16-19 Full Time Curriculum

All full time courses are for students aged from 16 to 19. 

The curriculum is planned to meet the needs of each individual student and where appropriate for the student will be delivered through a sensory basis.

Likewise the delivery of every lesson is planned for each student individually including all activities/experiences.

The Curriculum Aims to:

  • provide suitably differentiated opportunities for all students as part of high quality teaching and learning
  • promote students spiritual, moral, social and cultural development and prepare students for adult life
  • maximise development of knowledge, understanding, skills and positive attitudes for all students
  • increase awareness and understanding of their environment and the wider world
  • develop students independence and promote own decision making through communicating needs/ choices, decision making and relationships with others
  • develop self-esteem, positive relationships and interactions with others
  • respond to particular individual needs of students to ensure their well-being and barriers to learning are reduced
  • provide relevant, meaningful, and realistic opportunities that enable students to engage and achieve and access learning entitlement
  • to provide progression for learning and enable learning to be broadened and generalised

The curriculum ensures that support plans and delivery of EHCP Learning Outcomes are enabled and integrated appropriately into delivery.

Cross curricula skills

Students are provided with a range of opportunities to acquire, practice, apply and extend their skills in a range of contexts across the curriculum. These include:

  • Communication
  • Literacy
  • Application of number
  • ICT
  • working with others
  • Improving own learning and performance
  • problem solving
  • increasing independence
  • information processing, reasoning, enquiry and creative thinking and evaluation
  • physical, orientation and study skills.
  • personal and social skills including expression of emotions and personal needs.
  • leisure and recreation skills.

Personal Priority Needs

Our students have personal needs which are central to their learning. The provision is responsive to these needs and curriculum balance and design is reviewed on an on-going basis to enable the holistic needs of students to be met.

Examples include:

  • positioning of students so their health and well-being needs can be met and they can access the curriculum
  • supporting postural management and encouraging the development, refinement or maintenance of skills in independent mobility (through collaborative working with Physiotherapists)
  • helping students to manage eating and drinking (through collaborative working with Speech and language Therapists)
  • promoting relaxation and support to help students manage stress and anxiety
  • promoting independence and learning through use of specialist aids and equipment e.g. iPad communication aids


For our students, progression is not necessarily only movement up a ladder of skills and knowledge.   Lateral progression is also important.

Planning for progress for individuals or groups might focus on:

Skill Development Where students are encouraged to gain new skills; to practise, maintain, combine, develop, refine, transfer or generalise existing skills
Breadth of curricular content For students to access new knowledge and understanding is extended
A range of contexts for learning In which students are offered a variety of activities, resources and environments appropriate to their age, interests and prior achievements
A variety of support equipment To enable students to take control of their environment; to increase mobility; to develop and practise communication skills.
A range of teaching methods Determined by students’ individual strengths and learning styles at different stages of development
 Negotiated learning Where students are encouraged to take a greater part in the learning process and in planning or measuring success.
Application of skills, knowledge and understanding in new settings Where students are offered learning opportunities in specialist, mainstream and community environments.
Strategies for independence Where students are helped to move away from adult support and class-based activities towards autonomy and self-advocacy in the community to prepare for adult life beyond college

In practice, all these are linked.   Our planning ensures that different forms of progression relate to and support one another.