Post-16 Curriculum

Transcription

1 He Post-16 Curriculum

2 Post-16 information and Curriculum Aims: Our Post 16 provision aims to provide students with a balanced curriculum which promotes further development of individual s: Literacy and Numeracy Skills Life skills Social skills Self Advocacy skills Personal interests and aspirations Work skills Creative skills Leisure skills 2

3 Post-16 Curriculum Overview Our Post -16 curriculum offers programmes at Pre-Entry Level, Entry Level and Level 1 and 2. It aims to provide a holistic learning experience and in addition to our core curriculum, students will have the opportunity to follow programmes tailored to their needs and interests. Our learning programmes include: Personal and Social Development (PSD) Studies and /or Personal progress studies Functional Skills Numeracy and Literacy Subject and Vocational programmes including work related learning opportunities Community Living Skills including: shopping, using money, using leisure facilities and developing road safety awareness 3

4 Post-16 Numeracy Curriculum In Post- 16 teaching and learning will cover all areas of the Adult Numeracy curriculum including: Contexts for Number, Measures, Shape and Space and Handling Data. Assessments are carried out at the beginning of the academic year for each student in our department. Following these assessments, students are grouped and taught in set groups for two lessons a week. In addition, numeracy is very much embedded within our PSD, Vocational and World of Work programmes. Students working at Entry Level or Levels 1-2 of the adult curriculum will follow a Functional Skills programme. Students working Pre Entry Level will study the Personal Progress Numeracy curriculum. Students can progress from the PP curriculum onto the FS programme. 4

5 Post-16 Literacy Curriculum In Post- 16 teaching and learning will cover all areas of the Adult Literacy curriculum including: Context for Communication, Reading, Writing, Speaking and Listening. Assessments are carried out at the beginning of the academic year for each student in our department. Following these assessments, students are grouped and taught in set groups for two lessons a week. In addition literacy is very much embedded within our PSD, Vocational and World of Work programmes with communication embedded using SCERTS and colourful semantics. Students working at Entry Level or Levels 1-2 of the adult curriculum will follow a Functional Skills programme. Students working Pre Entry Level will study the Personal Progress Literacy curriculum. Students can progress from the PP curriculum onto the FS programme. 5

6 Post-16 Personal and Social Development (PSD) Curriculum and Personal Progress (PP) Curriculum All students in our Post-16 department study the ASDAN Personal and Social Development (PSD) and / or the ASDAN Personal Progress(PP) programme. These programmes focus on further developing skills for everyday life including community living skills, independent living skills and work related learning skills. Aspects of Personal Safety, Independence, Confidence, Emotional Well Being and Social Communication are taught in context to the relevant units. Throughout their stay in Post -16, students will be working on a wide range of PSD and/or PP units and will build a portfolio of all their work. Their work will be submitted for external moderation towards the end of their final year and they will be externally accredited with a PSD and/or PP qualification. 6

7 Post-16 Vocational Learning Overview Our Vocational learning and options programmes aim to provide our students with the opportunity to explore a range of vocational areas and supporting them to further develop their skills, interests and aspirations. Vocational learning opportunities are embedded within our PSD and PP curriculum as well as being offered through our option groups which run each Wednesday and Thursday afternoon. Students are encouraged to choose their own options and have the opportunity to change their option after the spring half term. The work completed by students during their options will be included in their portfolios and count towards their PSD and /or PP qualification.. 7

8 Post-16 Work Based learning opportunities in school: World of Work Workshops Our World of Work Workshops take place every Tuesday afternoon. This year, the workshops are linked to making products for The Lodge which is our Oak Lodge Community Shop. Classes take part in a new work shop each half term. The workshops provide students with opportunities to engage in a range of work based learning experiences. It aims to further develop an understanding of their own skills and qualities as well as skills and qualities required for specific tasks or jobs. Students will continue to learn about relationships in the work place and general work skills such as workplace safety, timekeeping, Hygiene and basic budgeting. Students have the opportunity to work in Freshfields Cafe, our Post 16 Cafe, which is open to the school community twice a week. 8

9 Post-16 Work Based learning opportunities: Work Experience Links We are fortunate enough to have a number of work experience links within our local community. All students are offered a work experience placement at Action for Kids were they learn about office work as well as the more formal relationships within the work place, problem solving and health and safety. The programme is personalised ensuring the needs of each individual is met. Through their options students have the opportunity to join gardening projects within our local community. A number of students have enjoyed successful placements at the local cinema and the local library. 9

10 Post-16 Example of Timetable 10

11 Post-16 Personal and Social Development (PSD) and Personal Progress (PP) Curriculum Autumn Term Spring Term Summer Term Using Technology in the Home and Community(UT) Unit Aim: To encourage students to use technological equipment safely and correctly in the home and in the community. This unit will be taught throughout the year and linked to the other PSD units. It will explore using technology in context to leisure time, personal safety in the home and community and environmental awareness. Were appropriate, students will be taught about using technology safely when on social media. Students will be supported to plan and set (termly) short term targets to help them work towards their long term (end of year) target. Entry 1 Identify technology in the home and at school Demonstrate safe practices when using a piece of technology equipment in your home and at school:; computer, photocopies, scanner, games console etc Entry 2 Identify different situations where technology is used in your local community. Identify how technology is being used in the home and community Demonstrate safe practices when using technology Entry 3 Identify different technologies used in the home and community and for each say what the advantages and disadvantages are. Show how you can safely and correctly use a variety of different technologies in the local community. For each piece of equipment write a list of safety tips For each piece of equipment show that you know what to do if something goes wrong 11

12 Autumn Term Spring Term Summer Term Personal Safety in the Home and Community (PS) Unit Aim: To develop an understanding of personal safety in the home and community. This unit will be taught throughout the year and linked to the other PSD units. It will explore personal safety in context to leisure time and using technology in the home and community. Personal safety around the use of social media will be taught where appropriate for the student. Students will agree an end of year long term target with their teacher, which will be broken down into termly short term targets. Students will be supported to plan and set (termly) short term targets to help them work towards their long term (end of year) target. Entry 1 Demonstrate safe practices in the home and when making a simple familiar journey Identify safety tips for areas in the home Demonstrate that you can use several utensils correctly and safely Identify some of the risks you might face when out and about. Demonstrate that you can make a simple journey to an agreed and familiar destination Entry 2 Practise using a range of home equipment safely and safely carry out a range of household tasks. Consider the sort of risks you might face when out and about in a range of situations and consider strategies for keeping yourself safe. Think about the procedures you should follow before going out Demonstrate that you can travel independently to a familiar place using some form of public transport, and show that you can follow the safety rules you have learnt. This short journey will be the culmination of travel training exercises which the students will have taken part in as part of our life skills curriculum. For health and safety reasons a member of staff will be shadowing the student during this exercise. Entry 3 In addition to the work at Entry 1 and Entry 2, at Entry 3 students will be working towards: Demonstrating that they can travel independently to an unfamiliar place using some kind of public transport. As at Entry 2, this journey will also be the culmination of travel training exercises which the students will have taken part in as part of our life skills curriculum. For health and safety reasons a member of staff will be shadowing the student during this exercise. 12

13 Autumn Term Spring Term Summer Term Making the most of Leisure Time(LT) Unit aim: To introduce students to a wide range of leisure activities and facilities, to encourage them to express their preferences and explore new activities within the local community as well as in the home environment. This unit will be taught throughout the year and linked to the other PSD units. This unit will explore the use of technology for certain leisure activities and facilities as well as developing awareness of possible personal safety and environmental issues when choosing and taking part in leisure activities. Entry 1 Identify leisure facilities in your local area Participate in a leisure activity that is relevant to you Identify the benefits of taking part in a leisure activity Identify what you liked about the activity Entry 2 Demonstrate an awareness of how you make use of your own leisure time Take part in an activity which you find relaxing Take part in an activity which you find challenging Demonstrate an awareness of your likes and dislikes about different activities Entry 3 Understand how to make use of your leisure time Identify the benefits of using your leisure time in different ways To be able to participate in a range of activities Take part in an activity which involves learning a new skill Carry out a review of the activities you have tried and identify an activity you would like to try again. 13

14 Autumn Term Spring Term Summer Term Environmental Awareness (EA) Unit aim: For students to develop an understanding of the environmental issues that may affect them and the environmental impact of their actions. To encourage students to think how they can help the environment. This can be linked to the school environment, the local wider environment and/or the global environment. This unit will be taught throughout the year and linked to the other PSD units. For example: it will explore which leisure time activities help or harm the environment and students will be asked to make observations when taking part in leisure activities when out in the community. Students will be encouraged to think about the good and bad things they have noticed and how or why this affects them. Entry 1 To identify things that humans do that can spoil the environment Begin to explore environmental issues that affect your life either within school or within the local community Begin to explore what you can do to improve the environment Entry 2 Identify human behaviour that help/ harm the environment Identify what you can do to help the environment Participate in an activity to help the environment Entry 3 In addition to the above, students will participate in an activity which will help to improve the environment. The project will be taking place over a longer period of time ( a minimum of 10 hours) and can take place either within the school environment or within the local community 14

15 Autumn Term Spring Term Summer Term Working Towards Goals (TG) Unit aim: To support students to understand how to identify and work towards goals appropriately. Entry 2 Students are encouraged to recognise their skills, qualities, interests and strengths Students are encouraged to identify the things they like to get better at. With support, the students will agree an appropriate and achievable shortterm goal Students will carry out activities to work towards the agreed goals and will keep a logbook throughout this task At the end of the unit the student will be supported to identify what has been achieved and look at next steps where appropriate. Entry 3 In addition to the tasks set at Entry 2, at Entry 3 students have to show that: They can identify what needs to be done to work towards the goal To identify the sources of support they need to help them achieve their goal Review their progress towards achieving the goal and identify whether the goal has been achieved. Developing Self (DS) Unit Aim: Helping students to reflect on their own personal development and to be engaged in activities to help improve their personal skills, qualities and self advocacy skills Entry 2 Students will engage in activities to reflect on personal strengths and to help them identify areas for self development Students are supported to work towards a suitable target and will carry out a simple review of the progress they have made Entry 3 In addition to the tasks set at Entry 2, at Entry 3 students will have to show that: They can identify the support and resources they need to work towards their agreed goal Students will make choices about how they can continue to develop their personal skills Dealing with problems in Daily Life( DL) Unit aim: To introduce students to problem solving and help them to develop skills to enable them to tackle problems in daily life. Entry 2 Students are supported to identify an everyday problem which is relevant to them. With appropriate support students will explore ways of tackling the problem Students and teacher will agree on the procedure that is most likely to be successful and with support the student will follow the plan and ask for advice or support if needed. Entry 3 In addition to the tasks set at Entry 2,at Entry 3 students have to show that: They can share their ideas with an appropriate person Work with greater independence when problem solving and when carrying out the activities. Review their progress and identify what went well and what did not go so well. 15

16 Post-16 English Curriculum: ASDAN Personal Progress and OCR Functional Skills English. Autumn Theme Let s Celebrate Autumn Term Spring Term Summer Term Spring Theme Our Life Times Speaking and Listening Summer Theme The World around Us ASDAN Personal Progress Entry 1 This unit aims to provide learners working within Entry 1 ( but not, yet, able to access the Functional Skills English at Entry 1) with the opportunity to have recognised their achievements in relation to developing communication skills Show understanding in his/her response to what they have heard Use words/signs/phrases/objects to communicate Share ideas or preferences with others OCR Functional Skills Entry 1 and 2 Aim: Raising learners awareness of the skills of speaking and listening, recognising personal skills and setting targets Students will participate in discussions/exchanges about familiar topics, making active contributions with one or more people in familiar situations Make contributions to be understood Ask simple questions to obtain specific information Identify the main points of short explanation and instructions Express simple feelings or opinions and understand those expressed by others OCR Functional Skills Entry 3/ L1 Aim: Raising learners awareness of the skills of speaking and listening, recognising personal skills and setting targets. Encourage students to review, assess and adapt. Considering how to address different people Take full part informal and informal discussions and exchanges that include unfamiliar subjects Prepare for and contribute to formal discussion of ideas and opinions Studying non-verbal communication Observing group talk behaviour Giving a presentation; Presenting information/points of view clearly and in appropriate language 16

17 Autumn Term Spring Term Summer Term Reading ASDAN Personal Progress Entry 1 This unit aims to provide learners working within Entry 1 ( but not, yet, able to access the Functional Skills English at Entry 1) with the opportunity to have recognised their achievements in relation to developing reading skills Demonstrate an interest in text Demonstrate some understanding of what is being read Match objects to symbols, letters or words OCR Functional Skills Entry 1 and 2 Aim: To teach and reinforce reading strategies so that students can access material and make meaning Students to read and show understanding on short, simple text such as a set of directions, a recipe, or the text of a brief message Participating in 1:1, guided and shared reading Completing phonic and sight vocabulary activities Alphabet activities Giving responses to open and closed questions and completing comprehensions Understand the main events in chronological texts Making inferences using pictures or a simple text. OCR Functional Skills Entry 3/L1 Aim: To read and understand a range of texts Participating 1-1 reading, guided and shared reading Completing comprehensions Using reading strategies such as re-reading, predicting, skimming and scanning Studying questioning techniques Read and understand a range of texts Read independently and understand and make inferences on a range of texts 17

18 Autumn Term Spring Term Summer Term Writing ASDAN Personal Progress Entry 1 This unit aims to provide learners working within Entry 1 ( but not, yet, able to access the Functional Skills English at Entry 1) with the opportunity to have recognised their achievements in relation to developing writing skills Be aware that marks, symbols, signs or words have meaning Be able to use marks, symbols, signs or words to communicate OCR Functional Skills Entry 1 and 2 Aim: Support students in applying writing to real examples, situations and tasks Write short simple sentences with full stops Use words and phrases to present information Spell correctly some personal or very familiar words Completing capital letter and basic punctuation activities Produce short documents OCR Functional Skills Entry 3/L1 Aim: Support students in applying writing to real examples, situations and tasks preparing them for the challenges they will face in the future. Plan, draft and organise writing Studying formal and informal text Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience Use basic grammar including appropriate verb-tense and subject-verb agreement 18

19 Post-16 Maths Curriculum: ASDAN Personal Progress and AQA Functional Skills Maths. Autumn Term Spring Term Summer Term Number Shape/Space/Measure Data Handling Personal Progress Entry 1 Personal Progress Entry 1 Personal Progress Entry 1 This unit aims to provide learners working within Entry 1 (but not, yet, able to access the Functional Skills in Mathematics at Entry 1) with the opportunity to have recognised their achievements in relation to number. Engage in activities relating to counting in whole numbers Recognise the use of numbers in familiar contexts AQA Entry 1 Understand and use numbers up to 10 Understand that a number is used to denote how many Add single digit numbers up to 10 Understand mathematical signs +, -,= This unit aims to provide learners working within Entry 1 (but not, yet, able to access the Functional Skills in Mathematics at Entry 1) with the opportunity to have recognised their achievements in relation to shape, space and measure. Demonstrate an awareness of position, shape and common measures AQA Entry 1 Use everyday language to describe the properties of size and measurements and make simple comparisons Use everyday language to describe position Recognise and describe common 2D and 3D shapes This unit aims to provide learners working within Entry 1 (but not, yet, able to access the Functional Skills in Mathematics at Entry 1) with the opportunity to have recognised their achievements in relation to sequencing and sorting. Recognise aspects of a sequence Engage in sorting activities by a single criterion AQA Entry 1 Sort and classify objects using a single criterion Extract simple information from lists Construct simple representations or diagrams, using knowledge of numbers, measures or shape and space 19

20 Autumn Term Spring Term Summer Term AQA Entry 2 Understand and use whole number up to 100 and count reliable up to 20 items Understand and use addition/ subtraction in practical situations Complete calculations using whole numbers Understand the use of x in practical situations Understand the use of ¼ and ½ of small number of items AQA Entry 3 Use whole numbers up to 1000 Complete written calculations with 2 digit numbers Add and subtract 3 digit numbers Solve whole numbers problems involving multiplication and division Understand simple fractions Understand decimals to two decimal places in practical context AQA Level 1 Understand and use whole numbers and recognise negative numbers in practical contexts Add, subtract, multiply and divide whole numbers by 10 and 100 using mental arithmetic Add and subtract decimals with up to 2 decimal places AQA Entry 2 Recognise and use familiar measures including time and money Recognise sequencing of numbers including odd and even numbers Read simple scales to nearest labelled division Use positional vocabulary AQA Entry 3 Understand, estimate, measure and compare length, capacity, weight and temperature Complete simple mental calculations involving money and measure Recognise, name and draw simple 2D and 3D shapes Use metric and imperial units in everyday situations AQA Level 1 Solve problems requiring calculations with common measures including money, time, length, weight, capacity and temperature Work out areas, perimeters and volumes in practical situations Construct models,measuring and drawing angles and identifying line AQA Entry 2 Sort and classify objects using two criteria Extract information from lists, tables, simple diagrams and block graphs Represent information so that it makes sense to others AQA Entry 3 Extract and compare information from lists, tables, simple charts and graphs and make comparisons of this information Check accuracy of calculations and results Present findings to make sense to others AQA Level 1 Extract and interpret information from tables, diagrams, charts and graphs Collect and record data, organise and represent information in different ways Use probability to show that some events are more likely to occur than others Understand outcomes, check 20

21 symmetry calculations and explain results. Autumn Term Spring Term Summer Term Maths for everyday life: money, leisure and domestic tasks Students will learn about: Recognise/ count/ order/ compare/ calculate a range of coins and notes Using money in everyday situations: shopping / leisure/ team enterprise/ travel/ paying for a meal or a drink Identify items you buy on a regular basis Make simple calculations when paying for an item Prepare a (simple) budget Looking at different ways to pay for items Where does our money come from? - Look at different sources of income Practising money skills through games and role play. using and applying maths skills in scoring, recording and measuring in games using and applying maths skills for domestic task including measurement, sequencing and time 21