10.1
Our strategy will be achieved through learning delivery in four curriculum areas:
Wellbeing and Independence
| Area | Description |
|---|---|
| Intent | The provision is to support learners to develop skills across a broad range of subjects relevant to their interests; deliver strategies to improve and develop wellbeing and personal independence. Supporting learners to pursue and achieve their aspirations and stimulate self-awareness. |
| Delivery | Provision may include life skills, work ready skills, 5 ways to wellbeing and other strategies that focus on self-efficacy, meta-cognition, personal action planning. |
| Impact | Improved wellbeing and increased independence, progression onto further learning, volunteering, employment, or other community opportunities. |
| Target Learners | Adults with learning difficulties and/or disabilities, including adults with mental ill health. |
Community and Family Progression
| Area | Description |
|---|---|
| Intent | The provision is to support communities and families to be more independent, develop skills and be active in their local community. Provision equips parents and carers with the necessary skills to give their children the best start in life. |
| Delivery | Provision may include courses that develop skills to support their family’s wellbeing for example healthy lifestyles, mental health, fitness, family finances, accessing community activities and services, managing children’s behaviour. Community courses may include basic DIY, garden maintenance, cooking, budgeting, sustainability, and community action projects. |
| Impact | Improved family cohesion, parents' confidence in their skills to support their children, progression into further learning, volunteering and employment, improved engagement in the local community. |
| Target Learners | All target groups, especially parents and carers who wish to develop their skills. |
English, Maths and Digital
| Area | Description |
|---|---|
| Intent | The provision is for adults who would like to gain confidence in the use of English, maths, and digital skills, supporting learners to use functional skills more effectively in everyday life, work, and further learning. |
| Delivery | Provision should include standalone English, maths and digital courses which help learners to acquire/develop skills and knowledge for employment, self employment, or further learning. Digital skills courses could include basic IT, digital technologies, collaborative technologies, emerging digital software, immersive technologies, website production. |
| Impact | Progression onto Essential Digital Skills Qualifications (EDSQ) and Functional Skills Qualifications or Multiply, volunteering, employment, or further learning. |
| Target Groups | All groups, especially adults yet to achieve a level 2, or those with low skills in English or maths or digital. |
STEM and Vocational
| Area | Description |
|---|---|
| Intent | The provision will provide learners with opportunities to be able to access better jobs and feel the benefit of economic growth through the delivery of STEM and vocational courses, supporting individuals to up-skill and re-skill to gain and improve employment opportunities. Provision should identify and address local needs and skills gaps in collaboration with local employers. |
| Delivery | This provision should prepare learners for work in various jobs and trades, for example, construction, business, health services, customer service, hospitality, logistics and the green economy. STEM provision should include Science, Technology, Engineering and Mathematics. |
| Impact | Progression onto accredited further education, volunteering, or employment. |
| Target Groups | All groups. |
