The curriculum at The Kassia Academy has been carefully selected to re-engage learners with their education whilst providing them with the currency and skills they need to be successful post 16.
Students at The Kassia Academy access a broad, balanced and engaging curriculum. Our curriculum intent is to ensure that our students are well prepared for adulthood and are set up to achieve personal success in their chosen pathways. We aim to equip them with the knowledge they need to achieve their best possible outcomes. We recognise the importance of supporting the retention of information from one lesson to the next and building progressively and cumulatively on key knowledge and skills. We hold high expectations of, and for our students and work to instill in them, a commitment to continued learning.
Our students can expect equal opportunities through our educational provision, high quality teaching and learning, a broad range of subjects and support to develop positive mental health and well-being. At The Kassia Academy, students are able to access a range of additional alternative provision, which is tailored to meet needs in a timely way. We continually prepare students to contribute positively to society and we also teach them how to keep themselves safe and build resilience. It is important they know how to seek support and how to maintain positive connections with others.
At The Kassia Academy, we believe in making the curriculum work for each individual child instead of a child having a curriculum that does not work for them. As such, we treat each pupil as an individual and do whatever it takes to help them succeed.
This begins with a carefully planned integration programme in which we take the time to get to know each pupil before they arrive at The Kassia Academy. Through meetings with their mainstream teachers as well as a one-on-one pupil interview with our learning mentors, we are able to paint a detailed portrait of each pupil and develop the relevant intervention strategies. We invite specialist programmes in to help educate and protect our children in the community e.g. The J.J Effect and The Cells Project.
In our school, we offer a broad range of national curriculum subjects including GCSE’s and recognised equivalents, entry level certificates, and vocational qualifications such as the Duke of Edinburgh Award.
In KS3 we deliver our learning in foundation subjects using project based learning, which runs congruously with the English topic, this gives the learners the opportunity to have rich language threads and golden learning opportunities, as learning theme is immersed across the topic. As part of our therapeutic offer we have learning opportunities with our therapy dog Henry.
It is important to us that our learners have the opportunity to leave school with a range of qualifications as currency to enable them to access courses at post 16. All qualifications are delivered in small, nurturing groups with personalised learning from specialist teachers and teaching assistant support for all. Alongside these we provide a broad range of extra-curricular activities via our Outdoor Learning.
Our aim is to provide support and encouragement to all our learners enabling them to have a positive approach to life and gain the following skills to become determined, lifelong learners and successful citizens. We approach this through our four core values;
H - High Standards E - Empathy R - Resilience E - Emotional Response
For more information, please see our Programme of Education Intent. Alternatively, you can contact Mr. Karl Hanna, Deputy Headteacher if you require any more information regarding the curriculum: karl.hanna@tkas.org.uk
At The Kassia Academy, the English curriculum is delivered through high-quality adaptive teaching, trauma-informed practice, and consistent evidence-informed approaches to teaching and learning.
Teaching is carefully planned to meet the individual needs of learners, taking account of varying starting points, prior attainment, literacy levels, and additional learning needs.
Adaptive teaching strategies are used to ensure that all learners can access ambitious learning whilst receiving the appropriate level of support and challenge. Lessons include clear modelling, scaffolding, structured questioning, vocabulary development, and opportunities for guided and independent practice to build learners’ confidence and success over time.
Our trauma-informed approach recognises the impact that adverse experiences and social, emotional, and mental health needs can have on engagement, communication, and learning.
Staff prioritise the development of positive relationships, predictable routines, emotional safety, and a supportive classroom environment where learners feel respected, valued, and able to take risks in their learning. This approach helps reduce barriers to participation and supports learners in developing resilience, self-regulation, and confidence in expressing themselves.
English teaching is further strengthened through the use of the StepLab instructional coaching model, which supports consistent, high-quality classroom practice across the school. Staff engage in ongoing professional development focused on evidence-informed strategies, including explicit instruction, effective questioning, literacy development, behaviour for learning, and responsive teaching. Coaching and deliberate practice enable teachers to continually refine their practice and improve learner outcomes.
The curriculum is delivered through engaging, purposeful, and well-sequenced learning experiences that promote reading fluency, comprehension, analytical thinking, written communication, and oracy skills, preparing learners for examinations, further education, employment, and everyday life.
At The Kassia Academy, mathematics is recognised as a vital core subject that equips learners with the knowledge, skills, confidence, and resilience needed to succeed both academically and in later life. Mathematical proficiency extends beyond the classroom and plays a significant role in future education, employment, financial understanding, and everyday problem solving. Research from the Department for Education highlights that achievement in mathematics has one of the greatest impacts on future earnings and opportunities, particularly for learners achieving key GCSE grade thresholds.
Nationally, socio-economically disadvantaged pupils continue to underperform compared to their peers in mathematics, with attainment gaps widening throughout secondary education. At The Kassia Academy, we are committed to addressing these barriers by delivering a mathematics curriculum that is ambitious, engaging, accessible, and carefully adapted to meet the needs of learners within an SEMH and alternative provision context.
We recognise that many learners arrive at The Kassia Academy with disrupted educational experiences, gaps in prior learning, and, in some cases, negative experiences of mathematics. As a result, establishing positive relationships and rebuilding learner confidence is central to our approach. Staff work hard to create calm, supportive, and encouraging learning environments where pupils feel safe to take risks, ask questions, and develop resilience within their mathematical learning.
Lessons are carefully planned to be engaging, personalised, and flexible, enabling learners to make progress from their individual starting points. Adaptive teaching, scaffolding, modelling, practical resources, and small-step instruction are used to ensure all learners can access learning successfully. Tasks are appropriately differentiated to provide both support and challenge, ensuring pupils experience success whilst also developing independence and deeper mathematical understanding.
The sequencing of the mathematics curriculum has been carefully designed to build progressively on prior learning from the National Curriculum. Sequencing enables learners to revisit and consolidate previous knowledge before extending and applying it to more complex concepts. Through regular retrieval practice and structured progression, learners are supported in developing long-term memory and mathematical fluency, reducing cognitive overload and allowing them to engage more successfully with new learning.
Teaching focuses not only on procedural fluency but also on developing reasoning, critical thinking, and problem-solving skills. Learners are encouraged to think logically, explain their methods, and apply mathematical concepts to real-life situations. Guided practice, modelling, and independent application opportunities are embedded throughout lessons to support learners in securing knowledge and building confidence over time.
At The Kassia Academy, lessons build on prior knowledge and provide sufficient opportunities for both guided and independent practice. New concepts are introduced in manageable small steps, with teachers providing learners with the time, support, and repetition needed to secure understanding before moving on. This flexible approach allows learners to progress at an appropriate pace and achieve their individual potential.
Our mathematics curriculum aims to help learners develop confidence, resilience, independence, and the numeracy skills required for the next stage of education, training, employment, and adult life. By supporting learners to think critically and solve problems effectively, we aim to ensure that all pupils leave The Kassia Academy better equipped to flourish within modern society and a wide range of future pathways. Mathematics curriculum is supported by a White Rose scheme sequenced in year groups 7 – 11.
The core purpose of our Science curriculum at The Kassia Academy is to develop scientifically literate learners who are curious about the world around them and equipped with the knowledge, skills, and understanding needed to succeed in education, employment, and everyday life. Our curriculum is designed to provide learners with a secure foundation in scientific knowledge and conceptual understanding across Biology, Chemistry, and Physics, whilst also developing practical investigation skills, critical thinking, problem solving, and the ability to apply scientific understanding to real-life contexts.
The curriculum aims to build learners’ confidence, resilience, and independence through carefully sequenced learning that meets individual starting points and addresses gaps in prior learning. We strive to ensure that all learners can access an ambitious and engaging science curriculum, regardless of previous educational experiences or barriers to learning.
Through science, learners are encouraged to question, explore, evaluate evidence, and understand the impact of science on society, health, technology, and the environment. The curriculum also supports the development of literacy, numeracy, communication, and employability skills, preparing learners for further education, training, and future career pathways.
Our vision for Science at The Kassia Academy is to inspire curiosity, develop scientific understanding, and enable all learners to achieve their full potential regardless of their starting points or previous educational experiences. We strive to foster resilience, independence, curiosity, and a positive attitude towards learning through practical enquiry, discussion, and real-world scientific application. Science also supports learners in developing literacy, numeracy, communication, and employability skills, whilst promoting awareness of health, environmental responsibility, and the role of science within modern society.
The Synergy Combined Science pathway shifts the focus towards the connections and overlaps between Biology, Chemistry, and Physics, integrating scientific learning through relevant real-world contexts. The curriculum is designed to develop learners’ scientific knowledge, practical investigation skills, analytical thinking, and problem-solving abilities, whilst remaining accessible and supportive for learners with Social, Emotional, and Mental Health (SEMH) needs. This approach supports deeper understanding by helping learners make links across scientific disciplines rather than viewing subjects in isolation.
The core of our PSHE curriculum is grounded in the belief that education should provide both mirrors and windows for students – mirrors that reflect their own lives and experiences, fostering a sense of identity and belonging, and windows that open up new perspectives and understanding, encouraging empathy and appreciation for the diverse world we live in. This philosophy shapes our approach to teaching PSHE, ensuring that every lesson is a step towards building well-rounded, compassionate, and informed individuals.
At The Kassia Academy, Key Stage 4 learners follow the European Computer Driving Licence curriculum to develop the essential digital literacy and IT skills required for further education, employment, and everyday life. The curriculum intent of ECDL (also known as ICDL) is to bridge the digital skills gap by equipping learners with practical, internationally recognised computer skills that can be applied confidently and safely in real-world contexts.
The course is designed to develop learners’ understanding and application of common software packages, digital communication, online safety, and workplace productivity tools. Through structured and practical learning experiences, pupils gain confidence in using technology effectively whilst developing independence, problem-solving skills, and digital responsibility.
Teaching is carefully adapted to meet learners’ individual starting points and support learners with additional needs, ensuring all pupils can access meaningful and purposeful learning. The qualification also supports employability by preparing learners with transferable digital skills that are increasingly essential within modern workplaces and wider society.
At The Kassia Academy, the Key Stage 3 Computing curriculum is designed to inspire curiosity, creativity, and confidence in the use of technology whilst developing essential digital skills for modern life. Using the comprehensive and innovative resources provided by the Raspberry Pi Foundation, the curriculum provides learners with engaging, hands-on learning experiences across areas such as programming, data science, digital media, online safety, networks, and physical computing.
Lessons are carefully planned to be inclusive, scaffolded, and adaptable, ensuring all learners, including those with SEND and SEMH needs, can access ambitious learning and make progress from their individual starting points. Through practical activities such as creating digital animations, developing coding projects, exploring computer networks, and using physical computing devices, learners develop problem-solving, logical thinking, and computational skills whilst gaining a deeper understanding of how technology works in the wider world.
Teaching incorporates collaborative learning, real-world applications, and evidence-informed approaches such as the “unplug, unpack, repack” model, which helps break down abstract concepts into accessible and meaningful learning experiences. This approach supports learners in building confidence, resilience, and independence whilst encouraging creativity and critical thinking.
At The Kassia Academy, the geography curriculum is designed to provide learners with a broad, balanced, ambitious, and highly inclusive understanding of the world around them. Geography teaching prioritises practical, knowledge-rich, and sensory-based learning experiences that support learners within an SEMH and alternative provision context to engage successfully from their individual starting points. The curriculum develops key geographical concepts including place, space, environment, earth systems, scale, and interconnection through carefully sequenced learning that builds locational knowledge, spatial awareness, environmental understanding, and geographical enquiry skills over time. Teaching approaches are adaptive and structured to minimise cognitive overload and remove barriers to learning through the use of pre-teaching vocabulary, visual supports, tactile maps, ICT, discussion-based learning, and scaffolded activities. Positive relationships, consistent routines, and trauma-informed practice help learners develop confidence, curiosity, and resilience within geography.
At The Kassia Academy, geography implementation focuses on ensuring learners securely develop component knowledge before applying their understanding within wider geographical contexts and real-world situations. Teachers identify and address misconceptions through questioning, modelling, retrieval practice, and formative assessment to support secure understanding and progression. Assessment is used to monitor progress, identify gaps in learning, and inform adaptive teaching and intervention strategies. Fieldwork and enrichment opportunities are recognised as an essential part of the geography curriculum and provide learners with opportunities to apply geographical skills and understanding through practical and experiential learning both on and off site. Leaders support curriculum implementation through quality assurance processes, curriculum reviews, staff development, and ensuring that geography remains ambitious, accessible, and relevant for all learners, preparing them for further education, employment, and adult life.
At The Kassia Academy, the Level 1/2 Technical Award in Food and Cookery is designed for learners who wish to gain an introduction to the food and catering industry through a practical, vocational and project-based curriculum. The qualification is intended to develop learners’ knowledge, understanding and practical skills in food preparation, nutrition, hygiene, safety, and cookery techniques, whilst also promoting independence, teamwork, organisation and employability skills. It is particularly suited to learners who may wish to pursue a future career within the catering and hospitality industry or progress onto further vocational study post-16.
To achieve the qualification, learners are required to successfully demonstrate the knowledge and skills across all seven mandatory content areas.
· 1. Health and Safety: Safe and hygienic working practices for both the individual and the cooking environment, including minimizing hazards and risk management.
· 2. Food Legislation & Provenance: Understanding food safety laws, labelling regulations, food miles, and how ingredients are sourced or produced.
· 3. Food Groups & Nutrition: The macronutrients and micronutrients the body needs and how they contribute to a balanced diet based on the NHS Eatwell Guide.
· 4. Factors Affecting Food Choice: How factors such as age, gender, budget, lifestyle, culture, and ethical or medical needs impact the food we choose to eat.
· 5. Food Preparation & Cooking Skills: The practical application of technical skills (e.g., knife work, shaping) and cooking techniques.
· 6. Recipe Amendment & Evaluation: How to adapt dishes to make them healthier (e.g., swapping ingredients) and how to evaluate completed meals.
· 7. Menu & Action Planning: Effectively planning a menu in response to a customer brief, including time management, sequencing (dovetailing) tasks, and action planning.
Teaching and learning at The Kassia Academy focuses on providing engaging, practical experiences alongside theoretical understanding, enabling learners to apply their knowledge in realistic contexts and develop confidence within a working kitchen environment.
The curriculum is carefully adapted to meet the needs of learners within The Kassia Academy’s SEMH and alternative provision context. Lessons are delivered in a supportive, structured environment with high levels of adult guidance, adaptive teaching approaches, and opportunities for repetition and practical application to ensure learners can achieve success from their individual starting points.
Progression opportunities following completion of the qualification include further study, apprenticeships, or employment within the food and hospitality sector.
Kassia learners who achieve at Level 1 may progress onto Level 2 qualifications post-16, including:
• GCSE Food Preparation and Nutrition
• Level 2 vocational or technical qualifications designed to support progression into employment, apprenticeships, or further study
Kassia learners who achieve at Level 2 may progress onto Level 3 qualifications post-16, including:
• Level 3 Certificate or Diploma in Food Science and Nutrition
• Level 3 Technical qualifications, including T Level programmes, supporting progression to higher education, apprenticeships, and employment
Learners may also progress directly into employment or apprenticeship pathways within the catering and hospitality industry. The knowledge, understanding, and practical skills developed through this qualification support progression into a range of roles, including kitchen assistant, catering assistant, chef, and sous chef.
At The Kassia Academy, the Pearson BTEC Level 1/Level 2 Tech Award in Art and Design Practice (603/7056/7) provides learners with an introduction to vocational learning through engaging, creative, and practical experiences. The qualification enables learners to develop sector-specific knowledge, understanding, and practical skills through vocational contexts, helping them explore and investigate a range of art and design practices as part of their Key Stage 4 curriculum.
The BTEC Tech Award suite is designed to build applied knowledge and skills that support progression into further learning, employment, and apprenticeships. The qualification uses well-established BTEC assessment approaches which are recognised for developing practical understanding, creativity, independence, and learner engagement. Through practical exploration, experimentation, and creative projects, learners are encouraged to develop confidence, resilience, communication skills, and problem-solving abilities whilst producing art and design work in realistic vocational contexts.
The creative industries form a significant and growing sector within the UK economy, including areas such as fashion, games design, advertising, graphics, publishing, craft, product design, interior design, and architecture. The qualification helps learners understand the breadth of opportunities available within the sector and supports the development of transferable creative and employability skills that are valuable across a range of future pathways.
At The Kassia Academy, the course is delivered within a supportive and adaptive learning environment that reflects the needs of learners within an SEMH and alternative provision context. Teaching approaches are practical, accessible, and highly supportive, enabling learners to achieve success from their individual starting points whilst developing independence, self-expression, and confidence in their creative abilities.
The qualification is made up of two components which focus on the assessment of applied knowledge, practical skills, and creative practice. Learners must successfully complete both components in order to achieve the qualification.
Component 1 focuses on the exploration and development of art and design skills, techniques, processes, and responses to creative briefs through practical investigation and experimentation.
Component 2 is an externally assessed synoptic component that builds directly on the learning from Component 1. Learners apply their knowledge, understanding, and practical skills to respond to a realistic vocational scenario, enabling them to bring together and apply their learning in a meaningful and creative context.
Study of the qualification at Key Stage 4 supports learners in making informed decisions regarding their future education and career pathways. Progression opportunities will depend on learners’ overall attainment and achievement within the qualification.
Learners who achieve Level 2 at Key Stage 4 may progress onto:
• A Level study as preparation for higher education across a range of subjects
• Level 3 vocational qualifications, including BTEC Nationals in Art and Design
• Apprenticeships or employment pathways within the creative industries
• Further study leading towards careers in areas such as graphic design, fashion, illustration, photography, interior design, games design, media, animation, and architecture
The qualification provides Kassia learners with valuable creative, technical, and transferable skills that support progression into further education, training, employment, and the wider creative sector.
At The Kassia Academy, the NCFE Level 1 Certificate in Sport (601/2623/1) is designed to support learners in developing knowledge, understanding, and practical skills linked to sport, exercise, fitness, and personal development. The qualification provides learners with opportunities to develop transferable employability skills whilst encouraging participation, confidence, teamwork, and healthy lifestyles.
The qualification is particularly suited to learners who are interested in sport and physical activity and may wish to progress onto further education, training, apprenticeships, or employment within the sport and leisure sector. The course combines vocational learning with practical experiences, enabling learners to develop skills that can be applied both within education and the wider workplace.
At The Kassia Academy, the qualification is delivered within a supportive and adaptive learning environment that reflects the needs of learners within an SEMH and alternative provision context. Teaching approaches focus on building positive relationships, learner confidence, resilience, communication, and engagement through practical and accessible learning experiences.
The qualification is suitable for learners aged 16–18, although it may also be accessed by pre-16 learners following vocational programmes or older learners wishing to develop their understanding of sport or explore new career pathways.
There are no formal entry requirements for this qualification. However, learners may benefit from previous experience at Entry Level or from an interest in sport, exercise, and physical activity.
To achieve the qualification, learners must successfully complete a minimum of 20 credits through the completion of five units selected from a range of optional sport-related units. The flexible structure allows programmes to be adapted to meet learners’ interests, strengths, and individual progression pathways.
The qualification is internally assessed and externally quality assured through the completion of a portfolio of evidence.
Assessment methods may include:
Practical activities
Written tasks
Observations
Discussions and presentations
Witness statements
Photographic or video evidence
The qualification can typically be completed within six months, depending on the learner’s prior knowledge, attendance, engagement, and individual needs.
The curriculum supports learners in developing a broad range of transferable skills, including:
Teamwork and cooperation
Communication skills
Leadership and responsibility
Organisation and time management
Confidence and resilience
Health and fitness awareness
Problem solving and self-management
The qualification also supports learners in understanding the importance of physical activity, wellbeing, and healthy lifestyles, whilst encouraging participation and engagement within sport and recreation activities.
Progression opportunities for Kassia learners completing the qualification may include:
Level 2 Sport qualifications
Further vocational study
Apprenticeships within the sport or leisure sector
Further Education college courses
Employment or volunteering opportunities linked to sport and recreation
The knowledge and skills developed through this qualification may support progression into a variety of job roles and vocational pathways, including:
Leisure Assistant
Recreation Assistant
Sports Receptionist
Administrator
Assistant Coach
Community Sports Support Roles
At The Kassia Academy, the Sport curriculum aims to develop learners’ confidence, teamwork, wellbeing, employability, and personal development through engaging vocational and practical learning experiences. Learners are encouraged to develop positive attitudes towards physical activity, resilience, and healthy lifestyles whilst preparing for future education, training, employment, and wider life opportunities.
At The Kassia Academy, the City & Guilds Level 1 qualification in Animal Care are designed to provide learners with practical, vocationally focused experiences that develop knowledge, understanding, and skills related to the care and welfare of animals. The qualifications introduce learners to the animal care industry and support the development of transferable employability skills, independence, responsibility, and confidence through engaging and practical learning opportunities.
The qualifications are particularly suited to learners who enjoy practical learning and may wish to pursue future education, training, apprenticeships, or employment within the animal care sector. Learners develop an understanding of animal welfare, health and safety, handling and care routines, feeding, behaviour, and the responsibilities associated with working with animals. Practical activities and vocational contexts allow learners to apply their knowledge and develop skills that reflect real-life industry expectations.
At The Kassia Academy, the Animal Care curriculum is delivered within a supportive and adaptive learning environment that reflects the needs of learners within an SEMH and alternative provision context. Teaching approaches focus on building positive relationships, developing learner confidence, and encouraging engagement through practical and hands-on experiences. Staff provide appropriate scaffolding, modelling, and personalised support to ensure learners can access the curriculum successfully from their individual starting points.
The Level 1 qualification provides an introductory pathway into animal care and focuses on developing foundation knowledge, practical skills, and awareness of working within the sector. Learners are supported to build confidence, independence, and an understanding of basic animal care principles.
The qualifications support learners in developing a range of transferable skills including teamwork, communication, organisation, responsibility, resilience, and time management. These skills are valuable not only within the animal care industry but also across a broad range of future education and employment pathways.
At The Kassia Academy we deliver part of our PSHE/SMSC through Votes for Schools programme a structured tool to support pupils’ personal development, citizenship understanding and communication skills across the curriculum. We have adopted this approach as it breaks down the learning into key areas as follows:
Teaching Citizenship
Votes for Schools provides a valuable platform for teaching citizenship by helping pupils understand their rights and responsibilities, the importance of community participation, and how to actively engage within society. Through weekly discussion topics and debates, learners develop an understanding of democracy, British values and what it means to be an informed and responsible citizen in modern Britain.
Coverage of SMSC
The programme supports comprehensive coverage of the Social, Moral, Spiritual and Cultural (SMSC) strands. Weekly themes are carefully designed around relevant and topical issues, enabling pupils to explore a wide range of perspectives, values and ethical discussions. This helps learners develop greater awareness of current affairs, diversity and wider societal issues in an age-appropriate and engaging manner.
Pupil Voice and Oracy
At The Kassia Academy, promoting pupil voice is a significant priority. Votes for Schools provides learners with meaningful opportunities to express their views, opinions and experiences within a safe and supportive environment. These discussions are closely linked to our oracy focus, helping pupils develop confidence in speaking, listening and articulating their ideas clearly and respectfully. This supports communication skills, self-expression and emotional literacy across the wider curriculum.
Overall, the programme contributes positively to learners’ personal development, confidence, critical thinking and engagement with the wider world, while reinforcing the school’s ethos of respect, inclusion and active participation.
At The Kassia Academy, we are committed to providing high-quality, impartial Careers Education, Information, Advice and Guidance (CEIAG) to support all pupils in preparing for their future.
As an Alternative Provision (AP) SEMH setting for Years 7–11, our careers programme is designed to raise aspirations, build confidence and resilience, and ensure pupils are well prepared for post-16 education, employment and training.
Our Commitment to Statutory Guidance
The Kassia Academy complies with:
The Education Act 1997
The Education and Skills Act 2008
The Skills and Post-16 Education Act 2022
The School Information (England) Regulations 2008
DfE Statutory Guidance: Careers guidance and access for education and training providers (updated May 2025)
We provide:
Independent and impartial careers guidance from Year 7
Access to the full range of academic and technical pathways
Meaningful encounters with employers and education/training providers
Statutory provider encounters in line with the Provider Access Legislation (Baker Clause)
Provider Access (Baker Clause)
In line with statutory requirements, we ensure that:
Pupils in Years 8–11 receive at least four provider encounters across the first and second key phases.
These encounters are delivered by approved technical education or apprenticeship providers.
Encounters take place during the school day and are of reasonable duration.
Providers present information about qualifications, progression routes and career outcomes.
Pupils have opportunities to ask questions.
Although the national model includes six encounters across Years 8–13, The Kassia Academy delivers the required encounters for the age range we serve (Years 7–11).
Full details can be found in our:
Provider Access Policy Statement
Careers Policy
Our Careers Programme (Gatsby Benchmarks)
Our careers programme is structured around the Gatsby Benchmarks:
A stable careers programme
Learning from career and labour market information
Addressing the needs of each pupil
Linking curriculum learning to careers
Encounters with employers and employees
Experiences of workplaces
Encounters with further and higher education
Personal guidance
The programme is progressive from Year 7 to Year 11 and is embedded across the curriculum.
Careers Provision by Year Group
Year 7
Introduction to careers and aspiration raising
Employer encounters
Careers workshops
Independent careers guidance support
Year 8 (First Key Phase)
Technical education provider encounter (counts as statutory encounter)
Apprenticeship/technical training provider encounter (counts as statutory encounter)
Employer engagement
Careers interviews where appropriate
Year 9
Additional provider encounters where required
KS4 options support
Labour market information activities
Personal careers guidance
Year 10 (Second Key Phase)
Post-16 technical provider encounter (counts as statutory encounter)
Apprenticeship provider encounter (counts as statutory encounter)
Work experience preparation
Careers fairs and college visits
Personal guidance interviews
Year 11
Targeted post-16 provider encounters
Apprenticeship and college information sessions
1:1 careers guidance
Application support
Confirmation of post-16 destinations
Support Pupils with SEMH and SEND Needs
As an AP SEMH setting, we ensure careers provision is personalised and accessible.
This includes:
Small group and 1:1 careers guidance
Supported transition planning
Family meetings where appropriate
Adapted provider encounters
Exploration of supported internships and specialist provision
We aim to ensure every pupil leaves with a clear, realistic and aspirational progression plan.
Labour Market Information (LMI)
We provide pupils with up-to-date labour market information to support informed decision-making.
LMI is used within:
Careers lessons
Options discussions
Provider encounters
Personal guidance interviews
Useful LMI resources include:
Cheshire & Warrington Pledge
National Careers Service
Apprenticeships.gov.uk
Measuring Impact
We evaluate the impact of our careers programme through:
Pupil voice and feedback
Parent and staff surveys
Evaluation of provider encounters
Compass/Compass+ reporting
Destination data tracking
Review meetings with careers partners
Our Year 11 leavers progress to:
Further education colleges
Apprenticeships
Employment
Specialist provision
The D of E Award is here to empower our learners; to support them as they learn new skills, overcome obstacles, and build confidence and resilience.
For many of our learners, it is a life-changing experience. A fun time with friends. An opportunity to discover new interests and talents. A tool to develop essential skills for life and work. A recognised mark of achievement; respected by employers.
The DofE is many things to many people, supporting generations to successfully navigate adult life.
The DofE programme is for all our KS4 learners and they work towards the Bronze and Silver Duke of Edinburgh’s Award.
There are four sections to complete at Bronze and Silver level. They involve helping the community/environment, becoming fitter, developing new skills, planning, training for and completing an expedition.
Any young person can do their DofE – regardless of ability, gender, background or location. Achieving an Award isn’t a competition or about being first. It’s all about setting personal challenges and pushing personal boundaries.
Through our DofE programme young people have fun, build relationships, improve their self-esteem and build confidence. They gain essential skills and attributes for work and life such as resilience, problem-solving, team-working, communication and drive, enhancing CVs and university/job applications.
Top employers recognise the work-ready skills Award holders bring to their business.
At The Kassia Academy, Relationships and Sex Education (RSE) is closely aligned with the school’s ethos and values, supporting the development of respectful, resilient and responsible young people. Through RSE, the school promotes positive relationships, emotional wellbeing, safeguarding awareness and preparation for adult life, alongside the wider personal development of learners.
The aims of Relationships and Sex Education (RSE) at the school are to:
- Provide a framework in which sensitive discussions can take place
- Prepare pupils for puberty and give them an understanding of sexual development, health and hygiene
- Help pupils develop self-respect, confidence and empathy, while promoting positive characteristics such as kindness, tolerance and integrity
- Create a positive culture around relationships, sexuality and mutual respect
- Teach pupils the correct vocabulary to describe themselves and their bodies
At The Kassia Academy, RSE is delivered in line with statutory government guidance and reflects the inclusive values of the school community. Teaching is age-appropriate, carefully sequenced and responsive to the needs of learners, ensuring pupils feel safe, respected and supported throughout the curriculum.
The programme supports learners to understand healthy relationships, personal boundaries, online safety, consent, equality and diversity, while encouraging respect for themselves and others.
RSE also contributes significantly to safeguarding by helping learners recognise risk, develop the confidence to seek support, and make informed and responsible decisions.
At The Kassia Academy, as part of our PSHE provision, we deliver a comprehensive Relationships, Health and Sex Education (RHSE) curriculum. We ensure that all statutory objectives are fully covered so that pupils develop an understanding of different relationships and family structures, physical and mental health and wellbeing, personal safety, and the changes associated with puberty and adolescence.
Parents and carers do not have the right to withdraw their child from lessons covering statutory Relationships and Health Education or from National Curriculum Science content. This includes teaching related to puberty, human development and the physical changes that occur within the body.
Parents and carers do have the right to request that their child is withdrawn from some or all of the Sex Education delivered as part of statutory RSE, except for any content that is taught as part of the National Curriculum for Science. Any request should be made in writing to the Headteacher. Before any decision is made, the Headteacher will discuss the request with parents and carers and, where appropriate, with the pupil. This discussion will help to clarify the nature and purpose of the curriculum, understand the reasons for the request, and consider the possible impact of withdrawal. A record of the discussion and decision will be kept.
Our Relationships, Health and Sex Education curriculum is fully inclusive and designed to meet the needs of all pupils. We believe that all children should have the opportunity to learn these important life skills within a safe, respectful and supportive environment. Teaching is delivered in an age-appropriate, sensitive and engaging manner that reflects the needs of our learners and the values of the school community.
At The Kassia Academy we actively encourage parents and carers to review the school’s Relationships and Sex Education Policy and curriculum overview to support openness, transparency and partnership working between home and school.
.
VTCT Skills Level 1 Certificate in an Introduction to the Hair and Beauty Sector
At The Kassia Academy, the VTCT Skills Level 1 Certificate in an Introduction to the Hair and Beauty Sector is designed to provide learners with an engaging introduction to the hair and beauty industries through practical, vocationally focused learning experiences. The qualification supports learners in developing practical skills, professional behaviours, and sector-specific knowledge that can support progression into further education, training, apprenticeships, or employment within the hair and beauty industry.
The course introduces learners to the expectations of working within a salon environment and helps them develop an understanding of professional presentation, customer care, teamwork, health and safety, and practical salon-based skills. Learners are encouraged to build confidence, communication skills, creativity, and independence through hands-on practical activities and vocational learning experiences.
At The Kassia Academy, the qualification is delivered within a supportive and adaptive environment that reflects the needs of learners within an SEMH and alternative provision context. Staff provide personalised support, modelling, scaffolding, and practical guidance to ensure learners are able to access the curriculum successfully from their individual starting points whilst developing confidence and employability skills.
Learners have opportunities to develop practical skills through a range of optional units linked to both hair and beauty, including:
Plaiting and twisting hair
Shampooing and conditioning hair
Styling and dressing hair
Colouring hair using temporary colour
Basic make-up application
Photographic make-up
Hand and skin care
Nail art application
Basic manicure and pedicure treatments
Themed face painting
Head massage techniques
Salon reception duties
Creating and maintaining retail displays
Working safely within the hair and beauty sector
Working with others within salon environments
Creating images using hair, beauty, or colour techniques
Through these units, learners develop practical competence alongside an understanding of professional standards and salon expectations. The qualification also helps learners develop transferable employability skills including communication, teamwork, organisation, customer service, creativity, and time management.
Underpinning the qualification is the development of knowledge and understanding linked to each practical unit. Learners are supported to understand how professional salons operate and how to maintain appropriate standards of hygiene, safety, presentation, and client care.
The qualification aims to provide learners with a strong foundation for future progression and may support learners in:
Performing basic services independently
Assisting others within salon environments
Progressing onto further vocational qualifications
Developing confidence and readiness for employment or training
Progression opportunities for Kassia learners completing the qualification may include:
Level 2 Hair and Beauty qualifications
Further Education college courses
Apprenticeships within hairdressing or beauty therapy
Employment or trainee opportunities within salons or customer service settings
The skills and knowledge gained through this qualification may support future careers in areas such as:
Hairdressing
Barbering
Beauty Therapy
Nail Technology
Make-up Artistry
Salon Reception and Customer Service
Retail and Cosmetic Sales
At The Kassia Academy, the Hair and Beauty curriculum aims to provide learners with practical vocational experiences that develop confidence, creativity, professionalism, and employability skills. Through supportive teaching and hands-on learning opportunities, learners are encouraged to develop independence, aspiration, and positive pathways towards further education, training, and employment.
At The Kassia Academy, the NOCN Level 1 Award and Certificate in Basic Construction Skills are designed to provide learners with an introduction to the construction industry through practical, vocationally focused learning experiences. The qualifications support learners in developing the initial skills, knowledge, and understanding required to begin progression within the construction sector and related industries.
The qualifications are particularly suited to learners who are interested in practical learning and may wish to pursue future training, apprenticeships, employment, or further study within construction and trade-based careers. Through hands-on activities and vocational contexts, learners are introduced to the expectations, standards, and core skills associated with working within the construction industry.
At The Kassia Academy, the construction curriculum is delivered within a supportive and adaptive learning environment that reflects the needs of learners within an SEMH and alternative provision context. Staff provide high levels of support, modelling, scaffolding, and practical guidance to ensure learners can access learning successfully from their individual starting points whilst developing confidence, resilience, and independence.
The qualifications are designed as an introductory route into construction and focus on helping learners gain practical experience and an understanding of key construction principles, including:
Health and safety within construction environments
Safe use of tools and equipment
Practical construction techniques and skills
Teamwork and communication
Problem solving and following instructions
Understanding workplace expectations and employability skills
Learners are encouraged to develop responsibility, organisation, practical competence, and positive attitudes towards learning and work-related activities. The practical nature of the qualification supports learner engagement and allows pupils to experience success through hands-on learning opportunities.
The qualifications also support the development of transferable skills that are valuable across a wide range of future pathways, including:
Communication
Teamwork
Time management
Resilience
Independence
Health and safety awareness
Practical problem solving
Progression opportunities for Kassia learners completing the qualification may include:
Level 2 vocational qualifications in Construction or Trade Skills
Apprenticeships within the construction industry
Further Education college courses
Employment or training opportunities within construction and related sectors
The knowledge and skills gained through these qualifications may support progression into a range of careers and vocational pathways, including:
Bricklaying
Carpentry and Joinery
Painting and Decorating
Plumbing
Electrical Installation
Site Maintenance
General Construction and Labouring Roles
At The Kassia Academy, the construction curriculum aims to develop learners’ practical skills, confidence, employability, and readiness for the next stage of education, training, or employment. Through vocational and hands-on learning experiences, learners are supported to develop independence, aspiration, and the workplace behaviours needed for future success within the construction industry and wider society.
At The Kassia Academy, we utilise Project-Based Learning (PBL) to deliver a rich, engaging, and meaningful curriculum across a wide range of foundation subjects. This approach allows learners to develop knowledge, skills, and understanding through carefully planned projects that encourage curiosity, collaboration, creativity, and deeper thinking. Project-Based Learning is particularly effective for learners who may find traditional subject-specific approaches more challenging, as it provides practical, hands-on experiences that make learning purposeful, accessible, and relevant to real life.
Our curriculum is designed to ensure that learners understand the purpose and relevance of their learning and can make meaningful connections between classroom experiences and the wider world around them. Wherever possible, projects begin with engaging “hook” lessons or enrichment opportunities which are intended to spark curiosity, capture learners’ interest, and sustain engagement throughout the topic. Through practical activities, discussion, enquiry, visits, and creative outcomes, learners are encouraged to apply their learning within authentic contexts whilst developing confidence, communication, teamwork, and problem-solving skills.
Whilst learning is delivered through cross-curricular projects, disciplinary knowledge remains at the heart of the curriculum. Learners are explicitly taught the subject-specific knowledge, vocabulary, and skills associated with each curriculum area, ensuring that they understand which subject disciplines they are studying within the wider project. Topics are carefully sequenced and aligned to the wider curriculum to ensure progression and secure knowledge development over time. This approach enables learners to build strong foundations of understanding and supports them in accessing more complex ideas and concepts as they progress through their educational journey.
