TEACHING & LEARNING
Learning Programmes
At Oakwood we provide learning programmes for learners with a wide range of abilities and that require differing levels of support according to their individual needs.
We work with learners aged 16 and upwards including those working at the earliest stages of entry level qualifications to Entry 3 and level 1.
Our Curriculum offer is not defined by a qualification, and is structured around the Post 16 Study Programme model which includes a learning programme, work experience, maths and English and other non qualification activity to enrich our learners experience and prepare them for adulthood.
MEETING THE INDIVIDUAL NEEDS
OF OUR LEARNERS
Our unique approach at Oakwood is that we work with the learner, their families and other people involved in their lives to decide what and how they should learn. The content of the learners programme is driven by the targets in their EHCP and their own personal goals and aspirations, and we use the curriculum as vehicle to deliver this.
REVIEWING PROGRESS
The learners targets are captured and recorded on their own individual learning plan (ILP) which is reviewed with the learner every week through a tutorial. We encourage learners to contribute to this, uploading pictures and videos of their work and achievement. Teachers and support staff also provide assessment evidence and progress comments as these are achieved.
Reports about the progress that learners make here are shared with the learner, their families and other people involved in their lives on a half termly basis. A full review is conducted usually in the spring term where the learners are able to present what they have achieved so far, and informed discussions are had about their next steps. It is really important that discussions about what the next academic year will bring are had at this stage so that we can prepare the learner for a further year of study, or start to undertake preparations for transition to another setting if this is what is agreed, in a timely way that is fully supportive of the learner and their families.
The learning that learners undertake is delivered in a fun and motivating project style – with learners getting involved in local events, enterprise activities and being part of the community. We also weave in as many opportunities as we can to actively promote the development of social skills, communication, self esteem and emotional regulation.
WIDER SKILL DEVELOPMENT
Many learners enjoy the incredible achievement of undertaking their Duke of Edinburgh award whilst at Oakwood. We pride ourselves in providing this opportunity for our young people to undertake fun and adventure through three progressive Award levels (Bronze, Silver and Gold). We value the chance this provides for them to push their personal boundaries, gain new skills and be recognised in their development.
A THERAPEUTIC APPROACH
Our curriculum is informed through the input of our specialist in house team of Speech and Language therapists, Counsellors and Psychologists. Whether through direct delivery by the team, or through co-planning of learning, all of our learners benefit from our blended model that is evidence based and created to fit the needs of each individual.
WORK
EXPERIENCE
Almost all of our learners undertake work experience as part of their programme. This is structured at the pace and level of the learners – so for some this may mean skill development initially and an in-house placement, for others this could mean full days in a work place that is of interest to them for the future.
THE COLLEGE DAY
WHO'S Who
Each of our campuses is overseen by a Head and Deputy Head of campus who are responsible for the day to day running of the College. They lead on areas such as curriculum, behaviour, safeguarding and attendance.
The College Principal leads our three campuses in Dawlish, Torpoint and Yate. The College Principal is responsible for managing the direction of the college, developing our provision and leading our staff.
Curriculum Intent
Our curriculum is designed to meet the principles of Study Programmes in a highly individualised way that enable students to make substantial progress against the outcomes stated in their Education, Health and Care Plans (EHCPs).
The principles of the study programmes are that they;
- Enable students to build on existing skills and knowledge, and represent progression (lateral or vertical) from their assessed starting point.
- Provide stretch and challenge and support students to progress towards their intended outcomes
- Include relevant aspects of English and maths
- Include work experience to support the development of employability skills and create potential employment options (except where this is demonstrably inappropriate)
- Enable students to develop the skills, attitudes and confidence that support progression
