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Foundations for learning and life (Futures)

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Group of students from Futures completing social action project
Courses Code
QFEFT
Study method
Full Time
Location(s)
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  • Is this course for you?

    Futures@SSC is designed to help people with severe learning difficulties (SLD), profound multiple learning difficulties (PMLD) and/or learners with moderate learning difficulties (MLD) which is accompanied by an addition need (personal care, medication or secure environment) achieve their full potential within a safe and secure learning environment.

    If you have an EHCP and need support for some of the main aspects of day to day life, learning and social interaction, then this may be the course for you. If you have been identified as having layers of “complex” need you will be guided towards our “Futures” provision.

  • Required qualifications

    No formal qualifications needed.

    Learners work towards RARPA (Recognising and Recording Progress and Achievement) targets, which are identified through the EHCP and assessments. RARPA is a five-stage process for delivering good assessment, teaching and learning, which ensures that students’ progress and achievements are monitored and recorded. At South Staffordshire College, we utilise this method across our curriculum offer to ensure that we are capturing progress and achievement in ways, other than through accredited programmes for learners with SEND.

    To find out more please contact us to arrange a meeting or discussion over the phone.

  • What skills will I develop?

    Learners will partake in lessons such as English, maths tutorial (to the appropriate level), life-skills (social interaction, taking care of me, road safety/travel training ), creative arts, physical activity (active mobility & therapy), digital technology (ICT/Media) and independent living (sensory development, cooking for living, cleaning, house management, money management etc) which will all be planned for a period of 6 weeks (to undergo review) to ensure progression of the individual.

    The curriculum has been modified to allow it to be constructed around the individual outcomes within their education and health care plan’s (EHCP) bringing this in line with the ‘preparing for adulthood’ model, of which the below points are key areas of focus:

    1. Being healthy: choosing and cooking/prepping healthy meals and being active throughout the week
    2. Participating in society: participating in visiting shops, leisure activities, recreational activities and youth clubs
    3. Independent living: developing life-skills, visiting places independently (minimal support)
    4. Employability: education progression and WEX/Supported Internships

    Progress is carefully monitored through RARPA assessment of the above points.

  • Careers

    Within the Futures setting employment is not currently highlighted as a progression option due to the need of the learners. However, Futures subscribes to the value of the Gatsby Benchmarks and ensures that these are embedded within the thematic curriculum.

      The 8 key areas are as follows:

    1. A stable career’s programme
    2. Learning from career and labour market information
    3. Addressing the needs of each pupil
    4. Linking curriculum learning to careers
    5. Encounters with employers and employees
    6. Experiences of workplaces
    7. Encounters with further and higher education
    8. Personal guidance

    For some of the learners it will be more appropriate for them to gain independent skills, that will give them control in certain aspects of their lives. We support this by liaising with social workers, carers, guardians and parents.

  • Work experience

    Learners partake in work experience (WEX) on either a group or individual basis and are encouraged to seek out and complete volunteering opportunities if this is meaningful and suitable.

    We have forged good relationships with local employers, and we start to look at possible work placement before the academic year starts, as this is easier to develop work experience placements for learners.

    We increase work based activities through enterprise projects, services to the public and becoming involved in events onsite, such as skills fayre/festivals/celebrations, where learners can show what they have learnt, competition where the judges could be from local businesses or chambers of commerce and above all celebrate their achievements

  • English and maths

    English and maths are embedded into all lessons/subjects and some learners, through continual assessment, some learners will have the opportunity to take exams at functional skills level. For some of learners, the focus is on communication, social interaction, numeracy and a communicative environment.

  • Other important information

    We offer programmes/course over 3, 4 or 5 days, a full-time college offer is 3 days. You can request additional days; however, this will depend on your local authority SEND team and the individual’ needs on the EHCP.

    RARPA targets are reviewed every half term and a review of the individuals EHCP will take place once a year. We are working towards total communication environment and use this approach with our learners; by using Makaton, PECS, objects of reference, schedules (now, then, next), communication aids and sensory environments.

    The subject that we cover on the course are English, communication, maths, numeracy, physical, which can include, walks, exercise classes, including yoga, dance and mindfulness. We teach art and design, drama, life skills, such as cooking, cleaning, washing and ironing, shopping, using local facilities, travel training (where appropriate), digital technology (this also includes the use of a sensory room and IT suite) and employability skills, which includes enterprise project, charity fundraisers, work experience and talks from local employers.

    Staff are trained, qualified and experienced in this specialist area and take great pride in getting to know the learners and their specific needs. They forge good relationships with parents and communication systems are used to inform parents of progress and areas of improvement. Staff carry out formative assessment, are conducted by teachers during the learning process in order to adapt teaching and learning activities to improve the learner’s attainment.

  • Is this course for you?

    Futures@SSC is designed to help people with severe learning difficulties (SLD), profound multiple learning difficulties (PMLD) and/or learners with moderate learning difficulties (MLD) which is accompanied by an addition need (personal care, medication or secure environment) achieve their full potential within a safe and secure learning environment.

    If you have an EHCP and need support for some of the main aspects of day to day life, learning and social interaction, then this may be the course for you. If you have been identified as having layers of “complex” need you will be guided towards our “Futures” provision.

  • Required qualifications

    No formal qualifications needed.

    Learners work towards RARPA (Recognising and Recording Progress and Achievement) targets, which are identified through the EHCP and assessments. RARPA is a five-stage process for delivering good assessment, teaching and learning, which ensures that students’ progress and achievements are monitored and recorded. At South Staffordshire College, we utilise this method across our curriculum offer to ensure that we are capturing progress and achievement in ways, other than through accredited programmes for learners with SEND.

    To find out more please contact us to arrange a meeting or discussion over the phone.

  • What skills will I develop?

    Learners will partake in lessons such as English, maths tutorial (to the appropriate level), life-skills (social interaction, taking care of me, road safety/travel training ), creative arts, physical activity (active mobility & therapy), digital technology (ICT/Media) and independent living (sensory development, cooking for living, cleaning, house management, money management etc) which will all be planned for a period of 6 weeks (to undergo review) to ensure progression of the individual.

    The curriculum has been modified to allow it to be constructed around the individual outcomes within their education and health care plan’s (EHCP) bringing this in line with the ‘preparing for adulthood’ model, of which the below points are key areas of focus:

    1. Being healthy: choosing and cooking/prepping healthy meals and being active throughout the week
    2. Participating in society: participating in visiting shops, leisure activities, recreational activities and youth clubs
    3. Independent living: developing life-skills, visiting places independently (minimal support)
    4. Employability: education progression and WEX/Supported Internships

    Progress is carefully monitored through RARPA assessment of the above points.

  • Careers

    Within the Futures setting employment is not currently highlighted as a progression option due to the need of the learners. However, Futures subscribes to the value of the Gatsby Benchmarks and ensures that these are embedded within the thematic curriculum.

      The 8 key areas are as follows:

    1. A stable career’s programme
    2. Learning from career and labour market information
    3. Addressing the needs of each pupil
    4. Linking curriculum learning to careers
    5. Encounters with employers and employees
    6. Experiences of workplaces
    7. Encounters with further and higher education
    8. Personal guidance

    For some of the learners it will be more appropriate for them to gain independent skills, that will give them control in certain aspects of their lives. We support this by liaising with social workers, carers, guardians and parents.

  • Work experience

    Learners partake in work experience (WEX) on either a group or individual basis and are encouraged to seek out and complete volunteering opportunities if this is meaningful and suitable.

    We have forged good relationships with local employers, and we start to look at possible work placement before the academic year starts, as this is easier to develop work experience placements for learners.

    We increase work based activities through enterprise projects, services to the public and becoming involved in events onsite, such as skills fayre/festivals/celebrations, where learners can show what they have learnt, competition where the judges could be from local businesses or chambers of commerce and above all celebrate their achievements

  • English and maths

    English and maths are embedded into all lessons/subjects and some learners, through continual assessment, some learners will have the opportunity to take exams at functional skills level. For some of learners, the focus is on communication, social interaction, numeracy and a communicative environment.

  • Other important information

    We offer programmes/course over 3, 4 or 5 days, a full-time college offer is 3 days. You can request additional days; however, this will depend on your local authority SEND team and the individual’ needs on the EHCP.

    RARPA targets are reviewed every half term and a review of the individuals EHCP will take place once a year. We are working towards total communication environment and use this approach with our learners; by using Makaton, PECS, objects of reference, schedules (now, then, next), communication aids and sensory environments.

    The subject that we cover on the course are English, communication, maths, numeracy, physical, which can include, walks, exercise classes, including yoga, dance and mindfulness. We teach art and design, drama, life skills, such as cooking, cleaning, washing and ironing, shopping, using local facilities, travel training (where appropriate), digital technology (this also includes the use of a sensory room and IT suite) and employability skills, which includes enterprise project, charity fundraisers, work experience and talks from local employers.

    Staff are trained, qualified and experienced in this specialist area and take great pride in getting to know the learners and their specific needs. They forge good relationships with parents and communication systems are used to inform parents of progress and areas of improvement. Staff carry out formative assessment, are conducted by teachers during the learning process in order to adapt teaching and learning activities to improve the learner’s attainment.

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