Crawshaw Academy

CRAWSHAW ACADEMY

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Health and Wellbeing Faculty

At Crawshaw Academy we believe that good health and wellbeing is essential for successful learning and happy lives for children and young people.

We want Crawshaw Academy to be a caring environment that enables learners to develop confidence and positive relationships based on mutual respect and to gain knowledge to make healthy lifestyle choices. Learning through health and wellbeing promotes confidence, independent thinking and positive attitudes and dispositions. This is the one of the reasons we have created a Health and Wellbeing Faculty in school led by Miss Nicholson.

Good health and wellbeing is central to effective learning and preparation for successful independent living for all young people. This is the reason we will be introducing a number of new initiatives in the next academic year. You can see that already we will be starting with a focus on energy drinks and chewing and would encourage you to have these conversations with your children prior to September.

Learning will cover areas such as physical education, food and health, substance misuse, relationships, sexual health, parenthood, social and life skills, dependent on the age, development and maturity of each individual child.  As a result, children will become more self-assured and will have more awareness of the effect their actions have on others. They will be supported to gain knowledge, understanding, skills and capabilities to help them feel more informed about making healthy lifestyle choices now and in the future. 

Student resilience and well being are essential for both academic and social development and this is optimised by the provision of safe, supportive and respectful learning environments. We share this responsibility with the whole community.

Not only do confident, resilient children perform better academically, these skills can also contribute to the creation of strong social bonds and supportive communities, and the maintenance of healthy relationships and responsible lifestyles.

If you have any queries about the Health and Wellbeing Faculty or if you have any ideas or contacts we could use, please do not hesitate to contact Miss Nicholson at school.

 

HEALTH AND WELLBEING

Faculty Leader

Miss D Nicholson              Teacher of PE

Programme Leaders

Mrs Julie Rose                 Teacher of Health and Social Care and Child Development

Mr Ben Langford               Teacher of PE

Subject Teachers

Mr P Asquith                    Teacher of PE

Mrs S Clayton                   Teacher of Food technology (Leader of Food)

Mr S Cragg                       Teacher of PE   (Raising Aspirations/School Sport Co-Ordinator)

Mrs C Pheasey                 Teacher of Food technology (Director of Upper School)

Miss D Swales                  Teacher of PE (0.5)

 

PHYSICAL EDUCATION

Physical Education develops pupils’ physical competence and confidence. It promotes physical skilfulness, physical development and a knowledge of the body in action.  Physical Education provides opportunities for pupils to be creative, competitive and to face up to different challenges as individuals and in groups and teams.  It promotes positive attitudes towards active and healthy lifestyles.  Pupils learn to think in different ways to suit a wide variety of creative, competitive and challenging activities.  They learn how to plan, perform and evaluate actions, ideas and performances to improve their quality and effectiveness.  Through this process the pupils discover their aptitudes, abilities and preferences, and make choices about how to get involved in life long physical activity. 

As a department we run a wide range of extra-curricular which varies with the sporting seasons.  This is in addition to our annual Sports Day and regular inter-form competitions.

KS3 Physical Education (core)

Students in years 7, 8 and 9 at Crawshaw receive their full entitlement of 2 hours of Physical Education teaching per week.

The programme of activities in year 7 is very simple and allows students to grasp the basic skills of 2 winter games and 2 summer games along with athletics and gymnastics. Students also develop their leadership skills. Leadership skills are taught through a whole range of games and activities. In this way Young Leaders ‘learn by doing’. It encourages young people to take responsibility, to co-operate and develop moral and social skills as well as skills such as organisation, communication, confidence and self-esteem. In years 8 and 9 more activities are introduced to allow students to transfer skills across a number of sports.

Year 7 A - curriculum content

Year 7 B - curriculum content

Year 8 A - curriculum content

Year 8 B - curriculum content

Year 9 A - curriculum content

Year 9 B - curriculum content

KS4 Physical Education (core)

Students in Year 10 and 11 receive 1 hour of Physical Education per week.

As students’ progress through school a wider number of activities are introduced year on year, until in year 11 when students have a free choice of activity.  This not only ensures that students have a good understanding of an activity before they move on to the next one but also keeps students interested and motivated as new activities are introduced each year.  Activities currently taught in PE lessons include:  Hockey, Basketball, Football, Volleyball, Netball, Badminton, Rugby, Gymnastics, Tennis, Cricket, Fitness, Rounders, Short Tennis, Stoolball, Athletics, Softball, Leadership, Trampolining, Cheerleading and Dance Mats.

Year 10 A - curriculum content

Year 10 B - curriculum content

GCSE Physical Education (www.edexcel.org.uk)  Current Year 10 and 11

Aims

The course builds on the knowledge, understanding and skills established in Key Stage 3 Physical Education. It will gives exciting opportunities to be involved in a number of different physical activities, promoting an active and healthy lifestyle.  Students should have an interest in P.E. and Sport, enjoy being active and appreciate the benefits of keeping fit and healthy. 

Content

  • Develop your knowledge and practical skills in a range of physical activities
  • Examine the effects of exercise and how training can improve performance
  • Find ways to improve your own performances in a variety of roles
  • Identify ways in which to develop and maintain a healthy and active lifestyle through participation in physical activity
  • Appreciate the benefits of promoting sport for all

Assessment

  • The GCSE course is assessed over two units.
  • Unit 1 is externally assessed through an examination paper of 1 hour and 30 minutes. This will contribute to a maximum of 40% of your total marks.
  • Unit 2 is assessed in two sections.
  • Section 1, 4 practical performances - 48% (Assessed in controlled assessment conditions)
  • Section 2 Analysis of performance in one of the chosen activities. This will be worth 12% of the marks and will include planning, performing and evaluating a Personal Exercise Programme and preparing and delivering a presentation on your chosen sport.

 

AS Level Physical Education   (www.ocr.org.uk)  current year 12

Unit 1 An introduction to Physical Education              Anatomy and Physiology (Section A)

• The skeletal and muscular systems

• Motion and movement

• The cardiovascular and respiratory systems in relation to the performance of physical activity

Acquiring Movement Skills (Section B)

• Classification of motor skills and abilities

• The development of motor skills

• Information processing

• Motor control of skills in physical activity

• Learning skills in physical activity

Socio-Cultural Studies relating to participation in physical activity (Section C)

• Physical activity

• Sport and culture

• Contemporary sporting issues

 

Unit 2 Acquiring, developing and evaluating practical skills in Physical Education

• Performance

• Evaluating and planning for the improvement of performance

ASSESSMENT

Unit 1 - At AS Level, assessment is via one external, written exam of two hours.

Unit 2 – Assessment of two practical activities (including external moderation), as well as, an oral exam on one of practical activities.

 

FOOD AND NUTRITION

“simple cooking is a fundamental skill that every person should master – it is at the heart of tackling obesity and will enable future generations to understand food, diet and nutrition, and put together healthy meals for their entire lives." 

Students will need to provide ingredients for food lessons and the programme of study has been design to minimise the cost of this. There will be recipe options for students and families who have particular dietary requirements.

 

KS3

Offering Food and Nutrition lessons through the whole of KS3 ensures that all our students receive a solid foundation in nutrition and food preparation skills to enable them to make healthy informed choices. Programmes of study have been carefully designed to enable them to develop in to healthy, food conscious young adults who are able to make good decisions about the food and drinks they consume.

Year 7 Food and Nutrition - curriculum content

Year 8 Food and Nutrition - curriculum content

Year 9 Food and Nutrition - curriculum content

Year 7 Recipe Book

Year 8 Recipe Book

Year 8 - Term 3 Recipe Book

Year 9 Recipe Book

 

GCSE Food Technology    Year 11    www.edexcel.org.uk

Assessment: 60% Controlled Assessment and 40% external examination

In Year 10 students learn a range of skills to produce new and innovative products.

Covering a range of topics including

* Bread and Pastry

* Cakes

* Cooked Chilled Foods

* Desserts

* Food and Nutrition

* Primary and secondary foods

* Food Hygiene

* Specialist diets

* Sensory assessment and analysis of foods

* Food manufacturing and industrial processing

* Food Preservation

* Functional properties of foods

* Product development

* Quality control

* Food Legislation

* Packaging and Labelling

In Year 11 students will be expected to complete a 40 hour controlled assessment project. This will involve working to a “customer” design brief to design and make a new food product/s of the student’s choice, demonstrating their understanding of the entire design process along with showcasing their practical food skills.

 

HEALTH AND SOCIAL CARE

Health & Social Care is a vocational subject, where learners develop knowledge and understanding of a work-related context. It is an effective course which allows students to engage and take responsibility for their own learning and develop skills that are essential for the modern day workplace. Health and Social Care can open doors to progress to further study and responsibility within the workplace.

KS4 BTEC First Award in Health & Social Care (level 2 qualification) www.edexcel.org.uk

The BTEC First Award is a level 2 qualification, graded at level 2 pass, merit & distinction and is equivalent to 1 GCSE. It has 2 core units and 2 optional units. One of the core units is externally assessed by a 1 hour examination. The remaining units are assessed at school through a piece of controlled assessment (coursework.)  For the externally assessed unit of Human Lifespan Development, students learn about how individuals develop and factors which affect development throughout life. They then progress on to unit 2 to learn about values in health & social care, unit 3, communication and unit 5 health promotion. Their assessment work may be generated through a range of diverse activities, including assignment and project work, case studies, role play and presentations.

Year 10 Health and Social Care - curriculum content

Year 11 Health and Social Care - curriculum content

KS5 BTEC National in Health & Social Care (level 3 qualification) www.edexcel.org.uk

The BTEC National programme at level 3 comprises of different sized qualifications depending on the number of units studied over either a one or two year period. The qualifications are:

Certificate (equivalent to 1 A level)

Diploma (equivalent to 2 A levels)

Extended Diploma (equivalent to 3 A levels)

The qualification as a whole is designed to provide a highly specialist, work related qualification across a range of health and social care sectors. They provide the knowledge, understanding and skills that are needed for further study or employment.

For all of the qualification types, students are expected to study mandatory units in communication, equality and human development with all additional specialist and optional units being specific to the size of qualification. Specialist and core units include topics such as health & safety, psychology, sociology, anatomy, complementary therapies, caring for individuals with specific needs and human inheritance. All work is assessed through internally assessed coursework.

Year 12 Health and Social Care - curriculum content

Year 13 Health and Social Care - curriculum content

 

GCSE CHILD DEVELOPMENT   www.aqa.org.uk  

Child Development by offers an interesting and stimulating programme of study. Students have the opportunity to develop their knowledge and understanding of human needs in a diverse society and to work in a variety of contexts.  The skills and knowledge acquired will be relevant and transferable to other settings, enhancing career opportunities and providing a satisfying course of study for candidates of various ages and from diverse backgrounds who may not progress to further study of the subject.

Assessment comprises of a written paper for unit1, worth 40% of the final grade. There are 6-8 compulsory questions, comprising of short answer, structured and free response questions. Unit 2, Research Task is completed under supervision within the classroom and should occupy around 7 hours of supervised time. Students are offered a selection of research tasks titles approved by the exam board. Unit 3, Child Study is again a supervised task, allowing students to study a child in detail. It comprises around 20 hours of time. Units 2 and 3 comprise the remaining 60 % of the final grade.

There is one tier of assessment, with a single paper which covers all of the grades A*–G

Year 10 - curriculum content

Year 11 - curriculum content

GUIDANCE

Feeling physically and emotionally safe in school is essential if children are to learn and achieve. 

Guidance is a planned programme of learning through which children and young people acquire the knowledge, understanding and skills they need to manage their lives, now and in the future.
As part of a whole academy approach, Guidance develops the qualities and attributes pupils need to thrive as individuals, family members and members of society.

The benefits to students of our approach are numerous as Guidance prepares them to manage many of the most critical opportunities, challenges and responsibilities they will face growing up in such rapidly changing and challenging times. It also helps them to connect and apply the knowledge and understanding they learn in all subjects to practical, real-life situations while helping them to feel safe and secure enough to fulfil their academic potential.

Guidance lessons

  • Promote the spiritual, moral, cultural, mental and physical development of pupils in the Academy
  • Prepare our students for the opportunities, responsibilities and experiences of later life.
  • Promote our young people’s wellbeing.
  • Promotes community cohesion.

Guidance programme 2016/ 2017