St Elizabeth’s College strives to provide unique learning experiences and opportunities, delivering programmes and activities over a structured day, Monday to Friday. Whilst each learner follows a work plan very much individualised to their needs, a typical day at the College consists of:
- 9.30am – learners start the day
- 9.30am -11am – first session
- 11am – break time
- 11.30am – 1pm – second session
- 1pm-2pm – lunch time
- 2 pm -3.30pm – third session
- 3.30pm – End of College day
As we offer such a wide range of activities the structure of the day can be very flexible to allow for extracurricular or vocational learning activities. Learners are very much at the centre of their provision planning so they can make progress towards their skills for adulthood goals in a way that best suits their needs, interests and aspirations. The college team work with each individual to follow their college timetable improving confidence and motivation to learn and progress.
Each learner meets with their key lecturer weekly to discuss their future goals, ambitions and reflect on the progress they have made towards their EHCP outcomes, targets and qualifications, where appropriate. The learners meet with Hertfordshire Services for Young People who provides specific time for each individual to have their views heard and shared with the multi-disciplinary teams and external partners that work alongside the young person e.g. social worker, EHCP coordinator and families. The college team work creatively to ensure work related learning sessions and work experience opportunities are provided to help support the learners in maximising their potential to reach their future goals and ambitions so they can make a valuable contribution to society.
Over the years, the College has worked hard to adapt and establish a structured and varied curriculum. Our learners follow a Pathway of learning relevant to their level, need and goals and aspirations for the future. With the support of staff, learners are encouraged to contribute towards deciding on the subjects they would like to pick, with each Pathway designed to be a progressive programme of learning which is underpinned by accreditation, where relevant. Medical and therapy appointments are fitted in and around class lessons to ensure they are fully integrated into their everyday life but do not impact heavily on their learning.
Each Pathway is aimed at preparing young people for Adulthood and is accredited with City & Guilds. Some learners may work towards individual units, while others may work towards achieving a Diploma by the end of the three-year course. All learners also work towards accredited mathematics and English qualifications. Each young person drives their development over time, and the flexible nature of our Pathways enables us to adapt them accordingly.
Pathway 1 works towards a ‘skills for working life’ qualification aimed at entry level 3. This Pathway supports the development of core functional and work-related learning skills and experience.
Pathway 2 works towards a 'personal progress' qualification (entry level 1). In addition, learners following Pathway 2 will also be given the opportunity to undertake functional skills in English & mathematics (entry level 1).
Pathway 3 is for learners with the most complex needs. This Pathway embeds therapy as the learning tool, developing communication with accessible resourcing, core functional skill development with multi-sensory and low arousal learning. This is alongside a 'personal progress' qualification (entry level 1).
Overall, across all Pathways the College curriculum offers a holistic programme encompassing education, therapy and social development within the umbrella of developing confidence and independent living skills.
Please see below for some examples of the Pathways learners can follow throughout their placement:
Each learner will follow an individualised, person centred timetable depending on the Pathway best suited to their learning experience. Please see below for some example timetables learners can follow throughout their placement:
