Primary – Phases 1 & 2
At Milestone Academy Personal, Social and Physical Development is considered as important as other core curriculum subjects; we ensure that it is taught with equal emphasis as core subjects to ensure our students leave us as independent as possible. The progress students make in PSPD is assessed, tracked and monitored every two terms and is referred to as PSEWB within the Brook curriculum. Students will access an Individual Learning Plan to map out their small step learning progression, in PSEWB, over the term. In addition students have an EHCP target individually written to focus on personal and social development.
PSPD as a subject allows students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future, and to be as independent as possible.
Within the PSEWB section of the brook curriculum focus is given on a rolling programme to: Eating, drinking, toileting, washing, mouth hygiene and dressing skills. In addition we incorporate Relationship and Sex Education (RSE) and physical health and well-being where appropriate for the age and need of the individual student and also maintain fundamental British Values and supporting Spiritual, Moral, Social and Cultural development (SMSC) in our young people.
At Milestone Academy personal, social and physical development is considered as important as other core curriculum subjects; we ensure that it is taught with equal emphasis as core subjects to ensure our students leave us as independent as possible. The progress students make in PSPD is assessed, tracked and monitored every two terms and is referred to in assessment as Progress 7.
PSPD as a subject allows students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future, and to be as independent as possible.
The PSPD curriculum incorporates Personal, Social and Health Education (PSHE), Relationship and Sex Education (RSE) and physical health and well-being, whilst also maintaining fundamental British Values and supporting Spiritual, Moral, Social and Cultural development (SMSC) in our young people.
There are four key areas assessed through the PSPD curriculum at Milestone Academy:
- Independent Living Skills
- Personal care
- Communication
- Healthy living
- Community participation and leisure time
- Shopping/budgeting skills
- Care of clothing
- Preparation for Work
- Careers education
- Health and Safety
- Work experience
- Relationship and Sex Education (RSE)
- Families and people who care for us
- Respectful relationships including friendships
- Being safe (including online)
- Year 7 onwards – intimate and sexual relationships including sexual health
- Physical skills and health and mental well-being
- Emotions and mental well-being
- Online safety
- Healthy living
Personal progress incorporates the government guidelines for SMSC and British Values and holds these in high importance within all aspects of the curriculum.
British Values are outlined as
- Democracy
- Rule of law
- Individual liberty
- Mutual respect and tolerance
These are taught within our curriculum and embedded in all areas of school life.
At Milestone Academy personal, social and physical development is considered as important as other core curriculum subjects; we ensure that it is taught with equal emphasis as core subjects to ensure our students leave us as independent as possible. The progress students make in PSPD is assessed, tracked and monitored every two terms and is referred to in assessment as Progress 7.
PSPD as a subject allows students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future, and to be as independent as possible.
The PSPD curriculum incorporates Personal, Social and Health Education (PSHE), Relationship and Sex Education (RSE) and physical health and well-being, whilst also maintaining fundamental British Values and supporting Spiritual, Moral, Social and Cultural development (SMSC) in our young people.
There are four key areas assessed through the PSPD curriculum at Milestone Academy:
- Independent Living Skills
- Personal care
- Communication
- Healthy living
- Community participation and leisure time
- Shopping/budgeting skills
- Care of clothing
- Preparation for Work
- Careers education
- Health and Safety
- Work experience
- Relationship and Sex Education (RSE)
- Families and people who care for us
- Respectful relationships including friendships
- Being safe (including online)
- Year 7 onwards – intimate and sexual relationships including sexual health
- Physical skills and health and mental well-being
- Emotions and mental well-being
- Online safety
- Healthy living
Personal progress incorporates the government guidelines for SMSC and British Values and holds these in high importance within all aspects of the curriculum.
British Values are outlined as
- Democracy
- Rule of law
- Individual liberty
- Mutual respect and tolerance
These are taught within our curriculum and embedded in all areas of school life.
At Milestone Academy personal, social and physical development is considered as important as other core curriculum subjects; we ensure that it is taught with equal emphasis as core subjects to ensure our students leave us as independent as possible. The progress students make in PSPD is assessed, tracked and monitored every two terms and is referred to in assessment as Progress 7.
PSPD as a subject allows students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future, and to be as independent as possible.
The PSPD curriculum incorporates Personal, Social and Health Education (PSHE), Relationship and Sex Education (RSE) and physical health and well-being, whilst also maintaining fundamental British Values and supporting Spiritual, Moral, Social and Cultural development (SMSC) in our young people.
There are four key areas assessed through the PSPD curriculum at Milestone Academy:
- Independent Living Skills
- Personal care
- Communication
- Healthy living
- Community participation and leisure time
- Shopping/budgeting skills
- Care of clothing
- Preparation for Work
- Careers education
- Health and Safety
- Work experience
- Relationship and Sex Education (RSE)
- Families and people who care for us
- Respectful relationships including friendships
- Being safe (including online)
- Year 7 onwards – intimate and sexual relationships including sexual health
- Physical skills and health and mental well-being
- Emotions and mental well-being
- Online safety
- Healthy living
Personal progress incorporates the government guidelines for SMSC and British Values and holds these in high importance within all aspects of the curriculum.
British Values are outlined as
- Democracy
- Rule of law
- Individual liberty
- Mutual respect and tolerance
These are taught within our curriculum and embedded in all areas of school life.
- Personal, Social and Physical Development covers PSHE, RSE and Physical Health and Well-being as well as including SMSC and core British Values.
- Students within the Brook pathway work on ILPs (individual learning plans). Through these plans students works on highly differentiated targets, specific to their individual needs that have been adapted from the Brook pathway framework
- Classroom environments are engaging and multi sensory with high levels of adult support. PSPD objectives are achieved through a variety of physical and sensory routines and activities. For example, assisted touch, cause and effect toys and overload trays.
- Alongside structured individual objectives aspects of PSPD are taught through continuous learning opportunities e.g. personal care skills
- Students work on their individualised Provision Plan targets for Social, Emotional and Mental Health and Physical and Sensory; Cognition and Communication targets may also cover some aspects of PSPD.
- All planning is in line with the government guidance for delivery of RSE along with the PSHE association framework for pupils with SEND.
- Students in Phases 1 and 2 will be taught about awareness of others, sharing spaces and important people.
- Students will be taught about emotions, mental well-being, physical health and fitness and healthy eating along with appropriate aspects of health and prevention.
- Well-being opportunities will be embedded throughout the teaching day and supported by the Six ways to well-being approaches; this will be supported with termly assemblies, weekly certificate assemblies and daily opportunities for reflection.
- Students will have regular access to physical education including aqualearn, rebound, playtimes, PE, Beaming stars as appropriate to individual needs.
- Personal, Social and Physical Development covers PSHE, RSE and Physical Health and Well-being as well as including SMSC and core British Values.
- Students working within this pathway work on individual learning plans; through these plans students work on highly differentiated targets, specific to their individual needs that have been adapted from the K level descriptors.
- Classroom environments are minimalist and routines and learning activities are extremely structured and multisensory, with high levels of adult support. PSPD objectives are delivered through short 1:1 or small group sessions, and are repeated using different strategies until the student is secure and the skills have been embedded.
- Alongside structured curriculum objectives, aspects of PSPD are taught through continuous learning opportunities e.g. personal care skills
- Students work on their individualised Provision Plan targets for Social, Emotional and Mental Health and Physical and Sensory; Cognition and Communication targets may also cover some aspects of PSPD.
- All planning is in line with the government guidance for delivery of RSE along with the PSHE association framework for pupils with SEND.
- Personal, Social and Physical Development covers PSHE, RSE and Physical Health and Well-being as well as including SMSC and core British Values.
- Students working within this pathway are developing their skills against the K Level descriptors.
- They access PSPD objectives through daily, discrete/direct teaching sessions.
- In addition to discrete lessons, PSPD objectives are achieved through daily routines and functional activities/lessons.
- Alongside structured curriculum objectives aspects of PSPD are taught through continuous learning opportunities e.g. personal care skills
- Students work on their individualised Provision Plan targets for Social, Emotional and Mental Health and Physical and Sensory; Cognition and Communication targets may also cover some aspects of PSPD.
- All planning is in line with the government guidance for delivery of RSE along with the PSHE association framework for pupils with SEND.
- Students will work on Healthy choices, Time management, Leisure time, Money handling, Healthy and safety and rights and responsibilities as discrete/direct teaching sessions.
- Personal care skills including personal care, dressing and undressing and eating and drinking will be taught as continuous skills development throughout the teaching day.
- Students will be taught about families and people who care for them, caring friendships, respectful relationships, being safe and online relationships as discrete teaching sessions.
- Students from phase 2 onwards will be taught about preparation for puberty according to individual student needs.
- Students will be taught about mental well-being, internet safety and harms, physical health and fitness including the use of drugs, and healthy eating.
- Students will be taught aspects of first aid as appropriate to student needs as well as part of the life skills areas of learning.
- Well-being opportunities will be embedded throughout the teaching day and supported by the Six ways to well-being approaches; this will be supported with termly assemblies, weekly certificate assemblies and daily opportunities for reflection.
- Personal, Social and Physical Development covers PSHE, RSE and Physical Health and Well-being as well as including SMSC and core British Values.
- Students working within this pathway are following the National Curriculum at a highly differentiated level alongside progress 7 objectives outlined in the assessment framework.
- They access PSPD objectives through weekly discrete/direct teaching sessions. Topics for these sessions are outlined on the curriculum documents, overarching topics are each taught annually with objectives on a 3 year rolling programme.
- In addition to discrete lessons, PSPD objectives are achieved through daily routines and functional activities/lessons.
- Alongside structured curriculum objectives aspects of PSPD are taught through continuous learning opportunities e.g. eating and drinking skills, personal care and social skills.
- Students work on their individualised Provision Plan targets for Social, Emotional and Mental Health and Physical and Sensory; Cognition and Communication targets may also cover some aspects of PSPD.
- All planning is in line with the government guidance for delivery of RSE along with the PSHE association framework for pupils with SEND.
- Students will work on Healthy choices, Time management, Leisure time, Money handling, Healthy and safety and rights and responsibilities as discrete/direct teaching sessions. These will be termly topics as outlined by the curriculum documents.
- Students will learn about and experience the working environment. They will learn about preparing for work, careers education and will participate in enterprise projects.
- Personal care skills including personal care, dressing and undressing and eating and drinking will be taught as continuous skills development throughout the teaching day where appropriate to the individual student.
- Students will be taught about families and people who care for them, caring friendships, respectful relationships, being safe and online relationships as discrete teaching sessions.
- Female students will be taught about puberty and personal care during menstruation in gender specific groups with a female member of staff both as direct teaching sessions and when appropriate developmentally for individuals.
- Students will be taught about mental well-being, internet safety and harms, physical health and fitness, healthy eating, drugs, alcohol and tobacco, health and prevention including basic first aid.
- In addition students will be taught about mental well-being and healthiness in direct relation to puberty in line with RSE guidelines.
- Well-being opportunities will be embedded throughout the teaching day and supported by the Six Ways to Well-being approach; this will be supported with termly assemblies, weekly certificate assemblies and daily opportunities for reflection.
- Students are assessed using the Brook framework in alternate terms.
- Students have individualised learning plans and assessment trackers to ensure fluidity of progress from starting points to leaving Milestone Academy with maximum progress being made.
- Students will enjoy learning about the world around them, take pride in their achievements and develop a love of learning new skills.
- Students are prepared for life after Milestone with the maximum possible independence for their individual journey.
- Students are assessed using the Progress 7 framework in alternate terms.
- Students have individualised learning plans and assessment trackers to ensure fluidity of progress from starting points to leaving Milestone Academy with maximum progress being made.
- Students will enjoy learning about the world around them, take pride in their achievements and develop a love of learning new skills.
- Students are prepared for life after Milestone with the maximum possible independence for their individual journey.
- Students are assessed using the Progress 7 framework in alternate terms.
- Students develop a range of techniques to enable them to live a successful, happy and safe life.
- Students will enjoy learning about the world around them, take pride in their achievements and develop a love of learning new skills.
- Students are prepared for life after Milestone with the maximum possible independence for their individual journey.
- Students are assessed using the Progress 7 framework in alternate terms.
- Students develop a range of techniques to enable them to live a successful, happy and safe life.
- Students will enjoy learning about the world around them, take pride in their achievements and develop a love of learning new skills.
- Students are prepared for life after Milestone with the maximum possible independence for their individual journey.
Secondary – Phases 3 & 4
At Milestone Academy Personal, Social and Physical Development is considered as important as other core curriculum subjects; we ensure that it is taught with equal emphasis as core subjects to ensure our students leave us as independent as possible. The progress students make in PSPD is assessed, tracked and monitored every two terms and is referred to as PSEWB within the Brook curriculum. Students will access an Individual Learning Plan to map out their small step learning progression, in PSEWB, over the term. In addition students have an EHCP target individually written to focus on personal and social development.
PSPD as a subject allows students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future, and to be as independent as possible.
Within the PSEWB section of the brook curriculum focus is given on a rolling programme to: Eating, drinking, toileting, washing, mouth hygiene and dressing skills. In addition we incorporate Relationship and Sex Education (RSE) and physical health and well-being where appropriate for the age and need of the individual student and also maintain fundamental British Values and supporting Spiritual, Moral, Social and Cultural development (SMSC) in our young people.
At Milestone Academy personal, social and physical development is considered as important as other core curriculum subjects; we ensure that it is taught with equal emphasis as core subjects to ensure our students leave us as independent as possible. The progress students make in PSPD is assessed, tracked and monitored every two terms and is referred to in assessment as Progress 7.
PSPD as a subject allows students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future, and to be as independent as possible.
The PSPD curriculum incorporates Personal, Social and Health Education (PSHE), Relationship and Sex Education (RSE) and physical health and well-being, whilst also maintaining fundamental British Values and supporting Spiritual, Moral, Social and Cultural development (SMSC) in our young people.
There are four key areas assessed through the PSPD curriculum at Milestone Academy:
- Independent Living Skills
- Personal care
- Communication
- Healthy living
- Community participation and leisure time
- Shopping/budgeting skills
- Care of clothing
- Preparation for Work
- Careers education
- Health and Safety
- Work experience
- Relationship and Sex Education (RSE)
- Families and people who care for us
- Respectful relationships including friendships
- Being safe (including online)
- Year 7 onwards – intimate and sexual relationships including sexual health
- Physical skills and health and mental well-being
- Emotions and mental well-being
- Online safety
- Healthy living
Personal progress incorporates the government guidelines for SMSC and British Values and holds these in high importance within all aspects of the curriculum.
British Values are outlined as
- Democracy
- Rule of law
- Individual liberty
- Mutual respect and tolerance
These are taught within our curriculum and embedded in all areas of school life.
At Milestone Academy personal, social and physical development is considered as important as other core curriculum subjects; we ensure that it is taught with equal emphasis as core subjects to ensure our students leave us as independent as possible. The progress students make in PSPD is assessed, tracked and monitored every two terms and is referred to in assessment as Progress 7.
PSPD as a subject allows students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future, and to be as independent as possible.
The PSPD curriculum incorporates Personal, Social and Health Education (PSHE), Relationship and Sex Education (RSE) and physical health and well-being, whilst also maintaining fundamental British Values and supporting Spiritual, Moral, Social and Cultural development (SMSC) in our young people.
There are four key areas assessed through the PSPD curriculum at Milestone Academy:
- Independent Living Skills
- Personal care
- Communication
- Healthy living
- Community participation and leisure time
- Shopping/budgeting skills
- Care of clothing
- Preparation for Work
- Careers education
- Health and Safety
- Work experience
- Relationship and Sex Education (RSE)
- Families and people who care for us
- Respectful relationships including friendships
- Being safe (including online)
- Year 7 onwards – intimate and sexual relationships including sexual health
- Physical skills and health and mental well-being
- Emotions and mental well-being
- Online safety
- Healthy living
Personal progress incorporates the government guidelines for SMSC and British Values and holds these in high importance within all aspects of the curriculum.
British Values are outlined as
- Democracy
- Rule of law
- Individual liberty
- Mutual respect and tolerance
These are taught within our curriculum and embedded in all areas of school life.
At Milestone Academy personal, social and physical development is considered as important as other core curriculum subjects; we ensure that it is taught with equal emphasis as core subjects to ensure our students leave us as independent as possible. The progress students make in PSPD is assessed, tracked and monitored every two terms and is referred to in assessment as Progress 7.
PSPD as a subject allows students to acquire the knowledge, understanding and skills they need to manage their lives, now and in the future, and to be as independent as possible.
The PSPD curriculum incorporates Personal, Social and Health Education (PSHE), Relationship and Sex Education (RSE) and physical health and well-being, whilst also maintaining fundamental British Values and supporting Spiritual, Moral, Social and Cultural development (SMSC) in our young people.
There are four key areas assessed through the PSPD curriculum at Milestone Academy:
- Independent Living Skills
- Personal care
- Communication
- Healthy living
- Community participation and leisure time
- Shopping/budgeting skills
- Care of clothing
- Preparation for Work
- Careers education
- Health and Safety
- Work experience
- Relationship and Sex Education (RSE)
- Families and people who care for us
- Respectful relationships including friendships
- Being safe (including online)
- Year 7 onwards – intimate and sexual relationships including sexual health
- Physical skills and health and mental well-being
- Emotions and mental well-being
- Online safety
- Healthy living
Personal progress incorporates the government guidelines for SMSC and British Values and holds these in high importance within all aspects of the curriculum.
British Values are outlined as
- Democracy
- Rule of law
- Individual liberty
- Mutual respect and tolerance
These are taught within our curriculum and embedded in all areas of school life.
- Personal, Social and Physical Development covers PSHE, RSE and Physical Health and Well-being as well as including SMSC and core British Values.
- Students within the Brook pathway work on ILPs (individual learning plans). Through these plans students works on highly differentiated targets, specific to their individual needs that have been adapted from the Brook pathway framework
- Classroom environments are engaging and multi sensory with high levels of adult support. PSPD objectives are achieved through a variety of physical and sensory routines and activities. For example, assisted touch, cause and effect toys and overload trays.
- Alongside structured individual objectives aspects of PSPD are taught through continuous learning opportunities e.g. personal care skills
- Students work on their individualised Provision Plan targets for Social, Emotional and Mental Health and Physical and Sensory; Cognition and Communication targets may also cover some aspects of PSPD.
- All planning is in line with the government guidance for delivery of RSE along with the PSHE association framework for pupils with SEND.
- Students in Phases 3 and 4 will be taught about families, respectful relationships and friendships.
- Students will be taught about emotions, mental well-being, physical health and fitness and healthy eating along with appropriate aspects of health and prevention.
- Well-being opportunities will be embedded throughout the teaching day and supported by the Six ways to well-being approaches; this will be supported with termly assemblies, weekly certificate assemblies and daily opportunities for reflection.
- Students will have regular access to physical education including aqualearn, rebound, playtimes, PE, Beaming stars as appropriate to individual needs.
- Students will work on Healthy choices, Time management, Health and safety, rights and responsibilities and money handling as discrete/directed teaching sessions.
- Personal care skills including personal care, dressing and undressing and eating and drinking will be taught as continuous skills development throughout the teaching day.
- Students will be taught about families and people who care for them, caring friendships, respectful relationships and being safe through specific target work.
- Students from Phase 2 onwards will be taught about preparation for puberty according to individual student needs.
- Personal, Social and Physical Development covers PSHE, RSE and Physical Health and Well-being as well as including SMSC and core British Values.
- Students within the Brook pathway work on ILPs (individual learning plans). Through these plans students works on highly differentiated targets, specific to their individual needs that have been adapted from the Brook pathway framework
- Classroom environments are engaging and multi sensory with high levels of adult support. PSPD objectives are achieved through a variety of physical and sensory routines and activities. For example, assisted touch, cause and effect toys and overload trays.
- Alongside structured individual objectives aspects of PSPD are taught through continuous learning opportunities e.g. personal care skills
- Students work on their individualised Provision Plan targets for Social, Emotional and Mental Health and Physical and Sensory; Cognition and Communication targets may also cover some aspects of PSPD.
- All planning is in line with the government guidance for delivery of RSE along with the PSHE association framework for pupils with SEND.
- Students in Phases 3 and 4 will be taught about families, respectful relationships and friendships.
- Students will be taught about emotions, mental well-being, physical health and fitness and healthy eating along with appropriate aspects of health and prevention.
- Well-being opportunities will be embedded throughout the teaching day and supported by the Six ways to well-being approaches; this will be supported with termly assemblies, weekly certificate assemblies and daily opportunities for reflection.
- Students will have regular access to physical education including aqualearn, rebound, playtimes, PE, Beaming stars as appropriate to individual needs.
- Students will work on Healthy choices, Time management, Health and safety, rights and responsibilities and money handling as discrete/directed teaching sessions.
- Personal care skills including personal care, dressing and undressing and eating and drinking will be taught as continuous skills development throughout the teaching day.
- Students will be taught about families and people who care for them, caring friendships, respectful relationships and being safe through specific target work.
- Students from Phase 2 onwards will be taught about preparation for puberty according to individual student needs.
- Students in Phases 3 and 4 will be taught about families, respectful relationships and friendships.
- Students will be taught about emotions, mental-well-being, physical health and fitness, and healthy eating.
- Students will be taught basic first aid according to individual needs.
- Well-being opportunities will be embedded throughout the teaching day and supported by the Six Ways to Well-being approach; this will be supported with termly assemblies, weekly certificate assemblies and daily opportunities for reflection.
- Personal, Social and Physical Development covers PSHE, RSE and Physical Health and Well-being as well as including SMSC and core British Values.
- Students working within this pathway are developing their skills against the K Level descriptors.
- They access PSPD objectives through daily, discrete/direct teaching sessions.
- In addition to discrete lessons, PSPD objectives are achieved through daily routines and functional activities/lessons.
- Alongside structured curriculum objectives aspects of PSPD are taught through continuous learning opportunities e.g. personal care skills
- Students work on their individualised Provision Plan targets for Social, Emotional and Mental Health and Physical and Sensory; Cognition and Communication targets may also cover some aspects of PSPD.
- All planning is in line with the government guidance for delivery of RSE along with the PSHE association framework for pupils with SEND.
- Students will work on Healthy choices, Time management, Leisure time, Money handling, Healthy and safety and rights and responsibilities as discrete/direct teaching sessions.
- Personal care skills including personal care, dressing and undressing and eating and drinking will be taught as continuous skills development throughout the teaching day.
- Students will be taught about families and people who care for them, caring friendships, respectful relationships, being safe and online relationships as discrete teaching sessions.
- Students from phase 2 onwards will be taught about preparation for puberty according to individual student needs. All students of secondary age will be taught about the changing adolescent body, personal care during puberty. These lessons will be taught between individual sessions, gender specific group learning and whole class activities as appropriate for student needs.
- Parents are consulted regarding delivery of RSE and the right to withdraw guidance is followed in accordance with government guidelines.
- Students will be taught about mental well-being, internet safety and harms, physical health and fitness including the use of drugs, and healthy eating.
- Students will be taught aspects of first aid as appropriate to student needs as well as part of the life skills areas of learning.
- Well-being opportunities will be embedded throughout the teaching day and supported by the Six Ways to Well-being approaches; this will be supported with termly assemblies, weekly certificate assemblies and daily opportunities for reflection.
- Personal, Social and Physical Development covers PSHE, RSE and Physical Health and Well-being as well as including SMSC and core British Values.
- Students working within this pathway are following the National Curriculum at a highly differentiated level alongside progress 7 objectives outlined in the assessment framework.
- They access PSPD objectives through weekly discrete/direct teaching sessions. Topics for these sessions are outlined on the curriculum documents, overarching topics are each taught annually with objectives on a 3 year rolling programme.
- In addition to discrete lessons, PSPD objectives are achieved through daily routines and functional activities/lessons.
- Alongside structured curriculum objectives aspects of PSPD are taught through continuous learning opportunities e.g. eating and drinking skills, personal care and social skills.
- Students work on their individualised Provision Plan targets for Social, Emotional and Mental Health and Physical and Sensory; Cognition and Communication targets may also cover some aspects of PSPD.
- All planning is in line with the government guidance for delivery of RSE along with the PSHE association framework for pupils with SEND.
- Students will work on Healthy choices, Time management, Leisure time, Money handling, Healthy and safety and rights and responsibilities as discrete/direct teaching sessions. These will be termly topics as outlined by the curriculum documents.
- Students will learn about and experience the working environment. They will learn about preparing for work, careers education and will participate in enterprise projects.
- Personal care skills including personal care, dressing and undressing and eating and drinking will be taught as continuous skills development throughout the teaching day where appropriate to the individual student.
- Students will be taught about families and people who care for them, caring friendships, respectful relationships, being safe and online relationships as discrete teaching sessions.
- Female students will be taught about puberty and personal care during menstruation in gender specific groups with a female member of staff both as direct teaching sessions and when appropriate developmentally for individuals.
- All students of secondary age will be taught about the changing adolescent body, personal care during puberty. These lessons will be taught between individual sessions, gender specific group learning and whole class activities as appropriate for student needs.
- Students will be taught about intimate and sexual relationships, sexual health, and the law in regards to sexual interactions and consent in line with the statutory guidance for RSE.
- Parents are consulted regarding delivery of RSE and the right to withdraw guidance is followed in accordance with government guidelines.
- Students will be taught about mental well-being, internet safety and harms, physical health and fitness, healthy eating, drugs, alcohol and tobacco, health and prevention including basic first aid.
- In addition students will be taught about mental well-being and healthiness in direct relation to puberty in line with RSE guidelines.
- Well-being opportunities will be embedded throughout the teaching day and supported by the Six Ways to Well-being approach; this will be supported with termly assemblies, weekly certificate assemblies and daily opportunities for reflection.
- Students are assessed using the Brook framework in alternate terms
- Students have individualised learning plans and assessment trackers to ensure fluidity of progress from starting points to leaving Milestone Academy with maximum progress being made.
- Students will enjoy learning about the world around them, take pride in their achievements and develop a love of learning new skills.
- Students are prepared for life after Milestone with the maximum possible independence for their individual journey.
- Students are assessed using the Progress 7 framework in alternate terms.
- Students have individualised learning plans and assessment trackers to ensure fluidity of progress from starting points to leaving Milestone Academy with maximum progress being made.
- Students will enjoy learning about the world around them, take pride in their achievements and develop a love of learning new skills.
- Students are prepared for life after Milestone with the maximum possible independence for their individual journey.
- Students are assessed using the Progress 7 framework in alternate terms.
- Students develop a range of techniques to enable them to live a successful, happy and safe life.
- Personalised targets ensure that what is important for each pupil to learn and succeed in as an individual is carefully considered to ensure the best possible outcomes for each pupil, taking into account the skills and knowledge appropriate to their planned future learning and employment aspirations and personal interests.
- Students will enjoy learning about the world around them, take pride in their achievements and develop a love of learning new skills.
- Students are prepared for life after Milestone with the maximum possible independence for their individual journey.
- Students are assessed using the Progress 7 framework in alternate terms.
- Students develop a range of techniques to enable them to live a successful, happy and safe life.
- Personalised targets ensure that what is important for each pupil to learn and succeed in as an individual is carefully considered to ensure the best possible outcomes for each pupil, taking into account the skills and knowledge appropriate to their planned future learning and employment aspirations and personal interests.
- Students will enjoy learning about the world around them, take pride in their achievements and develop a love of learning new skills.
- Students are prepared for life after Milestone with the maximum possible independence for their individual journey.