The four groups will continue on their programs of study. They will include individual, paired and group work. They will continue to work on their literacy skills of communication, reading and writing. Year 1 students will investigate how to sell a product using written and spoken methods, followed by looking at interview skills, both answering and asking questions. Year 2 students compare films with books and later in the term look at the use of social media today. The importance of tone and interpretation is emphasised.
In Post-16, Mathematics is still taught in a very structured manner however, more of an emphasis is given to real-life skills. For some students that may not have gained a Functional Skills qualification in Year 11, there are further opportunities to work towards this. For others, a non-qualification pathway is more suitable. Relevant topics across Post-16 include shopping, including online and in-person, budgeting, banking, jobs, wages, tax, National Insurance, rent and mortgages, planning your day/being organised with time amongst many others.
An increasingly broad range of activities will be offered that promote a sense of ownership and achievement as personal physical challenges are accepted, trained for and undertaken. Challenges will be completed using physical activities of choice.
The PSHE programme is designed to engage students with life skills and topics that will prepare them for adulthood and direct them from dependence to independence by focussing on subject areas that will equip them in the wider world.
These topics include:
- Healthy Relationships
- Fertility, Parenting, Pregnancy
- Health, Safety and Diversity
- Mental and Positive Wellbeing
- Online Safety
- Being responsible
- Abuse and consent
- Delaying parenthood
- Personal Finance
- Drugs & Risk Education
Students will continue working in their groups and will be completing the final unit from the below options:
1.Health and hygiene; skin, hair and make-up; Body image and self-esteem; Peer pressure and assertiveness; Relationships and bullying; Child Sexual Exploitation; Domestic Violence (teenage relationships); Use of devices and Internet safety.
2.Families and related issues; Relationships; Contraception and conception; HIVs and STIs; Sexual Health, Pregnancy and birth, including diet, exercise and effects of drugs; Medicines and Drugs; Keeping safe.
3.Safety in the home/road/water/fire; First Aid and dealing with emergencies; Caring for others in the community, including disabled and elderly; Housing and the homeless; Crime and its consequences; Knife crime; Racism.
Students will work in small groups according to their individual needs and abilities.
The focus of each social skills lesson across all three therapy teams will be to prepare the girls for their transition from a school to college. The aim will be to support the pupils’ development of the skills needed for their next steps towards integration into the wider community in line their abilities pathway. They will develop their confidence to socialise with new people, develop new friendships and interact successfully with their peers and to gain the skills for an independent life. The pupils will be empowered to recover quickly from difficulties, both in school and outside in the community – overall building their resilience in preparation for transition. This will occur through three schemes of work: independence & community, communication & interaction and self-efficacy & self-esteem. Each pathway group will experience 1 term with each therapy team.
In the Speech and Language sessions, the girls will focus on their Communication and Interaction skills following the Social Use of Language Programme (SULP). They will work on their social communication skills, their awareness of themselves and others, and the development of friendships and relationships in new settings.
In the Occupational Therapy Lessons there will be a focus on building independence skills that will benefit them when they leave Alfriston. These will include budgeting, creating a shopping list, choosing an appropriate outfit for a specific event and planning a trip. The pupils will then spend time working as a large team to plan an event or a trip out.
In the lessons delivered by the Wellbeing team, there will be a focus on building self-confidence and self-efficacy in preparation for adulthood. This will include planning a team building trip, self-reflection, creating and implementing a CBT-centred confidence and using these skills in an event to put themselves out of their comfort zone (i.e. performing, off-site activity or hosting others).
Community Engagement is split into two strands: engagement and experience.
Community Engagement takes place on Monday mornings and is designed to emulate the community engagement that all SEND young adults will need regardless of if they gain employment. The focus will be around running the school’s own small, not for profit social enterprise MAD Products (Making A Difference), external voluntary roles and work related learning. Activities will encourage student autonomy and development of community awareness in addition to promoting ways to engage with a purpose in order to play a role in protecting mental health. This has previously included working with local primaries, Wycombe Arts Centre, Wycombe Food Hub, The Ark Café, Marlow and High Wycombe Salvation Army Charity Shop. We will differentiate activities and support using the pathways (care, supported and independent) but groups will not be split according to this. Travel training is included where it can be facilitated. In addition, on a Wednesday afternoon, we look to link students up to organisations who can provide longer term opportunities to aid the transition into adulthood and provide a wider support network for students and their families. We call this Community Networks and currently have links with Chiltern Rangers, Riding for the Disabled and One Can Trust.
Community Experience takes place on Monday afternoons and are sessions are to promote independence and interaction in the wider community e.g. planning a journey, handling money, using public transport, and accessing community facilities. Activities will promote student autonomy. Previously this has included martial arts tasters, yoga sessions, leisure pools and dance sessions to name a few. Independence levels will be scaffolded and increased across the year, related to individual pathways.
Where appropriate, students will have the opportunity for independent work experience. This happens on a Monday or Friday depending on the student’s college link course. Students have to able to get themselves to a placement, or supported by parents/carers, and be able to manage on a placement alone. Preparatory time is given to set up the placement and support trials and induction. Monitoring visits and regular feedback and liaison with placements happens throughout the year. Placements are also asked to write a reference to go in the student’s Record of Achievement at the end of the placement.
There will be several groups of students attending different colleges as part of our Link Course Program. These College links will take place on Mondays and Fridays. Whilst at College the students will be involved in a variety of activities, including Literacy and Numeracy. They will gradually feel more comfortable in the college environment and this will aid them in their transition from Alfriston to college in the future. The school will ensure that students are developing new skills and making progress whilst at college through close liaison with college staff who will report back regularly to school.
A group of Post 16 students will take part in a range of practical activities to develop their Independent Living Skills. They will contribute ideas to discussions and then plan to make simple lunches each Friday. Girls will go shopping to buy ingredients, prepare the food and enjoy developing their social skills as they eat lunch with their friends. They will work in a team to clean and clear up the cookery room following their sessions.
Pupils from Y10,11 and post 16 will work in mixed groups for a full morning (Lessons 1-4). Pupils are able to choose from a range of activities that they will complete over the course of a full term. All activities are designed to develop key employability skills and are aligned to our Learning for Living goals.
Spring: LEAD (January to Easter). Focus on ‘learning to lead’ with qualifications and projects linked to using / developing our leadership skills to support and work with people in our local community. AQA unit awards and sports leadership awards will be available to complete during this term.
In Years 10, 11 and Post 16 students are timetabled together on Thursday mornings. During this time, they work on a range of half termly units of work or activities for which they can express a preference. Some of these activities are accredited and some are unaccredited. For the accredited units the specifications used are BTEC Pre-vocational Study (Entry 1 and Entry 2) and BTEC Entry to Vocational Study (Entry 3). These specifications focus on the development of interpersonal, organisational and learning skills. The contexts used to develop these skills and therefore deliver the units include cooking, art, dance, sport and media studies. Non accredited units include collaborative work with other schools, colleges and community organisations.