‘Inspire’ academic education syllabus
Providing pupils with an introduction to the essential knowledge that they need to be educated citizens. To introduce pupils to the best that has been thought and said. To engender an appreciation of human creativity and achievement.
2014 National Curriculum
We are currently working to develop a bespoke syllabus to help young people enhance their education and key life skills. The programme is still being developed so if you have any questions or are interested in enrolling, please contact email@example.com.
Gaps in our education can make us insecure about our knowledge of the world. This can have a negative impact on self esteem and confidence. It is not unusual for young people to avoid situations where this apparent lack of knowledge might be exposed. This can result in developing an aversion to education and /or the classroom. Young people in care will often miss out on vital stages of their education due to complications in their home lives and domestic continuity issues. The annual GCSE results for those in care are testament to the fact that there are issues that need to be addressed.
This course aims to deliver key lessons that will fill such gaps and more! The lessons will be delivered in an interactive environment where students are encouraged to question, debate and carry out their own further research into any area that has captured their imagination. Each subject will be a vehicle through which pupils can develop specific academic skills such as problem solving, information processing, critical thinking, analysis, evaluation and research. Where appropriate we will be cross referencing parts of the 2014 National Curriculum. We have selected specific areas of study within History, Geography, Science, Classic Literature, Greek Mythology and Philosophy. Each subject area is chosen to inspire and ignite curiosity. Some subjects will comprise two modules of either related or contrasting content.
We will also be introducing a Current Affairs module which will give pupils the opportunity to develop their ability to research, interrogate the integrity of sources of information, form opinions based on evidence gathered and shape an argument. We have added a ‘work ready’ module that will support the skills gained in other areas and prepare our young people for interviews and life in the workplace.
The specific subjects selected have been chosen through a process of ongoing consultation with a group of Care leavers to ensure that they are relevant, evocative and inspiring.
An important component in the planning of this curriculum has been the ‘Education Advisory Committee’(EAC).This comprises a team of care leavers aged 16-19 selected on the basis of varied educational experiences ranging from high achievers through to those who had not attended school for some years.
The EAC had regular meetings with the head of learning throughout the curriculum design period to consult on project development. Through this feedback process we were able to adjust, change, enhance and fine tune the subject matter and delivery methods so that young people genuinely felt that we had a product that they could relate to. Ongoing through the course will be a theme of togetherness as a group, freedom of expression, and skill development including self awareness and presentation.
We aim for our Students to leave us with genuine self belief, a sense of aspiration and an interest in the wider world around them. Students will have a clear understanding of where they fit in and can contribute to society in an area that excites and stimulates them.
Skills developed through the programme
- Specific subject areas are examined in detail. Students are then supported to carry out further research on areas of particular interest. Students are encouraged to demonstrate their presentation skills by sharing their findings with the class.
- Pupils are encouraged to voice opinion based on acquired knowledge. Debate is used as an opportunity to exercise talking and listening skills, research skills, critical thinking and confidence through vocalising thoughts. Differences of opinion are encouraged and clarity is made that this is healthy. (We reinforce the point that we can discuss issues without it becoming personal). This process will allow students to develop confidence and an ability to confront without aggression (assertiveness).
- Students will look carefully at sources of information, developing assessment, critical thinking and analytical skills.
- Specialist academic/intellectual skills will be supported through an ongoing programme of development as the course progresses.