School Curriculum

Lawrence House School has developed a robust and bespoke curriculum to meet the diverse and specific needs of the young people we are educating. Below is a flow chart of the different elements of our curriculum covering:

  • Mental health literacy, resilience and community integration
  • GCSE and functional skills qualifications
  • Award of personal effectiveness

Mental health literacy (The Iceberg Programme) & Resilience

This programme has three main outcomes:

  1. Increased Mental Health Literacy
  2. Increased Self Efficacy in Physical Activity
  3. Improved Resilience 

The Iceberg Programme (TIP) is a bespoke evidence-based programme which provides invaluable coaching on mental health and resilience through the promotion of physical activity. The programme supports and guides each recipient to gain a better understanding of their mental health. In achieving the three main outcomes TIP offers an overall improvement to our student’s wellbeing. We offer a sense of autonomy in terms of the physical activity in which students engage and provide knowledge that allows students to take ownership of their own emotional literacy. This develops into a management system for every day stresses through regular exercise and the use of behaviour change techniques. These are used as a vehicle for wellbeing development and overall life improvement.

As part of the services that QPC offer to CYP, our programme is unique in that we are able to enhance wellbeing whilst delivering good quality Personal, Social, Health and Emotional Development and Physical Development sessions. This programme forms part of the excellent services we provide through our holistic approach to our CYP. As the programme improves mental health and attitudes to learning it therefore enhances the future prospects of our CYP.

The CLJ identifies small-step learning outcomes that indicate, in simple language, what learning will take place. Both teachers and learners are clear about what is to be learned and when success has been achieved, leading to motivated pupils.  Lessons are planned to challenge pupils and to take their learning forward. We create our own cross-curricular ‘topic wheels’ to ensure learners are engaged in exciting and stimulating lessons which are planned, tracked and assessed to ensure that learners reach their full potential. We identify learning outcomes for pupils based upon their level of attainment and the tailor-made cohesive curriculum enriches learning, and meets the needs of individual pupil’s profiles.

Functional Skills qualifications support the development of practical skills and are designed to help learners gain the most out of work, education and everyday life. There’s a strong focus on explanation and problem-solving, with a choice of paper assessment or on-screen, on-demand assessment. OCR has been at the forefront of developing functional skills assessments. This experience, backed up by extensive research and evaluation has provided an insight into what functionality means.

We offer ‘Entry Level’, ‘Level 1’ and ‘Level 2’ qualifications. An initial assessment is carried out when learners join us and this is teamed with information gathered from prior places of learning. This ensures that an appropriate learning pathway is chosen for each young person.

ASDAN is a pioneering curriculum development organisation and awarding body, offering programmes and qualifications that explicitly grow skills for learning, skills for work and skills for life.

The Award of Personal Effectiveness (AoPE) is a nationally recognised qualification, available at Levels 1, 2 and 3. It can accredit many of the imaginative and diverse activities undertaken by learners, both inside and outside of school. Assessment is based on a portfolio of evidence. The AoPE assessment units encourage the development of the skills required for progression to further education, training or employment. AoPE is suitable for a wide range of learners, within the 14-19 age group of students. The opportunity to choose the context in which the learner studies makes AoPE particularly attractive for learners in our school, as they experience non-formal education. Learners achieve the AoPE through completion of the thematic curriculum, particularly through the ‘Knowledge and Understanding of the World’ and ‘Creative Development’ areas of learning.

In addition we offer our students ASDAN’s Short Courses which provide accreditation for 10 to 60 hours of activities. There are a wealth of courses available and we choose appropriate options based upon our young people’s personal interests.

At QPC we believe in educating outside of the classroom and many of our CYP attend sessions at The Wildair Forest School. The Wildair strives to promote perseverance, independence and determination in people and groups through forest school, bushcraft, survival and a range of outdoor activities. As technology moves forward and plays a more prominent role in every day life both QPC and The Wildair Forest School believe that it is equally important that CYP have access to an understanding of the natural world around them. We work in partnership to offer a range of activities for our CYP which improve resilience and overall wellbeing and this takes place in a woodland local to our school.

The Academic Resilience Programme

We deliver ‘The Academic Resilience Programme’ developed around the Resilience Framework (Children & Young People) Oct 2012 – adapted from Hart et al 2007.

The programme should benefit all young people by raising achievement, improve engagement and provide practical approaches to help young people fulfil their academic potential. We look at 5 core areas; the basics, belonging, learning, coping and core-self and develop weekly sessions and tasks around these.  Within each area is a selection of evidence based ideas to help young people think strategically and practically about doing things resiliently.

Duke of Edinburgh

A fun adventure and major challenge, three progressive Award levels (Bronze, Silver and Gold) and a wide range of activities offer endless possibilities to anyone aged 14 to 24. Millions of young people in the UK have already taken part in the world’s leading youth achievement award – pushing personal boundaries, gaining new skills and enhancing their CVs and college/university applications.

Extra-Curricular Activities

Our staff team commit to offering all CYP an extra-curricular activity every day. At QPC we appreciate that these activities are extremely important in our holistic approach to development and we acknowledge that these will become very important later, such as when our CYP are applying to colleges, because they help them to develop their talents, interests, and passions. The activities are fun, engaging and well-resourced and our CYP embrace the opportunities offered to them outside of curriculum hours.