RELEVANT VOCATIONAL TRAININGINNOVATIVE TECHNIQUESDEDICATED TEACHERS AND LEARNINGWORKPLACE PARTNERSHIP TRAININGIn Partnership with South Tyneside College

16+ @EPINAY

16+ @EPINAY

PARTNERING WITH STC AND BUSINESS

CORE SUBJECTS AND LEARNING

MATHS

ENGLISH

SPORTS & LEISURE

MUSIC AND THE ARTS

We see the potential for learning and success in all of our young people. It is our responsibility to help them to grow and flourish, and we know that this happens best where there is a real sense of partnership between home and school.

We want to ensure every young person in Post-16 at Epinay has a challenging and fulfilling time. We aim to offer each student a curriculum that is matched to their interests and needs, and which provides every opportunity they need to develop skills for their young adult lives. We want every young person to succeed, learning from mistakes along the way.

We provide a safe but stimulating environment where our students can truly discover more about themselves, other people, and the world around them.

Graham MartinEpinay Business & Enterprise School

Type of ProvisionEpinay Post-16 provision, in partnership with South Tyneside College, is accommodated within Jarrow Hall, with access to the main school site and facilities in the community. It is designed to meet the needs of Special Educational Needs (SEN) students as they reach 16.

The curriculum is designed to celebrate success for all and students each have a personalised education programme. The school does all it can to enable each student to achieve their full potential, and that a breadth of opportunities is important.

Entry CriteriaAll students wishing to access the provision will usually have a Special Educational Need. Transition begins in Year 11, when students are invited to join specific sessions within post-16.

StaffingOur experienced staff includes Specialist Teachers, STC staff, Post-16 Instructors, Teaching Assistants, plus 1 to 1 support for some students. Every member of staff undertakes professional development through in-house and external training.

INTRODUCTION

We also invite people from different occupations, with particular specialisms and from different cultural backgrounds to broaden our students’ awareness of vocational, leisure and cultural opportunities. Off-site, work-related experiences ensure our students to meet and learn from people with different work skills.

Assessment, Review and MonitoringStudents’ performance and progress is monitored continually through comprehensive teacher records, and reviewed annually at a Person Centred Annual Review.

Transport ArrangementsTransport will be provided in accordance with the local authority’s Post-16 Transport Policy.

Progression from Key Stage 4In Key Stage 5 (KS5) we aim to build on experiences gained in KS4, extending opportunities for student choice, developing independent living and social skills, and providing opportunities for vocational/work-related learning:

• Courses at South Tyneside College

• Extended Work Related Learning opportunities: Bede’s

World and Café Epinay

• Work placements

• Ongoing Enterprise opportunities

• Jobs around the site, eg recycling and composting,

admin support

• Community horticultural / animal projects

• Accessing and using public transport

• Community leisure opportunities

• Organising fund-raising events

• Duke of Edinburgh Bronze Award

• International School Partner scheme

• Creating a termly publication

• Weekly radio / video broadcasting

Curriculum OverviewEach student follows a unique course which is based on promoting the skills they need.

The curriculum is broken down into two ‘Post-16 Progression Routes’:

Route One emphasises the need for vocational/work-related learning, access

to accredited courses and the need to develop confidence and self-reliance.

Route Two s for students who would like more support to

achieve their goals: students will access relevant work-

related opportunities with an emphasis on developing

personal skills, making choices and learning to take responsibility for

everyday tasks and routines.

Each student’s ‘Destination’ is identified, and the essential skills they will need are placed at the heart of their learning programme.

Using these skills individual ‘Progression Maps’ are drawn up for Vocational/Work-related Learning, Functional skills (English & Maths), and Personal and Social Development and a variety of activities provided to practise and develop these core skills.

Courses for 2014 include:AQA Functional Skills in Maths, Entry Level, Level 1 and Level 2Functional Skills in English, Entry Level, Level 1 and Level 2NVQ Catering, Level 1 and 2NVQ Construction Level 2Health and Social Care Study ProgrammeBtec Art and Design Level 2Btec Sport Level 2Btec Performance Arts (Dance) Level 2Community Volunteering Qualifications Levels 1 and 2ASDAN “Towards Independence”, Employability, CoPE and AoPE

This personalised approach reflects personal goals/targets, areas of personal interest and specific opportunities, brought together in the student’s unique ‘Course Summary’.

Curriculum Aims and OpportunitiesPost-16 at Epinay aims for all its students to be as independent as possible in preparation for life after school. Students are supported at their own level to develop their Personal, Learning and Thinking Skills in order to become:• Independent enquirers• Creative thinkers• Reflective learners• Team workers• Self-managers• Effective participators

All students are given opportunities to:

• Express preferences, make choices and act on them

• Develop skills of enquiry, discussion and problem

solving

• Be involved in decision making about themselves, the

school, education and plans for the future

• Gain confidence and increased autonomy

• Reflect on and evaluate their work

• Take part in school events and in the wider community

Through teaching and learning experiences all students

will:

• Develop communication skills

• Develop more independence

• Access leisure and recreational skills within the school,

with other schools and in the community

• Develop literacy skills to inform and aid independence

• Learn about a healthy lifestyle

• Learn to take responsibility, to share, for keeping the

environment attractive and to keep possessions safe

• Meet a wide range of people, celebrate differences

• Develop vocational skills, learn about options after

school and to work with others

• Access experiences of work and the work environment

• Develop confidence in communicating with people

outside school

• Experience using money and budgeting and develop

wider mathematical skills

• Learn to use technology as part of the working and in

recreation

• Develop an awareness of and response to topical

issues

The Essential Ingredients of the Post-16 Curriculum

Functional SkillsAll students are taught Functional Skills of English (Literacy and communication skills) and Mathematics to practice in their everyday lives.

Core and Foundation SubjectsBesides the core functional skills of maths and literacy, students may access PSHE and PE, careers education, and sex and relationships education, as well as develop interests such as music, drama, art, creativity and horticulture. This will include opportunities to be involved in lunchtime and after-school clubs.

Personal learing and thinking skillsTogether with the Functional skills these skills are essential to success in learning, life and work, capturing the essential skills of: managing self; managing relationships with others; and managing own learning, performance and work.

SEAL (Social and Emotional Aspects of Learning)The 5 aspects of SEAL: self awareness, managing feelings, motivation, empathy and social skills, will be taught across the curriculum areas.

Work-related LearningAll pupils have work-related opportunities within or outside the school environment. Students are involved in the whole process: initial discussion, contacting and meeting the employer, completing the work experience and evaluation. Placements may be one-off, one session or day per week, or a block of 1 or 2 weeks.

Vocational qualifications will be offered in partnership with South Tyneside College.

16+ SUBJECTS

SUBJECT AREAS

The Maths emphasis is on the continued application and practice of mathematical concepts in everyday life. Maths is taught as an integral part of other curriculum areas such as ICT, Food Technology, Sports and Leisure and Vocational Skills. The aim is to help build independence and the use of appropriate mathematical language in everyday life;

Using money, Clothing & fashion, ICT, Timetables and daily routines, Leisure & recreation, Shopping and cookery.

Where appropriate students will complete mathematical activities for the ASDAN Award.

The AQA Level 1/2 Certificate in Use of Mathematics is a GCSE equivalent qualification which has been designed for both pre- and post-16 students.  The AQA Certificate in Use of Mathematics is ideal for students who want to:

• learn Maths that is relevant to the real world

• focus on its application in tangible contexts

understand numerical skills, problem solving and

modelling

• discover a fresh approach

Functional English aims to ensure that each individual is confident and capable when using the skills of speaking, listening, reading and writing, and is able to communicate effectively, adapting to a range of audiences and contexts.

This will include being able to explain information clearly and succinctly in speech and writing, expressing a point of view reasonably and persuasively, and using English to communicate effectively. In a practical context this means that in life and work each individualshould be able to:

• read and understand information and instructions,

and then use this understanding to act appropriately.

This could apply to working out which train to catch

to reach a specific destination, to organising a series of

tasks in the workplace.

• analyse how ideas and information are presented,

and be able to evaluate their usefulness, for example

solving a problem.

• make an oral presentation or report and contribute to

discussions

• use speech to work collaboratively in teams to agree

actions and conclusions

For each component; reading, writing, and speaking and listening, realistic contexts will be used so that learners develop the functionality they need.

This specification, Functional English Level 1 and Level 2 (4720, 4725), gives students practical skills for the modern world and helps them get the most from life, learning and work. This specification aims to ensure students have good communication skills in reading, writing, speaking and listening. It assesses whether students can use these skills in everyday situations.Often a student’s first accredited qualification in English, this course can be used in preparation for GCSE.

MATHS ENGLISH

Our emphasis is on using community facilities to develop sports and leisure interests and making healthy choices.

Students are able to develop their interest in dance, swimming, games, gymnastics and athletics, as well as sailing, rowing and attending a public gym. They have the opportunity to take part in community and joint schools events, and also experience being a spectator at sports events. for ensuring the learning areas are attractively displayed.

Students access music as a taught activity: developing their sense of rhythm and performance skills, listening to music and making music for fun. All students will take part in a whole-school production.Students who enjoy being creative have lots of opportunities, from designing posters to advertise events and creating products to sell in our Shop, to creating greetings cards and pictures to send to their friends.

SPORTS & LEISURE

MUSIC & THE ARTS

GENERAL INFORMATION

Organisation, Resources and PartnershipsProvision is accommodated in up to three classrooms. Areas are set up to provide vocational opportunities include a horticulture/woodwork area, arts and crafts/enterprise area and a small farm. Students access other areas of the site as necessary.

CollegeA managed transition in conjunction with STC is the aim of post-16 at Epinay. Some of the courses provided are specifically designed to meet needs identified by school teaching staff, to extend students’ Living and Learning skills, or provide the opportunity for students to access specialised courses.

AccreditationStudents achieve nationally recognised accreditation through a range of ASDAN courses. Modules are selected to reflect each student’s interests in preparation for life after school, with an accumulation of credits leading to an Award, Certificate or Diploma. Some learners may work towards the ASDAN Employability qualifications at Levels 1, 2 and 3.

Students wishing to develop a variety of skills and interests may also work towards the Bronze Duke of Edinburgh Award.

Prospectus written by Graham Martin

www.epinay.org

Telephone 0191 489 8949Fax 0191 4837417

Epinay Business & Enterprise SchoolClervaux Terrace, JarrowTyne & Wear. NE32 5UP

www.epinay.org

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