Key Stage 4/5 personal progress groups for students with more complex learning needs.

Key Stage 4 and 5 CIP Overview

Our aim in the Key stage 4/5 classes for students with more complex learning needs is to promote skills in independent living and supported employment.  Learning is based on the new SEND Code of Practice areas of:  Communication and Interaction, Cognition and Learning, Social, Emotional and Mental Health and Sensory/Physical needs.  Within this framework, the core strands of Communication, Literacy, Numeracy, ICT, PSD are delivered within meaningful cross-curricular projects, enabling students to apply these skills within a practical context.  Students learning is underpinned by structure and routine, symbols and other visual aids and Makaton signing.  Some students access a multi-sensory timetable.  The Academy is able to offer a wide range of learning opportunities such as participating in team projects and taking an active role e.g. at our Farming and Animal Care Unit and Horticultural Garden Centre. Students have the benefit of extensive grounds which can be used to promote learning and living a healthy lifestyle.  

Accreditation

Students in the CIP groups follow the Pearson Personal Progress course. This has many units which are accredited through tailor-made assignments designed to match the ability and interests of the students.  Units are assessed using The Achievement Continuum enabling each student to make progression as well as working towards an Entry Level Diploma in Personal Progress in the students’ final year.

Individual Needs

We aim to meet the individual needs of each student and our two classes are grouped according to level of need, dependent upon the activity, with a high staffing ratio.  Some students have input from Speech and Language Therapy, with programmes to support the development of communication skills being integrated into lessons and termly targets.  Physiotherapy programmes are implemented and some students may require an individualised visual or sensory timetable.