He 2014-2015 Post- 16 Curriculum
Post- 16 Curriculum Overview 2014-2015 Our Post -16 curriculum offers programmes at Entry Levels 1 to 3 and Levels 1 and 2. Our students are offered personalised learning opportunities and follow programmes tailored to their needs and interests. Our learning programmes include: Subject or Vocational knowledge, skills and understanding Functional Skills Personal and Social Development learning Community Living Skills including activities such as : shopping, using money, using leisure facilities and developing road safety awareness Post-16 Curriculum 2014-2015 2
Post- 16 Maths Curriculum 2014-2015 Baseline assessments are completed at the beginning of every academic year for each student in our department. Following the assessment, students are grouped in set maths groups. Students are taught in their set maths groups 2 lessons a week. In addition maths is very much embedded in our PSD, Vocational and World of Work programmes. Students not (yet) working at Functional Skills Entry level will study the Personal Progress (PP) maths curriculum. Our AQA Functional Skills (FS) curriculum is for student working at FS Entry Level or FS Levels 1-2. It is possible for students to progress from the PP curriculum onto the AQA FS programme. Post-16 Curriculum 2014-2015 3
Post- 16 English Curriculum 2014-2015 Baseline assessments are completed at the beginning of every academic year for each student in our department. Following the assessment, students are grouped in set English groups. Students are taught in their set English groups 2 lessons a week. In addition English is very much embedded in our PSD, Vocational and World of Work programmes. Students not (yet) working at Functional Skills Entry level will study the Personal Progress (PP) English curriculum. Our OCR Functional Skills (FS) curriculum is for student working at FS Entry Level or FS Levels 1-2. It is possible for students to progress from the PP curriculum onto the OCR FS programme. Post-16 Curriculum 2014-2015 4
Post- 16 Personal and Social Development (PSD) Curriculum and Personal Progress (PP) Curriculum Students in our Post-16 department study the ASDAN Personal and Social Development (PSD) and /or the ASDAN Personal Progress programme. Both programmes focus on further developing everyday life skills including community living skills. Throughout their stay in Post -16, students will be working on a wide range of PSD and/or PP specified units and will build a portfolio of all their work. Their work will be send off for external moderation towards the end of their final year and they will be accredited with their PSD and/or PP qualification Post-16 Curriculum 2014-2015 5
Post- 16 Vocational Learning Overview 2013-2014 Our Vocational learning and option programmes aim to provide our students with the opportunity to explore a range of vocational areas and supporting them to further develop their skills and interests. Our department runs two option afternoons a week, on Tuesdays and Thursdays, and students are encouraged to choose their own options. In addition, students take part in weekly World of Work workshops. Post-16 Curriculum 2014-2015 6
Post- 16 Work Based learning: World of Work Workshops In their class groups, students take part in weekly World of Work workshops, which take place on Wednesday afternoons. 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 those required for different jobs. As well as course specific skills, students will continue to learn about relationships in the work place and generic work skills such as workplace safety and timekeeping. Post-16 Curriculum 2014-2015 7
Post- 16 Example of Timetable Post-16 Curriculum 2014-2015 8
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 To encourage students to use technological equipment safely and correctly in the home and in the community. 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 Personal Safety in the Home and Community (PS) Unit To develop an understanding of personal safety in the home and community. 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 Making the most of Leisure Time(LT) Unit aim: To introduce students to a range of leisure facilities and to encourage them to express their preferences for what they do in their leisure time. 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 Post-16 Curriculum 2014-2015 9
Autumn Term Spring Term Summer Term 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 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 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. 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. Post-16 Curriculum 2014-2015 10
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. 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 their daily lives. Working as Part of a Group Unit aim: To develop skills to become active contributors when working with others on group activities. 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 short- term 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. 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. Entry 2 Students need to plan their task before they start, collect evidence of what they do and review what they did. For each group task, students need to identify what went well and what went less well. Demonstrate an awareness of how to work with others in appropriate ways Participate in setting ground rules for working with others Identify your role in the group Carry out given tasks when working with others Take part in a group activity to improve the local environment Entry 3 Students need to plan their task before they start, collect evidence of what they do and review what they did. For each group task, students need to identify what went well and what went less well Know how to work with others in appropriate ways Review your work with others Identify how you contributed to the group Identify what went well and areas you could improve in working with others Post-16 Curriculum 2014-2015 11
Autumn Term Spring Term Summer Term Individual Rights and Responsibilities (RR) Unit To raise the student s awareness of their rights and responsibilities as an individual. Entry 1 Identify an individual right which is relevant to them Identify a responsibility that they have for themselves Say who could help them if they have problem with their rights or responsibilities Preparation for Work (PW) Unit To encourage students to look at their own skills and qualities in relation to those needed at work. Entry 1 Students will discuss and record their personal skills and qualities Students will investigate different type of work. Preparation for Work (PW) Unit To encourage students to look at their own skills and qualities in relation to those needed at work. Entry 1 Students are encouraged to explain why they would like to do a particular job and discuss which skills and qualities would be needed Review: Are your skills and qualities helpful in the job? Entry 2 In addition to the tasks set at Entry 1, at Entry 2 students will be: Introduced to a range of situations in which they have individual rights Encouraged to discuss a range of situations in which they might have to take individual responsibility Entry 3 In addition to the tasks set at Entry 2, at Entry 3 students have to show that: They can identify sources of support or information about rights and responsibilities Describe a responsibility that they have to others Entry 2 In addition to the tasks set at Entry1, at Entry 2 students have to show that: They can identify key information needed to apply for such a job role Entry 3 In addition to the tasks set at Entry 1 and Entry 2 : Students are encouraged to reflect on their own skills and qualities and identify areas they would like to further develop Students will be working on tasks to help them further develop their identified areas Entry 2 In addition to the tasks set at Entry1, at Entry 2 students will : Prepare for and part take in mock interviews showing that they can give key personal information Entry 3 In addition to the tasks set at Entry 1 and Entry 2 : Students will continue to work on tasks to help them further develop their identified areas Prepare a CV and/or job application showing their understanding of identifying key personal information needed for a job application Post-16 Curriculum 2014-2015 12
Post- 16 English Curriculum: ASDAN Personal Progress and OCR Functional Skills English. Autumn Term Spring Term Summer Term Personal Progress Entry 1 Speaking and Listening 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 Personal Progress Entry 1 Speaking and Listening 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 Personal Progress Entry 1 Speaking and Listening 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 Speaking and Listening Entry 1 and 2 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 Understand and follow instructions Respond appropriately to comments and requests Make contributions to be understood Ask simple questions to obtain specific information OCR Speaking and Listening Entry 1 and 2 Raising learners awareness of the skills of speaking and listening, recognising personal skills and setting targets Identify the main points of short explanation and instructions Make appropriate contributions that are clearly understood Express simple feelings or opinions and understand those expressed by others Communicate information so that the meaning is clear Ask and respond to straight forward questions Follow the gist of discussions OCR Speaking and Listening Entry 1 and 2 Raising learners awareness of the skills of speaking and listening, recognising personal skills and setting targets Successfully deal with one- to- one and small group discussions and exchanges Complete practise papers Complete Test Post-16 Curriculum 2014-2015 13
Autumn Term Spring Term Summer Term Personal Progress Entry 1 Reading 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 Reading Entry 1 and 2 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 email 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 Personal Progress Entry 1 Writing 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 Personal Progress Entry 1 Reading 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 Reading Entry 1 and 2 To teach and reinforce reading strategies so that students can access material and make meaning Understand the main events in chronological texts Read and understand high frequency words and words with common spelling patterns Giving responses to open and closed questions Personal Progress Entry 1 Writing 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 Personal Progress Entry 1 Reading 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 Reading Entry 1 and 2 To teach and reinforce reading strategies so that students can access material and make meaning Successfully deal with reading and understanding short text Complete practise papers Complete Test Personal Progress Entry 1 Writing 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 Post-16 Curriculum 2014-2015 14
Autumn Term Spring Term Summer Term OCR Writing Entry 1 and 2 Support students in applying writing to real examples, situations and tasks. Write short simple sentences with full stops Use words to present information Spell correctly some personal or very familiar words OCR Speaking and Listening Entry 3/ L1 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 Studying non- verbal communication Observing group talk behaviour Studying persuasive language Completing message taking behaviours Consider how to address different people Giving a presentation OCR Writing Entry 1 and 2 Support students in applying writing to real examples, situations and tasks. Use written words and phrases to record and present information Completing capital letter and basic punctuation activities OCR Speaking and Listening Entry 3/ L1 Raising learners awareness of the skills of speaking and listening, recognising personal skills and setting targets. Encourage students to review, assess and adapt Take full part informal and informal discussions and exchanges that include unfamiliar subjects Make relevant and extended contributions to discussions, allowing for and responding to others input Prepare for and contribute to the formal discussion of ideas and opinions Make different kinds of contributions to discussions Present information/points of view clearly and in appropriate language OCR Reading Entry 3/L1 To read and understand a range of texts Read and understand a range of straightforward texts Identify the main points and ideas and how they are presented in a variety of texts Read and understand texts in detail OCR Writing Entry 1 and 2 Support students in applying writing to real examples, situations and tasks Produce short documents Complete practise papers Complete Test OCR Speaking and Listening Entry 3/ L1 Raising learners awareness of the skills of speaking and listening, recognising personal skills and setting targets. Encourage students to review, assess and adapt Successfully participate in formal and informal exchange using appropriate language Complete practise papers Complete Test OCR Reading Entry 3/L1 OCR Reading Entry 3/L1 To read and understand a range of texts To read and understand a range of texts Participating 1-1 reading Read independently and understand and Studying note taking techniques make inferences on a range of texts Completing comprehensions Complete practise papers Using reading strategies such as re- reading, Complete Test predicting, skimming and scanning Post-16 Curriculum 2014-2015 15
Autumn Term Spring Term Summer Term Studying questioning techniques Studying different text and locating information using organisational features. OCR Writing Entry 3/L1 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 Writing a range of text Sequence writing logically and clearly Use basic grammar including appropriate verb- tense and subject- verb agreement Check work for accuracy, including spelling Utilise information contained in texts Identify suitable responses to texts, in more than one type of text. OCR Writing Entry 3/L1 Support students in applying writing to real examples, situations and tasks preparing them for the challenges they will face in the future. Write a range of texts to communicate information, ideas and opinions, using formats and styles suitable for their purpose and audience Use correct grammar, including correct and consistent use of tense Ensure written work includes generally accurate punctuation, spelling and that meaning is clear, in more than one type of text OCR Writing Entry 3/L1 Support students in applying writing to real examples, situations and tasks preparing them for the challenges they will face in the future. Sequence writing logically, using appropriate format, correct spelling, grammar and language Complete practise papers Complete Test Post-16 Curriculum 2014-2015 16
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 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 Personal Progress Entry 1 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 +, -,= 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 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 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 Personal Progress Entry 1 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 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 Post-16 Curriculum 2014-2015 17
Autumn Term Spring Term Summer Term AQA Entry 3 Understand and 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 Use mental recall of x tables 2,3,4,5,10 Understand simple fractions Understand decimals to two decimal places in practical context Round to nearest 10 or 100 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 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 symmetry 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 and organise and represent information in different ways Use probability to show that some events are more likely to occur than others Understand outcomes, check calculations and explain results Managing own Money Managing own Money Managing own Money Recognise/ count/ order/ compare/ calculate a range of coins and notes Recognise/ count/ order/ compare/ calculate a range of coins and notes Recognise/ count/ order/ compare/ calculate a range of coins and notes Where does our money come from? - Identify items you buy on a regular basis Using money in everyday situations: Look at different sources of income Practising money skills through games and Practising money skills through games and role play shopping / leisure/ team enterprise/ travel/ paying for a meal or a drink role play. Using money in everyday situations: Make simple calculations when paying for Using money in everyday situations: shopping / leisure/ team enterprise/ an item shopping / leisure/ team enterprise/ travel/ paying for a meal or a drink Prepare a (simple) budget travel/ paying for a meal or a drink Make simple calculations when paying for Looking at different ways to pay for items an item Post-16 Curriculum 2014-2015 18
Autumn Term Spring Term Summer Term Maths skills for everyday activities: Leisure Students will learn about using and applying maths skills in scoring, recording and measuring in games Maths skills for everyday activities: Domestic tasks Students will learn about using and applying maths skills for domestic task; measurement, sequencing, time Maths skills for everyday activities: Maths for information Students will learn about using and applying maths skills to help them gain information; timetables, lists, surveys, collecting and recording Post-16 Curriculum 2014-2015 19