Curriculum &


The Appleby Centre Curriculum

Our curriculum is developmental not chronological; it is based on where a child is in their development, not which year group they are in. Pupils are assessed on entry in a range of ways including the use of Boxall profile and their work is tailored to their current stage of academic learning and social and emotional development. For many of our pupils, their personal development and social and emotional needs mean that work in this area has to be prioritised as a vital building block in their journey. This means that we have a strong curriculum focus on PSHE and SMSC as well as providing enrichment opportunities that allow our pupils to experience a range of activities and learning outside of the classroom. This is how we provide opportunities for shared joy with others (pupils and adults). Our curriculum model also recognises the importance of having a strong academic core. For us, this means focusing on literacy, including spoken language, reading and writing as one of the primary tools through which all other learning is accessed.

The curriculum of each pupil within The Appleby Centre is personalised.

In addition to English, Maths, Science, and Geography, Key Stage 3 pupils will spend extra time focusing on literacy and numeracy. They will also have access to enrichment subjects such as PE, Art and Food Technology. Pupils will also have regular intervention sessions based around individual need.

In addition to English, Maths, Science, and Geography, pupils in Years 9/10/11 may study all or some of the qualifications listed below. The qualifications that pupils will study within the centre will be dependent on whether they access the centre full time or for specific lessons. 

  • Asdan Personal Development Programme – Bronze
  • Asdan Personal Development Programme – Silver
  • Asdan Personal Development Programme – Gold
  • Functional Skills ICT Level 1
  • Functional Skills ICT Level 2
  • Functional Skills ICT Level 3

Asdan Personal Development Programme

ASDAN is an awarding organisation whose curriculum programmes and qualifications help young people develop knowledge and skills for learning, work and life.

Their programmes and qualifications
are delivered by over 3,000 secondary schools, special schools, colleges, alternative education providers and youth organisations across the UK and in more than 30 countries and territories overseas.

The Personal Development Programmes enable students to:

  • develop and demonstrate a range of personal, social and employability skills
  • broaden their experience and instil confidence
  • gain knowledge of real-life activities, creating well-rounded members of society

The Personal Development Programmes are practical, engaging and flexible. The content of the course can be personalised and therefore the pupil has control of their own learning and can work at their own pace.  There are no exams

These programmes allow the pupil to develop and recognise a range of skills that will be invaluable when they start work and begin living independent lives.

Each pupil will work through a student book that comprises 13 modules.

The modules are divided into section A and section B. Each section is made up of varying activities called challenges.

Section A challenges are smaller, bite-sized activities.

Section B challenges are bigger projects that will take more time. Each section should take at least 10 hours to complete – 10 hours is worth one credit. With support from their tutor, pupils can choose which modules and challenges they’d like to do.

Key skills are developed while working through the challenges. Pupils learn how to plan and review their activities as well as how to build and organise a portfolio.

Module titles:

  • Communication
  • The Community
  • Sport and Leisure
  • Home Management
  • The Environment
  • Number Handling
  • Health and Survival
  • World of Work
  • Science and Technology
  • The Wider World; Expressive Arts
  • Beliefs and Values
  • Combined Studies

Pupils will provide evidence of demonstrating their skills in their portfolio. There should be at least one piece of evidence for each challenge. Evidence could include: worksheets, photos, podcasts maps, tickets, interview notes or witness statements.

At the end of the course, pupils will be asked to complete a Personal Statement saying how they feel about the programme and what they want to do next.

Dependent on their time in The Appleby Centre while at Highfield, pupils’ achievements can be certificated at different levels:

  • Bronze credits = 1-5 credits (10-50 hours)
  • Bronze = 6 credits (60 hours)
  • Silver = 12 credits (120 hours)
  • Gold = 18 credits (180 hours)

Functional Skills ICT Entry Level 1-3/Level 1-2

Functional Skills qualifications give your child a practical grounding in how to apply ICT skills to everyday situations. With a strong focus on explanation and problem solving, using real-life contexts, they allow pupils to apply their ICT skills in a variety of situations. For example, a self-employed boiler engineer will be able to set up a database of customers with names, addresses and contact details, so that a mailing list can be created to remind clients when their service is due.

The Pathways

There will be 4 pathways within the centre.

Pathway 0 – will access Alternative Provision such as The Alternative School or a bridging course at Blackpool and The Fylde College.

Pathway 1 –  will access specialist rooms with centre staff to be able to build up their experiences and for them to re-learn the routines and boundaries needed to be part of the whole-school curriculum. Pupil’s in pathway 1 will not access any lessons within the mainstream school. Specialist English, Maths and Science staff will deliver core lessons within the centre.

Pathway 2 –  will access some option subjects within the mainstream part of school to allow them to experience the whole school with very clear boundaries and expectations around how they should manage triggers and behave within the whole school. Other lessons will be spent in the centre.

Pathway 3 – will access all mainstream lessons and receive additional support within The Appleby Centre via a pre-arranged appointment time. (This will be planned around their individual needs).

An example of how a curriculum in each pathway may look can be found below:

Pathway 0

Pathway 1

Pathway 2

Pathway 3

Pupils will attend an alternative provision

Pupils will study:

  • English
  • Maths
  • Science
  • Geography
  • PSHE
  • A range of Personal Development and/or ICT Certificated Qualifications

As enrichment, pupils will also have some access to:

  • PE
  • Food Technology
  • Art
  • D of E

Pupils will attend all GREEN lessons on their timetable. (The green lessons are agreed upon during a parental meeting).

If pupils are not attending their Maths/Eng/Sci lessons, they will study these subjects in the centre

  • When pupils are in the centre for their RED option lessons, they will complete a Personal Development Certificated Qualification.
  • Geography will also be taught to those pupils who DO NOT attend their humanities option in the mainstream.
  • All Pathway 2 pupils will be taught PSHE.
  • Depending on the options subjects that each pupil is attending, they may have access to enrichment lessons such as: Art/ PE/Food technology


Pupils will attend all lessons and attend the centre for their intervention appointment at a given time.