This Executive Summary provides an overview of the curriculum at Landmarks College and provides links to source data and documentation that support the highly individualised and tailored study programmes we offer.

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 | 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.


  • Each learner has an Individual Learning Plan (ILP), which details goals, targets and objectives for the duration of the study programme. Every ILP is created from the results of a baseline assessment period, which involves learner, family and staff input to agree with learner priorities.
  • Learners ‘starting points’ are agreed in areas of functional mathematics, English and ICT, as well as themes from the Preparing for Adulthood framework:
    • Employment
    • Friends, relationships and community
    • Functional Skills; mathematics, English and digital technology
    • Good health
    • Independent living
  • We offer a variety of vocational qualifications in a number of disciplines or general employability:
    • Employability
    • Agriculture
    • Animal Studies
    • Art
    • Business Administration
    • Conservation
    • Duke of Edinburgh
    • Enterprise
    • Equine Studies
    • Floristry
    • Horticulture
    • Hospitality and Catering
    • Labouring (CSCS)
    • Retail
    • Wildlife Management

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.