Organisation
The students are organised into various groups for teaching purposes, groupings change according to the students and needs within a particular area. Staffs in the unit work together co-operatively to provide a wider curriculum base and allow for flexible groupings. Teachers and support staff takes responsibility for various areas of the curriculum.
Planning for individual students
Individual Educational Plans .
Staff discuss each students educational programme with reference to previous records, current review and their own informal assessments to select the appropriate curriculum areas and specific learning priorities for each individual. An individual educational Plan is then compiled focusing on those learning priorities that are considered most pertinent to their needs.
The compilation of the Individual Education Plan is reviewed periodically and reassessed annually.
Learning priorities.
Learning priorities within the relevant curriculum areas are established for each student so that their individual programme meets their needs and abilities.
Assessment
Each student is assessed in the selected curriculum areas to establish learning priorities. Baseline comments are made alongside target statements to provide a starting point against which progress can be measured.
Recording
Learning priorities are continually reviewed with comments on responses, understanding or performance. These comments should inform future teaching and use of resources.
In the area of self-help skills where attainment is set by behavioural criteria, students are encouraged to evaluate their own performance (see example of self-help skills recording sheet).
Evidence of experience and progress may be kept by selecting representative samples of unprompted work, including photographic, video and audio evidence if appropriate.
Each pupil receives an annual review and record of progress, which collates the current years learning experiences and achievements. It will also include a review of the I.E.P. and possible future learning priorities.
The report is discussed with the parents/guardians and the students themselves if appropriate.
Record of Achievement
Each student will leave school with a National Record of Achievement. Certificates of achievement and photographic evidence are collected for possible inclusion in the final record. Periodical self-evaluation by students is also kept in their personal R.o.A. files where appropriate.
Schemes that supplement and support the curriculum
Mini-Enterprise Scheme.
Students practise work type skills through the on-going mini-enterprise scheme 'The Coffee Shop'. This enables students to experience a variety of working situations i.e.: cashier, waiting on tables, serving food etc as well as learning to listen to instructions follow set procedures and generally observe working etiquette.
Each student receives varying levels of support according to their ability.
A scheme that we run is the Compact20 Programme,where
our children work on a series of challenges related to life experiences.
More information on this is later on this page
Some students will participate in a youth award scheme, their aim
is to achieve 20 points - made up by completing 15 challenges worth one
point each, plus 5 points for two action plans, a summary of achievements
and an organised folder.
The challenges must fall into three sections -
The folder should show clear planning, evidence of the achievement, reviewing and recording.
Each challenge should represent at least 4 hours of activity to fulfil the criteria for a challenge for the Bronze youth award
During the programme students will have the chance to develop these aspects of the NCVQ key skills -
Communication.
Information technology.
Application of number.
Improving own learning and performance.
Working with others.
Problem solving.
Two sessions a week will be allocated to co-ordinating compact and to addressing individual challenges. Students will be encouraged to set their own realistic challenges. The sessions will be organised to allow staff support for individual students for short periods of time as necessary, group work may be inappropriate as the challenges are set on an specific and personal basis. Work towards achieving challenges will also be done within appropriate curriculum areas.
The Chatback scheme allows schools around the country to communicate by using the internet. We are grateful for their supportive work and help.
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