Course Structure

Pennine's approach to learning is based on the philosophy of Rudolf Steiner, and aims to give students a balanced range of learning experiences — academic, artistic, practical and social. Each student follows a course tailored to his or her individual needs.

Literacy, numeracy and communication skills are embedded in all activities.

At Pennine, there are three main avenues to learning —

Learning through living with others: from household tasks and interpersonal relationships to shared leisure activities and outings.

Learning through study: in the classroom, on the computer, through artistic and creative activities.

Learning through work (in the work areas and craft workshops): from horticulture and horse care to cooking and crafts.

Each student learns to be as independent as possible by exploring his or her own limits. Students are encouraged to use communication, application of number, information technology and develop problem-solving in ways relevant to their everyday lives. We aim to match these to student development and enhance their quality of life. Both verbal and non-verbal forms of communication are valued equally.

We support each student to improve his or her own learning and achievement by helping them to recognise their own individual potential, working to develop strategies for coping and knowing when to ask for help, and helping them to learn to accept advice and criticism, and to understand failure and celebrate success.

Each weekday is split into four sessions: two in the morning and two in the afternoon.

Learning programme and support

During the student's first term an initial assessment is made, and the student’s learning programme is developed. Each student has a tutor who takes a special interest in his or her progress and wellbeing.

The length of course that individual students follow varies according to different factors, including their progress, future plans and funding.

Induction Step

Most, but not all, new students spend part of each morning during their first term in group studies, aimed at helping them understand the other activities on site. ICT, games, eurythmy (a therapeutic form of artistic movement to music and words), drama, music, horse riding and painting are also on the timetable.

Other sessions are usually spent in one of the craft workshops — pottery, basket making, weaving, woodwork, Tools for Self Reliance — or in the garden or on the farm or, later on in the year, in one of the kitchens or in the bakery. New students normally sample these in half-term blocks, to give them a taste of each of the activities over the year.

Emphasis is on making work situations real and meaningful through activities such as growing and harvesting vegetables for the kitchen, preparing lunch for others, baking bread for the community, and making beautiful and functional things in the craft workshops.

Second Step

Emphasis moves to practical activities. Most sessions are spent in the work areas, the craft workshops or on the land. A student's timetable may also include general studies, artistic activities, horse riding, drama or music.

Students may choose to concentrate on a vocational area, and those who show an interest and aptitude will work towards formal qualifications (we currently offer NVQs in Amenity Horticulture and in Catering and Hospitality).

We are expanding our opportunities for work experience.

The Future

Time will also be given to considering the future of each student and where their aptitudes might lie. Destinations after Pennine vary greatly, but in the last few years have included joining other Camphill Communities for adults or different types of communities, entering independent living situations, living in sheltered housing, or returning to the family home.