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This course aims to develop the student’s knowledge and understanding of everyday essential life and communication skills and supports their ability to make choices for themselves. In doing so, students gain a greater understanding of their strengths and areas for development.

By giving students the opportunities to practice life skills and demonstrate their knowledge in a variety of contexts, they gain a clear recognition of their progress and achievement. This encourages the student’s personal and social development, thus enhancing their quality of life and levels of independence.

Engaging students in constructive and meaningful activities helps them to achieve a broad range of embedded and transferable skills and improves their competence in the activities they undertake.

Using the activities as a vehicle to improve their basic and essential skills for Life, Living and communication leads them to gain accreditation for their progression and achievement through a variety of awarding bodies and awards.

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Assessment Methods

Assessment is made by means of session evaluations, which address the student’s individual core targets, and observations. Evidence includes photographic, paper based and written reflection.  The core modules move up through a grading system (Levels), which enables the tutor to keep a record of progression and skills gained to date.

The student’s progression can be recognised through these steps to contribute to an externally recognised qualification.  Students’ work is submitted for moderation both internally and externally before award of the appropriate qualification.

Functional Skills Embedding

Each student has a set of individual core targets, derived from a diagnostic assessment, to calculate the appropriate level of learning required. In addition, all learners are given tasks within the session to encourage the embedding of Literacy, Numeracy and Communication by looking at the following:

Literacy

  • Speaking, listening and communication.
  • Communicating about myself, my feelings, my likes and dislikes.
  • Communicating what I know/have learned.
  • Reading
  • Knowing what my individual learning targets are and taking responsibility for their achievement.
  • Linking sounds and letters.
  • Writing
  • To provide opportunities for students to develop their awareness of  written language and their purpose.

Numeracy

  • Counting and understanding whole numbers.
  • Knowing and using number facts
  • Understanding, Shape, Position, weight and Measure.
  • Understanding what money is used for.
  • Reading a timetable – knowing the shape of the day.
  • Using a calendar.
  • Telling the time.

Communication

  • Verbal and non-verbal communication
  • Greeting others and responding to greetings.
  • Communicating how I am feeling.
  • Communicating what I want to say.
  • Asking for help.
  • Making and communicating choices.

Students are supported to use a range of communication skills for a variety of purposes. In this way they become confident, competent communicators. Those with communication difficulties are encouraged to become confident and competent in the use of alternative communication systems.

By encouraging students to build up relationships with peers and others, they are supported to develop respect and understanding for difference in being and in communication.

Individual Programme Subjects Areas

  1. Healthy Living
  2. Personal Safety in the home and community
  3. Managing my own money
  4. Environmental awareness
  5. Personal rights and responsibilities.
  6. Shopping
  7. Out and About
  8. Health and Safety
  9. Leisure time choices
  10. Mobility.