Courses

The period between adolescence and adulthood is a time of great change and growth. At Pennine Camphill Community we believe that the environment we provide, together with learning opportunities we offer, ensure that our young people have the most positive life experiences available to them. Each young person follows a course tailored to his or her individual needs. We encourage the development of confidence, self-advocacy and self-esteem so that each student progresses towards increased independence.

As a Specialist Provider we recognise that each student who comes to Pennine experiences some form of barrier to learning; for some this may be a learning disability, and for others physical, emotional and behavioural needs impact on their ability to engage with education. These challenges are identified at interview during the admissions process and refined during the assessment process so that meeting a student’s needs can be planned from the outset.

The Curriculum

Through their Individual Learning Plan we aim to give each student a wide range of opportunities to gain skills, interests and strengths within a vibrant and varied environment.

We recognise that many of our students will always require support to meet a varying range of needs. Our Learning Programmes have been developed to enable them to experience a wide range of activities and learning areas and, in so doing, to recognise their strengths and also to realise where support is needed. Our curriculum gives young people the opportunity to learn through a wide range of practical, vocational and artistic activities in an environment in which the contribution of each individual is valued and celebrated.

The Student Journey

During their first term, students’ skills, interests and support needs are assessed whilst they take part in a range of group-forming activities each morning, including Eurythmy, Music, Drama, Art and Social Games. They also begin to work towards ASDAN units in Personal Social Development (PSD) or Personal Progress, which we offer at E1, E2 and E3. Units at L1 are also available if students have a particular interest and ability.

In their second and third terms, students are divided into groups based upon the support ratio that they require and the activities in which they have demonstrated most interest. All first-year students continue with the full range of artistic activities and, in their separate groups, continue working towards ASDAN PSD or Personal Progress.

During the afternoons in their first year the students experience a variety of practical and creative activities.

By the end of their first year students will have completed an ASDAN Award in PSD and have had workshop experience in up to six vocational areas, developing related skills for the courses and qualifications that they will choose to do as part of their 2nd-year programme.

Towards the end of their first year, through a process of discussion with their Personal Tutor, workshop teachers and parents/guardians, each student chooses a workshop where for the following year where they will learn craft skills and work towards an ASDAN Employability Qualification at E1, E2 or E3. Students are also involved in deciding which two main courses they will follow during the second year: one in morning sessions and the other during the afternoons. However, some first-year students work towards an NVQ L1 in Catering & Hospitality, Horticulture or Land-based Studies. The assessment for these courses will take into account the student’s interests, support needs and skills.

Beyond the First Year

During their second year, students continue to have a varied timetable which includes life-enrichment activities such as Horse Riding, Eurythmy, Social Games, Painting, Music and Drama. Students spend mornings in one of the learning areas: kitchen, garden, farm, estate or stables. Whilst working in these areas they continue to work towards ASDAN Units with the focus on Employability and PSD, and some students work towards NVQ Qualifications at Level 1. The range of Workshop activities is reduced so as to bring focus to skills development, and to reflect the student’s main areas of interest. In the afternoons students work in their chosen Workshop area, developing skills and exploring their creativity and through a range of processes expressing their practical abilities.

Curriculum Areas

The three curriculum areas are:

• Learning through Working [accredited through NVQ Qualifications, ASDAN Employability and Progression through Pennine Core Targets (PCT)].
• Learning through Artistic and Creative Activities (accredited through ASDAN PSD and Progression through PCT).
• Learning through Being with Others (accredited through ASDAN PSD and Progression through PCT).
• Our curriculum is underpinned by the belief that it is of immense value for learners to progress through small incremental steps and by re-visiting learning areas. The purpose of this is to develop confidence by building upon skills and ideas through practical activities and experiences. Through this process of re-visiting, students are aware of their own development as they recognise changes in their own ability, understanding and interest.

Assessment

We use a range of formative assessment methods including targeted observation of group and individual working, assessment of responses and contribution in discussion and ability to recall information and experiences. At all levels of progress we acknowledge learner achievement and track progress. The environment that we provide ensures that all successes, no matter how small, are recognised and celebrated.

Half-termly targets are set for each student and summative assessment is carried out. Progress against these Core Targets is monitored through our reporting system, and leads towards achievement of the student’s Medium- and Long-term Goals.

Student Support

Each student has access to Communication, Behaviour and Emotional Support provided by their teachers, House Guardians, Personal Tutor and Student Welfare Officer. This ensures that each student has a responsive network of people so that appropriate support can be put in place as soon as the need arises.

Length of course

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

The Future

What we do in college makes sense only if it is contextualised in the broader picture of the student’s life beyond college. From the outset, starting with their initial enquiry to Pennine, each student’s future is considered. 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.