Curriculum intent overview
As a college we want our students to have the opportunity to:
- Access learning through academic studies and vocational programmes within a unique and personalised curriculum which celebrates their religion and culture.
- Work in partnership with employers and stakeholders to maximise their independence and everyday skills for life to make a positive contribution and access services within the community.
- Have their health and medical needs met.
- Have access to additional therapies, appropriate to each individual.
Curriculum pathways
Our curriculum pathways are designed to support our young people to become as independent as possible as they move into adulthood. Based upon the Preparation for Adulthood agenda, each pathway has clear emphasis on Employment, Independent Living, Good Health and Friends, Relationships and Community.
At Langdon College we currently have 4 cohesive pathways which support students to make progress towards their individual outcomes and aspirations. Teachers assess students during our Diagnostic Period to identify which pathway each student is most suited to and ensure it is appropriately challenging.
Each pathway includes elements of English and maths, whether at a practical level or with the completion of accreditation. We currently deliver NCFE Functional Skills qualifications from Entry Level 1 to Level 2, for those students that this is appropriate for.
Achievement
The ‘Achievement Group’ is based around a person centred and holistic curriculum for Students with Profound and Multiple Learning Difficulties…
Independence & Work skills
Based around a semi-formal curriculum which is developmental in nature and open to individualisation. At the heart of the curriculum there…
Employability
Based around a formal curriculum, focussing on subject specific learning, as well as providing opportunities for students to develop and engage…
Transition
The Transition Pathway offers a 3 day provision for learners, working within Work Based Goals and Specific Qualifications / Courses linked to their desired job role.
Curriculum delivery and assessment
Teachers assess learning using the ‘Recognising and Recording of Progress and Achievement’ (RARPA) assessment process. This means that each student completes a Diagnostic Assessment during transition visits and during the first 6 weeks of the academic year. On completion of the diagnostic assessment, students are set specific, measurable, achievable, realistic individual targets.
Students are assessed using a variety of methods which will ensure they are given the best opportunity to demonstrate skills; this may be through discussion, observation or practical activities. Students may complete a portfolio of work which will be assessed throughout the year and may also be entered for English and maths exams when appropriate.
Teachers have recently transitioned to the Databridge application to assess, monitor and review targets, tracking progress over a period of time and sessions. Targets are linked directly to students’ aspirations and Education, Health and Care Plan (EHCP) outcomes.
