Welcome to Phase 4

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Within Phase 4 at Milestone Academy we educate students ranging from Year groups 8-14. We have 5 classes based on our mainsite, and a further 3 classes of students (36 students) based in our Satellite provision at Wilmington Academy.

Phase 4 recognises that as our students mature, so too must our curriculum. Whilst our focus does not alter in gaining, developing and refining core and academic skills and knowledge, we also recognise that as our students edge closer to embarking from us into their own lives beyond our school we must support, engage and challenge them to take those skills they have mastered and ensure they can apply them in real life settings, scenarios and locations.

Our Intention is that all students will work towards gaining the maximum degree of independence or interdependence via their skills, knowledge and experience. Whilst we fully recognise that this will look vastly different for each individual student we will always hold the highest of ambitions for each and every student in their lives beyond our school.

This is our Intention in 4 simple letters, it’s both what we are striving to achieve and equally preparing for


Long term Independence/Interdependence via Functional Education

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 sills of using money, measure and time.
  • Be able to use technology safely to communicate, find and present information.
  • 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 ICT. These can then be used as a basis for further accreditation at a later stage at another learning provider.

For certain students in our 6th Form, due to their high levels of need they will work from a highly personalised and in the majority of cases individualised curriculum. The National curriculum provides an element of the foundation of these Individual Learning Plans (ILPs), however they are also directly informed by targets drawn from Education, Health and Care Plans, which are inextricably embedded within each student’s curriculum. As a consequence no two students within The Castle will have an identical curriculum. Each class within the Phase has their own class teacher, however will also access specialist teachers for Physical Education, Science, Art, Music and Dance. Due to the specific and complex needs of the students within the Phase a number of therapy interventions or provisions will also contribute to an individual student’s timetable, this can include any or all of the following:

  • Rebound Therapy
  • Speech and Language Therapy
  • Hydrotherapy
  • Physiotherapy
  • Visual Impairment support

Whilst certain classes within the River Pathway may access National Curriculum subjects on a weekly basis, the day to day priorities of our curriculum focuses on the development of core skills, knowledge and understanding, and the refinement of this understanding in applying it to real life skills and scenarios. As a result national curriculum subjects such as R.E, Geography, History, Science may be instead fulfilled by specialist days or themed activities or assemblies. It is our belief that this curriculum model best serves the needs of our pupils.
For 6th form students accessing the River & Waterfall pathways the following states the time that students will spend on curriculum areas over a week.

  • Discrete lessons in English, maths and ICT 1 day/week preparing for Functional Skills exams where appropriate.
  • Maths, English and ICT taught functionally throughout the week as part of personal and social development.
  • Skills for Independent Living (ASDAN Personal Progress or Personal and Social Development) including Food Technology – 2 days/week
  • Work Experience Related Learning – 2 days/week
  • Vocational Courses (e.g WJEC Sport Entry Level 1/2, Ascentis Skills for the Construction Industry, Arts Award, WJEC Healthy Living and Fitness) – 1 day/week – 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 & 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 qualifications provide a comprehensive range of activities that are both age appropriate and sufficient to meet the needs of the 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 updated 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 Communication. Units will be chosen that are appropriate to the student’s individualised learning needs.

Rolling Programme

Personal and Social Development 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.

Roling Program for ASDAN – Skills for independence

Students working at this level will not complete units related to functional skills as they will complete EDEXCEL Functional Skills exams. Students in year 14 will also complete the unit titled ‘Preparation for Work’ (Unit PW) if appropriate as part of their work experience preparation and training.

Personal and Social Development Units

This will then continue on a three-year cycle until the Scheme of Work is reviewed.

Cooking & Nutrition

Students will complete a qualification in Cooking & Nutrition from the following as appropriate:

ASDAN 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

Work Related Learning

If Personal Progress or Personal Social Development (ASDAN Units) are not appropriate, students may complete a qualification from OCR Life and Living Skills unit in World of Work at Entry Level 1, 2 or 3.

Travel Training

If Personal Progress or Personal Social Development (ASDAN Units) are not appropriate, students may complete a qualification from OCR Life and Living Skills unit in Environment and Community or Personal Skills at Entry Level 1, 2 or 3.