Phase 4 at Milestone Academy is currently made up of 85 students, aged approximately from 15 to 19, including all sixth form students. The students are grouped into classes which are largely organised according to ability groupings and meeting individual learning needs. This means the students receive a differentiated NATIONAL Curriculum delivered at a pace that is appropriate for them. In the phase there are classes for students with profound and multiple learning difficulties and three for those that follow a TEACCH approach to deliver highly personalised and individualised curriculums.
There are currently nine Phase 4 classes, two within the secondary department, four based in the Castle building on the main site at New Ash Green and three classes of sixth form students are based in a satellite provision within Wilmington academy. There are between 7 and 12 students within each class and the number of adults in each team varies according to the needs of the young people.
Students up to year 11 study all subjects that make up the National Curriculum but these are differentiated and broken down into very small manageable steps. Class teachers teach the majority of subjects, but specialist teachers teach Science, Music, Art and design, Dance and Physical Education. Some students, where appropriate, may also study Modern Foreign Language.
Key Stage 4 students within Phase 4 continue to study the majority of subjects that make up the National Curriculum and the Functional Skills of English, Mathematics and Information Communication Technology. They also have the option to select Creative Arts modules where they can choose to pursue Art and design, Dance or Music during the year.
Students in the 6th Form follow a curriculum that prepares them for adult life. They spend approximately 50% of each week engaged in school based study with the other 50% generalising their Functional Skills within the community.
All students from Year 10 onwards engaged in vocational and work related learning. Milestone Academy has a well-developed horticultural are equipped with polytunnels that provide an exemplary outdoor learning environment for nationally accredited qualifications, such as Level 1 BTEC qualification in Horticulture from Pearson. In addition, students may study Bore Place, an organic farm, where they work towards attaining a qualification from OCR ‘Life and Living Skills’ in the ‘World of Work’. Sixth form students pursue a range of accredited courses including ASDAN qualifications in Personal and Social Development and Personal Progress.
Students in year 10 and above may also sit Entry Level 1, 2 or 3 or Level 1 examinations in English, Maths, and ICT if appropriate, and work towards gaining an Arts Award from The Arts Council. We will also liaise with other specialist and mainstream provisions to access courses to meet the learning needs of our students and where appropriate to meet the student’s career aspirations and choices.
Phase 4 at Milestone Academy is a dynamic learning community which values every individual and aims to develop the potential of everyone. If you are interested in looking around the department, please do not hesitate to contact us.
Assistant Principal Phase 4
Each student will begin an Individual Study Programme tailored to their needs and aspirations with an emphasis on developing functional English, Maths and Computing, Work Experience Related Learning Skills and Personal and Social Development. All student outcomes are linked to their panned transitions into adulthood and are trans disciplinary to ensure a holistic approach to their learning and skills gained, whether their intended destination be work, further education or independent living.
All students will achieve the following outcomes at their own appropriate level during their time in the 6th form of Milestone Academy:
• Be able to communicate and interact functionally and effectively in all forms to different audiences in a variety of settings.
• Be able to use maths skills functionally including the skills of using money, measure and time.
• Be able to use technology safely to communicate, find and present information, and how to make safe choices.
• Understand how to keep safe in the home and community, when using technology and as part of a sexual or social relationship.
• Be able to prepare a drink, snack or meal and look after their home.
• Be able to travel within the local community and access local facilities.
At the end of their study in the 6th form, students leave with an ASDAN Certificate, Award or Unit accreditation in Personal and Social Development and/or Personal Progress and a range of vocational awards. Students also achieve accreditation in functional English, Maths and Computing. These can then be used as a basis for further accreditation at a later stage at another learning provider.
The following states that the time that the majority of students will spend on curriculum areas over a week. This will not be the case for some individual students who work to a personal curriculum due to a variety of needs such as physical needs, care needs, sensory needs etc.
• Functional English – 2 discreet lessons/week. Skills generalised in all curriculum areas.
• Functional Maths – 2 discreet lessons/week. Skills generalised in all curriculum areas.
• Functional ICT – 1 discreet lesson/week. Skills generalised in all curriculum areas.
• Daily living skills (ASDAN Personal Progress or Personal and Social Development) including Food Technology – 1 day/week.
• Work experience Related Learning – 1 day/week.
• Year 12 – Vocational Courses (e.g. WJEC Sport Entry Level ½, Ascentis Skills for the Construction INDUSTRY AND Hair and Beauty (at Rowhill School).
• Year 13 – Work experience and developing Employability skills.
• Year 14 – Mini Enterprise or supported internship.
• Communication and PSHE, including RSE – ½ day/week
• Recreation (PE, Swimming, exercise) – ½ day/week
• Travel training – to be completed as an integral part of accessing the local community and facilities, e.g. shopping for foods for cooking activities, accessing recreation facilities.
• English and Maths are incorporated and generalised into all areas of the curriculum.
Personal Progress and Personal and Social Development Programme of Study
Ethos and Planning
This programme is based on the ASDAN Personal Progress (PP) and Personal and Social Development (PSD) qualifications. The qualification provides a comprehensive range of activities that are both age appropriate and sufficient to meet the needs of students.
Personal Progress is an Entry 1 level qualification and is suitable for students working from P1(i) to Level 1 of the National Curriculum. Each unit of the qualification is awarded at a level from the achievement continuum, see Appendix 1.
Personal and Social Development is awarded at an Entry level 1, 2 or 3 qualification as appropriate. Students will either work towards the Personal Progress or Personal and Social Development qualification. In exceptional circumstances, students may begin working towards the Personal Progress Qualification and then transfer to working towards the Personal and Social Development Qualification if felt appropriate.
Progress made within units is assessed as a percentage of the number of assessment criteria completed and updates on a student’s Individual Study Programme termly.
Personal Progress Qualification
During years 12, 13 and 14 students will work towards one or two units a year for areas related to daily living skills, depending upon the progress of knowledge, skills and understanding learnt. Each student will also work towards one unit a year related to functional English, Maths or ICT. Units will be chosen that are appropriate to the student’s individualised learning needs.
The units covered will be taught on a three year rolling programme. This will ensure unit will not be repeated due to change to class groups and will support team teaching within the sixth form.
Personal and Social Development Qualification
During years 12, 13 and 14 students will work towards one or two units a year for areas relating to daily living skills, depending upon the progress of knowledge, skills and understanding learnt. Students working at this level will not complete units related to functional skills as they will complete EDEXCEL Functional Skills exams.
Students may also complete the unit titles ‘Preparation for Work’ (Unit PW) if appropriate as part of their work experience preparation and training.
Milestone Fair Assessment Policy Dec 2017
Milestone Internal Moderation Policy 2017
Milestone Appeals Policy Dec 2017
Milestone Assessment Malpractice Policy Dec 2017
Withdrawal_Policy – ASDAN & other accreditation
Registration & Certification process
Students will complete a qualification in Food Technology from the following as appropriate:
ASAN Personal Progress:
• Daily living: Planning and preparing food for an event.
• Daily living: Developing independent living skills: Preparing drinks and snacks.
• OCR Life and Living Skills unit in Home Management at Entry Level 1, 2 or 3.
• BTEC Home Cooking Skills at Level 1 or Level 2.
Transition and Careers
The principal aim at Milestone Academy is to prepare all of our young people for life beyond school and college. Students need to develop an awareness of themselves as individuals and be made aware of the opportunities that are available to them in their future. We pride ourselves at Milestone Academy that we prepare the students for their adult life and the transition from full time education into the world beyond the Academy. Structured careers education provides students with focused opportunities for personal and social development which supports transition into the adult world.
Ofsted have recently investigated the importance of young people gaining good quality, Impartial and Independent Career Education, Information and Guidance throughout their education. It is well known that young people who have focused career ideas will achieve more through their adult life.
Leigh Academies Trust have chosen to employ fully qualified Career and Progression Advisor, Mrs Lesley Tannock, to develop the Career Education Programme throughout the different academies, enabling the students, to develop the Career Education Programme throughout the different academies, enabling the students in the Trust to be prepared for their adult future.
• Students will have access to a wide variety of appropriate careers information
• Students develop knowledge of the different options that are open to them after year 11 and year 14.
• Students and families have the relevant support and guidance so that they feel fully informed about the opportunities open to their young person.
• Students develop an awareness and understanding of different roles in the work place.
• Students will be informed of the differences between school, college and work.
• Students will begin to have an understanding of the concept of equal opportunities in relation to gender, ethnicity, socio-economic group, ability/disability and occupational choice.
• Students will develop an understanding of differences between work and leisure and how to present themselves differently depending on the circumstances.
• Students will be supported and prepared to make choices and discuss the importance of a back-up plan just in case their first choice proves prohibitive.
• Student will develop the skills and confidence to help them make realistic and informed choices about their future in consultation with others.
• Students will be supported to complete an application form and prepare a Curriculum Vitae as required.
• Students will be given the opportunity to develop their full potential at school.
• Students will be given the opportunity to decide on post-16 options along with others.
• Students in sixth form take part in work experience both in school and with external providers. Adult support is provided by the Academy if appropriate to support students on external work placements.
• Students will be given the opportunity to broaden their knowledge of the world of work within the careers education programme.
• Students are given the opportunity to complete ASDAN units developing their skills for the world of work, delivered as part of the curriculum.
• Students will be supported to be aware of their abilities, skills, qualities, needs and values and explore how these may relate to different job areas.
• Students will be supported to develop a positive self-image and have the ability to feel positive about their own future prospects.
• Students will be prepared by increasing their level of self-confidence about the world of work and the role of employers.
• Students may be given the opportunity to access a supported internship if appropriate.
Annual Careers Day
Each April Milestone Academy hold an annual Careers Event which students in the secondary years and their families are encouraged to attend. It is an opportunity for students and families to speak to external providers including FE providers, independent specialist colleges, residential care providers, support agencies and service providers about the different provision that may be available to them when they leave Milestone Academy. At the careers day it is an opportunity for families to gather information and to establish if the different providers can meet the needs of the young person.
Students receive a comprehensive careers education programme which is within the curriculum. They receive a co-ordinated programme of Careers Education. Our students have the opportunity of individual and group career guidance. Our students have an access to accurate, up-to-date and comprehensive careers information appropriate levels and through a wide variety of media. We aim to offer a bespoke curriculum so that all students can access the different vocational courses if there is a specific interest. This may lead to vocational qualifications. Students have opportunities to listen to external speakers who will come into the Academy and talk to students positively about the opportunities that are available to them after year 14.
Liaison with parents
Annual Careers Day
When I grow up
Milestone academy were previously involved with a National ‘When I grow up’ project, supporting young people to be aspirational regarding future employment. This project has now been completed but has left a lasting legacy regarding supporting pupils to develop career paths leading to employment.
Transition to Adult Life useful websites
• Association for all speech impaired children (AFASIC): www.afasic.org.uk
• Association for Spina Bifida and Hydrocephalus (ASBAH) www.shinecharity.org.uk
• British Association for Teachers of the Deaf (BATOD): www.batod.org.uk
• British Deaf Association: www.bda.org.uk
• British Epilepsy Association: www.epilepsy.org.uk
• British Institute of Learning disabilities: www.bild.org.uk
• Changing society for the better: www.scope.org.uk
• Contact a family: www.cafamily.org.uk (Families with children with learning difficulties)
• Council for Young people with disabilities: www.ncb.org.uk
• Department of Health: www.dh.gov.uk
• Directory of specialist colleges (Only on website – no hard copy): www.natspec.org.uk
• Disability Code of Practice for Schools: www.dredf.org (Disability rights commission)
• Down’s Syndrome Association: www.downs-syndrome.org.uk
• Dyspraxia Foundation: www.dyspraxiafoundation.org.uk
• Foundation for people with learning difficulties: www.learningdisabilities.org.uk
• ICAN (helping children communicate): www.ican.org.uk
• Local Charity who specialise in supporting people with learning difficulties – www.mcch.org.uk
• MENCAP: www.mencap.org.uk (understanding learning difficulty)
• National Autistic Society: www.nas.org.uk
• National Death Children Society (NDCS): www.ndcs.org.uk
• Respond: challenging vulnerability and sexual abuse in the lives of people with learning disabilities: www.respond.org.uk
• Royal National Institute of the Blind (RNIB): www.rnib.org.uk
• Royal National Institute for the Deaf (RNID): www.actiononhearingloss.org.uk
• SENSE: www.sense.org.uk (visual and or hearing impairment and associated disabilities.
• Unique – A charity for people who suffer from rare chromosomal disorders: www.rarechromo.co.uk
Entitlement and Timescales
During your time at Milestone Academy you are entitled to:
• A careers education programme: lessons, workshops, external speakers, work-related learning or taster days.
• Regular feedback on your academic progress and how to improve so that you can achieve your goals.
• Support to develop better self-awareness so that you can recognise your own strengths, areas for development, skills, motivations, and abilities.
• Assistance when accessing and understanding information on open day, jobs, colleges, and apprenticeships.
• Independent information, advice and guidance on your future career when you leave Mielstone Academy.
• An understanding of the opportunities that are available and how to access them, so you can make positive decisions for your future.
• Access to Independent and Impartial Guidance so that you can make choices and plans that are best for you.
• A transition plan so you can plan your future with our help.
• Access to comprehensive, user-friendly web-based information to help you when making decisions.
• Support with letters of application, filling in forms etc.
• Help with choices in years 9, 11 and 14.
Who can help?
• Class teachers
• Phase leaders and Assistant Principals
• Careers Adviser