Preparation for Adulthood
The Broomfield SILC Post 16 curriculum is designed to help all young people to become confident individuals and responsible citizens.
The focus is on personal development; improving core skills, fostering interests and aspirations and practising life and independence skills in a safe and secure setting. The range of opportunities provided for each student in Post 16 is designed to equip each young person with the skills they will need to turn their desired destination (as recorded on their EHCP) into reality.
Students have a personalised learning pathway, the curriculum is designed to enable each student to achieve their full potential. For some students this is lateral progression through a breadth of opportunities at a meaningful level.
The curriculum offer is differentiated for pupils of all abilities recognising that students require a personalised differentiated approach to meet their specific needs.
The curriculum is broadly split into 4 pathways with students having individualised provision as and when appropriate:
The curriculum focus is on developing skills for independent living, further education and work with an emphasis on continued academic work. Lessons include: functional maths and English; work, sport, community and leisure options; vocational college courses; and external work experience placements and/ or Supported Internships.
Accreditation for these students may include: GCSE’s; Entry level maths and English; vocational Entry Level awards; ASDAN bronze, silver and gold awards.
The curriculum focus is on developing skills for independent living, further education and work. Lessons include: functional maths and English; work, sport, community and leisure options; vocational college courses; and external work experience placements.
Accreditation for these students may include: Entry level maths and English; vocational Entry Level awards; OCR ‘Life and living skills’ diploma awards.
The curriculum focus is on developing skills for supported living, and further education.
Lessons include: functional maths and English; work, sport, community and leisure options; taster college courses; and internal work experience placements.
Accreditation for these students may include; ‘Life and living skills’ certificate.
Students have a multi-sensory experiential curriculum. Lessons include: communication; problem solving and early maths skills; sensory investigation; community; citizenship; PSHE; and independence; taster sessions at a post school high needs provision placement.
Accreditation for these students will be: ‘Life and living skills’ award.
Curriculum, Assessment and Progress
We use different methods and procedures to check that the curriculum is well-matched to pupils’ needs and that they are making good progress. These include:
- Weekly tutorial meetings to ensure pupils are on track and have the opportunity to self -review how they are doing against: personal targets; accreditation; and progress towards their dreams, wishes and aspirations as recorded in EHCP reviews
- Analysis of pupil achievement data to check that the curriculum is promoting the best possible progress for learners;
- Observations of teaching and learning made by senior staff to see how well the curriculum is being taught and assess the impact that it is making on pupils’ learning and personal development;
- Regular curriculum review by subject and department leaders.
- Accountability and challenge by governors about the effectiveness of the curriculum and the evidence of its impact on pupils’ learning and development;
- Discussions in EHCP reviews with pupils, parent/ carers and other professionals regarding pupil progress;
- Feedback from parents/ carers, further education providers and employers to take account of their views on how well the curriculum is equipping pupils for the future.
Accreditation begins in Year 10 in order to ensure that if students transition to their post school destination at the end of Year 11 they leave with some accreditation.
Students working at P levels at the beginning of Year 10 will go down the accreditation route: ‘OCR life and living skills Entry 1.’
Students working at BSquared Levels 1-2 at the beginning of Year 10 may go down the accreditation route: OCR life and living skills Entry level 1, 2 or3; Entry level vocational courses; and /or Entry Level maths and English where appropriate.
Students working at BSquared Level 3 and upwards at the beginning of Year 10 may go down the accreditation route: ASDAN Personal progress; Entry level vocational courses; GCSE courses: and/or Entry Level maths and English.
The route each student takes is determined by class teachers and department leaders in conjunction with students and taking into consideration academic ability, progress to date achievement and their dreams, wishes and aspirations as discussed in annual review meetings and recorded in EHCP’s. Each student has a personalised pathway document which maps the curriculum to accreditation.
In all accreditation routes the focus is on developing core and life skills and using these skills in a range of contexts independently.
See our latest accreditation results by clinking on the link.