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Courses Code
QFESLSAC
Study method
Full Time
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  • Is this course for you?

    Supported to learn (STL) 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 not accompanied by an addition need (personal care, medication or secure environment) achieve their full potential within a wider college environment, preparing them for study within a mainstream college environment while still having specialist staff deliver their education and support them in a safe and secure learning environment.

  • Required qualifications

    There are no formal qualifications needed for this provision.

    Learners expected on this provision will be operating at P7 to entry level 1+

  • What skills will I develop?

    The curriculum has been modified to allow it to be constructed around the individuals outcomes within education and health care plan (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.

    Within the ‘supported to learn’ provision there are two groups: choices and independence.

    The choices group will be populated with learners that have academic ability to progress in a nurtured environment. This could lead to progression to the CCSL (cross college supported learning) ‘routes to’ provision. They will be taught within the entry level 1-3 study level through a variety of subjects (maths and English included) in preparation for them to progress into wider college. At the same time while developing their independence and study skills (reading, problem solving and more)

    The independence group will be populated with learners where the focus is on developing communication and independence. For example, communicating needs/desires, being able to travel on public transport with support, improve their levels of independence within the home environment, or look to develop these skills to live in a supported living environment (cooking, cleaning, personal care/hygiene, money management).

    Encouragement will be around accessing the community and discovering the learner’s passions and interests that will allow them to grow and explore these and continue in preparing for adulthood.

  • Careers

    Within the supported to learn setting employment is not currently highlighted as a progression option due to the need of the learners. However, we do subscribe 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

    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.

    Upon the completion of their first year, learners progress to the next level of ‘routes to’ courses; Routes to college, or exit college with an increased level of independence in preparation for adulthood.

  • 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 to their long-term aspirations. We also have several employer and volunteering fairs throughout the year, as well as companies and organisations visiting to give talks on opportunities within the local area.

    We also have several employer and volunteering fairs throughout the year, as well as companies and organisations visiting to give talks on opportunities within the local area.

  • English and maths

    Learner dependant. Any learner with an EHCP must strive to achieve progression in their maths and English up to the age of 25.  

    If a learner is currently working at a functional skill level of entry level 1 to level 1, they will complete their maths and English lessons within their ‘supported to learn’ group. If they have previously achieved a GCSE grade (or that is their next step) learners will be placed in an appropriate GCSE or functional skills level 2 group to assist and support their continued development in maths and English. 

  • Other important information

    As we make as much of the programme as possible practical and engaging, this means there will be a need for learners to purchase ‘kit’ to help them complete their studies. For example, overalls and steel toe-capped boots for animal care and horticulture practical sessions. We would also expect every learner to come prepared for learning. This means having their own stationary provisions. We also ask for a financial contribution from parents/learners towards trips and visits. All this information will be given to you upon successful application to the course. 

  • Is this course for you?

    Supported to learn (STL) 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 not accompanied by an addition need (personal care, medication or secure environment) achieve their full potential within a wider college environment, preparing them for study within a mainstream college environment while still having specialist staff deliver their education and support them in a safe and secure learning environment.

  • Required qualifications

    There are no formal qualifications needed for this provision.

    Learners expected on this provision will be operating at P7 to entry level 1+

  • What skills will I develop?

    The curriculum has been modified to allow it to be constructed around the individuals outcomes within education and health care plan (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.

    Within the ‘supported to learn’ provision there are two groups: choices and independence.

    The choices group will be populated with learners that have academic ability to progress in a nurtured environment. This could lead to progression to the CCSL (cross college supported learning) ‘routes to’ provision. They will be taught within the entry level 1-3 study level through a variety of subjects (maths and English included) in preparation for them to progress into wider college. At the same time while developing their independence and study skills (reading, problem solving and more)

    The independence group will be populated with learners where the focus is on developing communication and independence. For example, communicating needs/desires, being able to travel on public transport with support, improve their levels of independence within the home environment, or look to develop these skills to live in a supported living environment (cooking, cleaning, personal care/hygiene, money management).

    Encouragement will be around accessing the community and discovering the learner’s passions and interests that will allow them to grow and explore these and continue in preparing for adulthood.

  • Careers

    Within the supported to learn setting employment is not currently highlighted as a progression option due to the need of the learners. However, we do subscribe 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

    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.

    Upon the completion of their first year, learners progress to the next level of ‘routes to’ courses; Routes to college, or exit college with an increased level of independence in preparation for adulthood.

  • 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 to their long-term aspirations. We also have several employer and volunteering fairs throughout the year, as well as companies and organisations visiting to give talks on opportunities within the local area.

    We also have several employer and volunteering fairs throughout the year, as well as companies and organisations visiting to give talks on opportunities within the local area.

  • English and maths

    Learner dependant. Any learner with an EHCP must strive to achieve progression in their maths and English up to the age of 25.  

    If a learner is currently working at a functional skill level of entry level 1 to level 1, they will complete their maths and English lessons within their ‘supported to learn’ group. If they have previously achieved a GCSE grade (or that is their next step) learners will be placed in an appropriate GCSE or functional skills level 2 group to assist and support their continued development in maths and English. 

  • Other important information

    As we make as much of the programme as possible practical and engaging, this means there will be a need for learners to purchase ‘kit’ to help them complete their studies. For example, overalls and steel toe-capped boots for animal care and horticulture practical sessions. We would also expect every learner to come prepared for learning. This means having their own stationary provisions. We also ask for a financial contribution from parents/learners towards trips and visits. All this information will be given to you upon successful application to the course. 

Apply for a course

  • Supported To Learn

    Cannock College

    Start Date: September

    Code: QCFESLSAC

    Full Time : 36 Week(s)

    Day(s): Usually 3-4 days per week

  • Supported To Learn

    Rodbaston College

    Start Date: September

    Code: QRFESLSAC

    Full Time : 36 Week(s)

    Day(s): Usually 3-4 days per week