Vocational Faculty Curriculum Statement
The Vocational Faculty aims to develop pupils’ knowledge and understanding with a diverse choice of course so they can tailor their education to suit their own aspirations. within subjects based on sectors of work. Currently these sectors are Motor Vehicles, Construction, Hair and Beauty, Business, and Health and Social Care.
The intent of the Faculty is to provide a variety of courses specific to sectors of work and that meet a variety of needs. These needs include:
Pupils’ next steps – the courses we chose to deliver provide the foundations for pupils to move on to Further Education in the local area (Boston College or various 6th Forms).
Basic understanding of work based skills – the courses need to provide opportunities for pupils’ to learn and develop both theory and practical skills that will equip them for working life in their chosen sector.
Engaging for the pupils – the courses must capture the enthusiasm of the pupils for that work sector. It needs to have broad topic areas, a variety of assessments and plenty of opportunity for practical learning.
Success – the courses must allow OUR pupils to achieve at their absolute best. It must be pitched at the right level, with the right teaching and learning methods and assessment methods that support the vastly ranging ability of our pupils.
Courses currently offered are:
- IMI Level 2 Certificate in Light Vehicle Maintenance
- WJEC Level 1/2 Vocational Award in Constructing the Built Environment
- City & Guilds Level 2 Technical Award in Hair and Beauty Studies
- BTEC Level 2 Tech Award in Health and Social Care
- BTEC Level 2 Tech Award in Enterprise
This curriculum provides a broad range of options for our pupils to choose from to sample in year 9 and commit to study in years 10 and 11.
These courses are all modular, with students completing units in an order which allows them to build their knowledge and skills, leading to a synoptic assessment in most cases.
All courses have at least one externally sat exam. Foundation knowledge for these is delivered in year 9 and then built upon in year 10 when the first exam sitting is taken. The timing of this allows for a resit later in the academic year and keeps the year 11 exam period free for GCSE revision and exams.
Unless otherwise dictated, units are assessed in ways that are most suitable to the cohort of students in question. Assessment scenarios are relevant and applicable, practical tasks are engaging and suitable.
Student voice is listened to in order to inform the curriculum of the future and, where possible, resources are found to enable these.
Impact is measured through regular assessment, taking the form of examination practice and coursework.
Through exam units, regular exam question practise will take place in lessons. These can be both formal and low stakes with model answers being shared. Mock exams are sat in line with the Academy’s assessment policy and re-sat if grades aren’t considered to be in line with expected progress.
Coursework is assessed in line with examining body guidelines. Mock tasks are completed and assessed to check learning and preparation for first submissions. Regular feedback (verbal and written) is provided to ensure pupils achieve success in first submission. All courses allow for at least a further re-submission of course work, some 2 more.
- Administrative assistant
- Alexander Technique teacher
- Art therapist
- Beauty business development manager
- Beauty consultant
- Beauty therapist
- Body piercer
- Colon hydrotherapist
- Colour therapist
- Cosmetic scientist
- Dance movement psychotherapist
- Health play specialist
- Makeup artist
Mrs Ladds-white had everything planned for us to help in the exam. She had a lot of resources to help us with our small practice tests that we had nearly every week. Not only I’m thankful for her to give us a lot of support but she was my study and support tutor who encouraged me to do the study and supports. I ended up with 297 signatures! I