Landmarks Specialist College has a curriculum that is engineered to meet the longer-term needs of our learners. It is not just about the journey, but the destination and as a learner of Landmarks, you will be supported to develop the skills you need to lead the adult life you want. ‘Managers have ensured that study programmes are carefully designed to meet the needs of each learner’. (Ofsted 2018)

We work closely with all learners and their families to create a truly individualised study programme, that is full of practical, real-world learning experiences. ‘…tutors enable learners to make good progress by identifying the smaller steps that learners need to achieve to meet their long-term goals. (Ofsted 2018)

Landmarks curriculum is very practical, one day you could be climbing as part of your Duke of Edinburgh Award, the next preparing meals at our Bistro or Pub, or working with one of our many employer partners who treat you like adults and work with you to master the skills you need for your future, whether that is to access your home local community to make friends access further education or secure employment for the first time.

We have a number of qualifications that you can study, and we have a number of different ways in which you can learn with us. For more information please contact Learner Recruitment at recruitment@landmarks.ac.uk or call us on 01246 433788

Here is how Landmarks delivers its curriculum:

Intent

Intent | What is Landmarks aiming to achieve through its curriculum

  • To provide outstanding education, which characterises the very best specialist college experience.
  • To provide education and training that equips learners with the knowledge, skills and behaviours necessary to progress onto their chosen adult life.
  • To prepare learners for improved independent, productive adult lives, and where appropriate meaningful, sustained employment.
  • To provide holistic education, which includes guidance and strategies from multi-disciplinary teams, stakeholders and learner supporters.
  • To increase independent living skills so that learners take greater control over decisions which affect them.
  • To provide unique routes into employment.
  • To improve learners’ functional application of Mathematics, English and Information and Communication Technology (ICT).
  • To develop work readiness skills, promote career options and provide opportunities so that learners aspire to improve their vocational outcomes.
  • To develop essential life skills; developing knowledge of the world they inhabit and communities they do not.
  • To facilitate opportunities for learners to transfer what they learn into home and workplace environments.
  • Maximising learners’ abilities to master and transfer knowledge, skills and behaviours into different scenarios is the aim of our curriculum.

Implementation

Implementation | How is the Landmarks curriculum delivered?

Curriculum Delivery

  • Learners have individual learning plans (ILPs) which map out the learning priorities needed to achieve longer-term goals. Our curriculum is designed to be; challenging, age-appropriate and focussed on individual outcomes.
  • Learners are taught in a variety of practical, subject-based, vocational and live-work environments, so that knowledge, skills and behaviours are developed in real situations.
  • Our curriculum plans opportunities for repetition to embed knowledge, skills and behaviours to be transferrable when needed.
  • We offer a range of qualifications, which are selected to appropriately challenge individual learners, as well as provide access to their next level of study or chosen career.
  • We encourage participation in enrichment activities during the college day, so learners have the opportunity to practice social skills with peers, demonstrate and refine their behaviour and attitude.
  • For learners securing employment, the curriculum is extended up to three years by way of WayFinder Specialist Employment Service, who offer training and guidance to learners, families and employers to support the sustainment of their employment.
  • We believe in placing learners in control of learning activities, providing real choices and improving communication skills as essential to successful learning.

Teaching and Learning

  • Our Principal and Leadership Team are well-qualified, experienced teachers who possess a range of qualifications.
  • Our learners are taught by well-qualified and experienced tutors, who have specialist subject knowledge.
  • Learner aspirations contribute to curriculum design, resulting in a truly individualised Study Programme offer which results in high levels of academic and personal achievement.
  • The curriculum is split into two essential Pathways; Independence and Employability. Focusing skill development towards achieving greater levels of independence and securing employment by the time study programmes complete. In these Pathways, learners are taught in differentiated groups, where knowledge, skills and behaviours are exposed to significant stretch and challenge at all levels of ability.
  • Individual learning priorities are agreed at the start of a programme (baseline assessment), and individualised personal targets (RARPA), that align to the Preparation for Adulthood themes allow the college to support learners to develop skills that will prepare them well for their future lives.
  • Learners will work towards functional skills qualifications where appropriate, improving Mathematics, English and ICT knowledge. Learners have functional skill RARPA targets set in all subjects so that, naturally occurring functional skills can be captured, progressed and celebrated.
  • Our Employment Pathway provides the opportunity for learners to develop vocational interests, whether in preparation for future career aspiration or as ‘experiential vehicles’, where the practical context is used as an opportunity to practice and develop life skills.

Assessment

Impact

Impact | What difference is the Landmarks curriculum-making to learners?

  • The vast majority of learners meet or exceed their expected levels of academic and personal progress.
  • The vast majority of learners on the Employability Pathway achieve employment and remain employed.
  • The vast majority of learners on the Independence Pathway make significant progress towards improving essential life skills, make choices about how they want to spend their time and access facilities in their community.
  • Landmarks learners academic achievement, when compared to a similar organisation, is amongst the highest and functional skill achievements are consistently well above national rates.
  • Detailed analysis of learner progress and achievement indicates there is little statistical significance between the performance of key groups. Where any small differences are identified interventions are implemented swiftly.
  • Learners develop good behaviour over their time at Landmarks, increasing their ability to self-regulate and become more independent.
  • Learners are well prepared for the next stage of their lives, with the majority of leavers progressing into some form of employment or join groups and activities that help them maintain productive adult lives.