, looking for an address and getting it dropped off, or handing it in to the police.
KS5 |
A student brought in a birthday cake provided for by parents. We sang happy birthday and the cake was shared amongst the class and staff.
KS5 |
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| Whole school assembly with the school nurse about staying healthy in the winter months
3/4 |
Assembly by the nurse discussing hygiene in and around schools. Especially catch it bin it germs!
3/4 |
On Friday morning, KS4 group prepare soups from basic, healthy ingredients. Preparing food from cultures around the world.
3/4 |
Independent travellers make their own way to the pocket park. Whist at the pocket park the students show care for the local community be developing the allotment. they develop their team work skills and show willing to help their local community
4/5 |
Preparing and selling healthy snacks to sell at break time in college.
KS5 |
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| Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
Pupils discussed how they could help the environment, and when their peers gave suggestions all pupils took it on board and the class had further discussions about how they could accomplish this within school.
10 |
During our Humanities lessons we discussed being respectful for people and the environment and how we can help to support the environment.
Discussions about their own experiences out in the local areas.
Pupils held discussions about what was wrong and how to improve the area. The pupils involved understood that others views didn't have to be the same as their own.
10 |
As part of our topic on industrial revolutions students in Ribble were set the task of building a bridge from one table to another using only cardboard and celotape. Students had to use their creativity and also work together as part of a team.
8/9 |
In Ribble we have been looking at finding different countries on the globes and using these to then discuss and look at the different cultures.
We worked as teams and small groups to use the globes.
8/9 |
Students experienced Salut (Prayer)
KS3 |
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| Students from Calder go down to Asda on a weekly basis. Students learn to find and pay for their own food and snack for the week.
Social skills are developed - waiting their turn, eating in the café, sitting down and interacting with peers, being along side the general public.
07 |
Pupils were given a topic to debate as part of their language groups, where they took turns and asked questions of of pupils to gain information on the other students views on that topic.
8/9 |
As part of our numeracy topic on money, Ribble have had the pleasure of going to Asda each Monday morning throughout the year. We get the class shopping for the week as well as things for staff around school. We have also had the opportunity to order our breakfast from the café where pupils have their own choice of breakfast from a sausage sandwich to a jacket potato! Pupils have really developed their money and their communication skills as the year has progressed.
8/9 |
Each Monday in Ribble, we attend ASDA to do our class shopping and visit the café for some breakfast. The pupils have developed their communication and social skills and have been able to make their own choices and order their own food with increased independence. They have also had the opportunity to have some social time to sit and have breakfast together, giving them the chance to chat on a social level.
8/9 |
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| Students helped prepare and put together a story teller chair for the sensory garden.
KS4 |
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| Students in Years 8 and 9 have been exploring Mandalas. They have recreated mandalas and made their own using personal influences to create the pattern. There were lots of discussions about the significance on mandalas.
All |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
Students in KS3 have been studying Islamic Art and Patterns from around the world. A part of this has been the two classes working collaboratively to create one giant art piece. A mandala. Students explored and researched patterns and learnt how to create a Mandala pattern. Students enjoyed listening to a range of different music that accompanied the topic. SPl
KS3 |
Students in Calder have regular music sessions. During these sessions students have to use their co-operation and social skills by waiting their turn and sharing the instruments.
Students engage wonderfully during these sessions
KS3 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
As a group we have been getting ideas on a dance routine for Pendle Got Talent. Discussed and watched different types of dancing. As a group we chose a basic line dancing routine.
KS5 |
Over a series of lessons student have taken part in activities aimed to build confidence, such as a blindfolded minefield and speaking and singing single words on their own. Simple well known songs are used such in a fun way as "If your Happy and you know it".
KS5 |
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| Students have started work at the 'pocket park' transforming a disused allotment area into a useable allotment. The students will work as a team and be able to grown, harvest and prepare the fruit and vegetables to use in cooking lessons then serve food and drinks to the local community using their enterprise skills learnt in other lessons
All |
Students took part in weekly Asda visits where they had the opportunity to interact with staff and members of the general public while shopping and visiting the cafe.
KS5 |
Discussion as a group about what clubs and activites are available for full inclusion
KS5 |
Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
The class worked in groups to discuss ideas around what might put young people off voting and how to encourage young people to vote. This was then presented back to the rest of the class.
KS5 |
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| Using lots of different priced grocery products to complete maths work on money, so as to get a better understanding of how it works in a practical way.
KS5 |
During our weekly trip to Asda, our students encounter meeting the public, working with non familiar adults and choosing and paying for items. Students are reminded about the need to have enough money for what they want to buy. They learn how to interact in a socially acceptable way, such as lining up in a queue to order items and then hand money over when asked for it.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
Class discussions around the heritage and diversity of the characters in the books (Liverpool slums, Birmingham, Roma).
KS5 |
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| Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
A mixed ability group of students vistied Asda to carry out a work related task which involved taking stock of supplies and buying the items needed. The groups were mixed with independent and supported learners, the independent students were tasked with taking the lead to support the other students in the task.
KS5 |
Students work within a kitchen environment, rules and expectations directed from Chef, Uniforms and time keeping. Food served to visitors
KS5 |
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| A time to discuss mental health, what makes you happy. How to improve your wellbeing through different ways ie rest, music, exercise.
KS5 |
Independent living group took part in a "Body Language Exam" where it was discussed how different body language stances/poses/expression can mean different things and how important posture and exercise is towards being mentally healthy.
KS5 |
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| A group set up a soup making enterprise on Friday mornings. Two different soups are made from fresh vegetables and school grown herbs. Bread rolls are made from scratch. The food is sold to staff. The students gain valuable experience in food preparation, food hygiene, working as a member of a team, and simple costings. The food prepared reflects the cultural diversity of the students.The skills learnt will help towards future college life and perhaps, in a few cases, make them think about setting up their own food business.
4/5 |
the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
Students were able to plan a healthy meal. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
Students were supported to plan and prepare a basic meal based on individual preferences. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
Preparing and budgeting for meals, Understanding the need to budget for food with regards money available.
KS5 |
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| Year 10 have been working together in pairs or small teams to assess given situations where an accident has happened. In the team or pair they have then had to decide what could they do in the dilemma that they have found? In each group there has been a learner who is developing their basic leadership skills. The groups then have the opportunities to practice their basic first aid skills through CPR, recovery position and bandaging. After each situation discussion with the group recognizing simple feelings.
10 |
During PSHE lessons the learners outcomes were to be able to recognise that there are differences and similarities
between people.
Yr 11 looked at the different likes and dislikes of each person in the class. They were able to notice that there was a common link that although they all liked things that were different they also liked things that was also they same. They found that they liked different / same things about each other: foods, clothes, music, beliefs, skin colour, hair colour, eye, colour.
11 |
Year 11 student debated whether children could bully adults. During work on emotional health and well being yr 11 students explored emotions and feelings associated with bullying, through the bully, victim and bystander. They developed their discussion on whether adults could be bullied - the group disagreed setting up the debate on whether children could possibly bully adults. The debate took place each group gave their opinion. At the end the groups changed with the yes group growing in number. Both teams respected each others views, listened to the opinions and took turns in putting their opinions across.
11 |
Year 11 student debated whether children could bully adults. During work on emotional health and well being yr 11 students explored emotions and feelings associated with bullying, through the bully, victim and bystander. They developed their discussion on whether adults could be bullied - the group disagreed setting up the debate on whether children could possibly bully adults. The debate took place each group gave their opinion. At the end the groups changed with the yes group growing in number. Both teams respected each others views, listened to the opinions and took turns in putting their opinions across.
11 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
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| students worked collaboratively with PVC students to access the gym and complete a fitness circuit
3/4 |
Two learners in key stage 4 were entered into a local sailing regatta. Although all the participants were Special Needs, the two pupils demonstrated excellent behaviours, encouragement towards others. They demonstrated respect towards all the volunteers that were helping out and also towards each other.
KS4 |
Two learners in key stage 4 were entered into a local sailing regatta. Although all the participants were Special Needs, the two pupils demonstrated excellent behaviours, encouragement towards others. They demonstrated respect towards all the volunteers that were helping out and also towards each other.
KS4 |
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| Attendance at PSHE Network meetings working with staff from a range of SEN schools across Lancashire. As part of the meeting we have a range of specialist delivering CPD covering Alcohol Education, SRE, Difference and diversity, Healthy Lifestyles. At the meetings staff share how they deliver the subject sharing creative ideas and resources which are available.
All |
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| Members of the school council asked prospective teachers some questions important to them. They then relayed what they thought to SLT conducting the interviews. This pannel included a young person with Autism.
All |
All council members went to their classes and asked them to draw or write things they would like to see in the new sensory garden. Each council member then passed on the information to SLT for consideration. SLT and school council then had a meeting about the propsed ideas, going over what ideas were posiible and what would be difficult. This included things that would be nice to have but cost too much, learning about working within a budget.
All |
School council members asked their classes what resources they would like to see on the playground. When the lists had been combined 3 council representitives had a meeting with SLT to dicuss resources that are possible and not possible. The council memebers had to keep in mind resources that could be used by all or most students in school.
3/4 |
Students given the opportunity to name their new form in September. A secret ballet was held and the winning name announced
4/5 |
The online safety group met with the school council to explore their understanding of keeping safe on line. Discussion around the uses and how the Internet is used and accessed.
S/C |
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| Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
Pupils in Calder and Marsden (Experiential Learners) took part in a carousel of activities around communication. Students experienced basic forms of communication, engage socially, showed anticipation.SPl
S/C |
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| On camp we meet up with other people and had a great time we took part in a number of activities and we even had a camp fire with our new friends. We promoted independence amongst the scouts.
All |
Pupils went on s trip to Marsden Park to explore our topic theme about Minibeasts.
07 |
.Year 7's went on a trip to the World Museum in Liverpool where the pupils did a workshop and explored the different planets and talked about space, They had the opportunity to dress up as a astronaut as well and used their creativity and imagination throughout the workshop.
07 |
.Irwell have been learning about healthy eating. We visited Morrisons and got to look around the store, make healthy fruit kebabs and healthy pizzas. It promoted pupils social skills and independent skills as they made the kebabs and could scan items on the tills Independently.
07 |
Irwell went to Currys electrical store to look at different electrical items.
When at Currys Irwell had to interview employees with a variety of questions.
07 |
Yarrow students are aware of the importance of keeping themselves safe in the swimming environment with staff support.
07 |
Some students took part in a 5 day residential to the lakes, where they gained independence skills, social skills and had the chance to take part in activities which they would not usually do.
3/4 |
Learning about a Turkish tradition whilst on a European residential
3/4 |
Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
In a visit to Lithuania with the Erasmus+ project the students listened to traditional tales and joined in some traditional dancing.
3/4 |
Students from year 7,8, and 9 went to Ullswater outward bound center where they had to work together, stay together and challenge themselves.
8/9 |
As part of our English 'Treasure Island' topic, pupils enjoyed a pirated themed day out where pupils explored map reading, hunting for pirates, den building, flag making, face painting, sensory play/investigation and role playing.
All pupils participated in most of the activities on offer which were tailored to meet the needs of our students.
As you can see from the pictures, pupils enjoyed it from start to finish!
KS3 |
Students from Calder go down to Asda on a weekly basis. Students learn to find and pay for their own food and snack for the week.
Social skills are developed - waiting their turn, eating in the café, sitting down and interacting with peers, being along side the general public
JSm
KS3 |
Students in Calder experienced a trip to the Sea Life Centre in Blackpool.
Students had to use their social skills throughout the day (waiting patiently in line, using manners, asking and answering questions, being around strangers etc)
Students expressed wants, preferences, likes and dislikes.
Students observed, touched and experienced fish and their environment with fascination and wonder.
SPl
KS3 |
Students in Calder visited the Winter Wonderland in Manchester as an end of term activity.
Students used their social skills throughout the day (using Manners, waiting turns, being around strangers etc)
Students chose what they wanted to access, expressing preferences, likes and dislikes.
Students showed fascination and awe in the sensory environments.
Students used their imagination and creativity throughout the day.
SPl
KS3 |
Lytham have been visiting the pocket park for work experience. While there they have engaged in different gardening activities
KS5 |
Our form as part of a whole college even went out to the Mechanics for a Christmas meal. Everyone got to experience sitting in groups around tables, looking at the Christmas decorations in the dining room along with eating traditional Christmas food. Students got to choose what they would like from menu of several items for main and desert. Students moved around the room sensibly taking care of others especially when there were servers moving between tables. A selection of fruit squashes and water were available for students to pour out themselves into glasses.
KS5 |
Post-16 College students can visit Boothman Park in Barley, where they have the opportunity to carry out work experience programmes, discover nature and enjoy a beautiful countryside environment.
KS5 |
Whilst visiting Asda the students are encouraged to explore the environment and follow pictorial cues to find ingredients. They are developing social skills and appropriate behaviour in the community.
KS5 |
all students from college went to a variety of venues in Blackpool for the day.
KS5 |
Current Affairs group went on a visit to Museum of Science and Industry and for lunch at Bella Italia. The group worked together and helped each other on the visit. Some students asked questions about the Jewish area of Manchester we drove through.
KS5 |
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Ofsted Guidance
- Pupils' 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
Ofsted 2004
- Pupils relate well to other people’s social skills and personal qualities
- Pupils work, successfully, as a member of a group or team
- Pupils challenge, when necessary and in appropriate ways, the values of a group or wider community
- Pupils share views and opinions with others, and work towards consensus
- Pupils resolve conflicts and counter forces which militate against inclusion and unity
- Pupils participate in activities relevant to the community
- Schools encourage pupils to work co-operatively
- Schools provide positive corporate experiences - for example, through assemblies, team activities, residential experiences, school productions
- Schools help pupils resolve tensions between their own aspirations and those of the group or wider society
- Schools provide a conceptual and linguistic framework within which to understand and debate social issues
- Schools provide opportunities for engaging in the democratic process and participating in community life
- Schools provide opportunities for pupils to exercise leadership and responsibility
- Schools provide positive and effective links with the world of work and the wider community
SOCIAL:Participating, cooperating and resolving conflicts
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| The Scouts have looked at their environments and how we are destroying them, we looked at how we can make a difference to our own society. They got to vote on how they felt we could change by 2020
.
All |
Duke of Edinburgh expedition: working together to plan and organise a practice and qualifying expedition. Working as a team to achieve their goals and overcome difficulties. This included abiding by the Country Code.
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
Students created and designed a variety of props and scenery for the school production of Oliver. the groups involved built stage scenery, benches, a bar, market carts and a variety of other items in D.T.
KS5 |
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| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Year 10 did an anti-bullying rap song for assembly. They learned to keep hands and cruel words to yourself and that bullying hurts others.
10 |
Assembly discussing the meaning behind the recent John Lewis Christmas Advert of friendship
3/4 |
| | | | | | |
| Baking club is provided for pupils to have fun and experience chopping, slicing, stirring, mixing and creaming methods to make simple dishes. They have also learned to wash and clean up.
All |
On camp we meet up with other people and had a great time we took part in a number of activities and we even had a camp fire with our new friends. We had the scouts being as independent as possible.
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
Pupils in animation club are working together to create a short movie based on the Avengers. They negotiated with each other to choose the subject. Listening to each others ideas, turn taking, Managing emotions, resolving conflict, asking for help and dealing with each others behaviours. They also discussed pros and cons of some ideas exploring how things could be produced. Taking and asking for advice on what is possible and what new things we could try. Part of this club is about how to do things like this at home and how it could be a healthy change from playing on games or watching TV.
3/4 |
During our sessions students work on their relaxation and wellbeing. Students develop fine motor skills, patience and persistence,
3/4 |
Once a week, art club meet to create artwork in various different mediums. Students have worked in paint, pastel, clay, dough, string and Hama beads to create some wonderful art pieces.
Students are encouraged to work as independently as possible. The are encouraged to express themselves, and encouraged to use positive language when critiquing their own and others work.
3/4 |
| | |
| Irwell had a visit from Warrant Officer Martin Watson from the Royal Navy. He gave Irwell a brief interactive history lesson on how the Royal Navy began and what they do.
07 |
Bowland run a break time café in college. They take the orders, the money, give change, make the food and clean up afterwards.
KS5 |
In college we are planning and working towards opening a café to the public. This has entailed a lot of research. We have held a vote for the name, branding, what to sell, prices, where to shop and giving out different jobs.
KS5 |
| | | | | | |
| Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During December pupils used MS Paint to create Christmas pictures and then create their own Christmas cards. Some chose to create religious themed (i.e. a star) drawings whilst others created secular pictures (i.e. snowman)
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
| | | | | |
| The whole school participated in the 'Every Step Counts' project challenge which was to walk far enough to link up all of our partner schools.
Between school and college we were able to add over 3,000km to the combined total.
All |
| | | | | | | | |
| All classes in school voted for their school council members in their Form.
All |
Pupils in class celebrated a classmates birthday.
07 |
At the beginning of the year, year 7 students participated in an activity about online safety, they were told about the 'whisper' button on the school website.
07 |
In Calder we complete a self registration every morning. This gives students the opportunity to say good morning to their peers and teachers and also state how they are feeling that particular morning,
3/4 |
Every morning students in Calder complete the class register on ChooseIt Maker 3. Students have to find their own photograph and then say how they are feeling that particular day (sad, happy, tired, hungry, excited, angry)
3/4 |
Students follow a visual list of jobs that need doing on a daily basis for the class or themselves. They are supported to work out what needs to be done and are encouraged to carry them out as independently as possible.
KS5 |
A conflict between 2 students involving threats of fighting resolved by a co-operative chat including the impacts of breaking the law
KS5 |
Every student in Bowland has a set of targets that they work at every day that encourage independence, social interaction and personal improvement.
KS5 |
Discussion of terrorist action that has occurred in UK over the past few days. (Manchester and London).
KS5 |
|
| Independent travellers make their own way to the pocket park. Whist at the pocket park the students show care for the local community be developing the allotment. they develop their team work skills and show willing to help their local community
4/5 |
We have been discussing what we could sell in the college café, being mindful of being a healthy school. We have looked into sugar levels in cereals and drinks.
KS5 |
Preparing and selling healthy snacks to sell at break time in college.
KS5 |
| | | | | | |
| Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
During our Humanities lessons we discussed being respectful for people and the environment and how we can help to support the environment.
Discussions about their own experiences out in the local areas.
Pupils held discussions about what was wrong and how to improve the area. The pupils involved understood that others views didn't have to be the same as their own.
10 |
In Ribble we have been looking at finding different countries on the globes and using these to then discuss and look at the different cultures.
We worked as teams and small groups to use the globes.
8/9 |
Students experienced Salut (Prayer)
KS3 |
| | | | | |
| Pupils were given a topic to debate as part of their language groups, where they took turns and asked questions of of pupils to gain information on the other students views on that topic.
8/9 |
In Maths, Bowland have been pricing food and drink that may be sold in the café. The group have researched different supermarkets and worked out portion size.
KS5 |
| | | | | | | |
| N Garrety teaches Spanish so I taught N Naveed the greetings, colours, numbers in Spanish Sign Language (LSE). He picked it up well and shared what he learned with the class. He also recognised some Spanish written language as a result so could take part in some written work.
11 |
Students helped prepare and put together a story teller chair for the sensory garden.
KS4 |
| | | | | | | |
| In Art we had a class vote on which project to start the term with. The class respected the outcome.
11 |
In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
Students in KS3 have been studying Islamic Art and Patterns from around the world. A part of this has been the two classes working collaboratively to create one giant art piece. A mandala. Students explored and researched patterns and learnt how to create a Mandala pattern. Students enjoyed listening to a range of different music that accompanied the topic. SPl
KS3 |
Students in Calder have regular music sessions. During these sessions students have to use their co-operation and social skills by waiting their turn and sharing the instruments.
Students engage wonderfully during these sessions
KS3 |
| | | | |
| Students have started work at the 'pocket park' transforming a disused allotment area into a useable allotment. The students will work as a team and be able to grown, harvest and prepare the fruit and vegetables to use in cooking lessons then serve food and drinks to the local community using their enterprise skills learnt in other lessons
All |
Stuedents have been exploring their own rights and resposibilities
All |
| | | | | | | |
| Using lots of different priced grocery products to complete maths work on money, so as to get a better understanding of how it works in a practical way.
KS5 |
| | | | | | | | |
| Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
Students work within a kitchen environment, rules and expectations directed from Chef, Uniforms and time keeping. Food served to visitors
KS5 |
| | | | | | | |
| A time to discuss mental health, what makes you happy. How to improve your wellbeing through different ways ie rest, music, exercise.
KS5 |
| | | | | | | | |
| the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students were able to plan a healthy meal. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
Students were supported to plan and prepare a basic meal based on individual preferences. They had opportunity to listen to suggestions of others, and voted on the meal that they would like to make.
KS5 |
Preparing and budgeting for meals, Understanding the need to budget for food with regards money available.
KS5 |
| | | | | |
| Year 10 have been working together in pairs or small teams to assess given situations where an accident has happened. In the team or pair they have then had to decide what could they do in the dilemma that they have found? In each group there has been a learner who is developing their basic leadership skills. The groups then have the opportunities to practice their basic first aid skills through CPR, recovery position and bandaging. After each situation discussion with the group recognizing simple feelings.
10 |
Year 11 student debated whether children could bully adults. During work on emotional health and well being yr 11 students explored emotions and feelings associated with bullying, through the bully, victim and bystander. They developed their discussion on whether adults could be bullied - the group disagreed setting up the debate on whether children could possibly bully adults. The debate took place each group gave their opinion. At the end the groups changed with the yes group growing in number. Both teams respected each others views, listened to the opinions and took turns in putting their opinions across.
11 |
Year 11 student debated whether children could bully adults. During work on emotional health and well being yr 11 students explored emotions and feelings associated with bullying, through the bully, victim and bystander. They developed their discussion on whether adults could be bullied - the group disagreed setting up the debate on whether children could possibly bully adults. The debate took place each group gave their opinion. At the end the groups changed with the yes group growing in number. Both teams respected each others views, listened to the opinions and took turns in putting their opinions across.
11 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
In PSHE all learners engage in making the rules for the lessons at the beginning of the school year. The lesson engage learners in the respect we should show for each other, how each has a different opinion and will be free to say why we think / value or believe in an event/action.
KS4 |
| | | | |
| | | | | | | | | | |
| | | | | | | | | | |
| All council members went to their classes and asked them to draw or write things they would like to see in the new sensory garden. Each council member then passed on the information to SLT for consideration. SLT and school council then had a meeting about the propsed ideas, going over what ideas were posiible and what would be difficult. This included things that would be nice to have but cost too much, learning about working within a budget.
All |
School council members asked their classes what resources they would like to see on the playground. When the lists had been combined 3 council representitives had a meeting with SLT to dicuss resources that are possible and not possible. The council memebers had to keep in mind resources that could be used by all or most students in school.
3/4 |
Students given the opportunity to name their new form in September. A secret ballet was held and the winning name announced
4/5 |
The new form team were given a choice of 3 different names with information about each area. They then picked out two they referred and held a class vote. Wycollar was chosen by a majority which included both learners and staff.
TRN |
| | | | | |
| Yr 10 spent the day exploring different aspects of Turkey and some of the traditions including a folk story, a traditional game and the background of the evil eye which is often given as a gift. The class explored the tale of Keloglan, - making puppets to share the tale, the evil eye - making eyes from different materials to give as gifts to all learners in key stage 4 and all learnt to play Mancala
10 |
| | | | | | | | |
| On camp we meet up with other people and had a great time we took part in a number of activities and we even had a camp fire with our new friends. We promoted independence amongst the scouts.
All |
In science, Hodder went to Lomeshaye Marsh.
We worked in groups to find different insects/ creatures in the pond. We talked about why nature reserves were important in our wider community.
07 |
Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
Students from year 7,8, and 9 went to Ullswater outward bound center where they had to work together, stay together and challenge themselves.
8/9 |
As part of our English 'Treasure Island' topic, pupils enjoyed a pirated themed day out where pupils explored map reading, hunting for pirates, den building, flag making, face painting, sensory play/investigation and role playing.
All pupils participated in most of the activities on offer which were tailored to meet the needs of our students.
As you can see from the pictures, pupils enjoyed it from start to finish!
KS3 |
| | | | |
|
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Ofsted Guidance
- Pupils' acceptance of 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 will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain
Ofsted 2004
- Pupils appreciate the rights and responsibilities of individuals within the wider social setting
- Pupils understand how societies function and are organised in structures such as the family, the school and local and wider communities
- Pupils understand the notion of interdependence in an increasingly complex society
- Schools identify key values and principles on which school and community life is based
SOCIAL:Understanding how communities and societies function
|
| The Scouts have looked at their environments and how we are destroying them, we looked at how we can make a difference to our own society. They got to vote on how they felt we could change by 2020
.
All |
Students have made a variety of products to sell on the Christmas Fair to raise money for charity.
4/5 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
Through news article of Wales maybe lowering age of vote. As a group we took part of the debate on news round. Students were either for or against and 3 undecided. The groups had to pitch their response as to why they should or should not vote. Overall consensus was that 16 is too young to vote.
KS5 |
| | | | | |
| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
KS3 and 4 had an assembly to remember the life of Prince Philip.
3/4 |
Students listen to the story of why Hindu'[s celebrate Divali
3/4 |
Whole school assembly discussing Islam and Eid clebrations
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Assemblies held to include other faiths to aid students understanding and knowledge that different faiths have different customs
3/4 |
| | | |
| students explored activities for chinese new year
All |
Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
| | | | | | | |
| Charity event -clothes sale in aid of the victims of the Grenfell Fire. Students collected clothes washed and ironed them made poster invited parents,cares and the local community in to buy the clothes
All |
Bowland run a break time café in college. They take the orders, the money, give change, make the food and clean up afterwards.
KS5 |
In college we are planning and working towards opening a café to the public. This has entailed a lot of research. We have held a vote for the name, branding, what to sell, prices, where to shop and giving out different jobs.
KS5 |
| | | | | | |
| Pupils' have gone through an "Email dilemas" exercise where they are presented with various situations they may encounter through email. We discussed options and choices and considered how our actions could affect others (such as forwarding a SPAM email message). This has also included what is the right thing to do if someone sends you an inappropriate picture, what to do if someone asks for your personal information, and pupils have also talked about their parents getting Phishing emails pretending to be from their bank.
11 |
In designing a prom poster, our students have considered the event and how we desire to express excitement on the poster. We have discussed how it is an important rite of passage and that the posters are to encourage everyone to attend, however it is not compulsory and not everyone may choose to come. We discussed the availability of non-alcoholic drinks to encourage responsible behavior.
11 |
During online safety lessons we looked at the kind of information that should and should not be shared online with others. We discussed appropriate behaviour between people when online and who we should talk to if we feel uncomfortable about what happens online. In KS4 we discussed the legal implications of sharing photocgraphs online with others above and below the ages of 18 and how the law gives extra protection whilst under 18.
3/4 |
During December pupils used MS Paint to create Christmas pictures and then create their own Christmas cards. Some chose to create religious themed (i.e. a star) drawings whilst others created secular pictures (i.e. snowman)
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
During our lessons we have been considering if what we believe online is true. We have been thinking about how we can check if something is correct by checking other sources, and considering where we can report something if we find something that upsets us. We have also had to research possible places to visit to take a group of children out on a trip, as part of this we are also looking at places and if they mention disability access.
8/9 |
| | | |
| Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
The students visited Taormina during our student exchange to Italy where they visited the Teatro Antico di Taormina, an ancient Greco-Roman theater.
3/4 |
Whilst on the student exchange to Italy we visited Pompeii where the students had a guided tour and learnt all about how people used to live, what they believed in and how their society worked.
3/4 |
The students had a guided tour of Naples where they learnt about how they live. They also visited a church and learnt about important historical landmarks.
3/4 |
5 classes across KS3 & 4 took part in a Modern Foreign Languages Day. Classes spent the morning looking at a country: making food, building The Leaning Tower of Pisa, painting flags, researching about different cultures. These are only some of the fantastic opportunities the students took part in.
The Mayor and Mayoress joined us in the afternoon for our ‘Grand Bazaar’ where students showcased what they found out and got to have a ‘taste’ of the 5 different countries!
3/4 |
Hıdırellez is celebrated as the day on which Prophets Hızır (Al-Khidr) and Ilyas (Elijah) met on the earth. It is celebrated throughout Turkey and commemorates the arrival of spring when everyone puts wishes on a tree.
All students and staff joined in on the Erasmus trip to Lithuania.
3/4 |
| | | |
| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
All classes in school voted for their school council members in their Form.
All |
As a class we looked at what democracy was and how it worked in the UK. We then completed a vote to identify who the class wanted to represent Slaidburn in the School Council. The result was then announced and our class member congratulated.
All |
Pupils in class celebrated a classmates birthday.
07 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
To celebrate England doing well in the World Cup we made English decorated buns.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
A student brought in a birthday cake provided for by parents. We sang happy birthday and the cake was shared amongst the class and staff.
KS5 |
|
| We have been discussing what we could sell in the college café, being mindful of being a healthy school. We have looked into sugar levels in cereals and drinks.
KS5 |
Preparing and selling healthy snacks to sell at break time in college.
KS5 |
| | | | | | | |
| Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
In Geography, everybody picked a city in the UK then we learned all we could about its people ie; religions, work opportunities, transport, education etc.
10 |
In History, year 10 have been learning about the different types of crime & punishment through the ages. The children were encouraged to express if they thought it was wrong or right & why.
10 |
During the topic the students were learning about the impact plastic has on life in the oceans and the surrounding wildlife. They were able to express their opinions and make decisions as to what could be done to reverse the pollution, was it the responsibility of the governments of different countries and how they thought the current situation affected other communities around the world.
11 |
Whole school and college celebration of the Christian festival of Christingle
3/4 |
Students visited a local garden center, to learn about charities in our community and how we can help disadvantaged families.
8/9 |
Whilst covering the topics of earthwuakes. Students designed a village looking at safety aspects of what would be best in case an earthquake hit the village. Sturdy houses, water and food supplies etc
KS3 |
Students experienced Salut (Prayer)
KS3 |
Students experiencing religious cultures and beliefs through sensory stories
KS3 |
|
| Year 11 have discussed the plight of the homeless in England. They have thought about the problems faced by the homeless. They have researched and then discussed how different charities try to help and support the homeless.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
Wenning and Ribble went on a trip and spend the day pretending to be pirates, working together to solve riddles and find the treasure.
KS3 |
In Maths, Bowland have been pricing food and drink that may be sold in the café. The group have researched different supermarkets and worked out portion size.
KS5 |
| | | | | |
| N Garrety teaches Spanish so I taught N Naveed the greetings, colours, numbers in Spanish Sign Language (LSE). He picked it up well and shared what he learned with the class. He also recognised some Spanish written language as a result so could take part in some written work.
11 |
As a group have been singing Christmas songs along with how to sign We Wish You a Merry Christmas.
KS5 |
| | | | | | | |
| Irwell and Slaidburn students took part in a lesson learning about African music and how the culture is different to ours.
3/4 |
In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
| | | | | |
| Students have started work at the 'pocket park' transforming a disused allotment area into a useable allotment. The students will work as a team and be able to grown, harvest and prepare the fruit and vegetables to use in cooking lessons then serve food and drinks to the local community using their enterprise skills learnt in other lessons
All |
Students took part in weekly Asda visits where they had the opportunity to interact with staff and members of the general public while shopping and visiting the cafe.
KS5 |
Discussion as a group about what clubs and activites are available for full inclusion
KS5 |
Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
The class worked in groups to discuss ideas around what might put young people off voting and how to encourage young people to vote. This was then presented back to the rest of the class.
KS5 |
Students discussed the triggering of article 50, watched news reports, read newspapers. Discussions included talking about what might happen to immigrants and sharing personal views.
KS5 |
| | | |
| Exploring how events are celebrated in a range of countries and cultures. Planning and preparing recipes that represent a celebration or event.
KS5 |
As part of Lytham's literacy lessons we are reading the story Blood Brothers and have had class discussions on preganancy and the problem that arose for the single parent mum who found out she is having twins and then offers one up for adoption.
KS5 |
Using lots of different priced grocery products to complete maths work on money, so as to get a better understanding of how it works in a practical way.
KS5 |
Students used visual aids to help them communicate who lived at home with them. Some students were able to give other family members that were important to them outside of the home.
KS5 |
Reading and work on the book Across the Barricades. Learning about the history and religious issues.
KS5 |
During our weekly trip to Asda, our students encounter meeting the public, working with non familiar adults and choosing and paying for items. Students are reminded about the need to have enough money for what they want to buy. They learn how to interact in a socially acceptable way, such as lining up in a queue to order items and then hand money over when asked for it.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
| | |
| Students have been working towards opening an onsite cafe/shop. They have discussed how they will support the local community who do not have good English by using a pictorial shopping list/menu.They have been working together in class and discussing how everyone could be included and what activities they could do while they come for a drink or collect food they require.
KS5 |
For part of the lesson in learning about jobs, we watched a documentary about 9/11 and identified the different jobs we saw people doing and discussed the issues around why 9/11 happened. Students saw first responders and discussed how some people would need first aid.
KS5 |
A mixed ability group of students vistied Asda to carry out a work related task which involved taking stock of supplies and buying the items needed. The groups were mixed with independent and supported learners, the independent students were tasked with taking the lead to support the other students in the task.
KS5 |
Stdents are paired up with a different partner so they are able to demonstate mutual respect, tolerance for each others ability having good teamwork
KS5 |
| | | | | |
| Rachel Emmott from the NHS came and delivered a sexual health session on contraception. Students were shown various different methods of female and male contraception including practising applying a condom. Advice was also given on where our students could go for further help and advice.
KS5 |
Independent living group took part in a "Body Language Exam" where it was discussed how different body language stances/poses/expression can mean different things and how important posture and exercise is towards being mentally healthy.
KS5 |
| | | | | | | |
| the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
Preparing and budgeting for meals, Understanding the need to budget for food with regards money available.
KS5 |
| | | | | | |
| Wenning visited Eureka! to learn and understand about the wider community and world we live in.
We were able to draw money from the 'bank' and pay for items in the 'shop'.
07 |
Year 10 have been working together in pairs or small teams to assess given situations where an accident has happened. In the team or pair they have then had to decide what could they do in the dilemma that they have found? In each group there has been a learner who is developing their basic leadership skills. The groups then have the opportunities to practice their basic first aid skills through CPR, recovery position and bandaging. After each situation discussion with the group recognizing simple feelings.
10 |
Students in Wyre participated in a group conversation about the Macmillan Charity alongside a powerpoint in Citizenship.
8/9 |
Whilst shopping for ingredients for school projects, we bought poppies to help us remember those who had fought and died for us. We were also given a free wreath by the poppy seller for our remembrance assembly.
KS4 |
Learners have been exploring the rules which govern legal and illegal drugs. They have looked at the legal age and laws alcohol, nicotine and prescriptive drugs can be purchased whilst discovering the laws that govern illegal drugs. They have explored they rights as an individual to acknowledge and follow the rules set out in law.
KS4 |
Learners engage in exploring the different forms that health. Exploring how we all have mental health and the ways to care for ourselves and others. There had opportunities to learn about physical and mental illnesses using a range of mediums including short clips, power points, group discussions, research using a range of sources.
KS4 |
| | | |
| When students are accessing hydrotherapy it is recognized the need to allow sessions for female students of muslim faith to use the pool in a all female group with female staff.
All |
| | | | | | | | |
| Attendance at PSHE Network meetings working with staff from a range of SEN schools across Lancashire. As part of the meeting we have a range of specialist delivering CPD covering Alcohol Education, SRE, Difference and diversity, Healthy Lifestyles. At the meetings staff share how they deliver the subject sharing creative ideas and resources which are available.
All |
| | | | | | | | |
| Students put themselves forwards to be on the Student Council and were voted in by the student body.
KS5 |
The new form team were given a choice of 3 different names with information about each area. They then picked out two they referred and held a class vote. Wycollar was chosen by a majority which included both learners and staff.
TRN |
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| Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
| | | | | | | | |
| .Irwell have been learning about healthy eating. We visited Morrisons and got to look around the store, make healthy fruit kebabs and healthy pizzas. It promoted pupils social skills and independent skills as they made the kebabs and could scan items on the tills Independently.
07 |
In science, Hodder went to Lomeshaye Marsh.
We worked in groups to find different insects/ creatures in the pond. We talked about why nature reserves were important in our wider community.
07 |
Some students took part in a 5 day residential to the lakes, where they gained independence skills, social skills and had the chance to take part in activities which they would not usually do.
3/4 |
As part of our English 'Treasure Island' topic, pupils enjoyed a pirated themed day out where pupils explored map reading, hunting for pirates, den building, flag making, face painting, sensory play/investigation and role playing.
All pupils participated in most of the activities on offer which were tailored to meet the needs of our students.
As you can see from the pictures, pupils enjoyed it from start to finish!
KS3 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
Whilst visiting Asda the students are encouraged to explore the environment and follow pictorial cues to find ingredients. They are developing social skills and appropriate behaviour in the community.
KS5 |
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Ofsted Guidance
- Pupils' ability to be reflective about their own beliefs (religious or otherwise) and perspective on life
- Pupils' willingness to reflect on their experiences
Ofsted 2004
- Pupils develop an increasing ability to reflect and learn from this reflection
- Pupils develop an ability to show courage and persistence in defence of their aims, values, principles and beliefs
- Pupils develop an ability to think in terms of the "whole" - for example, concepts such as harmony, interdependence, scale, perspective
- Where pupils already have religious beliefs, schools support and develop these beliefs in ways which are personal and relevant to them
- Schools encourage pupils to reflect and learn from reflection
SPIRITUAL:Developing personal values and beliefs
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| Seed was collected from a range of plants grown in the Sensory Garden. The students worked in groups, collecting, sorting and packeting the seed. The plants chosen were from different parts of the world and reflected the students diverse backgrounds. eg chilli peppers, tomato, herbs and native British wildflowers
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
Through news article of Wales maybe lowering age of vote. As a group we took part of the debate on news round. Students were either for or against and 3 undecided. The groups had to pitch their response as to why they should or should not vote. Overall consensus was that 16 is too young to vote.
KS5 |
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| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
KS3 and 4 had an assembly to remember the life of Prince Philip.
3/4 |
Whole school assembly discussing Islam and Eid clebrations
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Pupils from all cultures sang a song for Eid in assembly
3/4 |
Assemblies held to include other faiths to aid students understanding and knowledge that different faiths have different customs
3/4 |
| | | |
| During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
Once a week, art club meet to create artwork in various different mediums. Students have worked in paint, pastel, clay, dough, string and Hama beads to create some wonderful art pieces.
Students are encouraged to work as independently as possible. The are encouraged to express themselves, and encouraged to use positive language when critiquing their own and others work.
3/4 |
A weekly club where young people have the opportunity to learn the French language through listening and speaking. The approach focuses on learning through interaction, engagement and play, rather than through an academic/grammatical approach. Participants also learn about the customs and lifestyles of France, its cities and its citizens.
3/4 |
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| Charity event -clothes sale in aid of the victims of the Grenfell Fire. Students collected clothes washed and ironed them made poster invited parents,cares and the local community in to buy the clothes
All |
Student's in Yarrow showed great empathy and understanding when celebrating remembrance day
KS3 |
Students across the school made tributes to pay their respects to Queen Elizabeth. Mrs Gibbons took all the contributions to Hyde Park in London.
S/C |
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| During December pupils used MS Paint to create Christmas pictures and then create their own Christmas cards. Some chose to create religious themed (i.e. a star) drawings whilst others created secular pictures (i.e. snowman)
3/4 |
During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
Students were asked to design a poster highlighting their roles and responsibilities and different ages in their lives
KS5 |
| | | | | | |
| Topics studied thus far:
• Counting up to 20
• Telling the Time
• The Calendar
• Colours
• My name is…
• How old am I?
• How am/are I/you feeling?
• The Weather
• Animals and Birds
• Parts of the Body
• Members of my Family
• Breakfast
• Fruits for making Smoothies
3/4 |
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| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
In Calder we complete a self registration every morning. This gives students the opportunity to say good morning to their peers and teachers and also state how they are feeling that particular morning,
3/4 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
Each student in each form had to vote for who they wanted to be college student council
KS5 |
As part of an AQA, Marsden student took part in personal care routines. They experienced brushing teeth, washing faces,combing hair along with a sensory story 'The Haircut'
KS5 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
Discussion of terrorist action that has occurred in UK over the past few days. (Manchester and London).
KS5 |
Discussion of next week's Eid celebrations. What happens? Muslim students tell the class what Ramadam and Eid are about.
KS5 |
| |
| All students have participated in making healthy breakfast are eaten around the world.
07 |
Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
As part of the Autumn Term Cookery topic, students learnt about the importance of keeping healthy and making healthy food choices. We tasted a range of healthy foods.
07 |
On Friday morning, KS4 group prepare soups from basic, healthy ingredients. Preparing food from cultures around the world.
3/4 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing prayer whilst studying the topic of the five pillars
07 |
In History, year 10 have been learning about the different types of crime & punishment through the ages. The children were encouraged to express if they thought it was wrong or right & why.
10 |
During our Humanities lessons we discussed being respectful for people and the environment and how we can help to support the environment.
Discussions about their own experiences out in the local areas.
Pupils held discussions about what was wrong and how to improve the area. The pupils involved understood that others views didn't have to be the same as their own.
10 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
Students experienced Salut (Prayer)
KS3 |
Students experiencing religious cultures and beliefs through sensory stories
KS3 |
| |
| Whilst studying the play the students entered a discussion about young love. We discussed the marriage age and also whether parents should choose who young people should marry.
10 |
Range of edible plants grown, reflecting diverse backgrounds of students eg Eastern herbs and spices, Meditteranean and British plants.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
Pupils were given a topic to debate as part of their language groups, where they took turns and asked questions of of pupils to gain information on the other students views on that topic.
8/9 |
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| | | | | | | | | | |
| In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
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| Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
The class worked in groups to discuss ideas around what might put young people off voting and how to encourage young people to vote. This was then presented back to the rest of the class.
KS5 |
Students discussed the triggering of article 50, watched news reports, read newspapers. Discussions included talking about what might happen to immigrants and sharing personal views.
KS5 |
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| The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
Class discussions around the heritage and diversity of the characters in the books (Liverpool slums, Birmingham, Roma).
KS5 |
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| Independent living group took part in a "Body Language Exam" where it was discussed how different body language stances/poses/expression can mean different things and how important posture and exercise is towards being mentally healthy.
KS5 |
During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
| | | | | | | |
| A group set up a soup making enterprise on Friday mornings. Two different soups are made from fresh vegetables and school grown herbs. Bread rolls are made from scratch. The food is sold to staff. The students gain valuable experience in food preparation, food hygiene, working as a member of a team, and simple costings. The food prepared reflects the cultural diversity of the students.The skills learnt will help towards future college life and perhaps, in a few cases, make them think about setting up their own food business.
4/5 |
the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
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| When students are accessing hydrotherapy it is recognized the need to allow sessions for female students of muslim faith to use the pool in a all female group with female staff.
All |
| | | | | | | | |
| | | | | | | | | | |
| During the month of Ramadan learners are offered a place to come together and develop their personal beliefs. School encourage them to practice prayers and develop self learning of the Qu'ran.
Learners across all of the school came together learned parts of the Qu'ran and shared their prayers with the rest of the school community - sharing their beliefs and customs and the positive way they have spent self reflection time during Ramadan.
3/4 |
Students given the opportunity to name their new form in September. A secret ballet was held and the winning name announced
4/5 |
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| While at OBT during an evening activity students were asked to lay on the ground and think about how small they are compared to the field ,town, country ... universe. They were then asked to coment how this made them feel.
All |
Some students took part in a 5 day residential to the lakes, where they gained independence skills, social skills and had the chance to take part in activities which they would not usually do.
3/4 |
Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
Post-16 College students can visit Boothman Park in Barley, where they have the opportunity to carry out work experience programmes, discover nature and enjoy a beautiful countryside environment.
KS5 |
Current Affairs group went on a visit to Museum of Science and Industry and for lunch at Bella Italia. The group worked together and helped each other on the visit. Some students asked questions about the Jewish area of Manchester we drove through.
KS5 |
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Ofsted Guidance
- Pupils' sense of enjoyment and fascination in learning about themselves, others and the world around them
Ofsted 2004
- Pupils develop an appreciation of the intangible - for example, beauty, truth, love, goodness, order - as well as for mystery, paradox and ambiguity
- Schools promote teaching styles which encourage pupils to relate their learning to a wider frame of reference - for example, asking "why?", "how?" and "where?" as well as "what?"
SPIRITUAL:Experiencing fascination, awe and wonder
|
| Seed was collected from a range of plants grown in the Sensory Garden. The students worked in groups, collecting, sorting and packeting the seed. The plants chosen were from different parts of the world and reflected the students diverse backgrounds. eg chilli peppers, tomato, herbs and native British wildflowers
All |
Students created and designed a variety of props and scenery for the school production of Oliver. the groups involved built stage scenery, benches, a bar, market carts and a variety of other items in D.T.
KS5 |
| | | | | | | | | | | |
| Whole school assembly discussing Islam and Eid clebrations
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Visitor in school to discuss aims and goals in life and how to succeed
3/4 |
| | | | | | | | | | |
| On camp we meet up with other people and had a great time we took part in a number of activities and we even had a camp fire with our new friends. We had the scouts being as independent as possible.
All |
Pupils in animation club are working together to create a short movie based on the Avengers. They negotiated with each other to choose the subject. Listening to each others ideas, turn taking, Managing emotions, resolving conflict, asking for help and dealing with each others behaviours. They also discussed pros and cons of some ideas exploring how things could be produced. Taking and asking for advice on what is possible and what new things we could try. Part of this club is about how to do things like this at home and how it could be a healthy change from playing on games or watching TV.
3/4 |
During our sessions students work on their relaxation and wellbeing. Students develop fine motor skills, patience and persistence,
3/4 |
Once a week, art club meet to create artwork in various different mediums. Students have worked in paint, pastel, clay, dough, string and Hama beads to create some wonderful art pieces.
Students are encouraged to work as independently as possible. The are encouraged to express themselves, and encouraged to use positive language when critiquing their own and others work.
3/4 |
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| | | | | | | | | | | | | | |
| During this unit pupils had to take turns entering their instructions into a Beebot. They were each encouraged to work out the instructions by themselves and then had to wait their turn to try out their "algorithm". Everyone had to respect each other, even if the other person had got it wrong. If the pupil was unsure they were given the opportunity to ask before help before immediately being given it. If the pupil made a mistake they were still allowed to enter the incorrect algorithm so they could see the result of their mistake. They then enjoyed the chance to translate their skill onto a similar themed Beebot app on an iPad.
07 |
During December pupils used MS Paint to create Christmas pictures and then create their own Christmas cards. Some chose to create religious themed (i.e. a star) drawings whilst others created secular pictures (i.e. snowman)
3/4 |
Students were asked to design a poster highlighting their roles and responsibilities and different ages in their lives
KS5 |
| | | | | | | | | | |
| The students visited Taormina during our student exchange to Italy where they visited the Teatro Antico di Taormina, an ancient Greco-Roman theater.
3/4 |
Whilst on the student exchange to Italy, the town had a celebration festival where they had a big firework display and traditional music.
3/4 |
Whilst on the student exchange to Italy we visited Pompeii where the students had a guided tour and learnt all about how people used to live, what they believed in and how their society worked.
3/4 |
5 classes across KS3 & 4 took part in a Modern Foreign Languages Day. Classes spent the morning looking at a country: making food, building The Leaning Tower of Pisa, painting flags, researching about different cultures. These are only some of the fantastic opportunities the students took part in.
The Mayor and Mayoress joined us in the afternoon for our ‘Grand Bazaar’ where students showcased what they found out and got to have a ‘taste’ of the 5 different countries!
3/4 |
Students experienced a range of cultural activities. tasting foods, listening and dancing to traditional music from macedonia. Students mixed with students from 4 different European countries, making friends and spending time learning in the classrooms together.
Student visit Macedonian cultural heritage exploring the beauty of the natural earth also experinced the wonders of their surroundings
8/9 |
4 students were taken on an Erasmus+ trip to Malaga where they experienced different foods and cultural differences of being in a SEN school in a different country. They also took part in walks exploring the city of Malaga and on joint trips with students and staff from the partner schools - visiting local places of interest. The students then were involved in training where they were interviewed in front of a camera.
KS5 |
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| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
Students in Lytham have been rehearsing their performances for Pendle's Got Talent. Several students chose songs to sing (including one duet). The songs vary from traditional pop style ballads to Rock n' Roll to modern pop / rap. Two of the students who are Autistic have chosen to take part of their own volition without any pressure to join in.
KS5 |
To celebrate England doing well in the World Cup we made English decorated buns.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
| | | | | | | | | |
| Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
| | | | | | | | | | | | |
| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
During our lessons Year 10 looked at different materials and how we recycle. They then enjoyed thinking of different ways we can use bottles, tubs etc.
They also looked at how the recycling helps or hinders the environment around them.
10 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
Whole school and college celebration of the Christian festival of Christingle
3/4 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
Students experiencing religious cultures and beliefs through sensory stories
KS3 |
Pupils were asked to create buildings to see if they would withstand an earthquake using dry spaghetti and marshmallows. Pupils were left to create a building of their choice with no guidelines to follow.
KS3 |
During our lessons in Pendle, we have travelled to Africa to learn about the culture and the traditional clothing. The pupils enjoyed trying on different clothing and independently chose what they would like to wear out of a choice of 2 items.
KS4 |
| | | | |
| Year 7 students have been attending forest school and have been exploring the outdoors whilst learning all about fairy tale stories.
07 |
In the summer term in Wenning, we wrote a story about being deserted on an island. We watched clips from different films and the students came up with ideas using their imagination about what might happen.
07 |
In the spring term, students were given the opportunity to plan and write their own superhero story as a class.
Students designed their own characters and used narrative cards, to come up with:
Who was in the story
Where it was set
What happened
When did it happen
Together, we then collaborated all the planning and wrote a story.
07 |
Wenning and Ribble went on a trip and spend the day pretending to be pirates, working together to solve riddles and find the treasure.
KS3 |
During our English session, the students in Pendle have been looking at world cultures. Last week we started looking at Brazil. They enjoyed listening to Brazilian music and using the big drum to imitate the sounds.
KS4 |
The learners participated in making Brazilian carnival hats and then some joined in with Brazilian dancing.
KS4 |
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| Students helped prepare and put together a story teller chair for the sensory garden.
KS4 |
As a group have been singing Christmas songs along with how to sign We Wish You a Merry Christmas.
KS5 |
| | | | | | | | | | | |
| Students in Years 8 and 9 have been exploring Mandalas. They have recreated mandalas and made their own using personal influences to create the pattern. There were lots of discussions about the significance on mandalas.
All |
Alss students within school created a clay owl. They used a range of different techniques to complete their work, using inspiration they had found from the internet. All students owls were displayed in the sensory garden for all to admire. They had discussions about colour choices and design styles. Students evaluated their own and others work.
All |
The Year 7's had a vote on the musical they would like to look at. they choose Charlie and the chocolate factory.
07 |
In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
Listening to music from all around the world we explored diversity of instruments and diversity of voice, and diversity of religious music making.
KS4 |
Over a series of lessons student have taken part in activities aimed to build confidence, such as a blindfolded minefield and speaking and singing single words on their own. Simple well known songs are used such in a fun way as "If your Happy and you know it".
KS5 |
| | | | | |
| Students have taken part in tasting different foods / fruits and in trying unusual food combinations such as weetabix and jam. Autistic students have been developing their sensory tolerance and learning appropriate behaviour in how to respond to tasting something they don't like.
KS5 |
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| Exploring how events are celebrated in a range of countries and cultures. Planning and preparing recipes that represent a celebration or event.
KS5 |
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| | | | | | | | | | | | | | |
| A time to discuss mental health, what makes you happy. How to improve your wellbeing through different ways ie rest, music, exercise.
KS5 |
During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
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| Attendance at PSHE Network meetings working with staff from a range of SEN schools across Lancashire. As part of the meeting we have a range of specialist delivering CPD covering Alcohol Education, SRE, Difference and diversity, Healthy Lifestyles. At the meetings staff share how they deliver the subject sharing creative ideas and resources which are available.
All |
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| Yr 10 spent the day exploring different aspects of Turkey and some of the traditions including a folk story, a traditional game and the background of the evil eye which is often given as a gift. The class explored the tale of Keloglan, - making puppets to share the tale, the evil eye - making eyes from different materials to give as gifts to all learners in key stage 4 and all learnt to play Mancala
10 |
Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
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| On camp we meet up with other people and had a great time we took part in a number of activities and we even had a camp fire with our new friends. We promoted independence amongst the scouts.
All |
Pupils went on s trip to Marsden Park to explore our topic theme about Minibeasts.
07 |
.Year 7's went on a trip to the World Museum in Liverpool where the pupils did a workshop and explored the different planets and talked about space, They had the opportunity to dress up as a astronaut as well and used their creativity and imagination throughout the workshop.
07 |
Students in year 7 visited Gawthorpe Hall as part of the topic on William Shakespeare.
They paractising fencing and embroidery as well as learning about the life in Britain centuries ago.
07 |
In science, Hodder went to Lomeshaye Marsh.
We worked in groups to find different insects/ creatures in the pond. We talked about why nature reserves were important in our wider community.
07 |
Some students took part in a 5 day residential to the lakes, where they gained independence skills, social skills and had the chance to take part in activities which they would not usually do.
3/4 |
Wenning visited Eureka the Science Museum. Her they explored their senses in themed rooms, using heat, motion and lights to create light displays on a wall, they witnessed many fascinating displays/exhibitions of the human body and how it works, deposited money in the Eureka Bank, fixed tyres on to cars and lorries, watched dancing water displays and fell through the wardrobe in to Narnia where they explored other traditional fairytales.
3/4 |
Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
Students in Calder experienced a trip to the Sea Life Centre in Blackpool.
Students had to use their social skills throughout the day (waiting patiently in line, using manners, asking and answering questions, being around strangers etc)
Students expressed wants, preferences, likes and dislikes.
Students observed, touched and experienced fish and their environment with fascination and wonder.
SPl
KS3 |
Students in Calder visited the Winter Wonderland in Manchester as an end of term activity.
Students used their social skills throughout the day (using Manners, waiting turns, being around strangers etc)
Students chose what they wanted to access, expressing preferences, likes and dislikes.
Students showed fascination and awe in the sensory environments.
Students used their imagination and creativity throughout the day.
SPl
KS3 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
Our form as part of a whole college even went out to the Mechanics for a Christmas meal. Everyone got to experience sitting in groups around tables, looking at the Christmas decorations in the dining room along with eating traditional Christmas food. Students got to choose what they would like from menu of several items for main and desert. Students moved around the room sensibly taking care of others especially when there were servers moving between tables. A selection of fruit squashes and water were available for students to pour out themselves into glasses.
KS5 |
Post-16 College students can visit Boothman Park in Barley, where they have the opportunity to carry out work experience programmes, discover nature and enjoy a beautiful countryside environment.
KS5 |
all students from college went to a variety of venues in Blackpool for the day.
KS5 |
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|
Ofsted Guidance
- Pupils' knowledge of, and respect for, different people’s faiths, feelings and values
Ofsted 2004
- Schools give pupils the opportunity to explore values and beliefs, including religious beliefs, and the way in which they affect peoples’ lives
- Schools encourage pupils to explore and develop what animates themselves and others
SPIRITUAL:Exploring the values and beliefs of others
|
| At Wednesday scouts we had the opportunity to learn about different countries and we tried some foods and played some games
4/5 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
Through news article of Wales maybe lowering age of vote. As a group we took part of the debate on news round. Students were either for or against and 3 undecided. The groups had to pitch their response as to why they should or should not vote. Overall consensus was that 16 is too young to vote.
KS5 |
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| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Students listen to the story of why Hindu'[s celebrate Divali
3/4 |
Whole school assembly discussing Islam and Eid clebrations
3/4 |
Assembly lead with all school discussing Buddhism and the Eightfold path and how the use this throughout the day to help with calming thoughts
3/4 |
Pupils from all cultures sang a song for Eid in assembly
3/4 |
Assemblies held to include other faiths to aid students understanding and knowledge that different faiths have different customs
3/4 |
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| students explored activities for chinese new year
All |
Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
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| During December pupils used MS Paint to create Christmas pictures and then create their own Christmas cards. Some chose to create religious themed (i.e. a star) drawings whilst others created secular pictures (i.e. snowman)
3/4 |
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| Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
Pupils have been exploring and learning dances from different countries during our Erasmus Project - Every Move Counts to improve their physical health and fitness and mental wellbeing. They have also been experiencing different countries culture.
07 |
Hodder have been exploring the UNESCO site - Palace of Westminster. They explored what it does and its uses then recreated their own model using cardboard and wood. They also made stained glass windows inspired by those of the building.
07 |
The students learnt about Italian culture and listened to the stories from other countries
3/4 |
The students experienced a Gala dinner whilst on the student exchange to Italy where they tasted traditional food and listened to music from different cultures whilst socialising with students from other countries.
3/4 |
The students had many opportunities to interact with students from different countries during the exchange to Italy.
3/4 |
The students visited a church whilst in Taormina on the student exchange.
3/4 |
The students learnt about teh culture of Italy through eating local cuisine and visitin the UNesco site of Pompeii
3/4 |
Whilst on the student exchange to Italy, the town had a celebration festival where they had a big firework display and traditional music.
3/4 |
Whilst on the student exchange to Italy we visited Pompeii where the students had a guided tour and learnt all about how people used to live, what they believed in and how their society worked.
3/4 |
5 classes across KS3 & 4 took part in a Modern Foreign Languages Day. Classes spent the morning looking at a country: making food, building The Leaning Tower of Pisa, painting flags, researching about different cultures. These are only some of the fantastic opportunities the students took part in.
The Mayor and Mayoress joined us in the afternoon for our ‘Grand Bazaar’ where students showcased what they found out and got to have a ‘taste’ of the 5 different countries!
3/4 |
Hıdırellez is celebrated as the day on which Prophets Hızır (Al-Khidr) and Ilyas (Elijah) met on the earth. It is celebrated throughout Turkey and commemorates the arrival of spring when everyone puts wishes on a tree.
All students and staff joined in on the Erasmus trip to Lithuania.
3/4 |
A student is showing the rest of the school how he prays when in the mosque and that many in Turkey do the same.
3/4 |
4 students were taken on an Erasmus+ trip to Malaga where they experienced different foods and cultural differences of being in a SEN school in a different country. They also took part in walks exploring the city of Malaga and on joint trips with students and staff from the partner schools - visiting local places of interest. The students then were involved in training where they were interviewed in front of a camera.
KS5 |
| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
All classes in school voted for their school council members in their Form.
All |
In Calder we complete a self registration every morning. This gives students the opportunity to say good morning to their peers and teachers and also state how they are feeling that particular morning,
3/4 |
Every morning students in Calder complete the class register on ChooseIt Maker 3. Students have to find their own photograph and then say how they are feeling that particular day (sad, happy, tired, hungry, excited, angry)
3/4 |
In Ribble some students come in and spoke about the London and Manchester terror attacks from hearing at home and in the mosque. So in form time we spoke about how we can keep the community safe.
3/4 |
Each student in each form had to vote for who they wanted to be college student council
KS5 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
Discussion of next week's Eid celebrations. What happens? Muslim students tell the class what Ramadam and Eid are about.
KS5 |
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| All students have participated in making healthy breakfast are eaten around the world.
07 |
Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
On Friday morning, KS4 group prepare soups from basic, healthy ingredients. Preparing food from cultures around the world.
3/4 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
Students experiencing prayer whilst studying the topic of the five pillars
07 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
Whole school and college celebration of the Christian festival of Christingle
3/4 |
Visitors came from a local faith centre to work with pupils to help them gain information and broaden their knowledge of Islam
8/9 |
The students in Wyre have enjoyed learning about the Jewish faith and have accepted that other people may have different beliefs or faiths to themselves. The students particularly enjoyed listening to Mr Garrett talk about his Jewish faith and looked closely at some Jewish artifacts. Towards the end of the topic the students made a Torah Scroll and wrote their name in Hebrew writing.
8/9 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
Students experienced Salut (Prayer)
KS3 |
Students experiencing religious cultures and beliefs through sensory stories
KS3 |
The students have been learning about Auschwitz as part of their history topic.
KS4 |
During our lessons in Pendle, we have travelled to Africa to learn about the culture and the traditional clothing. The pupils enjoyed trying on different clothing and independently chose what they would like to wear out of a choice of 2 items.
KS4 |
| |
| Whilst studying the play the students entered a discussion about young love. We discussed the marriage age and also whether parents should choose who young people should marry.
10 |
Range of edible plants grown, reflecting diverse backgrounds of students eg Eastern herbs and spices, Meditteranean and British plants.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
Pupils were given a topic to debate as part of their language groups, where they took turns and asked questions of of pupils to gain information on the other students views on that topic.
8/9 |
During our English session, the students in Pendle have been looking at world cultures. Last week we started looking at Brazil. They enjoyed listening to Brazilian music and using the big drum to imitate the sounds.
KS4 |
The learners participated in making Brazilian carnival hats and then some joined in with Brazilian dancing.
KS4 |
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| In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
In dance the students looked at different cultural dances from different countries eg day of the dead festival, american hio hop, spanish flamenco and expressed opinions on the dances and practiced the dances themselves
4/5 |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
Students in KS3 have been studying Islamic Art and Patterns from around the world. A part of this has been the two classes working collaboratively to create one giant art piece. A mandala. Students explored and researched patterns and learnt how to create a Mandala pattern. Students enjoyed listening to a range of different music that accompanied the topic. SPl
KS3 |
Listening to music from all around the world we explored diversity of instruments and diversity of voice, and diversity of religious music making.
KS4 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
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| Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
The class worked in groups to discuss ideas around what might put young people off voting and how to encourage young people to vote. This was then presented back to the rest of the class.
KS5 |
Students discussed the triggering of article 50, watched news reports, read newspapers. Discussions included talking about what might happen to immigrants and sharing personal views.
KS5 |
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| Exploring how events are celebrated in a range of countries and cultures. Planning and preparing recipes that represent a celebration or event.
KS5 |
Students made anzac biscuits and explored a story linked to soldiers and their families experience in the war.
KS5 |
Students used Google Earth to look at the different areas and countries that they come from. One student was enthusiastic in showing the class the area of Romania he used to live in.
KS5 |
During our weekly trip to Asda, our students encounter meeting the public, working with non familiar adults and choosing and paying for items. Students are reminded about the need to have enough money for what they want to buy. They learn how to interact in a socially acceptable way, such as lining up in a queue to order items and then hand money over when asked for it.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
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| During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
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| A group set up a soup making enterprise on Friday mornings. Two different soups are made from fresh vegetables and school grown herbs. Bread rolls are made from scratch. The food is sold to staff. The students gain valuable experience in food preparation, food hygiene, working as a member of a team, and simple costings. The food prepared reflects the cultural diversity of the students.The skills learnt will help towards future college life and perhaps, in a few cases, make them think about setting up their own food business.
4/5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
Students discuss different dietary requirements and the religious or cultural reasons behind some of these. Students then found recipes to cook for people with different dietary requirements.
KS5 |
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| During out PHSE lessons Wyre have been looking at diversity, discrimination and gender inequality. The students have voiced their opinions on the topics some of which were very stereotypical at the start of the topic!
8/9 |
Whilst shopping for ingredients for school projects, we bought poppies to help us remember those who had fought and died for us. We were also given a free wreath by the poppy seller for our remembrance assembly.
KS4 |
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| Students in KS3 participated in a KS3 history day where each class looked at a different ancient civilisation for the morning and particpated in activities. I the afternoon each class showed the other classes what they had made.
KS3 |
Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
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| Learning about a Turkish tradition whilst on a European residential
3/4 |
In a visit to Lithuania with the Erasmus+ project the students listened to traditional tales and joined in some traditional dancing.
3/4 |
Students from year 8 & 9 went to the slavery museum to further their learning on their topic in History. Students were able to handle artefacts, listeing to a talk and walk around the musuem.
8/9 |
6 Students from KS3 went to Macedonia as part of our Erasmus projects 8 Strings to our bows. Whlst there students participated in a traditiona Macedonia night, learning all about their cultures.
KS3 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
Current Affairs group went on a visit to Museum of Science and Industry and for lunch at Bella Italia. The group worked together and helped each other on the visit. Some students asked questions about the Jewish area of Manchester we drove through.
KS5 |
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Ofsted Guidance
- Pupils' knowledge of, and respect for, different people’s faiths, feelings and values
Ofsted 2004
- Pupils develop a sense of empathy with others, concern and compassion
- Pupils develop a readiness to challenge all that would constrain the human spirit: for example, poverty of aspiration, lack of self-confidence and belief, moral neutrality or indifference, force, fanaticism, aggression, greed, injustice, narrowness of vision, self-interest, sexism, racism and other forms of discrimination
- Pupils develop a respect for insight as well as for knowledge and reason
- Pupils develop an understanding of feelings and emotions, and their likely impact
- Schools give pupils the opportunity to understand human feelings and emotions, the way they affect people and how an understanding of them can be helpful
- Schools develop a climate or ethos within which all pupils can grow and flourish, respect others and be respected
- Schools accommodate difference and respecting the integrity of individuals
SPIRITUAL:Understanding human feelings and emotions
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| Students learnt about the WW1 centenary, and created WW1 themed silk paintings to commemorate
4/5 |
Duke of Edinburgh expedition: working together to plan and organise a practice and qualifying expedition. Working as a team to achieve their goals and overcome difficulties. This included abiding by the Country Code.
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
The student's participated in raising money for the MacMillan Cancer Research charity by making and bringing cakes for the coffee morning held at PCHS. The students discussed why we raise money for charity both in this country and abroad.
KS4 |
| | | | | | | | |
| Explaining how the rise of Adolf Hitler and the German National Socialist Workers' Party unleashed the Holocaust in Europe. Illustrating the results of what these fascist policies led to, highlighting that similar events have recurred elsewhere and exploring how such horrors can be prevented from ever happening again. The iconic Auschwitz motif, together with its accompanying 'strapline', has been shown as an image with which to conclude the various annual Holocaust Memorial Day Assemblies held since 2013.
All |
Year 10 did an anti-bullying rap song for assembly. They learned to keep hands and cruel words to yourself and that bullying hurts others.
10 |
KS3 and 4 had an assembly to remember the life of Prince Philip.
3/4 |
Assemblies held to include other faiths to aid students understanding and knowledge that different faiths have different customs
3/4 |
| | | | | | | | | |
| During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
Pupils in animation club are working together to create a short movie based on the Avengers. They negotiated with each other to choose the subject. Listening to each others ideas, turn taking, Managing emotions, resolving conflict, asking for help and dealing with each others behaviours. They also discussed pros and cons of some ideas exploring how things could be produced. Taking and asking for advice on what is possible and what new things we could try. Part of this club is about how to do things like this at home and how it could be a healthy change from playing on games or watching TV.
3/4 |
During our sessions students work on their relaxation and wellbeing. Students develop fine motor skills, patience and persistence,
3/4 |
Once a week, art club meet to create artwork in various different mediums. Students have worked in paint, pastel, clay, dough, string and Hama beads to create some wonderful art pieces.
Students are encouraged to work as independently as possible. The are encouraged to express themselves, and encouraged to use positive language when critiquing their own and others work.
3/4 |
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| Charity event -clothes sale in aid of the victims of the Grenfell Fire. Students collected clothes washed and ironed them made poster invited parents,cares and the local community in to buy the clothes
All |
Student's in Yarrow showed great empathy and understanding when celebrating remembrance day
KS3 |
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| During our online safety lessons, all pupils are taught about how to behave in an appropriate way. We have watched videos on what is and is not appropriate behavior, We have also talked about how we can report issues to the appropriate people and/or authorities.
3/4 |
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| Students in KS4 have been learning about the different ways they can improve their mental health and well-being from their sleep through to choices they can make throughout the day.
KS4 |
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| During form times we have been reading and discussing the book our day out which features topics such as poverty, smoking/drugs and misbehavior.
All |
Pupils in class celebrated a classmates birthday.
07 |
Students from Wenning take part in a Listen and Move session twice a week to support sensory processing and emotions.
08 |
In Calder we complete a self registration every morning. This gives students the opportunity to say good morning to their peers and teachers and also state how they are feeling that particular morning,
3/4 |
In Calder each morning every student uses Chooseitmaker app to express how they are feeling from the pictorial emotions on the interactive whiteboard.
3/4 |
In Ribble some students come in and spoke about the London and Manchester terror attacks from hearing at home and in the mosque. So in form time we spoke about how we can keep the community safe.
3/4 |
Pupils gather together at the beginning of the week to share their experiences from over the weekend and share their feelings
8/9 |
Students have taken part in sessions to aid relaxation and promote good mental health
8/9 |
Ribble Class took part in a session about Respect. We discussed what respect means and who we should respect. Students were asked to sort statements into 'respectful' and 'disrespectful' which were then discussed as a class.
KS3 |
Students watched a short film about drugs . As a group the students discussed the recent topic on the News relating to a large amount of Cannabis being seized by the police in Darwin and the possible social consequences had the drugs not been removed.
KS4 |
The students were looking at their rights for 16 and 18 year old's and the differences between them. They were discussing why we have rights, the laws surrounding them and how they apply us in our individual lives on a day to day basis.
KS5 |
To celebrate England doing well in the World Cup we made English decorated buns.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
Pupil was given a dilemma of a teacher found a course at short notice, should he ask to go on it knowing it would be useful but would have knock on effects for his lessons and staff for the day or should he leave it and just look for another one at a different time. Pupil suggested talking to other colleagues if the person was nervous about asking, and then talk to the person who manages the courses for staff. Pupil showed empathy and thought through what the teacher could do.
KS5 |
| Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
As part of the Autumn Term Cookery topic, students learnt about the importance of keeping healthy and making healthy food choices. We tasted a range of healthy foods.
07 |
Key Stage 4 have been preparing for the Head Teachers' Buffet this Autumn term. Every week they have been practicing different dishes and deciding which dishes to serve. It has also been decided to invite people from the local Day Centre to allow members of the community to see what we achieve as a school and give members of the local community a chance to eat with us at our Christmas Buffet and hopefully add to their well being.
3/4 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
Students experiencing prayer whilst studying the topic of the five pillars
07 |
During the topic the students were learning about the impact plastic has on life in the oceans and the surrounding wildlife. They were able to express their opinions and make decisions as to what could be done to reverse the pollution, was it the responsibility of the governments of different countries and how they thought the current situation affected other communities around the world.
11 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
Students visited a local garden center, to learn about charities in our community and how we can help disadvantaged families.
8/9 |
Whilst covering the topics of earthwuakes. Students designed a village looking at safety aspects of what would be best in case an earthquake hit the village. Sturdy houses, water and food supplies etc
KS3 |
The students have been learning about Auschwitz as part of their history topic.
KS4 |
| | | | | |
| Whilst studying the play the students entered a discussion about young love. We discussed the marriage age and also whether parents should choose who young people should marry.
10 |
Year 11 have discussed the plight of the homeless in England. They have thought about the problems faced by the homeless. They have researched and then discussed how different charities try to help and support the homeless.
11 |
During the lesson the students talked about terrorism and how this affected social cohesion. They talked about religion and racism then watched an episode from the Bodyguard.
4/5 |
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| As a group have been singing Christmas songs along with how to sign We Wish You a Merry Christmas.
KS5 |
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| Students have taken part in tasting different foods / fruits and in trying unusual food combinations such as weetabix and jam. Autistic students have been developing their sensory tolerance and learning appropriate behaviour in how to respond to tasting something they don't like.
KS5 |
Discussion as a group about what clubs and activites are available for full inclusion
KS5 |
Students looked at the news around recent terrorist attacks and investigated ISIS, the IRA, right wing groups. The group discussed different terrorist groups, what they claim to stand for, how this effects their communities and shared their personal beliefs. The class also discussed media coverage.
KS5 |
The class worked in groups to discuss ideas around what might put young people off voting and how to encourage young people to vote. This was then presented back to the rest of the class.
KS5 |
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| As part of Lytham's literacy lessons we are reading the story Blood Brothers and have had class discussions on preganancy and the problem that arose for the single parent mum who found out she is having twins and then offers one up for adoption.
KS5 |
The class based a discussion about terrorism and radicalization on the book 'Terror Kid'. Students offered their own opinions and discussed reasons why the police might repeatedly arrest a student.
KS5 |
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| Stdents are paired up with a different partner so they are able to demonstate mutual respect, tolerance for each others ability having good teamwork
KS5 |
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| A time to discuss mental health, what makes you happy. How to improve your wellbeing through different ways ie rest, music, exercise.
KS5 |
During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
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| the students had to discuss what they thought was involved in looking after the needs and wellbeing of a new baby. They had to discuss and explore their own values, morals and experience and societies expectations.
KS5 |
Students have the opportunity once a week during independent living to ask any questions about "life" some questions they have asked are " whats a mortgage?" "how much does it cost to get married?" "how much does a car cost?" "What is BREXIT ?" "Why do certain countries have different laws?" Staff encourage students to explain what they know about the topic. The students find this time fascinating and love to save questions for the lesson.
KS5 |
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| In Wenning, students have the opportunity and are encouraged to express their emotions daily through symbols.
In their lockers they each have a pack of emotion cards (differentiated for abilities). Students can express their feelings and stick it on the front of their lockers. This encourages them to express their emotions each day.
07 |
Year 10 have been working together in pairs or small teams to assess given situations where an accident has happened. In the team or pair they have then had to decide what could they do in the dilemma that they have found? In each group there has been a learner who is developing their basic leadership skills. The groups then have the opportunities to practice their basic first aid skills through CPR, recovery position and bandaging. After each situation discussion with the group recognizing simple feelings.
10 |
Students in Wyre participated in a group conversation about the Macmillan Charity alongside a powerpoint in Citizenship.
8/9 |
Whilst shopping for ingredients for school projects, we bought poppies to help us remember those who had fought and died for us. We were also given a free wreath by the poppy seller for our remembrance assembly.
KS4 |
Learners engage in exploring the different forms that health. Exploring how we all have mental health and the ways to care for ourselves and others. There had opportunities to learn about physical and mental illnesses using a range of mediums including short clips, power points, group discussions, research using a range of sources.
KS4 |
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| Learning about the building blocks of emotional intelligence, aiming to enhance connection and the intelligence, creativity and engagement of all. It is based on current research in neuro-science and attachment research.
CPD |
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| School council members asked their classes what resources they would like to see on the playground. When the lists had been combined 3 council representitives had a meeting with SLT to dicuss resources that are possible and not possible. The council memebers had to keep in mind resources that could be used by all or most students in school.
3/4 |
Students given the opportunity to name their new form in September. A secret ballet was held and the winning name announced
4/5 |
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| Pupils in Calder and Marsden (Experiential Learners) took part in a carousel of activities around communication. Students experienced basic forms of communication, engage socially, showed anticipation.SPl
S/C |
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| Yarrow students are aware of the importance of keeping themselves safe in the swimming environment with staff support.
07 |
Students from years 8, 9 and 10 attended a weekend of outdoor pursuits, working together and sharing dormitory rooms. The students helped each other, including signing for a HI student.
3/4 |
As part of our English 'Treasure Island' topic, pupils enjoyed a pirated themed day out where pupils explored map reading, hunting for pirates, den building, flag making, face painting, sensory play/investigation and role playing.
All pupils participated in most of the activities on offer which were tailored to meet the needs of our students.
As you can see from the pictures, pupils enjoyed it from start to finish!
KS3 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
all students from college went to a variety of venues in Blackpool for the day.
KS5 |
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Ofsted Guidance
- Pupils' use of imagination and creativity in their learning
Ofsted 2004
- Pupils develop an expressive and/or creative impulse
- Promoting teaching styles which value pupils’ questions and give them space for their own thoughts, ideas and concerns
SPIRITUAL:Using imagination and creativity in learning
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| During activity week the students took part in personal challenges to build the tallest tower from plastic cups or tin cans. Using marshmallows and pasta to construct the highest structure. They made circular planes from paper and straws to see who's would fly the furthest and produced sails from various materials to see which sailed the best in the 'wind' Students more able assisted other students who required help showing great team work.
All |
During the students Duke of Edinburgh sessions focusing on improving skills. Students have begun improving their drawing skills. Each student has improved significantly since the first session and has gained the confidence to try new things within drawing and art, such as sketching, shading, colouring and fine art. The students are always complementing each other's work and love to see the staff joining in.
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
4/5 |
At Wednesday scouts we had the opportunity to learn about different countries and we tried some foods and played some games
4/5 |
Today Horticulture made mince pies to celbrate the Christmas festivities. They were able to chose different the cutters
KS4 |
Pupils have created a jigsaw puzzle large art piece describing positive qualities of PCHS+C
KS5 |
Students created and designed a variety of props and scenery for the school production of Oliver. the groups involved built stage scenery, benches, a bar, market carts and a variety of other items in D.T.
KS5 |
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| Assembly discussing the meaning behind the recent John Lewis Christmas Advert of friendship
3/4 |
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| students explored activities for chinese new year
All |
Baking club is provided for pupils to have fun and experience chopping, slicing, stirring, mixing and creaming methods to make simple dishes. They have also learned to wash and clean up.
All |
This is a lunch club for young people of all abilities to compose articles that are subsequently published within Pendle Community High School and College's regular Newsletters. In 2019, one of the regular 'Newshounds’ had the brilliant idea of offering the school and college community the opportunity to vote for one of three possible articles that were described in its Spring Newsletter. The winning selection was then composed and subsequently published in the Summer 2019 Newsletter.
All |
Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
The ‘Newshounds’ Lunch Club has operated on a weekly basis almost continuously since November 2013, providing many opportunities for pupils with a wide range of abilities to (i) engage in writing about diverse topics that interest them, (ii) gain a spirit of enquiry through research and (iii) have a sense of ownership and pride in seeing their efforts published in the official School and College Newsletter.
A ‘promotional’ display for the Lunch Club was installed in the School Corridor in October 2018, which not only encouraged ‘would be Newshounds’ to join, but also afforded opportunities for photographs and articles produced by some ‘Newshounds’ to be published in cases when individual photographic permission restrictions might not enable them to be seen in the Newsletter and/or on the School and College website.
All |
On camp we meet up with other people and had a great time we took part in a number of activities and we even had a camp fire with our new friends. We had the scouts being as independent as possible.
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
During this scout programme element we looked at disability awareness.
Learnt Makaton and Learnt Braille
as well as trying to write our name in many ways e.g. if we had no hands,
All |
Pupils in animation club are working together to create a short movie based on the Avengers. They negotiated with each other to choose the subject. Listening to each others ideas, turn taking, Managing emotions, resolving conflict, asking for help and dealing with each others behaviours. They also discussed pros and cons of some ideas exploring how things could be produced. Taking and asking for advice on what is possible and what new things we could try. Part of this club is about how to do things like this at home and how it could be a healthy change from playing on games or watching TV.
3/4 |
During our sessions students work on their relaxation and wellbeing. Students develop fine motor skills, patience and persistence,
3/4 |
Once a week, art club meet to create artwork in various different mediums. Students have worked in paint, pastel, clay, dough, string and Hama beads to create some wonderful art pieces.
Students are encouraged to work as independently as possible. The are encouraged to express themselves, and encouraged to use positive language when critiquing their own and others work.
3/4 |
Pupils created their own superhero, drawing what the superhero looked like, and told each other about their superheroes name and background.
3/4 |
A weekly club where young people have the opportunity to learn the French language through listening and speaking. The approach focuses on learning through interaction, engagement and play, rather than through an academic/grammatical approach. Participants also learn about the customs and lifestyles of France, its cities and its citizens.
3/4 |
The After School Art Club offers opportunities for all pupils and students to engage in a variety of artistic creative enterprises, including painting, drawing and animation. The Club also contributes to European projects.
S/C |
Throughout the year at dance club we have explored different types of cultural music and dances.
S/C |
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| During this unit pupils had to take turns entering their instructions into a Beebot. They were each encouraged to work out the instructions by themselves and then had to wait their turn to try out their "algorithm". Everyone had to respect each other, even if the other person had got it wrong. If the pupil was unsure they were given the opportunity to ask before help before immediately being given it. If the pupil made a mistake they were still allowed to enter the incorrect algorithm so they could see the result of their mistake. They then enjoyed the chance to translate their skill onto a similar themed Beebot app on an iPad.
07 |
The year 11 students were given the chance to plan their own online safety videos, the students chose an issue surrounding internet safety which they wanted to cover in a video, the students decided what characters they needed, who would play which character and the scripts which the characters would need. As the students can sometimes find the topic of internet safety boring this definitely engaged the entire class and raised lots of important issues surrounding internet safety.
11 |
The College computing students were given the chance to plan their own online safety videos, the students chose an issue surrounding internet safety which they wanted to cover in a video, the students decided what characters they needed, who would play which character and the scripts which the characters would need. As the students can sometimes find the topic of internet safety boring this definitely engaged the entire class and raised lots of important issues surrounding internet safety.
KS5 |
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| Pupils have been engaging with E-Twinning Projects alongside other schools in Europe and learning about different cultures in different countries. Student's learnt about Poland and their famous icons and landmarks,
All |
Pupils have been exploring and learning dances from different countries during our Erasmus Project - Every Move Counts to improve their physical health and fitness and mental wellbeing. They have also been experiencing different countries culture.
07 |
5 classes across KS3 & 4 took part in a Modern Foreign Languages Day. Classes spent the morning looking at a country: making food, building The Leaning Tower of Pisa, painting flags, researching about different cultures. These are only some of the fantastic opportunities the students took part in.
The Mayor and Mayoress joined us in the afternoon for our ‘Grand Bazaar’ where students showcased what they found out and got to have a ‘taste’ of the 5 different countries!
3/4 |
The environmental awareness group have been looking at the topic of litter and the damage it can do to our environment and our oceans. The students were given the challenge of trying to clean all the pretend oceans of litter using anything they could make from materials provided.
3/4 |
Topics studied thus far:
• Counting up to 20
• Telling the Time
• The Calendar
• Colours
• My name is…
• How old am I?
• How am/are I/you feeling?
• The Weather
• Animals and Birds
• Parts of the Body
• Members of my Family
• Breakfast
• Fruits for making Smoothies
3/4 |
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| Students have taken part in sessions to aid relaxation and promote good mental health
8/9 |
Students in Lytham have been rehearsing their performances for Pendle's Got Talent. Several students chose songs to sing (including one duet). The songs vary from traditional pop style ballads to Rock n' Roll to modern pop / rap. Two of the students who are Autistic have chosen to take part of their own volition without any pressure to join in.
KS5 |
Discussion and activities based around the celebration of Chinese New Year
KS5 |
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| All students have participated in making healthy breakfast are eaten around the world.
07 |
Hodder have been thinking about how to add 5 (healthy options) a day into their every meal and how important it is to eat healthy, drink plenty of water and exercise daily.
07 |
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| Students learnt about five pillars in Islam and how to perform a prayer which Muslims performs 5times a day.
07 |
Students experiencing listening to different faith stories and understanding leadership, diversity, and caring for others.
07 |
During our lessons Year 10 looked at different materials and how we recycle. They then enjoyed thinking of different ways we can use bottles, tubs etc.
They also looked at how the recycling helps or hinders the environment around them.
10 |
The whole school celebrated an EId afternoon.
We danced to Bollywood music, tasted Asian food, some students had Henna patterns and dressed in Asian clothes.
3/4 |
As part of our topic on industrial revolutions students in Ribble were set the task of building a bridge from one table to another using only cardboard and celotape. Students had to use their creativity and also work together as part of a team.
8/9 |
In Wyre and Ribble we have been looking at the topic of slavery and how wrong it was that humans ever thought it was acceptable to sell/ have slaves. They had a brief experience of what it would have been like for slaves on the middle passage and how crammed together they would have been.
8/9 |
Whilst learning about different religions, students in Yarrow enjoyed role play, celebrating each others faiths and sharing their knowledge.
KS3 |
Students experiencing religious cultures and beliefs through sensory stories
KS3 |
Pupils were asked to create buildings to see if they would withstand an earthquake using dry spaghetti and marshmallows. Pupils were left to create a building of their choice with no guidelines to follow.
KS3 |
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| Year 7 students have been attending forest school and have been exploring the outdoors whilst learning all about fairy tale stories.
07 |
In the summer term in Wenning, we wrote a story about being deserted on an island. We watched clips from different films and the students came up with ideas using their imagination about what might happen.
07 |
In the spring term, students were given the opportunity to plan and write their own superhero story as a class.
Students designed their own characters and used narrative cards, to come up with:
Who was in the story
Where it was set
What happened
When did it happen
Together, we then collaborated all the planning and wrote a story.
07 |
Year 10 studied the play Macbeth. During discussions or acting out the scenes, we discussed the different issues that arose and talked about the moral and ethical issues that came up.
10 |
Students followed instructional texts to create a design for a pirate then used it to decorate biscuits.
8/9 |
Wyre have been working in small groups to write sensory stories about an area of history which also has a connection to food.
8/9 |
Wenning and Ribble went on a trip and spend the day pretending to be pirates, working together to solve riddles and find the treasure.
KS3 |
The learners participated in making Brazilian carnival hats and then some joined in with Brazilian dancing.
KS4 |
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| Students helped prepare and put together a story teller chair for the sensory garden.
KS4 |
As a group have been singing Christmas songs along with how to sign We Wish You a Merry Christmas.
KS5 |
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| All classes develop their musical skills to a level that allows them to improvise and make choices....creating music themselves. Some do that on garageband, purple mash or aurally.
All |
Students in Years 8 and 9 have been exploring Mandalas. They have recreated mandalas and made their own using personal influences to create the pattern. There were lots of discussions about the significance on mandalas.
All |
The Year 7's had a vote on the musical they would like to look at. they choose Charlie and the chocolate factory.
07 |
In Art we had a class vote on which project to start the term with. The class respected the outcome.
11 |
In Calder we have experianced different cultures from around the world. We have explored smells, tastes and sounds
3/4 |
In dance the students looked at different cultural dances from different countries eg day of the dead festival, american hio hop, spanish flamenco and expressed opinions on the dances and practiced the dances themselves
4/5 |
Students in years 8 and 9 have been studying art from other cultures. During this students have explored Aboriginal Art, Mehndi patterns, Mandalas and art around religious festivals. Students have had the opportunity to explore different art works and discuss likes, dislikes and similarities between artworks.
KS3 |
As part of our English Topic, we have been looking at Handa's Surprise.
We looked at African Music and Dancing and practice different style dances.
KS3 |
Students in KS3 have been studying Islamic Art and Patterns from around the world. A part of this has been the two classes working collaboratively to create one giant art piece. A mandala. Students explored and researched patterns and learnt how to create a Mandala pattern. Students enjoyed listening to a range of different music that accompanied the topic. SPl
KS3 |
In 2018-2019, two pupils from Years 10 & 11 are studying GCSE Art with their mainstream peers at Pendle Vale College. They are creating two-dimensional and three-dimensional work influenced and inspired by traditional African aboriginal culture.
KS4 |
Over a series of lessons student have taken part in activities aimed to build confidence, such as a blindfolded minefield and speaking and singing single words on their own. Simple well known songs are used such in a fun way as "If your Happy and you know it".
KS5 |
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| Students design and construct items to sell at the Christmas Fair to raise money for the We Can charitable trust. Students also helped out at the fair in the D.T room doing activities with the public.
KS5 |
Students have taken part in tasting different foods / fruits and in trying unusual food combinations such as weetabix and jam. Autistic students have been developing their sensory tolerance and learning appropriate behaviour in how to respond to tasting something they don't like.
KS5 |
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| Exploring how events are celebrated in a range of countries and cultures. Planning and preparing recipes that represent a celebration or event.
KS5 |
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| During our lessons on Buddhism, we have looked at the story of Prince Siddartha, explored the feelings he must have felt and the suffering he endured. We considered how he must have felt seeing world and it's imperfections for the first time, how he was raised in a life of privilege and would have been shielded from the realities of life before he left the royal palace. We discussed how he must have faced a dilemma of leaving his new born child when he went on his journey of exploration. We have also spent time at the beginning of each lesson with a time of quiet, and this has been discussed how in modern times the idea of meditation is now accepted and we have done this as a mindfulness exercise, where we close our eyes and make ourselves aware of our surroundings. We have talked about how doing this can promote our mental health and wellbeing. We have done this in different places ie.. class room, outside sat in the quad area, outside sat under the trees on the grass. We have watched a film set in the surroundings where Buddha found enlightenment, which made us aware of the different climate that his journey took place in.
We have examined how Buddhism can work alongside other faiths and encourages peace and tolerance of others.
KS5 |
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| A group set up a soup making enterprise on Friday mornings. Two different soups are made from fresh vegetables and school grown herbs. Bread rolls are made from scratch. The food is sold to staff. The students gain valuable experience in food preparation, food hygiene, working as a member of a team, and simple costings. The food prepared reflects the cultural diversity of the students.The skills learnt will help towards future college life and perhaps, in a few cases, make them think about setting up their own food business.
4/5 |
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| Attendance at PSHE Network meetings working with staff from a range of SEN schools across Lancashire. As part of the meeting we have a range of specialist delivering CPD covering Alcohol Education, SRE, Difference and diversity, Healthy Lifestyles. At the meetings staff share how they deliver the subject sharing creative ideas and resources which are available.
All |
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| School council members asked their classes what resources they would like to see on the playground. When the lists had been combined 3 council representitives had a meeting with SLT to dicuss resources that are possible and not possible. The council memebers had to keep in mind resources that could be used by all or most students in school.
3/4 |
The new form team were given a choice of 3 different names with information about each area. They then picked out two they referred and held a class vote. Wycollar was chosen by a majority which included both learners and staff.
TRN |
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| Yr 10 spent the day exploring different aspects of Turkey and some of the traditions including a folk story, a traditional game and the background of the evil eye which is often given as a gift. The class explored the tale of Keloglan, - making puppets to share the tale, the evil eye - making eyes from different materials to give as gifts to all learners in key stage 4 and all learnt to play Mancala
10 |
Pupils in Key Stage 3 explored the language and culture of Lithuania, Portugal, France, Turkey, Italy and Reunion Island. They made and tasted national dishes, listen to music from the countries and found out key facts. They presented their work to the rest of the school in a Grand Bazaar in the afternoon.
KS3 |
Pupils in Calder and Marsden (Experiential Learners) took part in a carousel of activities around communication. Students experienced basic forms of communication, engage socially, showed anticipation.SPl
S/C |
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| On camp we meet up with other people and had a great time we took part in a number of activities and we even had a camp fire with our new friends. We promoted independence amongst the scouts.
All |
.Year 7's went on a trip to the World Museum in Liverpool where the pupils did a workshop and explored the different planets and talked about space, They had the opportunity to dress up as a astronaut as well and used their creativity and imagination throughout the workshop.
07 |
.Irwell have been learning about healthy eating. We visited Morrisons and got to look around the store, make healthy fruit kebabs and healthy pizzas. It promoted pupils social skills and independent skills as they made the kebabs and could scan items on the tills Independently.
07 |
Students in KS3/4 all went to the cinema as part of the Into Film festival to watch Abominable. The students then completed a film review where they stated whether they liked or disliked the film and whether they would recommend it.
3/4 |
Some students took part in a 5 day residential to the lakes, where they gained independence skills, social skills and had the chance to take part in activities which they would not usually do.
3/4 |
Students from year 8 & 9 went to the slavery museum to further their learning on their topic in History. Students were able to handle artefacts, listeing to a talk and walk around the musuem.
8/9 |
As part of our English 'Treasure Island' topic, pupils enjoyed a pirated themed day out where pupils explored map reading, hunting for pirates, den building, flag making, face painting, sensory play/investigation and role playing.
All pupils participated in most of the activities on offer which were tailored to meet the needs of our students.
As you can see from the pictures, pupils enjoyed it from start to finish!
KS3 |
Students in Calder visited the Winter Wonderland in Manchester as an end of term activity.
Students used their social skills throughout the day (using Manners, waiting turns, being around strangers etc)
Students chose what they wanted to access, expressing preferences, likes and dislikes.
Students showed fascination and awe in the sensory environments.
Students used their imagination and creativity throughout the day.
SPl
KS3 |
Students took part in an outward bound residental trip.They experienced a whole range of activities from,sharing a room with other students, to challenging themselves with outdoor activities, pushing themselves to the limit if it was trying new /different foods, singing new songs, climbing high a rock face, canoeing and camping, showing courage and determination .They had chance to develop there own ideas, what challenges they were having while away from home compared to every day school life .They were trusted to stick to the rules made by OBT and the school policy while away from home . They were able to follow these rules in the dinning room, out on the water or up the beautiful mountain side . they stood and watched the waterfalls in awe and enjoyed the breath taking views. they were given time to reflect on their day and pray if they chose to.They quickly learned that being positive and having a can- do-attitude was inspiring to others. Students were given time to draw,write poems or say a few words about their trip.
KS4 |
Lytham have been visiting the pocket park for work experience. While there they have engaged in different gardening activities
KS5 |
Post-16 College students can visit Boothman Park in Barley, where they have the opportunity to carry out work experience programmes, discover nature and enjoy a beautiful countryside environment.
KS5 |
Current Affairs group went on a visit to Museum of Science and Industry and for lunch at Bella Italia. The group worked together and helped each other on the visit. Some students asked questions about the Jewish area of Manchester we drove through.
KS5 |
As part of our science topic; 'Living things and their habitats', pupils have had the opportunity to explore a local nature reserve and got to take part in a pond dipping activity and a nature walk. This enabled pupils to explore the natural habitats of many different animals first hand.
S/C |
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SMSC
