Upper School


The curriculum in Upper school is based around the Preparing for Adulthood (PfA) framework and the National curriculum programmes of Study for Keys Stage 4.  The PfA pathway reflects the SEND reforms and supports young people to achieve fulfilling lives in their communities and career aspirations 

There are 4 main strands: 

pupils are supported to chose subjects which will enable them to follow their career aspirations into employment. This may include standard and vocational qualifications alongside work experience and life skills. 

Post 16 pupils may then progress to additional higher level qualifications, into Further Education, supported Internships, apprenticeships, employment or University. Clear careers advice and guidance enables them to investigate and experience opportunities to help with their decision-making. 

pupils are supported to investigate housing options and gain the skills that they need to live independently. 

This includes travel training, accessing services and ultimately contributing to their local communities and the wider world

Pupils are supported to spend time with their peers both in school and in their communities. 

They are encouraged to maintain friendships and relationships and access their community in ways that keep them safe and increase their confidence.

Pupils are supported to manage their own health and live active and healthy lifestyles as they progress into adulthood. They are encouraged to develop the skills to ensure they can access health professionals and hence live health active lives. 

All pupils are required to participate in ‘HAL’ (healthy Active Lifestyles) activities within their individual timetable programme.

The curriculum is developed to encourage pupils to become active learners by ensuring it makes them feel safe & secure, releases their motivation, unlocks their curiosity and increases their participation.  Each pupil has an bespoke curriculum which is identified in their lifehouse Learning Pathways document (LLP)

KS4 LLPs will normally prioritise: 

 Emotional wellbeing & personal growth ·      
 Developing secure attitudes to Learning through identified relevant learning experiences ·       
 Preparation for a successful transition into adulthood and the next stage of education, training or work ·       
 Gaining a good range of highly relevant and useful qualifications and accreditation in line with their ability    

The curriculum consists of appropriate skills and levels of learning depending on the individual Learning pathway:    

Upper School Key Stage 4 Options 

All pupils follow individual Learning Pathways, which wherever possible, include both a core subjects and a selection of individual options. 

Core Subjects

The Core subjects are studied by all pupils at a level appropriate to the individual.  This may be to qualification or for subject learning. Pupils in discussion with their Parents / Carers, Lead Teacher and the Head of Lower School can make one selection from each column.  In addition, all pupils will follow a programme of PSHE, Health and Wellbeing.

Bettws Lifehouse is a school that believes in a truly person-centred approach to learning and personal growth across all its settings. In the Upper School, an essential, well-balanced relationship between academic learning and wellbeing support leads to successful outcomes for our pupils. 

To be truly person centred in our provision we make sure the young person sits in the middle of all provision planning from the first visit. We creating a relaxed atmosphere for the initial meeting and subsequent conversations so that the young person can explore the multitude of options we offer and also share their personal challenges, needs, interest, desires and aspirations. 

This information from the pupil complements their education health care plan to inform the truly person-centred provision package for each young person. Timetables and curriculum plans remain flexible working documents, adapted as often as half-termly if required to meet changing individual needs. As well as academic success as an outcome for all pupils, we strive to prepare young people for adulthood. Becoming increasingly independent, Life skills sessions, group activities (indoor and outdoor) and individual wellbeing sessions are central to this goal. .

Annual Reviews of Education Health Care Plans are used to identify and review person-centred plans that address relevant aspects of preparation for adulthood for each young person. Person-Centred Plans identify personal outcomes which are relevant to the young person’s aspirations, needs and wants. Pupils are supported in 1:1 Wellbeing sessions with highly skilled mentors, who work in partnership with the pupils to overcome fears and challenges that may hold young people back. Sessions provide opportunity to look back at progress and to inform changes to their support or teaching going forward. Pupils learn that their voice matters and is heard, and that there is a place for all of us in the adulthood that is just around the corner for them. 

Along with the wellbeing sessions, every young person will have a number of PFA (Preparation for Adulthood) sessions each week in which life skills and independence are developed to support the independent living of adulthood, from making decisions, planning a leisure activity, budgeting, washing clothes to basic car maintenance. The list is almost endless. 

Pupils create a useful portfolio which they can take with them to refer back to during their emerging independence and life after school. We also spend time every week exploring strategies and services that support us to manage our own personal physical and mental health and developing self-awareness. We learn more about the numerous diagnoses that so many of us have to learn to live with and develop coping strategies that give us the confidence and belief that we can live independently and find enjoyable work that ultimately makes us feel part of the society we live in. 

We are truly blessed to have managed to build a team of teaching and support staff that is second to none. Caring, supportive, understanding, patient, hard working and always looking at new ways to understand the ever-changing complexities of young people and the challenges they bring. 

It is the fine and carefully considered balance of our provision that has seen young people we have worked with move into all sorts of employment, further and higher education with their heads held high and the tools they need to explore and enjoy the life that is unfolding in front of them.