The Youth Works Community College curriculum has been developed in line with learners' experiences and feedback, aiming to engage learners who have struggled within a mainstream setting.
Our curriculum provides learners with qualifications in the functional skills of English, Maths and ICT, as well as a range of vocational and arts based subjects and with positive opportunities to learn and achieve. Functional skills are the essential skills needed to partake in learning and employment.
It builds learners' confidence in their capacity to learn and work, developing resilience and a growth mindset. It also promotes learners’ spiritual, moral, social and cultural development, preparing them for the responsibilities and experiences of adult life.
Individual learning plans
Learning plans are developed based on:
- initial assessment information
- referral information from previous schools
- feedback from parents and carers
- feedback from the learner
Subjects are taught in small groups of learners who are of similar ability rather than year groups. Individual learning plans may include therapeutic and groupwork interventions dependent on need.
- English – entry level 1 and 2
- Maths - entry level 1 and 2
- ICT - entry level 1 and 2
- Employability skills - Award and Certificate at entry levels 1 and 2.
- Skills for working in the construction industry - Certificate at entry level 1 and 3.
- Skills for working in health, adult care, social care and child care - certificate at entry level 1 and 3.
- Skills for working in the hospitality and catering industry - Certificate at entry level 1 and 3.
- Hairdressing and barbering - Certificate at level 1 and 2.
- An introduction to hair and beauty - Award, Certificate and Diploma at entry level 1 and 3.
- Customer service – Certificate at Level 1.
- AQA units in Bike maintenance.
- Arts Award – Bronze and silver.
There may also be the option for iGCSE and GCSE in Maths, English, Science, Geography and History.
Initial and ongoing assessment of learning and social and emotional progress are an intrinsic part of the programme and include the following:
- Review of current attainment levels from previous school
- Initial assessment of functional skills
- Feedback from the learner
- Feedback from the parent or carer
Assessment of developmental progress and social and emotional wellbeing
- Teen Star assessment
- Boxall Profile
- Strengths and Difficulties Questionnaire (SDQ)
- CORE assessment for those accessing therapeutic interventions
- Secondary Insight Self-Esteem Indicator
Assessment of learning
- Ongoing formative assessment recorded by the tutor and through the learner’s individual learning plan
- Self and peer assessment
- Observation and assessment at end of units by designated assessor according to the accrediting bodies’ guidelines
Youth Works were an alternative education provision during the 2017 to 2018 academic year, resulting in learner progress being ‘measured’ in a different format to mainstream schools.
2018 key stage 4 results
Special recognition is given to our key stage 4 learners’ achievements, as they have often disengaged from education before attending our provision.
|Functional Skills Maths|
100% of learners achieved Functional Skills Maths
|Functional Skills English|
83% of learners achieved Functional Skills English
|Functional Skills ICT|
100% of learners achieved Functional Skills ICT
Vocational or employability
|67% of learners achieved one or more City & Guilds accredited vocational or employability qualifications|
|Individual Learning Plans||100% of learners achieved Individual Learning Plans|
83% of learners continued in education or training when leaving Youth Works.
At Youth Works, success is measured by more than the achievement of qualifications.
During the 2017 to 2018 academic year, learners:
Refer a learner to the Community College
- raised £800 for charity and to fund additional activities
- volunteered at community events
- organised events for the local community, including a Halloween walk of terror
- engaged in groupwork sessions in mindfulness
- took responsibility for their own learning through ownership of their Individual Learning Plans
- devised their own behaviour 'rewards and sanctions' programme
- participated in weekly, student led meetings