Curriculum Policy

1. Curriculum Intent

1.1 The Curriculum at EDClass offers high-quality educational learning, assessment and teaching to meet the individual needs of students, adapting the core curriculum where appropriate and within the constraints of time and resources. 

1.2 Our curriculum aims:

 To provide a broad, balanced, digital and innovative curriculum that works in partnership with our schools, learners, clients, awarding organisations, learners and staff to help enhance their skills, knowledge and performance.
 To be tailored to individual needs, ensuring flexibility and responding to change and circumstances where necessary.
 To offer appropriate career information with relevant and up-to-date advice and guidance regarding careers, work skills, choices, and employability.
 To promote students' spiritual, moral and social understanding through a varied curriculum. 
 To support and encourage healthy lifestyles.
 To provide students with the knowledge and skills required to keep themselves safe at school and in the wider world.

2.  Curriculum Implementation

2.1 Our curriculum is implemented and is centrally focused on a partnership and reintegration with the school/multi-academy trust or local authority (known as the referrer). EDClass is a unique setting by many different measures and as such, requires a distinctive and creative approach to its curriculum design.

One key element of our vision for EDClass is to take the best, most successful features of a traditional ‘alternative provision’ and blend them with the best features of a high-performing online provision. 
Though we understand that we are not in place of the traditional schooling approach we recognise that the young people who access our platform are some of the hardest to reach and are in some cases the most educationally marginalised.

Also, the admission of students into EDClass is not linear, as it is predominantly seen in mainstream education. EDClass may receive as many admissions to the platform in any month not just at the start of the academic year. In a similar fashion, the students are also not equal in their distribution across year groups and key stages. This outlines just two of the nuances that EDClass needs to consider when looking at shaping our curriculum. 

Keeping in line with these nuances we find the starting point for our learners, our methodology ensures consistency for all learners to find their starting point. 

There is a virtual library of over 1000+ pre-recorded video lessons delivered by our teachers already for students to access and view on-demand which are part of a series of topics and pathways of learning available. Alongside this, there are over 17,000 support online lessons in English, maths and science with other core and foundation subjects. 

This on-demand library of content works alongside the virtual classroom. We work in partnership where our teachers and your teachers can use the remote education classroom to deliver face-to-face live, timetabled or on-demand lessons to a range of abilities in a secure and virtual learning environment.

The lessons are available for learners to access live and view on-demand for:

  • English (3.3)
  • Maths (3.4)
  • Science (3.5)
  • PSHE (3.6)
  • Behaviour Repair Work Curriculum (3.7)
  • Gun, Knife and Crime (3.8)
  • Independent Living Curriculum (3.9)
  • First-Aid Curriculum (3.10)
  • Careers, Employability skills and Work Skills (3.11)
  • Physical Education Curriculum (3.12)
  • French Curriculum (3.13)
  • Prevent and British Values (3.14)

2.2 Our curriculum has the following features:

It is assessment-led because its primary aim is to identify and fill gaps in knowledge and understanding, not least because most students will either return to a mainstream or specialist setting and not remain with EDClass indefinitely; they need to be ‘ready to return’.

An opportunity for any student to engage in education away from the traditional classroom by providing online support teachers and virtual teachers within our live sessions. Centrally around the barriers to the students learning. It needs to accommodate as far as possible, students arriving throughout the academic year and students staying for periods that potentially span more than one month, term or academic year.

All learning is personalised, with each pathway created specifically for each learner, which enables them to follow a set structured pathway of learning and modular tests. These pathways are uniquely set for them to target their gaps in knowledge and assigned to meet their individual needs. 

2.3 Pupils acquire speaking, listening, literacy and numeracy skills.

In order for students to use and become fluent in subject-specific vocabulary, the process of learning new words is part of teacher instruction during lesson clips and live video teaching. This is where we actively support pupils to encourage proper speaking and listening. Across EDClass lesson sets there is a list of keywords that are highlighted and defined to support and aid the learning of new vocabulary. During live video support, students will have the opportunity to hear and repeat keywords and teachers will ensure that they are familiar with them so that they can use and apply them in direct work. 

Students on the EDClass platform practise using the words to form part of the repertoire of words they can actually use. Students are provided with tasks that require the words to be used in writing and structured live video support. EDClass staff reinforce the expectations that students use the subject-specific vocabulary when relevant, rather than reverting to more familiar basic terms. In live video support and direct conversations, EDClass teachers set high standards and the use of vocabulary and explanations are modelled for the learners. In English lessons, learners experience a variety of challenging texts from a range of genres and complete activities that broaden their knowledge of vocabulary and sentence structure. New knowledge is applied to varied written tasks and feedback is provided for learners, developing their writing and language skills. Throughout maths lessons, the use of key vocabulary and explanations are demonstrated and learners are encouraged to articulate their methods and reasoning.

In addition to the rehearsal of subject-specific vocabulary during direct conversation, the encouragement to engage in live video chat enables learners to develop communication skills. Providing the opportunity for learners to socialise and build on their conversation skills is a key area of development for many learners. At EDClass, we are committed to supporting the social and emotional development of our learners and believe that the opportunity to talk is a fundamental element of this.

2.4 Personal, social, health and economic education

At EDClass, we understand the importance of educating pupils about personal, social, health and economic education. This can provide them with the tools to make responsible and informed decisions in their life. We have developed a PSHE curriculum with appropriate subject knowledge, skills and understanding to fulfil the requirements of the national curriculum.

The teaching and delivery of RSE & PSHE can help prepare pupils for the opportunities, responsibilities and experiences of adult life. This allows us to promote the spiritual, moral, social, cultural, mental and physical development of pupils, to facilitate their reintegration back into school and their wider community. We are obligated to provide pupils with a high-quality, suitable and age-appropriate teaching of the subject to meet all of our learners’ needs. Pupils arrive at different stages throughout the academic year so it is essential that some topics are delivered again but differentiated to engage learning. Our aim is to equip our pupils with the knowledge, life skills and understanding to support them through their reintegration back into school and their community, and to avoid the dangers and consequences of their actions.

2.5 Up-to-date career guidance

At EDClass we work hard to improve our students' attainment, behaviour, self-esteem and confidence, supporting their development as responsible members of their school community. We recognise the importance of ensuring that they fully benefit from an extensive career education programme. 

Our vision reflects our desire to inspire each of our students to aim towards a rewarding and successful career, regardless of their background and circumstances. 

EDClass work in partnership with the student’s school throughout their time with us, so that they will have access to a wide range of information and individual guidance to help them choose the best option for when they leave school. They will take part in a variety of activities designed to provide them with many meaningful encounters with employers and the world of work, such as visiting speakers from business, education and training providers.

2.6 British values 

EDClass is committed to serving its school communities. EDClass embraces the belief that at the heart of modern ever-changing communities is the acceptance of key British values, which we have a responsibility to promote. In doing so, our learners will be able to grow as individuals and citizens within their communities and the country in which they live.

EDClass believes that this is something not only achieved through the curriculum but through our core values and ethos as well as our provision for students beyond formal lessons. Our core values guide and drive the direction of our improvement but are also fundamental in supporting the development of British values within our setting.

The government defines “British values” in its “Prevent strategy” as:
 Democracy 
 The rule of law
 Individual liberty
 Mutual respect
 Tolerance of those of different faiths and beliefs

Throughout our alternative provision, the importance of mutual respect is emphasised. Thus, in all support chats and lessons, students are encouraged to respect the views of others, irrespective of whether they differ from their own. 

At EDClass these values are explicitly taught within the humanities curriculum. They are further embraced throughout the school curriculum in its focus on SMSC (Social, Moral, Spiritual and Cultural Development).

2.7 The fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs, are actively promoted.

The range of lessons on our platform provides opportunities for the spiritual, moral, social and cultural (SMSC) development of our learners. As part of this, we promote the ‘fundamental British values’. As well as these expectations we also prevent the promotion of partisan political views in the teaching of every subject. We also take steps to ensure that, where political issues are brought to the attention of pupils, the pupils are offered a balanced presentation of opposing views.

While we have specific British values lessons in our curriculum we look to take a holistic approach wherever possible, rather than just focusing on individual subjects. In English, we look at stories that teach themes of tolerance, mutual respect and democracy. In addition, we look at poetry and other writings from other cultures - and talk about diversity, tolerance and discrimination. In geography, we also look at how different cultures live and work throughout the world.

2.8 Pupils are enabled to acquire a broad general knowledge of and respect for public institutions and services in England.

Learners have access to a range of lessons that cover both impartial information and advice and guidance on how to use institutions and services such as the NHS, the police service, youth court and magistrates court, fire services and ambulance service. Lessons focus on the nature of the work of these services and also cover the ideals they hold as well as their commitment to serving the public. Learners can be directed to these lessons by teachers on EDSupport or can be set as a timetabled lesson set, should teachers feel a greater understanding of how these services operate would benefit learners or help them understand their own personal circumstances. 

Further to that, information on institutions and public services is sometimes imparted through EDSupport chats, for example, should learners disclose an upcoming court hearing, personal issues that merit medical appointments or discuss possible careers in such services.

2.9 The curriculum provides effective preparation of pupils for the opportunities, responsibilities and experiences of life in British society.

Our pupils are some of the most vulnerable children in mainstream education. These children arrive at EDClass with issues that have potentially led up to their placement with us. Work starts immediately with building relationships with each and every student. Understanding what led to their suspension or permanent exclusion and how to resolve and work with them about what happened is sometimes a way forward.

Enabling pupils to become equipped with the knowledge to avoid events happening again and how to recover from them is our priority.

Pupils face many pressures in society. Our pupils need support with their mental health & emotional well-being. This can present in those pupils who are involved in CCE, CSE unhealthy relationships, issues within the home and conflict with others. Pupils will understand that EDClass staff are here to support them in every possible aspect of their well-being.

Pupils will demonstrate and apply the British values of mutual respect, tolerance, rule of law and liberty. Pupils will demonstrate a healthy outlook towards school and they will be encouraged to develop positive and healthy relationships with their peers both now and in the future. Pupils will have respect for themselves and understand that they have a responsibility to respect others.

2.10 Tolerance and harmony between different cultural traditions are actively promoted by enabling pupils to acquire an appreciation of and respect for their own and other cultures.

An appreciation of and respect for Learners’ own and other cultures is promoted directly through a range of lessons which cover different faiths and beliefs, for example, different deities, religions, the rise of different religions and different festivals and their significance. 

Furthermore, learners are exposed to many issues faced by different cultures, for example in the developing world through geography, where they are encouraged to form viewpoints as to ethics and the impact of some cultures on other traditions. Further opportunities are presented in English literature, where societal ‘norms’ and expectations are discussed in relation to a range of plays and prose, and again learners are encouraged to develop viewpoints as to fairness/inequalities to develop empathy.

2.11 Respect for other people is encouraged.

Teachers greet and welcome all learners formally each time they log on with positive regard: encouraging turn-taking and good manners. The need for politeness is an integral part of standards insisted upon by teachers. Any behaviours that do not meet this standard (for example, using all uppercase in messages, not being appropriately dressed or rude remarks) are picked up upon directly, and if persist, the school is notified by email. This is modelling high expectations which is intended to develop self-worth and a sense of respect for others.

2.12 Respect for democracy and support for participation in the democratic processes are encouraged, including respect for the basis on which the law is made and applied in England.
 
As well as lessons on the rights and responsibilities of citizens in a democratic community, learners are encouraged to consider civil and political rights such as the right to life and liberty, freedom of expression, equality before the law and social, cultural and economic rights. 

Teachers take opportunities in EDSupport chats and in feedback to marking to reiterate concepts of right and wrong, and how democratic processes allow for the protection of rights.

2.13 The promotion of partisan political views is precluded in the teaching of any subject in the setting.

In the development of the curriculum, whilst important to be impartial to any political views, it is hoped to plan work around differing and opposing party views and the formation of government. 

2.14 Pupils are enabled to develop their self-knowledge, self-esteem and self-confidence.

Through working independently learners gain an understanding of the type of learner they are and what they find most challenging as well as the type of learning they find most accessible: through recordings, readings, one-to-one support, puzzles etc. Some of our lessons cover tasks around self-evaluation and reflection and especially through plenaries we aim to gain an understanding of learners’ approach to gaining knowledge and understanding. Re-caps and coverage of retrieval skills help learners gain confidence that they are making progress. 

EDSupport chats give teachers opportunities to give feedback on learners’ progress, commenting on areas/subjects in which they are achieving and assuring them teachers are here to support them in areas where they could make more progress. Effort is also praised and lack of understanding is validated through encouragement. Learners start on ‘default’ skills lesson sets in core subjects to build confidence up to the point where learners and teachers agree to be set diagnostic assessments preceding personalised lesson sets.

Rewards are also awarded through EDDollars and certificates (see ‘Behaviour and Relationships’ policy).

2.15 Pupils are encouraged to distinguish right from wrong and to respect the civil and criminal law of England. 

As well as having lesson sets on law, human rights and how they are decided and protected teachers can guide chats with learners to focus on appropriacy regarding behaviour and expectations, together with poor choices which may have led to them being in alternative provision. Teachers are often presented with conversations that are topical/in the news regarding crime and these are addressed, where appropriate, with impartiality.

In literature, learners work on lessons concerning ‘the rules of the world’ of a text regarding crime and punishment of different periods and look at how law has changed to the present day. These include, for example, the consequences of feuding, corporal and capital punishment, and reveal differences also in the expectations of, say, women, children and so on. 

2.16 Pupils are encouraged to take responsibility for their behaviour, show initiative and understand how they can contribute positively to the lives of those living and working in the locality in which they live, to society more widely and as global citizens.

Learners are encouraged to be empathetic through the support they receive, how would you feel if you were treated in this way? How do you think you could have improved the outcomes of that situation? This is also covered in all aspects of English literature concerning characters and their behaviours.

Throughout lessons, learners are presented with information about varying cultures on a range of scales and how they may differ from their own. This provides an opportunity for learners to appreciate and respect differing ways of life as well as how different groups and societies make positive contributions to the world in which we live. Learners will discover how behaviour and actions can, not only have an impact locally but can also have global significance.

2.17 Our educational offering focuses on the development of students' knowledge in core subjects of English, maths and science addressing starting points and needs. Their pastoral needs, behavioural needs and learning requirements are also supported following suspensions and exclusions. The principle of EDClass is that we are a re-engagement and intervention provision working in direct partnership with the commissioners to provide a safe, positive and secure learning environment that breaks any barrier to their learning. Our teaching and learning team give pupils cross-curriculum delivery and positive experiences in linguistic, mathematical, scientific, technological, human and social, physical, aesthetic and creative education. Students can also engage in general chat with our teachers to create a relaxed atmosphere whilst also gaining subject-specific support.

‘Lesson types’ refers to e-learning lessons, recordings (recorded lessons) that can be viewed anytime and anywhere, and live lessons from our classrooms that are streamed securely and safely.

The ‘support chat’ refers to text chat and video chat.

Diagnostic assessments inform personalised pathways of lessons for learners. They also inform the live lessons being delivered.

Language development/linguistics is recognised as necessary for cognitive development and reasoning. Learners' linguistic development is part of every subject and is the responsibility of all teachers and learners.

2.18 How EDClass gives pupils experience in linguistic education

Students have the choice in the format they communicate to the online teachers; written or over camera (text chat or video chat) however a combination of both is encouraged. 
Correcting spelling, punctuation and grammar either directly or indirectly in the support chats
Pronunciation, standard and formal English are modelled by teachers. Learner’s phrases are often remodelled by teachers to make them standard.
Speaking and listening skills are modelled by teachers such as turn-taking and using subject-specific language where appropriate.
Learners are asked and are encouraged to ask and answer both open and closed questions and to understand when each is appropriate. Open questions especially encourage learners to develop reasoning skills and qualify views and opinions.
Learners are encouraged to modify their language, appropriate to the intended audience i.e. teachers. Likewise, teachers differentiate their language to meet the individual needs of the learner.
Learners are supported in communicating and expressing how they feel (socially, emotionally and academically) with teachers, other professionals, family members and peers. 
Subject-specific keywords are promoted and modelled in context in all lesson types. Learners are encouraged to develop semantic fields of topics addressed in lessons.
Learners are asked and are encouraged to ask and answer both open and closed questions, to gauge, develop and elicit understanding in all lesson types. Open questions especially encourage learners to develop reasoning skills and qualify views and opinions in free-text responses.
Synonyms are often used especially when explaining a topic.
subject-specific language is promoted and explained in subject-specific support chats (written and over camera).
Learners are asked and are encouraged to ask and answer both open and closed questions to gauge, develop and elicit understanding. Open questions especially encourage learners to develop reasoning skills and qualify views and opinions.
Language is sensitive to the needs of the individual learner. 
Spoken feedback promotes the utilisation of keywords in a range of sentence types, reiterates pronunciation and makes links back to the curriculum.
Written feedback appraises competence and progress in learners' use of language and terminology. 
Go to English here

2.19 How EDClass gives pupils experience in mathematical education

Resilience in numeracy, problem-solving and mathematics is encouraged by breaking tasks down into logical, sequenced, real-world steps. 
Steps may include processes of measuring, data handling, recording time and handling money.
Barriers concerning the accessibility of maths are acknowledged and anticipated by explaining different methodologies and approaches to promote a positive maths culture and demonstrate an appreciation of its importance.
Methodologies and techniques are modelled, demonstrated and reinforced through multiple, deliberate and specific examples in all lesson types. Learners’ application of methodologies gives opportunity to address misconceptions, develop confidence and progress towards independent work.
Lessons and lesson sets are arranged for learners to experience progression in a concept from the concrete, to the pictorial, to the abstract (CPA approach). Such structures lend themselves to mastery of mathematical concepts.
The curriculum links prior knowledge to new applications that are revisited, especially in terms of exam preparation and technique.
Learners experience cross-curricular links between maths, science, technology and humanities, where applicable.
A visualiser is used to aid subject-specific maths support to make visuals and highlight the importance of demonstrating clear and logical methods when solving problems.
Learners experience scaffolded learning opportunities to develop confidence and independence.
Mistakes are seen as valuable learning opportunities, both academically and as part of personal growth.
Go to maths here

2.20 How EDClass gives pupils experience in science education

In general support chats, predicting is often a part of the learners’ experience i.e. “what would be the outcome of…” to help develop possible hypotheses. Their experience is often related to real-life, relatable contexts such as the home.
Teachers will often amend or confirm a learner's understanding of scientific applications and methodologies, and likely result after addressing misconceptions.
Risk assessments will also be a part of discussions in safety conversations.
Methodologies are modelled with different variables, demonstrated and reinforced through multiple, deliberate and specific explorations in all lesson types. Learners’ application of knowledge gauges their curiosity and gives learners the experience of progressing towards independent work.
Diagrams are a large part of the learners' experience of science.
Lessons and lesson sets are arranged for learners to link concepts to real-life scenarios. Concepts and theories are supported through experiments/investigations. Results and hypotheses are then discussed. This lends itself to mastery of the science curriculum.
Progression through the key stages builds on a learner's prior knowledge as scenarios become more complex.
Learners experience cross-curricular links between science, maths, technology and humanities, where applicable.
Learners are taught how to analyse and interpret questions to make direct links between curriculum knowledge and the question being asked. 
Learners experience scaffolded learning opportunities to develop confidence and independence.
Misconceptions are viewed as valuable learning opportunities, both academically and as part of personal growth.
Go to Science here

2.21 How EDClass gives pupils experience in technological education

Learners’ initial experience of the platform is a check that they understand the functionality, how to access learning, how to communicate with teachers and what to do should they feel unsafe in their location.
Discussions will take place regarding diagnostic work to personalise learning pathways set after identifying strengths and areas to improve.
Learners are informed that they can personalise the appearance of their lessons in line with potential SEND needs (fonts, colours, text size).
Online safety (e-safety) will be discussed and reported should learners disclose issues around social media bullying/cyberbullying etc. They are also assigned the online safety lesson pathway or the behavioural pathway (visit here).
Learners can be set lessons that directly relate to the subject of ICT which encourages digital fluency.
Lessons and lesson sets cover online safety and behaviour.
Learners are encouraged to inform teachers of any technical issues so that they can be resolved and learn themselves how to troubleshoot.

2.22 How EDClass gives pupils experience in human and social education

Teachers will gain knowledge of reasons why learners are using an AP platform as well as SEND needs and/or vulnerabilities and check on their welfare and well-being accordingly. Learners can expect stable routines such as an early greeting followed by opportunities to express any worries/concerns regarding well-being, mental health etc., as well as academic assistance.
Teachers will gauge a learner’s emotional readiness for learning and how they can assist/provide guidance
Learners are encouraged to be positive and polite.
Learners are encouraged to be reflective, considering any implications of their actions regarding behaviour and choices on others and the environment around them. This supports a successful reintegration into a school environment and a positive influence in the wider community.
Learners are encouraged to appreciate the learning style that online AP allows: working independently, at their own pace, outside the influence of other influences/an audience of peers.
Learners can experience goal setting and achievements celebrated by teachers, including the little wins.
Learners are encouraged to consider careers, apprenticeships, the guidance they should seek and routes into further education.
Our curriculum covers British values, spiritual, moral, cultural and social education. In addition to this, it covers personal, social, health and economic education (PSHE), behaviour repair, relationships and being part of a group/community/citizenship.
Feedback and subject-specific support are implemented with a growth mindset and learners are encouraged to adopt a positive approach to their learning.
Learners are encouraged to reflect on their learning and respond to feedback to maximise their outcomes on their learning journey and to be aware of where they are on it.

2.23 How EDClass gives pupils experience in physical education

Teachers respond immediately to issues highlighted by questionnaire alerts whereby learners have indicated they are either not ready to learn or there is a perceived barrier to learning. This may lead to discussions about their wellness, comfort and working environment/station. This may lead to guidance should they not feel well, breakfast habits, hydration, room temperature, presence of an adult.
Healthy diet and exercise is often a topic discussed in general conversations between learners and teachers, not only for physical health but mental and emotional well-being.
Physical hobbies and interests are encouraged and promoted, including team sports which can provide social interaction outside the classroom environment. Teachers often share their own experiences beyond the virtual classroom. 
Regulation and physical exercise are also promoted through breaks and building up routines gradually.
Learners can experience goal setting and achievements celebrated by teachers, including the little wins.
Learners can be given access to PE lessons. These can cover exercise for different purposes, the benefits of different exercises and routines, the links between exercise and science and healthy lifestyles.
Learners are encouraged to appreciate the learning style that online AP allows flexibility should learners have additional medical needs.
Links between physical health and other subjects are drawn out such as science, geography and PSHE.
Stereotypes on physical appearance are challenged to develop tolerance of others and self-esteem.
Students get knowledge and understanding of why physical exercise is important whilst learning about DSE regulations.

2.24 How EDClass gives pupils experience in aesthetic and creative education

Creative hobbies and interests are encouraged and promoted, including group activities that can provide social interaction outside the classroom environment. Teachers often share their own experiences beyond the virtual classroom, not only for pleasure, but to promote well-being.
Learners' artistic creations are celebrated by teachers. Learners often share their projects on camera or by email, which is encouraged.
Virtual whiteboards can be used as a creative hook to motivate learners.
Learners experience creative writing in different forms: poetry, drama and prose (fiction and nonfiction). This encourages a love of writing beyond the classroom and informs exam preparation.
English lesson sets cover how a writer creates effects and are guided on how to explain their methods.
Learners are encouraged, through feedback, to take pride in their own work and its presentation.
World celebration days such as ‘World Book Day’ are marked and learners are invited to contribute their favourite book to date with reasoning.

At EDClass we are able to provide learners with more personalised and convenient learning programmes to suit the learner wherever they may be on the learning continuum. We provide learners with choices about where, when, and how they learn.

Learners follow extensive learning pathways which, due to the ease of its set-up, can work very easily with other provisions that are in place. Learners can work independently through a bank of learning content that can replace or support in-school learning thus providing a unique package regardless of environment, facilities or budget. 

We are able to support learners to meet their individual needs. Our platform is online 24/7, giving learners any time, anywhere accessibility. EDClass can engage young people with digital technology, in an environment where most are at ease.

3. Curriculum organisation and delivery 

3.1 Our methodology is unique! Our teachers are recorded delivering topics and a series of lessons to build a pathway of learning that is individualised and flexible. Students complete the series of lessons with further interactive e-learning lessons and other resources as part of the topic and pathways. We provide access to exams, mocks, quizzes and questions as part of the series of lessons to assess, test and monitor their knowledge, understanding and progress. 

3.2 Our curriculum is planned in three phases and incorporates a range of online, e-learning, live and interactive learning lessons, sessions, and skills content with teaching support, delivery and live teaching and learning sessions. 

A long-term plan is agreed for each key stage and this indicates what topics are to be taught in each term, and to which groups of pupils. This long-term plan is reviewed on an annual basis at the end of the summer term. Each subject has schemes of work through which are articulated the areas of study. The school uses the national curriculum schemes of work to inform much of its medium-term planning but is selective in its interpretation.

The school’s short-term plans are those that its teachers write on a review basis. 
 
These are used to set out the learning objectives for each session, including those that are differentiated for differing abilities and needs, and to identify what resources and activities are going to be used in the lesson. 

As the lessons have been delivered, these plans feature space for the teacher to annotate their observations or strategies for future development. These observations are used to shape future planning to better meet the needs of the pupils for the following curriculum 

3.3 English Curriculum

3.4 Maths Curriculum

3.5 Science Curriculum

3.6 PSHE Curriculum

3.7 Behaviour Repair Work Curriculum

3.8 Gun, Knife and Crime Curriculum

3.9 Independent Living Curriculum

3.10 1st Aid Curriculum

3.11 Careers, Employability Skills and Work Skills Curriculum

3.12 Physical Education Curriculum

3.13 French Curriculum

3.14 Prevent and British Values

4. Teaching Expectations

Teachers set high expectations for all students. They will use appropriate assessment to set ambitious targets and plan challenging work for all groups, including:

 Students with emotional school-based avoidance
 Students with low prior attainment
 Students from disadvantaged backgrounds
 Students with behavioural issues
 Students with poor attendance or school refusers 
 Students with SEND
 Students with EHCP
 More able students
 Students with English as an additional language (EAL)

Teachers will plan lessons so that students with SEND/EHCP and/or disabilities can study a suitable curriculum subject, wherever possible, and ensure that there are no barriers to every student achieving.

5. Our Curriculum: Teaching and Support

EDClass offers a safe and secure virtual learning environment with engaging face-to-face teaching, tutoring and well-being support. 

The learning application and virtual classroom have been designed to help break barriers to learning with online assistance, teachers, tutors, and qualified assisted tutors using the personalised e-learning aspects.

We support behaviour, attendance and mental health issues for both students in school and those not accessing mainstream education. We recognise the support required by each learner is unique and that support needs may change from subject to subject and topic to topic. 

The personalised learning aspect enables the student's work, submissions and answers to be extensively tracked and marked over time to identify progress and attainment.

Our live teaching platform can be used to target students who are hard to reach, excluded, have mental health issues such as anxiety, emotional school-based avoidance, behavioural issues, have problems with their physical health, have poor attendance or are school phobic.

Our daily and weekly support timetable allows the teachers to allocate for support, marking, tracking, progress and live teaching.

Our cover support timetable - When we have sickness, holidays, snow days, professional development days, conferences with senior leaders and general absenteeism then this ad-hoc timetable is designed by our teaching team to prevent the impact of support, teaching and learning.  As our teaching provision grows then support and curriculum development alongside live support and teaching is focused.

EDSupport is where our learners, schools, local education authorities or care providers have placed a learner on a ‘seat’ to access lessons they have been set. Support is live and is provided by qualified teachers. Learners who ‘allow’ their camera can speak live to teachers through the camera feed, or they can choose to send typed messages by opening the chat box (through the ‘Q Support’ button on the left of the lesson slides). 

Learners on these ‘seats’ are timetabled and support is live from 9.00 a.m. to 5 p.m. 

EDSupport student streams - It displays the camera feeds of all learners on seats who have ‘allowed’ their camera and mic feed. It is often referred to as the ‘Eyes-on-Learning’ aspect of EDSupport and allows teachers to see learners. All camera feeds are recorded and can be ‘pulled’ should any safeguarding concern be witnessed (please see ‘Specific Safeguarding Issues’).

Recorded sessions - This is the area of the platform where learners on ‘seats’ can access recordings of our teachers covering a wide range of topics. When learners access the EDTV button from their dashboard they appear as ‘tiles’ on the ‘EDTV Support’ page 

Our live virtual classroom and live teaching sessions - The virtual classroom within EDClass is known as ‘EDLive’ which is our own secure teaching application that uses no third-party software.  

EDLive is the platform used when teachers have invited learners to take part in a lesson that is taught live in one of our classrooms or to teach learners from different educational backgrounds live as well. Here learners also receive support; they can send questions or comments through the chat box function.

EDLive enables any learner to follow a unique learning pathway specially designed for each student in English, science and Maths (plus any other designated by our partner schools) whilst getting virtual support online by a safeguarding mentor (at the school) whilst a UK-qualified teacher is delivering structured lessons. Within this, our staff can: 
 view students’ learning live
 teach, support and interact with learners face-to-face
 view their learning progress live
 offer mentoring, support and assistance
 mentor students 
 set structured, timetabled learning pathways

6. Assessment to inform Implementation to help our curriculum 

Our primary focus is on the reintegration of learners back into mainstream education or as close as possible to providing them with the best opportunities. 

Our strategy is two-fold; working in partnership with the proprietor of our service to collate the strengths and weaknesses of the student both academically and pastorally. If a starting point can be established with prior, up-to-date assessments, the curriculum will ensue based on this collaboration. 

If an academic starting point cannot be ascertained from this, we start our internal assessments, to ensure that we understand any gaps in knowledge and have the information necessary to ensure that the curriculum meets the needs of the learner. 

Where possible regular assessments allow us to demonstrate the progress of learners and in partnership with the proprietor facilitate the learner’s academic development and where necessary inform intervention.
The nature of admissions in key stage 3 means that classes may include a mixture of Years 7, 8 and 9 students. Whatever academic cohort they belong to, these students are likely to have had varied exposure to the key stage 3 and 4 curriculums in their parent school (our partner schools) because of issues that impact their attendance. 

(This inherent variability is complicated further by the legacy of the pandemic, which has affected all students but particularly those in current school Years 7 and 8, who will have experienced a very fragmented end of primary phase and little or no formal transition to secondary).

Assessment in EDClass

Our assessment in EDClass is personalised and flexible dependent upon the entry and ability of each individual student. However, every individual follows the same assessment process alongside their learning curriculum. This is:

Step 1: Initial Assessment - Individual learners take an initial assessment which allows us to identify the starting point a student is at and their understanding of the content they are working with.

Step 2: Gap Analysis - Our diagnostic tests can then identify and highlight specific gaps in knowledge that students have, enabling us to create personalised learning pathways to help target these areas which are perfect for a catch-up.

Step 3: Teaching and Learning -  Now students can explore over 17,000 lessons and over 10,000 learning lessons with instant support from UK-qualified teachers delivering live, on-demand and recorded lessons! Teachers can be contacted through face-to-face, written or instant chat, allowing students to work through their personalised learning pathway at their own pace with guidance and advice available at the click of a button.

Step 4: Continuous Assessment - It doesn’t stop there! Our lessons include questions that test students’ knowledge of the content they are learning. All answers are tracked and recorded allowing you to access and clearly track students’ scores, grades and progress during their time using EDClass.

Step 5: Track Impact - From there we can analyse students’ performance on their skills gaps and monitor the improvements they make. The tests can then be re-taken to further improve on specific areas.
The process then repeats itself helping increase attainment and levels as well as further identifying skill gaps students have so, they can progress to the next level of learning as well as improve their knowledge whilst learning with EDClass.

Implementing assessment throughout the system, lessons and curriculum delivery

Our unique assessment and diagnostics show the process of progression via the virtual classroom tracking tools. But most importantly every aspect is recorded for safeguarding of learners and staff. 

How barriers are broken with our virtual classroom and how we can address situations where every learner can learn, develop and improve.

Whilst logged into the system your students are continuously assessed. Every lesson is filled with questions, puzzles and quizzes, all of which are marked, tracked and recorded. 

Every test result is recorded and evidenced throughout the learner's progress in the system, giving you visual data of current grades and the progress made over time.

7. Quality Assurance: Our Approach

Our approach means that our learners can benefit from:

 Learning away from the glare of other learners, thus reducing perceived pressure from other learners
 Learning without distraction and with improved opportunities for focus
 A reduction in anxiety levels and fear of failure around learning
 Learning in a familiar environment away from any previous history of negative experiences (a ‘fresh start’)
 Reduced negative behaviours and the resultant positive impact on relationships and the concept of ‘self’
 Improved attendance and engagement in learning 

Our teaching staff focus on overcoming difficulties through the use of encouragement, praise, support and positive regard. At the heart of our teaching and learning are our values:

 Every learner deserves the opportunity to meet their intrinsic need to learn, achieve and grow 
 We seek to afford every learner the right to harness education as a vehicle for improvement
 We uphold the principle of unconditional regard
 We are acutely mindful of the barriers to participation learners may be encountering in their lives and education
 We recognise that many of our learners are operating below their true potential with gaps in their knowledge and skills that need supporting
 We will always maintain the best interests of a learner or young person in everything that we do

Quality Assurance within our teaching team

Taken from the Department for Education ‘Teacher’s Standards'
The quality of live support, live teaching and recorded lessons are measurable against the Department of Education’s ‘Teacher’s Standards’ to ensure:
Teacher expectations are not only high but inspire, motivate and challenge learners
 establish a safe and stimulating environment for pupils, rooted in mutual respect 
 set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
 demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

The quality of teachers’ work assigning pathways, managing data from assessments to track progress and inform planning is measurable against the DfE’s ‘Teacher’s Standards’ to ensure:

The promotion of good progress and outcomes by pupils

 be accountable for pupils’ attainment, progress and outcomes  
 be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these 
 guide pupils to reflect on the progress they have made and their emerging needs 
 demonstrate knowledge and understanding of how pupils learn and how this impact teaching and learning
 encourage pupils to take a responsible and conscientious attitude to their own work and study

The quality of teaching regarding subject knowledge and changes to curriculum is measurable against the DfE’s ‘Teacher’s Standards’ to ensure:

Good subject and curriculum knowledge are demonstrated

 have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the subject, and address misunderstandings 
 demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of scholarship  
 demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject 
 if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics 
 if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies

The quality of lessons is measurable against the DfE’s ‘Teacher’s Standards’ to ensure:

Lessons are well-planned, well-structured and well-taught

 impart knowledge and develop understanding through effective use of lesson time
 promote a love of learning and children’s intellectual curiosity 
 set homework to consolidate and extend the knowledge and understanding pupils have acquired 
 reflect systematically on the effectiveness of lessons and approaches to teaching 
 contribute to the design and provision of an engaging curriculum within the relevant subject area(s)

The ‘inclusivity’ and ‘breaking barriers to learning’ model adopted by the teaching team is measurable against the DfE’s ‘Teacher’s Standards’ to ensure:

Teachers adapt and respond to the strengths and needs of pupils

 know when and how to differentiate appropriately, using approaches that enable pupils to be taught effectively 
 have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these  
 demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development 
 have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them

The quality of data-handling following assessments is measurable against the DfE’s ‘Teacher’s standards’ to ensure:

Teachers make accurate and productive use of assessments

 know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements 
 make use of formative and summative assessments to secure pupils’ progress 
 use relevant data to monitor progress, set targets, and plan subsequent lessons  
 give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback

Effective behaviour management on EDSupport is measurable against the DfE’s ‘Teacher’s Standards’ to ensure:

Teachers manage behavior and expectations effectively to create a good learning environment

 have clear rules and routines for behaviour, and take responsibility for promoting good and courteous behaviour
 have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly 
 manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them 
 maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary

Fulfilling wider professional, teacher responsibilities is measurable against the DfE’s ‘Teacher’s Standards’ to ensure teachers:
 make a positive contribution to the wider life and ethos of the company
 develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support 
 deploy support staff effectively 
 take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues 
 communicate effectively with third parties with regard to pupils’ achievements and well-being

Teacher Team: Supporting Learners

Our teacher team provides one-to-one academic and pastoral support to all learners throughout the school day, and is made up of teachers who have come from all levels across school settings: Classroom Teachers, Subject Leaders / Heads of Department, Senior Management and Headteachers. 

They bring to EDClass a wealth of experience of working with young people.

Integral to the work of this team is a clear understanding that our learners are acknowledging challenges that require them to access their learning remotely, whether that be for a short period or longer term. In many cases, our learners require support in addition to accessing the curriculum and we pride ourselves on the quality of that support, outlined in this policy. Our aims start with ‘the whole learner’ and their personal growth and wellbeing, before moving on to academic success.

Aims (The ‘Whole Learner’):

 To ensure that learners’ safety and safeguarding are at the heart of all that we do
 To ensure our protocols which ensure safety and safeguarding are transparent to all
 To offer a professional and friendly online environment in which all learners feel safe, welcome and valued
 To nurture an understanding that our learners come to us without judgement regarding their background, circumstances or reasons for learning remotely 
 To engender the belief that all learners can make progress and achieve, regardless of ability and / or perceived ‘barriers to learning’: physical, mental, emotional or regarding wellbeing
 To acknowledge personal successes and achievements (‘little wins’) to develop confidence
 To help learners develop resilience: emotionally, physically and academically
 To develop a sense of self-worth; seeing mistakes as opportunities to learn and develop and to encourage reflection on ‘the bigger picture’
 To raise aspirations
 To engage learners, not only in their work but in their own lives 
 To promote British values to underpin what it is to be a citizen in a modern and diverse Great Britain: Democracy, Rule of Law, Respect and Tolerance, Individual Liberty 
 To encourage free dialogue with our learners to enable them to raise concerns and issues about their well-being
 To help develop learners’ social skills / ‘softer skills’ to impact on learners’ relationships with others
 To offer advice, guidance and support for the pastoral care and well-being of all learners

Aims (Academic Progress and Achievement):

 To engage all learners in the processes of learning and to encourage pride in their achievements and progress
 To facilitate conversations around work and the appropriacy of its pitch and coverage 
 To facilitate conversations around ‘next steps’ in terms of academic progress / success
 To assist with further differentiation, explanation, modelling and encouragement
 To offer expert subject knowledge and the development of core skills
 To instil high expectations in terms of achievement and personal successes 
 To encourage free dialogue with our learners to enable them to raise concerns and issues about their work 
 To guide and advise learners who are being integrated into the school environment again, to discuss standards and expectations with the view to making the reintegration successful

Our Learners:

Our learners reflect a diverse and modern Britain. We are proud that currently, we have learners who, but not exclusively:
 
 Have issues around mental health, well-being, anxiety and depression
 Have physical health issues 
 Have moved into foster or social care
 Have been removed from a difficult relationship within the home
 Have been removed from a domestic violence risk
 Are awaiting a managed move
 Have been excluded
 Require 6th-day provision
 Have difficulty with a full-time school timetable
 Have been bullied in a school environment
 Have shown aggressive/violent behaviours in school
 Are awaiting a court hearing
 Are at risk of County Lines crime/involvement
 Are at risk of being groomed/radicalised
 Have been removed from race/intolerance issues at school
 Have been removed from LGBTQ+ or intolerance issues in school
 Have been involved with drugs and/or alcohol
 Are at risk of homelessness
 Are non-attenders/school refusers

Meeting the Needs of Learners:

Our teacher team provides live, one-to-one support to learners throughout the school day, and for learners who work with us for a few days or a matter of weeks, much of our support is focused on successful reintegration into school. 

Some learners may need reassurance, some may need support addressing behaviours or understanding school expectations and with conversations around ‘softer skills’ and how they can impact relationships with others.

For learners who are working on the EDClass platform for two months or more, a further level of support is provided in terms of planning and navigating the academic journey on which our learners are embarking. It is key to the role of the team to ensure long-term plans and goals are agreed upon and that measures are in place to support these learners to achieve successful outcomes. 

Mid-Term Learners:

These are learners who will spend between two and four months on the platform, mostly with the intention of reintegrating into school, but sometimes with a review planned by the school to see if they will spend more than four months with us.

Long-Term Learners:

These are learners who will spend four months or more on the platform. Whilst the ideal intention is reintegration into school, many learners may spend an entire key stage with us and at key stage 4, this means ensuring they are prepared for GCSE or alternative examinations and for the world of work or further study.

Mid-term and Long-term learners are assigned a teacher who will ‘plot’ their journey with us. Once a learner has familiarised themselves with the platform and teachers, they may:
 Be offered feedback regarding their work in lessons
 Be asked if they have the full range of subjects they expected
 Be asked how they are finding the work to ascertain any difficulties/problems with the pitch/coverage/level of lessons set
 Be offered diagnostic assessments (core subjects and science) to identify any gaps in knowledge/skills
 Be given feedback on assessments and have pathways of lessons amended to cover gaps in knowledge/skills
 Be invited to take part in especially-created live lessons taught by our teachers online
 Be offered advice, guidance and support with their end goals (results/reintegration/part-reintegration/post-16) and discuss targets to facilitate that success
 Discuss having mock examinations set and marked
 Have their subjects and, where appropriate, tiers for exams checked with the school to ensure the curriculum is covered
 Have progress reported to school as well as parents/carers/guardians regularly
 Be asked to evaluate, from time to time, the support they have received