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St Dominic’s School
Key Stage 5 Prospectus
2018/2019
SIXTH FORM ADMISSION CRITERIA Pg 30
NOTES PAGE Pg 31
WELCOME TO THE SIXTH FORM Pg 3
QUALIFICATIONS Pg 4 THE NATIONAL CURRICULUM Pg 5 USING THE SKILLS WHEEL Pg 5 CURRICULUM PATHWAYS Pg 6 GENERAL ADVICE Pg 7
GCSE RESIT AND FUNCTIONAL ENGLISH Pg 9 GCSE RESIT AND FUNCTIONAL MATHS Pg 11 CERTIFICATE OF PERSONAL EFFECTIVENESS L2 Pg 13 PHYSICAL EDUCATION Pg 14 COMMUNICATION Pg 15 TRANSITION Pg 16
ART & DESIGN INC PHOTOGRAPHY AS AS/A LEVEL Pg 18 VCERT FOOD & COOKING LEVEL 1/2 Pg 19 VCERT HEALTH AND FITNESS LEVEl 1/2 Pg 20 VCERT PERFORMANCE ARTS LEVEL 1/2 Pg 21 LEVEL 2 & 3 CREATIVE iMEDIA Pg 22 SMALL ANIMAL CARE LEVEL 1 Pg 23 NEEDS LED CURRICULUM (INDEPENDENT LIVING SKILLS) Pg 24
MUSIC LUNCH-TIMES: FOOD & ACTIVITIES
CONTENTS
THE KEY STAGE 5 CURRICULUM
CORE SUBJECTS
OPTION SUBJECTS 2018
WORK EXPERIENCE Pg 25
COLLEGE Pg 26
EXTRA-CURRICULAR STUDY/ACTIVITIES Pg 27
RESIDENTIAL INCLUDING EXTENDED DAY Pg 28
THERAPY PROVISION AT KEY STAGE 5 Pg 29
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In the Sixth Form, and maybe before, students start to consider issues such as life after school. It is our role to support you with your learning and living skills so you are ready for the next step, which might be further education, work or independent / supported living. Pastoral care in the Sixth Form is vital; students generally settle well in to the new environment and enjoy having a separate area that feels more mature and relaxed than in previous key stages. Students wear their own clothes and we use first names for students and teachers. We still adhere to school rules for example about language and behaviour but we also appreciate that our students are approaching adulthood, or become adults in Years 13 or 14. Tutors, teachers and all staff work hard to develop rapport with the students and their families. We understand that thoughts about the future, whatever that might hold, come hand in hand with anxieties. Our curriculum offer has been established with that in mind and over one, two or three years in the Sixth Form our aim is to support the students to become well-rounded individuals whom are ready for life beyond St Dominic’s. The Sixth Form team and staff across the wider school work closely to coordinate the waking day curriculum for the students including the residential team, the Careers Guidance Practitioner and therapists.
Welcome to the Sixth Form
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At Key Stage 5, we offer different types of accredited courses: GCSE, ASDAN, LASER Learning Awards and V Certs.
GCSE Resits If students studied Maths and English GCSEs in Key Stage 4, but did not quite manage to achieve a grade 4, they will continue to study these subjects and resit the exams in Summer 2018. It is a government directive that everyone in full-time secondary education will continue to study English and Maths until they achieve a Level 2 (GCSE level).
A reminder about GCSEs: GCSE stands for General Certificate of Secondary Education.
GCSEs are the exams taken by most UK students of school-leaving age, and are widely available to all 14–19 students, although there is no lower or upper age limit.
GCSEs are qualifications at Level 1 and Level 2 in the National Qualifications Framework.
GCSEs are mostly taken after a two-year subject-based course.
Some subjects are also offered as short-course qualifications, which are equivalent to half a standard GCSE. The majority of GCSEs from 2017 will be assessed by exams only.
The new GCSEs in English and Maths were introduced in September 2014. In the new grading system, the highest grade is a Grade 9 and the lowest grade is a Grade 1. A Grade 4 equates to a standard pass and is the benchmark for colleges and employers.
The new Maths GCSE will be tiered, with grades 4 and 5 available through both the higher and foundation tiers.
The new English GCSE will no longer be tiered. This means that specifications and question papers will have to cover the full range of abilities.
ASDAN AWARD
ASDAN offers a range of nationally recognised qualifications based around the development of life and employability skills. The qualifications are approved within the Qualifications and Credit Framework (QCF) at Entry Level (Entry 3) and Level 1 and Level 2. They encompass the principles of Foundation Learning. LASER LEARNING AWARDS
LASER is a leading UK awarding organisation, offering high quality, flexible, credit-based qualifications and is accredited by the Regulatory Authorities in England, Wales, Scotland and Northern Ireland.
LASER qualifications are flexible and responsive to student needs and credit based, consisting of individual units of assessment, each with an assigned level and credit value attached. Students who demonstrate that they have achieved the learning outcomes of a specified unit are awarded credits and can collect/accumulate these over time towards the achievement of a full qualification.
LASER’s qualifications in Skills towards Enabling Progression (Step-UP) (QCF) are an innovative range of credit-based qualifications, developed to accredit a wide variety of activities engaged in by students aged 14 years and over. Designed to meet the needs of a wide range of students whilst also enabling them to achieve or work towards a national qualification.
The qualifications are approved within the Qualifications and Credit Framework (QCF) at Entry Level (Entry 3) and Level 1 and Level 2 encompass the principles of Foundation Learning. If you studied LASER Maths and English in Key Stage 4, you will continue to study these subjects in Sixth Form, in
THE KEY STAGE 5 CURRICULUM
QUALIFICATIONS
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Numeracy
Myself and Others
Functional Learning to Learn (PLTS)
(Comm.)
Communication
Literacy
order to achieve the maximum qualification possible. It is a government directive that everyone in full -time secondary education will continue to study English and Maths until you achieve a Level 2 (GCSE level). V CERTs As a charitable organisation, NCFE’s purpose is to promote and advance the education of young people and adults. They believe that education can help every individual to achieve their full potential. V Certs are recognised in the Department for Education (DfE) performance tables. They offer all the great benefits of vocational study for students plus performance table recognition for schools – this means they are a good qualification for college and employer recognition.
St. Dominic’s follows the National Curriculum. This is to ensure every student has the opportunity to access a broad and
balanced curriculum.
Exam boards have changed the way their qualifications are structured according to Ofqual regulations which affects the % weighting of different assessment objectives of some qualifications. For other subjects, the difference is greater. GCSE qualifications generally have much less coursework and are more focused on what you can do in the exam. Computing, for example, is now mandatory at all Key Stages and as such is now a compulsory subject at St. Dominic’s. For more information, go to:
www.gov.uk/government/publications/national-curriculum-in-england-secondary-curriculum
As part of the KS5 Needs Led Curriculum offer students will have the opportunity to develop other skills that are not exam subjects but are really important in preparing them for the next steps in education and employment. These are:
Literacy
Numeracy
Functional independence
Language and communication (Sp&L)
Learning to Learn (personal learning and thinking skills)
Myself and Others (Spiritual, Moral, Social and Cultural)
Students can use the skill wheel to search for subjects they like as well as help to make choices about which subjects they wish to study for the next two years. Please note that only the main skills will be highlighted on each subject page.
THE NATIONAL CURRICULUM
USING THE SKILLS WHEEL
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Students can follow a personalised programme of study y Stage 5. This is to ensure that all students are able to achieve the best qualifications they can given their own eas of strength. The
pathways diagram below illustrates some of the ways the curriclum can be differentiated.
CORE SUBJECTS
Needs Led Curriculum (non exam) CoPE Level 2 (portfolio)
PE (non exam) Communication (non exam)
Transition (non exam)
English and Maths
No English or Maths GCSEs
achieved
English and/or
Maths GCSE re-sits
English and Maths
Functional Skills or LASER
OPTIONS
Choose 3 Options
Choose 2 or 3
options dependent on the number of
GCSE re-sits
Choose 2 options
CURRICULUM PATHWAYS
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There are a number of people and resources here to guide and support students when considering transition to Key Stage 5.
We recommend discussions between people who know students well, such as parents, tutors and careers advisors.
At St Dominic’s, we use an online guidance tool called Fast Tomato (www.fasttomato.com).
Another useful website is http://icould.com/ On this website there are over 1000 film clips about personal career choices. There is also a ‘choices at 14’ section. The National Careers Service website https://nationalcareersservice.direct.gov.uk has job profiles on over 800 different types of jobs. Each job profile outlines the skills and qualifications needed for that job, what the work would be like, expected pay and the career prospects. SO WE ADVISE STUDENTS TO:
Think about what they would like to do and what they are able to do.
Think about the subjects they might need for the career they would like to do.
Work to their own strengths: if they like a lot of reading and writing then choose appropriate subjects, otherwise think about more practical subjects.
Avoid choosing subjects because a friend is choosing it. There is no guarantee that they will be in the same teaching groups!
Not to choose a subject because they like your teacher. Again, there is no guarantee that he/she will be teaching the group next year.
GENERAL ADVICE AND CAREERS GUIDANCE
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CORE SUBJECTS
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Exam Board: OCR
English is a lively and interesting subject which prepares students to analyse a variety of texts in a range of forms. Students will develop as sensitive and mature readers and they will learn to create their own texts with imagination. The English course will cover the three National Curriculum attainment targets reading, writing and speaking and listening. It must be noted, however, that even though speaking and listening still remains a requirement at GCSE level, it will not form part of the overall grade and a separate mark will be reflected on GCSE certificates.
Students will continue to study towards the same qualification. We offer the following externally accredited courses:
OCR GCSE English Language Grades 9 - 1
OCR GCSE English Literature Grades 9 - 1
OCR English Functional Skills (Entry Level, Level 1 and 2). In writing students will learn to:
express what is thought, felt and imagined
organise and convey facts, ideas and opinions effectively
demonstrate use of imaginative and varied vocabulary
demonstrate accuracy in spelling, punctuation and grammar
use effectively a variety of sentence structures In speaking and listening students will learn to:
describe and reflect on experience, and express what is thought, felt and imagined
understand and convey complex information
order and present facts, ideas and opinions effectively
respond appropriately to questions
communicate with clarity, focus and purpose
communicate appropriately for the audience and the context
evaluate and reflect on what is heard
GCSE RESIT AND FUNCTIONAL ENGLISH
SUBJECT DESCRIPTION
COURSE STRUCTURE
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm.
Literacy
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In reading students will learn to:
demonstrate understanding of extended texts from the 19th
, 20th
and 21st
centuries, and of the words and phrases within them
synthesise, develop, analyse and critically evaluate facts, ideas and opinions
extract appropriate information for specific purposes
summarise and use material for a specific audience and purpose
demonstrate accuracy in spelling, punctuation and grammar
use effectively a variety of sentence structures FUNCTIONAL SKILLS: ENTRY LEVELS 1, 2 and 3, LEVEL 1 AND LEVEL 2
The Functional Sk i l l s cr i ter ia in Eng l i sh aims to adapt English knowledge to new situations in life and work. Students will develop their ability to transfer skills in ways that are appropriate to their situation. This is an examination subject, but these can be taken and resat throughout the year when students are ready.
LASER: AWARD, CERTIFICATE OR DIPLOMA AT LEVEL 1 AND LEVEL 2
LASER Functional English teaches students the skills and confidence to apply combine and adapt their English language knowledge to new situations in their life and work. Students progress through units and embed their learning through the development of a portfolio and there is no examination.
Qualifications in English provide many skills. As well as being a requirement for most areas of further study, English is also highly regarded by employers who appreciate the need to have employees with high levels of literacy and excellent communication skills. Traditionally English qualifications are particularly appropriate to careers in the law, education, the media and public relations.
SKILLS DEVELOPED AND CAREER OPPORTUNITIES
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Exam Board: Edexcel
Mathematics is a practical and inspiring subject that is used in everyday life and a variety of professions and industries. In Key Stage 5 we continue to follow the Edexcel syllabus at GCSE which is assessed at Higher and Foundation level. We also offer Entry Level 1, 2 and 3 and Level 1 and 2 Functional Skills qualifications.
GCSE
The course meets the requirements of the Mathematics National Curriculum in providing opportunities for students to develop skills in areas such as: -
Number
Algebra
Ratio, Proportion and Rates of change
Geometry and measures
Probability
Statistics
GCSE Mathematics assessment at Foundation tier (grades 1 – 5) and a Higher tier (grades 4 – 9) involves three written examination papers, including one non-calculator paper and two calculator papers.
FUNCTIONAL SKILLS: ENTRY LEVELS 1, 2 and 3, LEVEL 1 AND LEVEL 2
The Functional Skills criteria in Mathematics aim to equip students with the skills and confidence to apply combine and adapt their Mathematics knowledge to real life situations. Students will develop their ability to transfer skills in ways that are appropriate to their situation. The assessments therefore focus on functionality and the application of skills, which are assessed by examinations that can be booked throughout the year when students are ready.
GCSE RESIT AND FUNCTIONAL MATHEMATICS
SUBJECT DESCRIPTION
COURSE STRUCTURE
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Communication
Literacy
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LASER: AWARD, CERTIFICATE OR DIPLOMA AT LEVEL 1 AND LEVEL 2
LASER Functional Maths teaches students the skills through a range of real-life focused units. Learning is embedded through the development of a portfolio and there is no examination.
These qualifications in Mathematics encourage students to develop confidence in, and a positive attitude towards, mathematics and to recognise the importance of Mathematics in their own lives and to society. These qualifications prepare students to make informed decisions about the use of technology, the management of money, further learning opportunities and career choices. Mathematics provides excellent life skills and offers skills for life independence. It is essential to preparing students for the world of work.
SKILLS DEVELOPED AND CAREER OPPORTUNITIES
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Awarding Body: ASDAN
The Certificate of Personal Effectiveness (CoPE) is a nationally recognised qualification related to the world of work and is
available to study a Level 2 which is equivalent to a grade 4-9 at GCSE.
Work can be chosen from any of the 6 modules shown below. Students will need to evidence the required number of hours (150 guided learning hours) and a portfolio of work to gain the Certificate of Personal Effectiveness (CoPE).
The module titles are:
1. Active citizenship 2. Work related activities 3. Career planning 4. Global awareness 5. Enrichment activities 6. Extended project
Alternatively students can gain credits through studying short courses: There are a wide range of short courses which the students can choose from, including English, Maths, Science and Expressive Arts. By building a portfolio of evidence as they complete various challenges, students must demonstrate competence in the following skills: team working, planning and reviewing learning, tackling problems, research skills, improving skills in preparing and presenting information, learning through work experience and career exploration.
Increasingly employers are highlighting the need for prospective employees to demonstrate their ability to work effectively in the workplace. CoPE is a clear way of demonstrating a range of skills that can be transferred to living, learning and the world of work.
CERTIFICATE OF PERSONAL EFFECTIVENESS L2
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm..
Literacy
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Non Exam
All students take part in Physical Education at Key Stage 5; one lesson per week is spent participatng in Physical Educational activities and one lesson per week in Games. In Games lessons students will undertake a wide range of activities which are in line with the National Curriculum. However, they may be slightly modified to meet their SEN needs.
Games and PE can be focused on competing or performing, promoting health and wellbeing, or developing personal fitness. Students can decide on roles that suit them best including performer, coach, choreographer, leader and official. Students are given the option to use the weights and cardiovascular room to carry out a supervised programme to support their physical fitness and wellbeing.
The school will be represented in the Surrey Special Schools Sports events, and all students will be given an opportunity to represent the school. Matches may also be arranged outside of the Surrey Special Schools Association calendar.
The view students have of their skills and physical competence gives them the confidence to get involved in exercise and activity out of school and in later life. Students are introduced to sporting activities they may not have experienced previously.
PHYSICAL EDUCATION
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm.
Literacy
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Non exam
The Communication sessions are delivered and/or supervised by a Speech and Language Therapist. They involve a planned development programme of learning opportunities and experiences that promote functional communication, including:
Understanding body language and non-verbal communication
Making conversation in social situations
Communicating effectively in a range of real-life situations such as using transport, going to a restaurant and visiting a bank
Sessions may include debating, accessing the community, producing the Sixth Form bulletin or a weekly board games session.
In the weeks leading up to the exam period, the therapists will work in a small group with the students who need to prepare for exams. These groups run over a few weeks and look at revisions strategies, understanding your own learning style and memory preference, unpacking language used in exam questions and practising strategies to manage anxieties.
Skills developed as part of these communication sessions will support students to interact socially and communicate effectively in a range of social and functional settings, such as college, the world of work and social groups.
COMMUNICATION
SUBJECT DESCRIPTION
COURSE
SKILLS DEVELOPED AND PROGRESSION
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm.
Literacy
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Non exam
The transition programme aims to help students to prepare for the world of work and includes mock interviews, business challenges, guest speaker visits, visits to businesses and orgaisations and bespoke subject and related projects.
Transition sessions are led by the Careers Guidance Practitioner supported by the Sixth Form team. Students also take part in a range of activities to enable them to learn about and experience the world of work. This includes enterprise days off timetable, visits to careers fairs run by local colleges, taster days, college transition days and a work experience placement.
TRANSITION
SUBJECT DESCRIPTION
COURSE
Myself and Others
Functional Learning to Learn
(PLTS)
Comm.
Literacy
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OPTION SUBJECTS 2018
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Awarding Body: AQA
P E R F O R M I N G A R T S V C E R T
This is an exciting course for students who enjoy the creative process of Art. Students can explore drawing and painting, mixed media, sculpture, installation, printmaking and digital graphics and photography. The syllabus aims to develop individual work through themed projects.
An important part of the course is investigating and analysing the work of other artists as it helps students to develop their own ideas and ways of working, as well as developing a greater understanding of the subject and its context in the wider world.
Candidates submit a portfolio of work. This is a controlled assessment set and marked by school and moderated by AQA. It is worth 60% of the overall mark. The Candidates select from work undertaken during the course of study for their portfolio to include more than one project. Controlled Assessment Starting points are issued from AQA from February. Candidates have unlimited preparation time to respond to their chosen starting point prior to an externally set task that takes place under exam conditions and is intended to be a sustained focused study time. It is marked by the centre and moderated by AQA. This is worth 40% of the overall mark.
Art and Design will help students to communicate their ideas and make judgements about themselves. It also enables students to be creative thinkers and consider different approaches to tasks. It will enable them to follow arts courses at college should they wish to do so and it develops self-confidence which will support them in job applications.
ART & DESIGN INC. PHOTOGRAPHY AS/A LEVEL
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm.
Literacy
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Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm.
Literacy
Awarding Body: NcFE
This qualification is suitable for Key Stage 5 students. This qualification is designed for students who have an interest in food and cookery. It will provide students with experience of using different cooking techniques and methods to enable them to use these within further education or apprenticeships. It will give them a basic understanding of the skills required for a career in food.
The course is assessed on coursework primarily with an exam component and broken down into small projects such as cooking meals, following basic recipes, using different types of food and following safe working practices. Examples of the assessment process include a reflective log/diary, oral question and answer, essay, practical demonstration, photographic evidence or other means. It also includes a mandatory examination module. Areas that are covered in the course include the following:
Prepare and cook using basic skills
Understand food and its functions in the body and in recipes
Understand balanced diets and modification of recipes for health
Plan and produce dishes for a purpose
This course is a great introduction to a variety of roles around the food industry, possibly leading you into one of the following career paths: Hospitality and Catering, Health and Well-Being , Food Development and Production and Food Retail.
VCERT FOOD AND COOKING LEVEL 1/2
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
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Exam Board: NCFE
This qualification is designed for students with an interest in health and fitness. It will give students a basic understanding of how fitness contributes to a healthy lifestyle. It will also provide them with the opportunity to develop and experience their own fitness programme.
This qualification aims to:
focus on an applied study of the health and fitness sector
offer breadth and depth of study, incorporating a significant core of knowledge and therapy
provide opportunities to acquire a number of practical and technical skills The objectives of this qualification are to help students to:
produce a personal fitness plan
understand how to develop a personal fitness programme
understand the importance of a healthy diet
plan for the delivery of an exercise session, including health and safety considerations
understand the effects of exercise on the body
Students who achieve this qualification could progress onto other VCert qualifications. It may also be useful to those studying qualifications in the following sectors/subjects:
sport
nutrition
exercise
food and cookery
VCERT HEALTH AND FITNESS LEVEL 1/2
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm..
Literacy
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Exam Board: NCFE
This qualification is designed for students who may be interested in the performance industry, and can include the study of Drama. The focus of the qualification is on the student’s ability and desire to perform. This qualification aims to focus on an applied study of the performance skills industry, offer breadth and depth of study, incorporating a significant core of knowledge and theory.
During Key Stage 5 students will:
Acquire and develop practical skills
Focus on performance ability by developing critical awareness
Develop existing skills relating to the performance industry Students will also learn the importance of safe working practices for physical activities, how to function more effectively as an independent student, develop confidence in communicating effectively with an audience, the importance of team work and mutual support and how to use problem-solving skills in a practical context.
Performance studies will help students’ communication skills and enable them to express themselves with more confidence. These skills will help students with job interviews, public speaking and general social interaction.
VCERT PERFORMANCE ARTS LEVEL 1/2
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm.
Literacy
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Numeracy
Myself and Others
Functional Learning to Learn (PLTS)
Comm.
Literacy
Exam Board OCR
The OCR Creative iMedia qualifications provide students with high quality, industry-organised qualifications. They are vocationally-related and provide valuable opportunities for individuals to develop skills and knowledge to support entry into the Creative Media sector.
Students will be working on a selection of three units from the following. The course is 100% coursework.
Units of study:
Pre-production skills
Digital media skills for asset production
Video composite effects
Character modelling
Sound effects
Storytelling with a comic strip
Virtual performance
Interactive multimedia design
Developing an enhanced website
Creating an interactive digital animation
Digital graphics editing
Creating a digital sound track
Creating a digital video sequence
Game design concepts
Developing 3D digital games using game creation software
Digital photography
The Level 3 qualification is suitable for those who wish to gain access to the iMedia industry.
This course can lead to jobs within the following areas: graphics design, website design, digital publications, computer games development and design, graphical software development, digital marketing and E-commerce.
Level 2 & 3 CREATIVE iMEDIA
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
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Awarding Body: Laser
This course is ideal for students who like animals and enjoy being outside and learning in a practical way.
LASER LEVEL 1 UNITS:
Cleaning and maintaining animal accommodation
Developing confidence working with animals
Feedstuff for small animals
Maintaining the health and wellbeing of animals
Catching and restraining a small animal
Care of farm animals
Caring for animals
Principles of movement and handling of small animals
Showing visitors around a small animal enterprise
This course is for anyone interested in a career working with animals. It provides students with the foundations they need to follow a higher level course related to animal care, such as a Diploma in Animal Care or a level 2 or 3 qualification.
THIS COURSE IS NOT SUITABLE FOR STUDENTS WHO HAVE ALLERGIES TO ANIMALS
SMALL ANIMAL CARE LEVEL 1
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
Numeracy
Myself and Others
Functional Learning to Learn
(PLTS)
Comm.
Literacy
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Numeracy
Myself and Others
Functional Learning to Learn (PLTS)
Comm.
Literacy
This option is ideal for students who need to develop their skills of independence, specifically with college and independent / supported living in mind. Sessions are delivered by the Sixth Form team and therapists and take place in the most appropriate setting such as the residential area (for example, for cooking and bed making), in school (for example, first aid and personal hygiene) and the community (for example, in the supermarket or bank).
The course will be designed around the needs of the students and can incorporate individualised learning and small group work. It is a non-qualification subject.
This course is for anyone who needs to develop confidence or practice with a range of independent living skills.
NEEDS LED CURRICULUM (INDEPENDENT LIVING SKILLS)
SUBJECT DESCRIPTION
COURSE STRUCTURE
SKILLS DEVELOPED AND CAREER OPPORTUNITY
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Work experience is a key element of Key Stage 5 education; it can also form part of the CoPE qualification. It enables students to gain information and experiences that help increase their knowledge of careers and work opportunities as well as develop employability skills. Work experience placements are tailored to the needs and interests of individual students. Examples to date have included:
Serving of food in the school kitchen
Horticulture at a local garden centre
Testing video games at a market research company
Working in cafés, shops and supermarkets in local towns
Animal care at local stables and sanctuaries All placements are subject to risk assessments and are supported by a member of the Sixth Form staff.
WORK EXPERIENCE
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In the Sixth Form there is an option to attend Further Education Colleges to study subjects such as Performing Arts, Public Services, Graphic Design, Carpentry and Science. These can be accessed at various levels including, Level 1, A Level, BTEC Level 2 and 3. If a student chooses to go to college, we support them with attending taster sessions and with enrolment. Different levels of support are available. Transport to and from college can be provided and students will be supported to travel independently wherever possible if appropriate to their needs. We liaise closely with tutors at the colleges and get regular updates on progress. This aims to ensure that students meet deadlines and organise and manage their workload. Students are expected to spend time at school completing coursework, which usually requires 15 hours of self directed study per week.
COLLEGE
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In Key Stage 5, students have the opportunity to attend individual or small-group music lessons. Currently, the in-house provision covers keys, singing, guitar and drum lessons. We also link with a local leading music tuition centre, Music Works, to provide lessons through which students can access the music exam / grading system.
Learning, and living, in Key Stage 5 Level is very demanding. Students have the opportunity to access the school-wide activity programme which includes clubs such as Art, Remote Controlled Cars and Drama. We also find that many Sixth Formers need to unwind over lunch and get ready for the afternoon. They can often be found socializing in the Sixth Form area, playing on the dedicated X-Box and generally relaxing. We also supply a daily newspaper which offers pupils an opportunity to improve their vocabulary and keep up with world events. In Key Stage 5 we aim to respond to the needs and interests of the students when thinking about and planning our extra curricular activities. For example, we are currently running a Driving Theory club (for Sixth Form only) which helps students to prepare for the understandably daunting task of preparing for their theory test. All students are able to join other pupils for a school meal served in the dining room. We also offer the students the choice of pre-ordering and collecting sandwiches or making their own lunch and drinks in the Sixth Form area. Staff are on hand to provide supervision and support. The kitchen is a shared space with other non-teaching staff and provides further opportunity for interaction and practise with communication skills.
EXTRA-CURRICULAR STUDY / ACTIVITIES
MUSIC
LUNCH-TIMES: FOOD & ACTIVITIES
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St Dominic’s residential provision offers students individualised independence programmes and the opportunity to maximise their full potential. The Sixth Form Residential Area is overseen by the Area Leader who is responsible for a team of highly trained care staff, dedicated to supporting students to achieve their potential. They also offer an ‘extended day’ provision (until 8pm) to enable students to access activities and promote independence after school. Students learn and achieve in many aspects of their lives and develop key skills towards independent living. Residential staff contribute to global targets across the waking day and link-workers set individual care targets to monitor development in partnership with students, parents and carers. A wide range of activities, both on and off site, provide students with the opportunity to socialise with peers, access the community and pursue their various hobbies as well as helping them with their homework, while achieving their individual goals and objectives. Evening activities currently include:
Guildford Spectrum Leisure Centre
Independent living skills, where students plan meals, visit a supermarket to buy the ingredients and then cook their meals
Travel skills and evenings out where students catch the train to Guildford or Woking to go shopping or have a drink or meal out.
RESIDENTIAL INCLUDING EXTENDED DAY
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Therapy at St Dominic’s School is fully integrated into the waking day curriculum to provide a blended approach to teaching and learning. Our aim is to extend the skills of each individual according to his/her ability and all students work at their own pace to improve individual levels of function. This includes targeted in-class support, small groups working on specific areas such as vocabulary or anxiety and individual input as required. Therapists also deliver the Needs Led Curriculum (see p.27).
Both Speech and Language and Occupational Therapists support the joint delivery of the Communication and Transition sessions together with the Careers Guidance Practitioner.
THERAPY PROVISION AT KEY STAGE 5
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1) Priority will be given to students already on roll at the Academy. 2) Students will have an Education, Health and Care Plan (EHCP) that defines their primary additional needs as related to learning; some students may have more complex needs that cannot be supported in a mainstream FE college. An FE college will have assessed the student and supported this. 3) The Local Authority will have supported the identification of St Dominic’s School as the most appropriate placement. Documentation that could be used to provide evidence of need (this is not exhaustive):
EHCP
Annual reviews
Transition plans
Medical reports
Therapy reports
Other (e.g. educational psychology) Referrals and application for a Sixth Form place at St Dominc’s School are made via your Local Authority. Decisions on whether to offer a Sixth Form placement would initially be made by the Principal. In general this decision would then be submitted to the Local Authority for consultation at panel (although different LAs have various mechanisms in place for decision making) and they would then inform the Academy of their view.
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SIXTH FORM ADMISSIONS CRITERIA
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