TreeHouse School offers a three-year programme for pupils aged 16-19. Pupils can progress through TreeHouse School to the sixth form, or they can join the sixth form from age 16 plus from other settings.
Curriculum
The curriculum reflects the Preparing for Adulthood (PfA) framework, and is designed to meet the needs of individual learners through practical learning activities that will enable them to increase their independence and understanding. Curriculum delivery incorporates individual learning objectives that link to pupil’s Education, Health, and Care (EHC) plan outcomes. EHC plan objectives are embedded across the curriculum and taught in a functional manner, giving pupils the opportunity to generalise learning across a variety of settings.
The sixth form curriculum has an embedded approach to English and Maths to ensure learning is functional and helps prepare pupils for their adult lives. Pupils are given opportunities to learn within community settings so that they can contextualise what they are learning into real life scenarios, in line with each pupil's abilities and aspirations and taking account of any barriers to learning.
The sixth form curriculum is underpinned by entry level 1, 2 and 3 OCN qualifications. These can be taken at unit, award or certificate levels, depending on pupils’ engagement and academic abilities.
There are four pathways that are included in the curriculum based on the PfA framework:
- Work-related learning and enterprise
- Independent living
- Friends, relationships and community
- Health and wellbeing.
PHSE
PHSE in the sixth form enables pupils to understand the importance of and practical application of physical and mental wellbeing. It also includes relationship, health and sex education, equality and diversity education and a focus on individual transition plans.
Individualised curriculums
We have pupils of all abilities at TreeHouse School sixth form. To meet the needs of our pupils, we have developed three pathways. Every pupil’s individual learning needs are carefully considered to ensure that they are placed on the correct pathway. Through termly assessment, pupils' progress and pathways are reviewed. These pathways are identified as pre formal, semi formal and formal.
