TRELOAR SCHOOL Post-16 Curriculum 2008/9 Treloar School has designed a curriculum which will address the particular needs of this group of learners who have not been able to obtain a placement at Treloar College. The curriculum will provide opportunities for them to further develop the skills they need for moving on to college provision and adult life. Provision will be flexible and will support learners within the group who may require 1, 2 or 3 years provision. The School plans to identify a separate Post 16 area for living and learning which will enable curriculum delivery within a functional environment. The Post-16 group of learners will have a greater degree of autonomy within the school, with a number of privileges and duties not available to younger learners. They will not be required to wear school uniform and will follow a discrete timetable and extended day. The Curriculum
All learners will have input into their Individual Education Plan, drawn up with the multi-disciplinary team which supports them. The team will comprise staff from Education, Physiotherapy, Occupational Therapy, Speech and Language Therapy, Nursing and Care. All members of the team will be involved in planning the wider curriculum, and planning for progression will play an important part in this. Plans will build on previous learning and achievements with the aim of promoting future learning. Staff will identify learning opportunities throughout the extended school day that will promote progress and achievement for all learners. Outcomes will be monitored, recorded and will inform future planning. The curriculum delivery model will encompass the following aspects: - Range of learning contexts
- Range of delivery methods
- Implementation and integration of support equipment e.g. ICT, AAC
- Range of delivery methods
- Application of learning in different contexts
- Developing strategies for independence.
Accreditation
Learners will follow the Equals ‘Moving On’ Programme. ‘Moving On’ is a flexible package of specifications for learners between the ages of 16-19 years who experience difficulties in learning. This package has the following key features: · It is appropriate for learners with a range of complex learning challenges. · It contains three, separate one-year programmes of learning: Adventurer, Explorer, and Traveller. These can be taught in any order (see further details below). · The programmes have specific subjects of study, which have clear learning outcomes for learners of a wide range of ability. · The content includes World Studies, Life Skills and Vocational Studies. · There are level descriptors, which clearly indicate progression in learning. · Within each programme, the teacher can select those subjects which are appropriate to a specific cohort of learners. · A wide range of subjects is addressed including sex education, emotions and relationships. · Key skills are clearly identified and there are level descriptions to show learner progression in attainment. · Assessment and recognition of learner achievement allows for different degrees of adult support. · There is nationally recognised accreditation for attainment in both subject areas and key skills. Moving On is organised into three Programmes each covering work for one year, i.e. Traveller, Explorer and Adventurer. The Programmes incorporate subject areas taken from three Courses of Study:
WORLD STUDIES
Science Technology Foreign Cultures Creativity; music, art, dance, drama World Religions
LIFE SKILLS
Personal, Social and Health Education Citizenship Leisure & Recreation
Daily Living Skills VOCATIONAL STUDIES
Work Related Learning Careers Education & Guidance / Post School Planning The school will also seek to deliver further personalised learning opportunities through specific modules written in-house, and accredited by the AQA Unit Award Scheme. The timetable will be flexible to ensure that learners have the greatest opportunity to apply their learning in a wider range of functional settings. Learners will be supported by all members of the team and will have frequent opportunities to practise their skills outside of the School environment. There will be planned regular educational, social and recreational opportunities at Treloar College and other adult-centred provision. For learners who will progress to Treloar College at the end of their course, there will be planned transition arrangements involving the learner. Judith HuddartDeputy Headteacher, Treloar School March 2008
