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The Youth Programme

Youth Programme prospectus 21

 

 

Ofsted  Registration Number: 2626957

Dfe Registration number: 878/6087

ABT Accreditation Number: 1168

At The Copper Academy we have a passion for education for all, and have written and Accredited a pioneering Youth Programme designed especially for students aged 14-18yrs with Social, emotional, academic and mental health needs and disabilities.

We recognize that sometimes we may have a child who has differences from their peers – learning may take longer, both academically and socially. Despite their tremendous efforts, results are often a fraction of their peers and social acceptance is much harder, setting them up for frustration. Instead of a fun and fulfilling experience, school or college can become a breeding ground for anxiety and assignments a battle ground both at home and at their provision; This is exhausting for both parents and the child alike.

We will have up to 12 places available in this academic year and we are enrolling now for September 2021. These places are not just accessible with an EHCP but are for students who are in the private, mainstream, and home school sector that may find the traditional education system a challenge. We help to seek funding from county with an EHCP, charity support or self-funded options available. We work closely with our families, County departments and local support groups to review progression, prepare students for their next stage whether it is a mainstream Apprenticeship or local employment or help them to choose which course they would like to experience next.

At the CA we pride ourselves on promoting STEM (science, technology, engineering and math’s) on all our courses. Stem is important because it pervades every part of our lives especially in the study of Hair and Beauty. Making STEM fun and interesting helps the student to do much more than learn, it fosters ingenuity, creativity and experimentation and encourages problem solving. All skills which our students can take through life, thus making contextualized learning being the fundamental basis for all activities here at the CA.

There will be ongoing consideration of learning styles and matching of delivery methods throughout and it is understood that some theoretical topics will not meet the needs of every group member during some sessions. with this in mind, study support and differentiation will be used to support their EDI (equality, diversity and inclusivity) and ELM (every learner matters): Numeracy and Literacy will also be contextualised and embedded into the programme wherever and whenever possible.

 

Family Support and community liason. 

Sarah Stroud is our family support and community liaison officer. She support our families social, emotional and mental health well-being and stress management reducing social poverty for our learners.

She sets up and manages employability, local area work experience, social activities, workshops and support groups for learners, this opening up opportunities for students supporting their curriculum. Sarah participates in student timetables, supports teaching and learning and develops assessment strategies for Key students where the link is required. She interacts with all students and staff at the Academy and givse support where required and plans activities for sessions where required using her own knowledge and expertise.

We also pride ourselves in working closely with families to support learners who may not always be able to attend the academy setting; we are fully accredited for learners to receive a blend of online and academy structure; focusing on the well-being of each student. Students needing this structure are supported in the home, with transport to and from the academy for their studies and with online activities where required.

 

 

Course Curriculum

Students have many different and complex needs, and at The Copper Academy we have designed a programme of education following the Hair and Beauty industry, English, Maths, Humanities, PSHE, Art and PE which will help to extend the confidence to work well with others and organise simple tasks and assignments with a positive attitude.

Students will attend up to 4 days per week for a tailored 37-week academic year programme. Each individual place open for up to 4 academic years, funding being required for each year. All units are completed to a pass level or until students become 18 years of age.

The courses will include various teaching and learning strategies including theory workshops, workbooks, learning games, mood boards, group discussions/work, practical demonstrations, and peer observation as well as practical sessions on a manikin head, developing to real model case studies and supported work experience where able.

Hair and Beauty Certificate.

Hair and beauty are at the heart of everything we do at the academy. Students each year will study various units from the list below starting at our entry level topics. These are linked through our comprehensive curriculum topics including PSHE, STEM, Human/social and communication development. We have a comprehensive assessment criterion which can be completed within 1-4 years depending on ability. We provide opportunities for students to be active and interactive; and to develop their co-ordination, control, movement strength and dexterity through practical tasks.

Open units for Entry and progressive levels.

  1. Introduction to the Hair and Beauty Industry.
  2. Health and safety.
  3. Reception studies.
  4. Shampoo and conditioning treatments.
  5. Women’s styling.
  6. Plaiting unit.
  7. Men’s styling.
  8. Setting Hair.
  9. Temporary Hair Colouring.
  10. Nail Art.
  11. Creative Make-up.
  12. Creating a complete look.

Numeracy and Literacy at The Youth Programme.

Our objective at The Copper Academy is to provide a focus for learning the essential skills of Numeracy and Literacy within a functional context. Each student will study a comprehensive programme of Numeracy and literacy differentiated to their individual needs. These sessions will be in small group or individually and follow the below specifications and students are encouraged to take Entry level, Functional skills or GCSE qualifications where appropriate.

These posters were created by one of our students to demonstrate knowledge and we are proudly displaying them in our Classroom for all to see.

 

Math’s Coverage and Range Concepts and skills.

Maths Coverage and Range Concepts and skills
Understand and use whole numbers and to two decimal places.

 

 

·         Write numbers in words.

·         Write numbers from words.

·         Order numbers by size order including numbers to two decimal places.

·         Recognise even and odd numbers and use the terms for them.

·         Identify multiples and factors of numbers.

·         Add, subtract, multiply and divide numbers to two decimal places including that in terms of money context.

·         Estimate, add and subtract in the concept of money

Understand Fractions, Ratios and Percentages.

 

 

·         Compare fractions.

·         Write a fraction in its simplest form.

·         Convert between fractions decimals and percentages.

·         Shade a fraction on a grid.

·         Order common fractions.

·         Understand equivalent fractions to percentages and ratio numbers and be able to convert to them.

·         Use ratio to divide quantity and space.

Construct diagrams, posters, graphs and workbooks

 

 

·         Measure and draw lines to the nearest mm, cm, inch and foot.

·         Construct diagrams using images and text to fill space adequately.

·         Identify relevant information from charts and diagrams.

·         Calculate amounts, measures and classify use of products.

·         Fill in and produce charts.

Use data to assess likelihood

 

 

·         Put events in order of likelihood on a probability scale to assess risk and hazard. These distinguishing events which are: impossible, unlikely, equal chance, likely and certain to happen.

·         Use the language of probability to explain risk and Hazard.

·         Justify decisions based on a probability scale of risk and hazard.

Understand your place within a classroom setting. ·         Develop spatial awareness and adapt the use of tools and equipment to fit classroom size, other learners and the equipment required for activities both theory and practical.
Using coins ·         Learn to count using coins and Notes.

·         Recognition of different coins.

·         Value of different coins.

Telling the time ·         Using a digital clock.

·         Use a traditional clock.

 

Literacy Coverage and Range Concepts and skills

Literacy Coverage and Range Concepts and skills
Speaking, listening and communication ·         Participate in and understand the main points of conversations.

·         Respond appropriately to questions asked and during conversations.

·         Exchange views on topics with peers and staff.

·         Communicate simple instructions to peers in the group.

·         Identify and understand simple instructions.

·         Follow and understand learning conversations.

·         Express feeling individually or in a group and understand those of others.

 

Reading ·         Read and understand short and simple texts that explain or recount information.

·         Answer questions with appropriate and relevant answers.

·         Understand chronological texts.

·         Understand and follow simple instructions and directions.

·         Understand high frequency key words and spellings.

·         Use knowledge of alphabetical order to locate information.

Writing ·         Write short texts with relevant answers.

·         Use correct grammar, punctuation, and tense.

·         Answer questions using given worksheets for prompts.

·         Recognise contextualised text and understand their meaning.

·         Construct simple sentence structures and headings.

·         Spell correctly simple contextualised and familiar high frequency key words.

Speech and Language therapy.

The Art of conversation, clarity of speech and knowing when and how to communicate to be understood are essential skills for life. We work closely with Erin at HelloSALT to promote communication, speech and language for all our learners, this in turn enhancing inclusivity. Staff receive regular training to develop their skills and all students who need support in this area have individual and group SALT sessions where guidance, activities and targets are set for key staff, this enabling maximum growth for our students. We promote the use of Makaton Sign for all students within the academy.

National framework for Lifeskills.

Helping our students to develop a positive sense of themselves, of others and their community is vital for a happy life.  We work hard to encourage our learners to form positive relationships and develop respect for others;  To develop social skills and learn how to manage their feelings;  To understand appropriate behaviour in groups and to have confidence in their own abilities; To provide them with simple life skills including work experience whilst guiding them to make sense of their physical world and community, through opportunities to explore, observe and find out about people, places, technology and the environment. These skills paramount in every student’s journey to independence and employment.

PSHE 

  1. Work experience.
  2. Food and nutrition.
  3. Natural world
  4. Life skills including supported work experience

Humanities

An important part of the national framework for Ofsted, the learning of Humanities are an integral part of learning at the academy. Designed at the academy with the development into adulthood at the heart. this creative curriculum enhances everything we do.

  1. Geography: Our local environment. Where we live and what are the key factors within it.
  2. History: How does the past link into modern day life including our own family tree.
  3. RE: Morals and Values for a healthy life.

Expressive Art and Design

We involve our students in exploring and creating assignments with a wide range of media and materials, as well as providing opportunities for them to share their thoughts, ideas, and feelings through classroom activities. Creative Art is another positive way of developing dexterity, fine motor skills, Numeracy, communication, and language.

PE

At the Academy we know the importance of physical education for our learners. These sessions are differentiated for each individual SEND and will include the development of dexterity, strength and co-ordination.

Grading boundaries.
The full Certificate is graded at a Pass, Merit or Distinction and these marking boundaries are set out below.

All students get a certificate, course folder and photo diary of their time with us.

Students of all abilities are welcome at the academy and the initial academic standard will usually set the level of grade boundaries that the learner will aim for. Nevertheless each learner will receive stretch tasks to achieve their maximum potential.

Theory
Pass; Students have had significant help with the ideas and writing part of the course. Spelling and grammar are incorrect, and the assignments are not laid out neatly.

Merit; Students have completed the work independently but have minor grammatical and errors.
Distinction; Students have had no help and the work is grammatically  correct.
Practical
Pass; Students have had support with both ideas and application but have achieved the final assessment piece themselves.
Merit; Student has had minor support with either ideas or application and completes the assessment within a timeframe.
Distinction; Student has had no support throughout practical, plus health and safety can be recited throughout.

Fees for enrolment 21/22

Course fees One to one support staff. Supported Transport
2-day enrolment – Part time

£6500 per year.

2-day personal/academic support

From £5000 per year

Cost dependent on mileage.
3/4 -day enrolment – Full time

£9750 per year

3/4 -day personal/academic support

3 days from £7500 per year.

4 days from £10000 per year.

Cost dependent on mileage.

 

Fees are payable on the 1st day of the Autumn term each year.

Student fees are non-refundable if a student drops out of the programme due to absence, sickness or expulsion. 

Behaviour
Disrespectful or aggressive behavior will not be tolerated towards staff, students and support workers attending the programme. These students displaying this behavior will be sent home and if the behavior is repeated to the point where others are affected then they will be asked to leave the programme. No refund of programme fees will be given to these students.

For more information see our Behaviour policy and Anti-bullying policies

Anti Bullying Policy

Behaviour Policy

Policies at the CA

Please find the link of the currently available company policies for The Copper Academy at www.thecopperacademy.co.uk. These include: Accident Policy, Anti-Discrimination Policy, Anti Bullying Policy, Behaviour Policy, Complaints Policy, Confidentiality Policy, Covid Policy, Data Protection Policy, Equal Opportunity Policy, Health and Safety Policy, Mobile Phone Policy, Online Learning Policy, Safeguarding Policy, Special Educational Needs Policy, Visitors Policy.

 

Application process
If you have and questions about the course please contact Emma Hosie.

Application forms are available on request from emma@thecopperacademy.co.uk

ENROLMENTS OPEN NOW!!!

 

 

 

 

 

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Proprietor: Emma Hosie 

Contact address and number.

The Copper Academy
The Holsworthy Business and Training Centre
Western Road
Holsworthy
Devon
EX22 6DH

Tel: 07779768661

Email: ContactUs@TheCopperAcademy.co.uk