Key Stage 3

Throughout Key Stage 3 we follow a thematic model adopted from the PSHE Association and which is in line with the new Statutory Framework introduced in 2020. Students are taught the four PDC strands across the different terms and this is supported by supplementary learning going on in other subjects, particularly RE, PE and Computing. Students are taught in their form classes and have one lesson a fortnight.

Key Stage 4

Learning in KS4 is based on the same model as in KS3. The curriculum has been designed in a spiral approach to allow for more meaningful learning and dialogue. This also means that topics can be reviewed at age and stage appropriate points throughout the years. Lessons are taught in sets at KS4 to allow for further differentiation and scaffolding. This also makes for a more focused learning environment and increased engagement in lessons.

Key Stage 5

Our fortnightly tutorial session offers activities tailored to Y12 and Y13’s differing requirements. Our tutorial curriculum is designed in such a way that the  four key strands that are covered across both year groups at the same time. This builds upon the experience students have had during PDC between Y7 – 11 and ensures that key topics are covered at appropriate points. This allows for a more meaningful dialogue throughout the two years our young people with us and contributes to more focused and deeper learning.

Y13 focus on their UCAS applications until November. From that point on, they too take part in the tutorial programme and depending on their workload; they can take part in community activities including fundraising and ambassadorial roles within Oaklands and in the wider community.

Further information Curriculum Detail Key stages 3,4 and 5

Further information Curriculum Detail Key Stage 5

How we address values and virtues through the PDC Curriculum

Catholic Social Teaching

Catholic Social Teaching recognises is based on the belief that God has a plan for creation, a plan to build his kingdom of peace, love and justice.  Elements of the of our curriculum lend themselves to the development and teaching of these beliefs.

1.Dignity of the Human Person – This is interweaved into many areas of the curriculum but it is covered in particular in our relationships strand where we look at many things for example: prejudice and discrimination, racism, homophobia & transphobia, religious discrimination, health relationships, community cohesion and personal values.

2. Peace – This is primarily emphasised when teaching about gang violence with Year 9 and community cohesion and challenging extremism with Year 10. We also cover it when discussing peer, family and romantic relationships throughout our relationship strand since their is an emphasis on what makes a healthy relationship and conflict resolution.

3.The Common Good- This is mainly emphasised in the living in the world world strand of the curriculum through lessons on teamwork, equality and opportunity in careers, setting goals for future careers, voluntary work and work experience.

4. The Option for the Poor- This is highlighted in units of work on community cohesion and diversity which place an emphasis on teaching about discrimination in all its forms and why this is wrong. We also do some work on voluntary work and human rights as well within the citizenship strand with a focus on human rights in action/human rights abuses and what we can do to make a change in the world. Finally, we look at mental health and mental ill-health, stigma, safeguarding health and coping mechanisms for people experiencing times of difficulty or change.

5. Solidarity- Again this is emphasised in our work on community cohesion, discrimination and relationships. We also look at this when discussing different work opportunities and rights, plus human rights within the citizenship strand.

6. Dignity of Work – This is predominantly highlighted within the living in the wider world stand of the curriculum where we focus on community and careers, setting goals for the future, financial decision making, employability skills and work experience.

7. Care for God’s creation – This is mainly studied through an emphasis on caring for all of the people within God’s creation. We do this by looking at diversity, discrimination, respectful relationships, human rights and human rights abuses, mental health/emotional wellbeing and healthy lifestyles.

Activities to increase a student’s understanding of Catholic Social Teaching include:

• exploration of case studies
• reading activities
• use of videos
• opportunities for paired and whole class discussions
• written reflections on particular topics.

Assessment and feedback

In PDC we have adopted a new form of assessment called ipsative assessment, since the focus is not on academic progress or attainment. This enables pupils to see the progress made over time through a baseline assessment which is returned to at the end of each topic/lesson. Feedback is offered to students in many forms, but primarily in the lesson through verbal feedback on work completed. Staff also follow a marking policy to ensure pupils receive comments on their written work, engagement and focus in lessons. The curriculum is designed to ensure age related expectations are met and so that students can master sufficient knowledge and skills at each stage.

Extra Curricular and Cultural Capital

Within the PDC department Cultural Capital is addressed through our emphasis on the social, moral, cultural, spiritual and personal development of our students.

Social development is enhanced through our living in the world world and citizenship strands where students are able to develop their understanding of democracy, government and the rights and responsibilities of citizens, plus, all things to do with aspirations, careers and financial decision making.

Spiritual development is fostered through our discussion of different worldviews when looking at topics such as homosexuality and islamophobia, and by acknowledging and accepting other worldviews and opinions. Students are also encouraged to question and form their own opinions which are influenced by their own faith journey.

Moral development is promoted through a discussion of the law regarding a whole array of topics from drugs, to knife crime and sexual harassment. We also look at the consequences of different behaviours and the impact these have on people in society.

Cultural development is achieved in several forms through our teaching on relationships, including topics like diversity and discrimination, plus our citizenship strand in which pupils discuss the rights and responsibilities of people within different cultures.

Finally, personal development is at the heart of what we do, in encouraging pupils to become more resilient individuals who are confident in adopting the skills and knowledge required to make more informed life choices.

Development of Literacy through PDC

Throughout the PDC curriculum there is an emphasis on the importance of developing literacy skills. Regular opportunities are given to students to focus on their reading, spelling, grammar and punctuation and schemes of work highlight key words to students that they are to focus on learning. In addition to subject literacy the department support school flying start where students can select material to read independently.

The three key areas where we focus our literacy work in PDC are:

Disciplinary literacy

• Using talk and debate to clarify ideas
• Using ‘Think, Pair, Share’ to promote confidence in communicating in front of peers
• Providing plenty of opportunities for paired and whole class discussions so that pupils learn how to articulate their own opinions
• Use of video clips/lesson stimulus to promote more deeper thinking and discussions
• Reading subject specific content material as part of the lesson
• Use of a popcorn reading style to ensure more than a handful of students are involved the reading the subject specific content
• Development of written answers to express views and demonstrate knowledge and skills.
• Homework tasks that are part of our ipsative assessment model that enable pupils to evidence progress made throughout the unit or lesson.

Giving students the ability to read complex academic texts.

• Reading specific subject complex academic text as part of normal lessons for meaning
• Providing articles relevant to the area of PDC study.
• Breaking down complex paragraphs from academic reading so students can understand meaning
• Summarizing
• Chunk complex material into discrete parts with describable functions.
• Help students understand the purpose and audience for academic work.

Targeted vocabulary instruction

• Target reading text with complex vocabulary
• Ask students to explain words in a complex task or text
• Revisit complex vocabulary
• Deconstruct subject specific vocabulary before it is used
• Providing similes and metaphors to students so they can understand complex words.