Welcome to Uplands Sixth Form

Uplands School Sixth Form

About Uplands Sixth Form

Uplands Sixth Form provides a holistic programme of study for young people with a range of cognition and learning, communication, social, sensory or physical needs, including medical needs. We aim to provide challenging, relevant and fun learning experiences which support individual progression and, of vital importance, prepare our young people for adulthood.

Each of our students in the Sixth Form will have a programme of study built to meet their individual needs but which will be broadly in line with one of our 3 distinct pathways (pre-formal, semi-formal and formal). We aim to ensure that by getting to know a young person’s skills and aspirations we can make sure that:

• Each pathway provides a curriculum that is broad, has depth, is relevant to both life outcomes and student needs and is intended to prepare students for the next stage in their life.
• Each pathway is intended to develop knowledge and skills as well as personal qualities and personal well-being.
• All learning is enhanced by a robust qualification structure – underpinned by principles of progression and then tailored to each student.
• Each pathway leads to a destination which builds on prior learning.

The Sixth Form programme provides challenge and progression and enables our young people to achieve the best possible outcomes in adult life. They are expected to progress to a higher level, acquire qualifications, study English and Maths, and participate in meaningful work experience; both within school and the wider community. Our young people are supported holistically to grow as individuals, through spiritual, moral, social and cultural education. In addition, we learn the British Values of democracy, the rule of law, individual liberty, mutual respect for and tolerance of those with different faiths and beliefs and for those without faith. We support our young people in knowing that they are valuable and valued members of society.

The Sixth Form is committed to working closely with students and their families to establish appropriate progression routes when students leave. A multiagency approach is taken to supporting this progress - through IAG - independent careers advice and guidance, support from professionals involved and the adult transitions team.

Qualifications and Accreditation for all

The curriculum builds on Preparation for Adulthood planning that starts at Year 9. Students also further develop their career aspirations and work-related learning skills, through internal and/or external work placements, as appropriate. Students on all three pathways enhance their learning through gaining qualifications from the Qualification and Credit Framework through the OCR Life and Living Skills Qualification, including literacy and numeracy qualifications. OCR Qualifications are available at Entry Level One, Entry Level Two and Entry Level Three. This is a credit based qualification from the Qualifications and Credit Framework that develops skills, knowledge and understanding. This qualification, which is divided into units, has been designed to encourage progression through its own structure. Students may progress upwards or laterally through the accumulation of units in a broad range of life and learning areas. The qualification is very flexible and students who have spikey profiles (strengths and needs that vary and mean learning can be inconsistent and at different rates) may, through the rules of combination achieve an overall level through taking units at different levels.

Students are also given increased choice in the sixth form through the ‘Options’ programme in order to prepare them for their next phase of education/employment. Examples include the arts, textiles, sport, horticulture, catering, first aid, Signalong and multimedia (see KS5 curriculum options 23-24 Term 1 booklet for further information). Students work through accreditation at an appropriate level, from pre-entry to Entry Level 3, through the ASDAN Lifeskills Challenge and Trinity College’s Art Awards programmes.

Curriculum pathways at sixth form

The pre-formal pathway suits learners with profound and multiple learning disabilities broadly working at a level equivalent to M1-M3b of the adult pre-entry curriculum and are those students who are not ready for subject specific learning. The aims of this Pathway are to develop communication, the ability to engage with people, objects and the environment, self-advocacy and making a valued contribution to society. At Key Stage 5, students on the pre-formal curriculum pathway continue to follow Uplands’ curriculum for pre-formal learners. This curriculum is broadly based on Education Scotland’s ‘Milestones: Supporting learners with complex additional support needs’ and the EYFS statutory framework (2021).

Outcome and Progression
Students leaving this pathway should be able to engage with the world around them with support, contribute to the local community through social and community enterprise activity, make choices and indicate preferences in relation to elements of their EHCP. This might be in areas such as living arrangements, personal care arrangements, friendship and leisure opportunities. Students may progress to further education, supported living, social enterprise groups or person centred packages.

Within the semi-formal and formal pathways, young people will have opportunities to develop knowledge and skills in a range of subject specific areas; the balance of which depending on their needs. At Uplands School, these are:

• Preparation for adult life (literacy, numeracy, work and careers and Uplands options programme)
• Health and relationships (PSHCE and RSE and Exercise)
• Community inclusion and wellbeing (Wellbeing and Citizenship)
• Independent living (Life and Living Skills)

The semi-formal pathway suits learners with Autistic Spectrum Disorder and/or complex learning needs working between Milestone four and eight in the adult curriculum and aims to develop communication, life, social and work-related skills and the ability to manage sensory integration needs.

Outcome and Progression
Students leaving this pathway should be able to engage with the world around them more independently, be more able to use coping strategies to cope with a sensory world and be able to carry out work related activity. They should be able to contribute to the local community through social enterprise activity, make choices and indicate preferences in relation to elements of their EHCP such as living arrangements, support, friendship and leisure opportunities. Students may progress to further education, supported living and to social enterprise/work groups.

The formal pathway suits learners with severe/moderate learning needs working at Entry Level 1 and above in the adult curriculum and aims to develop work skills and additional life, social communication and personal skills.

Outcome and progression
Students leaving this pathway should be able to use a range of skills such as literacy and numeracy, communication and ICT to engage with the world around them with increased independence. They should be able to contribute to the local community through work or social enterprise activity. They should be able to demonstrate a level of self-advocacy in relation to elements of their Education Health and Care Plan (EHCP) such as living arrangements, support, friendship and leisure opportunities. Students may progress to further education, work opportunities, supported living and to social enterprise/work groups. Generally, students will work towards outcomes similar to the following which will be personalised according to their own needs.

Please follow the link to view the Sixth Form Prospectus for 2023/2024