Vocational BTEC Qualifications

At North Star 180, our Digital Media curriculum is designed to meet the needs of all pupils. Learning is carefully planned to be inclusive, accessible, and meaningful, supporting pupils to develop knowledge, skills, and understanding that are relevant to their lives. Through a well-sequenced and personalised approach, pupils are supported to make progress from their individual starting points, building confidence, independence, and readiness for future learning and adulthood.

Intent

The intent of the Digital Media curriculum in Secondary is to:

·         Develop pupils’ understanding of digital technology, multimedia production, and creative digital workflows.

·         Equip pupils with practical skills in areas such as photography, video production, audio recording, graphic design, digital editing, and safe online behaviour.

·         Ensure pupils can use digital tools confidently and responsibly, following clear processes and instructions.

·         Prepare pupils for accredited success through the Pearson BTEC Level 1 Introductory Certificate in Digital Media, offering a vocational pathway that is accessible and engaging.

·         Provide meaningful, real‑life learning experiences that reflect modern digital communication, creative industries, and everyday technology use.

·         Support preparation for adulthood by developing transferable skills including communication, digital literacy, organisation, independence, teamwork, and problem‑solving.

·         Link explicitly to EHCP outcomes by promoting self‑regulation, communication, fine‑motor skills, cognitive planning, sequencing, and engagement.

·         Promote school values such as aspiration, responsibility, creativity, and respect through collaborative media projects and safe digital practice.

The curriculum is ambitious and inclusive, ensuring all pupils can achieve and succeed regardless of need. In Digital Media, this means offering adaptable digital tasks, simplified software interfaces, scaffolded instructions, sensory‑aware working, and personalised support that enables success at every level.

Implementation

The Secondary Digital Media curriculum is implemented through:

·         A structured programme aligned with Pearson BTEC Level 1 Introductory units, beginning with foundational digital skills and progressing to more advanced creative media tasks.

·         A focus on hands‑on, practical learning using accessible technology such as tablets, cameras, audio equipment, and beginner‑friendly editing software.

·         Teacher modelling, step‑by‑step demonstrations, visual instructions, and chunked activities suited to SEND learners.

·         A range of units such as:

o   Exploring digital media products

o   Creating digital graphics

o   Producing simple video or audio content

o   Reviewing media products

o   Working with digital files safely and responsibly

o   Employability and project-based skills

·         Continuous opportunities for pupils to learn through real‑life contexts, e.g. creating posters, recording school events, designing graphics, or producing simple videos.

·         Formative assessment through observation, recorded evidence, screenshots, checklists, and discussion.

·         Summative assessment following Pearson BTEC Level 1 guidelines, adapted to student needs while maintaining vocational standards.

·         A strong focus on accessibility, including:

o   Software with simplified interfaces

o   Templates and drag‑and‑drop options

o   Guided tasks with visual cues

o   Alternative ways to record ideas (voice notes, visuals, symbols)

o   Sensory‑considerate digital environments

·         Opportunities to develop independence through organising files, managing equipment safely, saving work appropriately, and planning project stages.

Staff use a wide range of digital tools and supportive teaching approaches to ensure learning is engaging, practical, and personalised for every learner.

Impact

The impact of the Digital Media curriculum is demonstrated by:

·         Pupils making progress from their starting points in digital literacy, creative confidence, and practical media production skills.

·         Increased independence when using technology, completing tasks, and managing digital workflows.

·         Development of communication skills through creating, sharing, and evaluating digital work.

·         Improved problem‑solving, sequencing, resilience, and self‑regulation in structured digital tasks.

·         The ability to apply skills in real‑life contexts such as presenting information, safe online communication, editing media, or using digital tools independently.

·         Evidence of progress in digital portfolios, saved projects, photography, video clips, edited files, and teacher observations.

·         Achievement of the Pearson BTEC Level 1 Introductory Certificate in Digital Media or relevant unit awards.

·         Contribution to EHCP outcomes linked to independence, communication, cognitive skills, and preparation for adulthood.

·         Pupils being more prepared for their next steps, whether in further digital media study, supported vocational training, or everyday digital life.

 

 

Construction BTEC (Secondary)

 

At North Star 180, our Construction curriculum is designed to meet the needs of all pupils. Learning is carefully planned to be inclusive, accessible, and meaningful, supporting pupils to develop knowledge, skills, and understanding that are relevant to their lives. Through a well-sequenced and personalised approach, pupils are supported to make progress from their individual starting points, building confidence, independence, and readiness for future learning and adulthood.

Intent

The intent of the Construction curriculum in Secondary is to:

·        Equip pupils with core practical skills in construction trades, including carpentry, painting and decorating, basic plumbing, tiling, health and safety, and tool use.

·        Ensure pupils understand essential workplace expectations, safe working practices, and the importance of following instructions and procedures.

·        Provide hands‑on, vocational learning experiences that develop fine‑motor skills, coordination, and problem‑solving.

 

·        Offer a pathway that supports pupils toward accredited outcomes, including the Pearson BTEC Level 1 Introductory Certificate in Construction.

 

·        Make learning meaningful by linking tasks to real‑life contexts such as home maintenance, DIY, teamwork, and  employability.

·        Support preparation for adulthood by developing independence, responsibility, organisation, and confidence to work safely and productively.

·        Ensure the curriculum supports EHCP outcomes related to communication, social interaction, self‑regulation, sensory needs, cognitive development, and readiness for employment.

·        Promote school values such as responsibility, aspiration, respect, and pride in achievement through
vocational learning.

 

Thecurriculum is ambitious and inclusive, ensuring all pupils can succeed regardless of need. In Construction, this means providing safe, scaffolded practical activities, visual modelling, differentiated tools, structured routines, and personalised support to ensure every learner can access and achieve within a vocational environment.

Implementation

The Construction curriculum Secondary is implemented through:

·        Practical, hands‑on learning delivered in workshop environments that mirror real‑world construction settings.

·        Units covering essential topics such as:

o  Health & safety in construction

o  Working with tools and equipment

o  Basic carpentry and joinery

o  Painting and decorating

o  Basic maintenance and repair tasks

o  Employability skills and working with others

·       Use of demonstration, guided practice, checklists, scaffolded task sheets, and individualised pacing.

·       Frequent formative assessment through observation, practical checkpoints, photographs of work, and reflective discussions.

Staff use a range of vocational strategies and supportive teaching approaches to ensure learning is engaging, realistic, and accessible for all learners.

Impact

 The impact of the Constrution curriculum is demostrated by: 

·        Pupils making progress from their individual starting points in practical skills, confidence, employability

attributes, and vocational knowledge.

·        Increased independence through managing tools, following procedures, and completing tasks with fewer prompts.

·        Greater understanding of health & safety, risk awareness, and how to behave appropriately in a work‑based
environment.

·        Skills that directly transfer to real‑life contexts such as home maintenance, DIY tasks, personal organisation, and problem‑solving.

·        Improved teamwork, communication, resilience, and ability to overcome challenges in a structured, supportive environment.

·        Achievement of Pearson BTEC Level 1 qualifications or unit awards, supporting pathways into further vocational learning or supported employment.

·        Evidence in portfolios, photographs, witness statements, and completed projects showing sustained progress over time.

 ·      Contribution to EHCP outcomes relating to independence, social communication, cognitive skills, and preparation for adulthood.