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Henry Tyndale School

Post 16

Henry Tyndale School

Post 16 Curriculum

 

Progression from Key Stage 4 to Post 16

 

In post 16, we aim to build on experiences gained in KSG 4 by;

 

  • Extending opportunities for the development of student choice, independence and self –confidence

  • Developing student independent living, social and communication skills

  • Provide opportunities for vocational/work related learning

  • Build PSD skills which support and prepare students for post 19.

 

Post 16 opportunities include:

 

  • Link vocational students at local college

  • Work related learning opportunities, both in and out in the community

  • Ongoing enterprise opportunities

  • Accreditations which support and extend student learning and progression

  • Access to using public transport; travel training

  • Increased community leisure opportunities

  • Activities with post 16 students at Farnborough College

  • International and community work with link schools

  • Hosting events

  • Extended work in building functional numeracy and literacy skills through cookery, shopping and travel

  • Links with other post 16 units for social outings in community

  • Creating termly post 16 newsletter

 

Curriculum Overview

The aim of the curriculum is to promote personal development and to foster interests and aspirations whilst practising life and independence skills in a safe and secure setting. We strive for students to be as independent as possible in preparation for life after school. In order to achieve this, students are supported, each at their own level, to develop their Personal, Learning and Thinking Skills in order to become:

 

  • Independent enquirers

  • Creative thinkers

  • Reflective learners

 

This broad curriculum offer is broken down into three ‘Post-16 Progression Pathways;

 

   * Work skills                                              * Team Workers

   * Life skills                                                 * Self Managers

   * Sensory                                                  * Effective participators

 

Students follow the ‘Progression Pathway’ best suited to their needs. The curriculum supports their learning which enables them to gain skills to support their learning for identified post 19 placements

 

Work Skills pathway: Emphasises on vocational, work related and college based learning. This pathway focuses on extended leisure, travel, independence in the community and relevant functional skills to enable students to move onto local colleges or work related opportunities.

 

Life skills Pathway: Emphasis on relevant work-related opportunities but the emphasis lies in developing personal care skills, making choices and learning to take responsibility for everyday tasks and routines. This pathway focuses on building functional life skills such as cooking, personal hygiene, communication, social skills and having access to relevant community leisure activities.

 

Sensory Pathway: The emphasis for these students is always on developing communication, engagement and interaction skills, and promoting their awareness of their ability to exercise control over some aspects of their world, and also in accepting/participating in any relevant therapeutic strategies.

 

Students working within the Life skills and Work skills pathways study a predominantly Semi-formal curriculum structure, and those students, working within the Sensory pathway, study an Informal curriculum.

 

All three pathways curriculum offer is differentiated for pupils of all abilities, focusing on Pre Entry (Personal Progress), up to Entry Level 1 and 2 ASDAN accreditations (Personal Social Development), and also ASDAN’s internally moderated Workright (Work Skills pathway).

 

From the teacher’s knowledge of each student, and where possible, conversations with the student and their parents/carers, the student pathway is identified i.e. where they’d like to be and what they’d like to do after they leave school.

 

We then look at the essential skills they have and what they are working towards to help identify the best pathway for each individual student, These ‘essential’ or ‘core skills’ will be at the heart of their learning programme.

 

The individual pathway curriculum maps have core skills at the centre of the three Pathway Learning areas:

 

  • Vocational/Work-related Learning

  • Life/Living skills

  • Functional skills

  • Personal, Social and thinking Development

  • Leisure Skills

  • Creativity

 

 

Life Skills/Sensory, 2018-19:

In addition to the core skills, those students following the Sensory Pathway, with its focus on the informal curriculum, include the following areas when accessing the post 16 curriculum

 

  • Cognition

  • Sensory

  • Movement

  • Physical

  • Self-Help

 

From this, a variety of activities are provided to enable the student to practise and develop those core skills that will help them for post 19 and into adulthood.

 

Work Skills pathway, 2018 -2019:

 

  • Vocational/Work-related Learning; work experience placements, Business Enterprise

  • Life/Living skills

  • Functional skills; using Money/Shopping

  • Personal, Social and cognitive Development:

  • Leisure Skills; Sport in the community

  • Creativity: Farnborough 6th Form creative arts, Fernhill Comprehensive Global Citizenship projects, International project with link school

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