CGS 6 Life-Skills Curriculum Parent Guide.
‘I have no special talents. I’m only passionately curious.’ Albert Einstein
The CGS 6th Form Curriculum. CGS 6th Form specialises in teaching social independence skills and vocational training for our students. The curriculum is centred around Life Skills and learning from real life situations. Much work is centred outside of the classroom - travelling and getting to know the local community, cooking, shopping, visiting colleges and catering for conferences as well as many other activities aimed at improving independence and the ‘soft skills’ - such as team work and time keeping, that our students need to be successful in their adult lives. Functional Skills in literacy and numeracy are taught so that students are able to develop skills and strategies for life situations. Accreditation is set to fit our curriculum – ASDAN’s ‘Life-skills Challenge’ certificate offers opportunities in a range of subjects including Art, Gardening and Life-skills, as well as in the areas of Functional Literacy and Functional Numeracy.
Our Life-skills Curriculum aims to give students a varied and diverse learning experience.
National Curriculum Levels
Personal Learning Intention Maps (PLIMs)
SIMS or MAPP data
Accreditation Mid-Term planning CGS6 Assessment Basket
6th Form Curriculum Progression Planners
EHCP
The ‘Assessment Basket’ ensures that there is rigour and breadth in the assessment process for all students.
How Progression Planners are connected to Key processes at CGS
Evidence Journals presenting photos and annotated notes as well as pupils views on their own learning.
Communication with parents and other stakeholders: EHCP meetings, Parents Evenings, Homework, Newsletters...
Moderation: Through practitioner dialogue and tracking evidence as part of ‘Assessment Basket’
Mid-Term Planning: Showing differentiated learning intentions. Progression Planners
Progression Planner: Financial Capability.
Progression planners help students, teachers and parents set practical, relevant and challenging learning outcomes. There are Progression planners covering most areas of the curriculum
Progression Planner: Leisure
My Independence: I can become an independent traveler.
Personal Learning Intention Map
Umbrella Learning Intentions
My Leisure and Recreation:
I can try new activities to have fun with peers.
Name: Joanne Bloggs
My Key Skills Functional Numeracy:
I am able to buy myself a snack and drink from a shop.
Functional Literacy:
I can use apps to help me with reading and writing.
Community and environment:
I can lead a group of peers setting conferences and catering.
Communication:
I can use a mobile phone.
My Work and Vocational skills: I can plan my transition to college.
Myself and my Body:
I can make friends and maintain friendships with people of my age.
The Personal Learning Intention Map (PLIM) outlines agreed Learning goals for the student to achieve in a given timeframe..
Name
Joanne Bloggs
Year Group
Learning intention
My Independence: I can become an independent traveller B
Prompting Fluency Maintenance
B
Generalisation
B
C.S.D. Scale
1
2
baseline
00/00/00
final assessment
00/00/00
3
4
5
3
33.33%
B
4
5
2
22.22%
3
4
2
22.22%
0
0.00%
3
4
5
6
7
8
9
10
Learning intention
baseline
My Leisure and Recreation: I can try new activities to have fun with peers
Prompting
B
5
final assessment
6
2
Fluency
B
4
5
2
Maintenance
B
4
5
2
Generalisation C.S.D. Scale
Learning
1
6th Form
B
3
2
3
1
4
5
6
7
8
9
10
baseline
00/00/00 Progress in achieving the learning intentions set in 00/00/00 the PLIMs is recorded, 22.22% and strategies to further 22.22% the student’s progress are 22.22%These are discussed. shared with parents at 11.11% parents evenings, EHCP’s and Annual reviews.
00/00/00