Uniformed Protective Services
Intent
Our intent for the uniformed protective services course is to bring a real-world experience of this sector of work. It explores career pathways in the uniformed protective services for students who have a real interest in exploring these pathways. As well as this it develops fundamental employability skills which can transfer across a wide variety of career opportunities. Throughout this course there are opportunities to experience this with trips and experiences both through external providers coming into the college, as well as going out into different services and see what it takes to work in these areas. The students will also develop their understanding of different careers that interest them, explore outdoor activities and be able to understand how to be an effective leader and work in a team environment.
Further information
Key Stage 5 Unit 10: Skills for Outdoor Activities and the Uniformed Protective Services
In this unit, students will explore a variety of outdoor activities, examining the physical, social, and psychological benefits associated with participation. Through hands-on experience, they will develop practical skills in different outdoor pursuits and engage in reflective analysis of their own performance—both individually and in comparison to group standards.
Students will investigate the personal attributes and requirements necessary for successful participation in outdoor activities, alongside the technical and logistical demands of the activities themselves. They will also learn to apply appropriate safety procedures and techniques, ensuring responsible and informed engagement.
Previous activities have included kayaking and climbing, offering students the chance to challenge themselves in dynamic environments. Following participation, students will reflect on their experiences, evaluating the skills and techniques they used and identifying areas for development.
This reflective process will also connect to broader career pathways, particularly within the uniformed protective services, highlighting how outdoor skills contribute to professional competence in these fields.
Key Stage 5 Unit 19: Professional Development in the Uniformed Protective Services
The uniformed protective services represent a competitive and diverse employment sector, offering a wide range of career pathways. In this unit, students will gain a comprehensive understanding of the opportunities available and the steps required to pursue their chosen career route.
Students will explore and analyse their own skills, identifying areas for development and how these can be aligned with career aspirations. The unit includes an in-depth investigation into job roles, career opportunities, and professional training routes within the uniformed protective services. Emphasis will also be placed on the importance of continuing professional development (CPD) in sustaining long-term career success.
A key focus will be on personal reflection and planning. Students will conduct a detailed skills audit, which will inform the creation of a career development action plan. They will also begin to build and maintain a personal portfolio or record of achievement, capturing relevant experiences and accomplishments.
Towards the end of the unit, students will participate in a simulated recruitment process tailored to a selected career pathway. This will include preparing a job application and taking part in a formal interview. Following this, students will reflect on their performance, evaluating their strengths and identifying areas for improvement.
Curriculum plans
Curriculum time allocation
KS5 - 10 hours a fortnight (option)
SEND Learner Experience in Uniformed Protective Services
Planning
When planning in lessons we consider the cognitive load and development of learning. In a practical context modelling is used to reinforce key skills and how to develop these. During the modelling there will be narration of what is expected in the task and the consistency of this during lessons. These core skills are built upon each year, helping students prepare for that specific lesson content as well as to build upon previous learning. In a theoretical setting the resources planned also consider cognitive load and expectations during tasks. The lesson power points show learning journeys, so the students are aware of the current lesson content. This will also indicate the previous learning and what is upcoming in that topic area. There will also be modelling planned for with examples shown of how to complete and expectations around written work.
In PAVE directorate meetings, as well as link leadership meetings the team discuss pupils with SEND and how to respond effectively with their needs. This also includes checking for progress, whether this is the form of data, lesson drop-ins or looking at student work. This will indicate if we need to adapt and adjust in terms of planning and strategies around this or relevant CPD.
The schemes of learning link to development of skills, knowledge and understanding. This also relates to a wide breadth of topics and relevant topical areas the students can discuss and understand.
In terms of teacher planning, we will complete class plans for the teaching groups including the use of ILP’s and ECHP’s this will form the use of different strategies to support the student’s learning. The plans are referred to by the teacher but also reviewed by the PAVE leadership team and in co-ordination with the SEND team.
Before each lesson
The individual needs of the students are checked by the team and any changes will be reviewed in terms of strategies being employed in their teaching. There will be a set seating plan and grouping plan used by the teachers and reflected on their knowledge of the students and specific SEND needs within a group.
As part of this seating plans in theory settings and groupings in a practical setting will also be reviewed by the team and adjustments made when necessary. The use of updates from Arbor
We regularly check Arbor to check for changes to individual needs and refresh our memories of required strategies. Knowing your pupils and agreed provisions, changes are regular.
Entry routine
The entry routines are consistent and have a focus of meeting and greeting the students in a positive way. The teacher will meet the students by the classroom door and welcome them. This enables the team to support any student’s issues or concerns promptly at the start of the lesson and to support in a positive way. In terms of routines thresholding is used where students are met with a positive and warm welcome. It is important to build positive relationships, and this warm and positive approach encourages this. The students will transition into entry routines which will start with retrieval tasks. This takes place both in theory and practical settings these routines focus on previous learning whether this is recent recall or spaced practice. This may take many forms including individually in silence or in group situations encouraging debate and discussion.
During teaching
During lessons we will use a variety of teaching and learning strategies using the framework for learning. This will included direct instruction where the students will experience new ideas and concepts and new vocabulary around this. These ideas will be modelled live both in a theory or practical setting to enable to students to get a visual template of how to complete the task. In guided learning tasks the students will work through the task with teachers, this is narrated to show the students the thought process at that moment of time. When the students are working independently, they have the opportunity work on their own to practice mastering the specific task. At this time the teachers will circulate consistently, looking for misconceptions or any individual support. This will enable the team to see the work being produced and any gaps that occur. The use of short marking in theory lessons will support this. The use of feedback will also be consistent, so there are opportunities for the students to gain feedback on how to take their work to the next level. This can be through targeted questioning or short marking. There is also the opportunity for instant feedback when the students are performing both individually and in a group environment. This will check for understanding and give the information required to improve that piece of work. There will be a series of questioning techniques being used and when using cold call strategies there is a prompt or time for identified students to check for accurate responses. Having the confidence to share ideas and views are important, and a positive learning environment will support this.
When there is an TA present in lessons the teacher will communicate with them on how they can best support the learning in that lesson. This will be accompanied by the TA knowledge of the specific students and what works well in different situations. It is important, particularly in practical lessons for the TA’s to be involved in the doing part and this is shown in their lessons through positive working relationships.
To ensure consistency in behaviour, the college STAR behaviours system is used. This is narrated to the students with the expectations around this explained. This is done in a positive and warm way and sets consistency in both theory and practical lessons.
At the end of the lesson exit routines will be consistently used to finish the lesson in an appropriate way and set the standards to continue for the next lesson. This will include reinforcing expectations but also being positive about the day ahead and finishing the lesson in a positive way. As a result, thresholding will take when the lesson finishes.
After each lesson
After the lesson the teachers will review the lesson and consider how to move forward in line with the sequencing of lessons already set. If misconceptions are evident for SEND students in a lesson this is reviewed and could lead to adapting lesson content moving forward. Any misconceptions can also be addressed in retrieval tasks, both from recent previous learning and spaced practice to reinforce previous misconceptions. Any feedback, whether verbal or written will be clear and concise, considering how misconceptions or targets can be addressed, therefore enabling students to extend their work. If there are any concerns about specific learning experiences for students there is a positive relationship between the food team and the SEND team, communicating and working together to resolve these issues.
After each assessment
Any feedback, whether verbal or written will be clear and concise, considering how misconceptions or targets can be addressed, therefore students are given developmental areas to work on too. Key areas of misconceptions are also retaught after assessments.
Reading and literacy in Uniformed Protective Services
Subject contact
Shaun Hulbert