Vocational Intent-
What will will learn in your lessons and why?
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KS3 Curriculum Intent
KS3 Curriculum Intent
Our curriculum intention at Key Stage 3 is to provide a flavour of some of the option subjects you can choose at Key Stage 4. You'll have fun, learn in an exciting way, broaden your horizons and be prepared for your options!
PE and Dance:
PE and Dance:
We aim to develop students' health, fitness and well being in physical education and dance. Through our programme, pupils become more confident, competent and experts in techniques across different sports, dance and physical activities. We hope to teach children life skills that will positively impact their futures. Whilst ensuring pupils are able to make informed decisions in order to improve their emotional, social and physical well-being.
We pledge to promote open opportunities for pupils to potentially further their sporting careers in the local community and for some to perform at higher levels in sport and/or prepare for careers within the health and leisure industry. We will regularly assess pupils on theory and practical elements and all pupils know their learning point.
HDHS PE and Dance intend to promote life skills that are embedded so pupils understand fairness, trust and working with others. Pupils are then more prepared to make the next stage of their education at KS4 and 5. We ensure there are cross curriculum links and opportunities to showcase careers in Sport and Dance.
PE, Dance & Sport intent, implementation and impact full statements
Drama:
Drama:
The intent of Drama at KS3 is to recognise the power of the arts and how they bring us together in society to discover and reveal the humanity that connects people of all communities, religions, faith and backgrounds. It is recognised as one of the most effective ways to develop communication skills and emotional intelligence in children and young people, skills that are often not developed through the traditional education system.
Drama at HDHS promotes communication skills, teamwork, empathy, adaptability, compromise, leadership, cooperation and self control. It stimulates the imagination and creativity; whilst developing a better understanding of human behaviour and empathy with situations that might seem distant. KS3 Drama also allows the development of critical thinking and allows students to make better and more conscious decisions;Increasing each student’s cultural capital and embracing many elements of the SMSC / PSHE programmes.
At KS3 students explore a range of Drama Genres, stimuli and techniques from a wide ranging selection of historical and cultural situations, this builds understanding and perspective of all aspects of life, sparking their interest in the world in which they live, British values and making them more inquisitive. Students are supported to unlock their full potential, which has a significant impact on all aspects of their lives through the Drama curriculum and allows a strong foundation to develop skills that are transferable across all subjects as well as building a strong foundation to progress onto Level 2 courses in Drama and Theatre Arts.
Students should build on their previous knowledge and skills through performing, composing and listening. They should develop their vocal and/or instrumental fluency, accuracy and expressiveness, and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. They should listen with increasing discrimination and awareness to inform their practice as musicians. They should use technologies appropriately and appreciate and understand a wide range of musical contexts and styles.
Students will play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
Students will improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions
Students will use relevant notations appropriately and accurately in a range of musical styles, genres and traditions. They will identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices.
Students will listen with increasing discrimination to a wide range of music from great composers and musicians. They will develop a deepening understanding of the music that they perform and to which they listen, and its history.
Students from a disadvantaged SEND background are supported to enable them to make the same as or better progress than students with advantage.
Students are encouraged to have ambition and become resilient musicians and performers. Regular opportunities to perform in and outside the classroom help to build their confidence.
We also encourage students to be independent by involving them in the choice of style/genre of music they make.
KS4 Curriculum Intent
KS4 Curriculum Intent
At Key Stage 4 we start to consider your pathway to further education and employment. Careers advice and guidance is integral and our subjects provide a range of skills and experience for students that can be transferred to any profession. Whilst we are passionate about our subject specialisms, our main goal is to allow each and every student to succeed at this level and to be prepared for their next steps...
Hair & Beauty Studies:
Hair & Beauty Studies:
KS4 - you can study this subject from year 10!
The intent of The VTCT Level 1/2 Technical Award in the Study of Hair and Beauty is aimed at developing a broad understanding of the hairdressing and beauty therapy sector and related industries, including retail, leisure, manufacturing and other personal care services. Sustainability is an integral part of this course and is embedded into students' working practice.
Preparedness to learning ensures that students giant the opportunity to develop the following skills and knowledge;
• A broad and comprehensive understanding of the hair and beauty sector
• A significant knowledge core which spans the vocational sector and related industries
• Academic and study skills that will support progression within the hair and beauty sector and more broadly Academic research skills will also be developed through a range of assignments.
This course is sequentially interleaved with cultural capital where students will learn about entrepreneurs and key historic developments. The learning journey builds upon gained knowledge,throughout the course, to enable students to apply their knowledge towards the non assignment brief where students demonstrate their application of knowledge of business, anatomy, physiology & cosmetic science and design in the hair and beauty sector.
To support our disadvantaged and SEN students, the learning environment has been designed to provide a broad insight into applying theory in a practical environment ,whilst cultivating ambition, confidence and breadth of knowledge.
Music:
Music:
Students should build on their previous knowledge and skills through performing, composing and listening. They should develop their vocal and/or instrumental fluency, accuracy and expressiveness, and understand musical structures, styles, genres and traditions, identifying the expressive use of musical dimensions. They should listen with increasing discrimination and awareness to inform their practice as musicians. They should use technologies appropriately and appreciate and understand a wide range of musical contexts and styles.
Students will play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
Students will improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions
Students will use relevant notations appropriately and accurately in a range of musical styles, genres and traditions. They will identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices.
Students will listen with increasing discrimination to a wide range of music from great composers and musicians. They will develop a deepening understanding of the music that they perform and to which they listen, and its history.
Students from a disadvantaged SEND background are supported to enable them to make the same as or better progress than students with advantage.
Students are encouraged to have ambition and become resilient musicians and performers. Regular opportunities to perform in and outside the classroom help to build their confidence.
We also encourage students to be independent by involving them in the choice of style/genre of music they make
Dance:
Dance:
"Dance is the hidden language of the soul"- Martha Graham.
The KS4 Dance program is designed for all students—those with no prior dance experience and those with different degrees of formal training. They will experience a programme of study which provides them with the training necessary to understand and critically analyse dance performances, pursue dance as a career, and/or study dance at a college and professional level. Dance is movement, visually organised in space and time. The way a dance shapes movement defines the critical attributes of its style, genre, and place in the history of dance. A dancer’s skills and techniques are often based on tradition and passed down from one generation to the next.
HDHS dancers, choreographers, and all those involved in studying and performing dance at HDHS take part in defining and reinterpreting the art form. Dance at KS4 provides all students with the opportunity to acquire a comprehensive knowledge of dance as an art form. Students learn and refine dance skills and techniques in class and in performance, they study the historical and cultural significance of dance and its evolution as an art form, and evaluate personal work and the work of others. When all KS4 dance components are aligned, students will;• Gain significant knowledge of dance elements, principles, and concepts• Develop and apply an understanding of basic principles of choreography• Apply knowledge, skills, and techniques of dance in formal dance shows• Build self esteem and leadership qualities that can be transferred across a range of subjects.• Effectively communicate ideas, thoughts, and feelings through dance. Build cultural capital through the kinesthetic learning and historical analysis of a range of dance choreographers, set works and practical tasks.We pride ourselves at HDHS and foster our students' curiosity in order to build a strong foundation through dance to enhance students' confidence. We are an inclusive subject and personalise teaching to suit all students, irrespective of their starting point. It is a practical introduction to life and work in the performing arts industry which will give students the opportunity to develop performing arts skills and techniques, and to analyse and evaluate skills both independently and within a group.The Performing Arts are a major part of the creative and cultural industries in the UK. Overall, the industry contributes £3.5 billion to the UK economy. There are 5,480 businesses in the performing arts sector, and 101,593 people working in a wide range of roles from performers, designers and directors. We deliver our course to ensure industry links are strong and students are able to access the next level of training with an impressive portfolio of dance experience. ‘To dance is to be out of yourself, larger, more powerful, more beautiful. This is power; it is glory on earth, and it is yours for the taking’.Agnes de Mille
PE, Dance & Sport intent, implementation and impact full statements
Drama:
Drama:
The intent of Drama at KS4 is to recognise the power of the arts and how they bring us together in society to discover and reveal the humanity that connects people of all communities, religions, faith and backgrounds.It is recognised as one of the most effective ways to develop communication skills and emotional intelligence in children and young people, skills that are often not developed through the EBaCC system.
Drama at HDHS promotes communication skills, teamwork, empathy, adaptability, compromise, leadership, cooperation and self control. It stimulates the imagination and creativity; whilst developing a better understanding of human behaviour and empathy with situations that might seem distant. KS4 Drama also allows the development of critical thinking and allows students to make better and more conscious decisions;Increasing each student’s cultural capital and embracing many elements of the SMSC / PSHE programmes.
At KS4 students continue to explore a range of Drama Genres, stimuli and techniques from a wide ranging selection of historical and cultural situations, this further develops understanding and perspective of all aspects of life, engaging their interest in the world in which they live, British values and making them more inquisitive. Students are supported to unlock their full potential, which has a significant impact on all aspects of their lives through the Drama curriculum and allows a strong foundation to develop skills that are transferable across all subjects as well as building a strong foundation to progress onto Level 3 courses in Drama and Theatre Arts.
Health & Social Care:
Health & Social Care:
The aim of delivering a care studies vocational programme at key stage 4 is to allow students to start to understand the skills required for work within the Health and Social Care Sector. The Care Value base is essential to vocations within this sector but transferable skills such as communication are also beneficial to all HDHS students. As part of developing moral, ethical and caring citizens, the skills delivered in this course allow students to become empathetic and improve their cultural capital.
This qualification is for learners interested in taking a vocational course alongside their GCSEs that will offer them an insight into what it is like to work the Health and Social Care sector (which transects childcare, Early Years teaching, and health and social care roles), allowing them to make an informed decision about their future learning and career. The Cambridge National Award gives learners the opportunity to develop broad knowledge and understanding of development and growth from birth to 100 years old, looking at the impact of a wide range of social and environmental factors. The course also looks at different public health concerns and how and why these are a problem in society. Throughout the course learners will learn concepts and theory while also developing sector specific practical skills, using appropriate techniques and practices within realistic vocational contexts.
Throughout the course students will expand their literacy skills both in oral and written communication by working on set assignment tasks and carrying out presentations within the classroom - either alone or in groups. Students will also have to present their own health campaign as part of the course which supports their development in public speaking, improving their oral and written communication skills.
The Health and Social Care course has been chosen specifically because of its design to enable students to become work ready. It is our aim that students feel fully immersed in workplace scenarios on the Vocational Faculty, and this course offers just that. Students should be able to recognise stages of growth and development, understand how different factors can impact growth and development, and have an understanding of the different health concerns that the public is facing. Students will also understand what it means to be a health and social care practitioner and have an insight into the different job roles available within it.
Child Development:
Child Development:
The aim of the Level 2 BTEC tech award qualification in Child Development is to support students to gain a wide understanding of how children develop and the role of different professionals in supporting that development. Students will also gain some valuable insight into what careers are available in childcare.
This qualification is for learners interested in taking a vocational course alongside their GCSEs that will offer them an insight into what it is like to work the Early Years sector (which transects childcare, Early Years teaching, and healthcare roles), allowing them to make an informed decision about their future learning and career. The Tech Award gives learners the opportunity to develop broad knowledge and understanding of child development and growth from birth to age five, looking at the impact of a wide range of social and environmental factors. The BTEC Tech Award also looks at how children learn through play, with specific regard to diversity and inclusion, and adaptations to promote learning and support the development, play and learning for children with different needs. Throughout the Tech Award learners will learn concepts and theory while also developing sector specific practical skills, using appropriate techniques and practices within realistic vocational contexts. It is recommended that learners undertake supervised visits to a setting so that they can observe children at play and the role of adult practitioners in supporting children’s play, and that they plan and organise real activities within their own educational establishment or with local children’s centres and early years settings. In addition, learners will develop key skills such as research and written communication skills.
Throughout the course students will expand their literacy skills both in oral and written communication by working on set assignment tasks and carrying out presentations within the classroom - either alone or in groups.
The Child Development Tech Award has been chosen specifically because of its design to enable students to become work ready. It is our aim that students feel fully immersed in workplace scenarios on the Vocational Faculty, and this course offers just that. Students should be able to recognise stages of growth and development, discuss models, methods and benefits of play and be able to facilitate their own activities during the course.
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