Our Curriculum
Offer.
Meaningful academic, vocational and personal-development pathways for learners aged 16–25.
At New Seeds College, our curriculum is designed to provide meaningful academic, vocational and personal-development pathways for learners aged 16–25.
Our proposed specialist post-16 offer supports young people with EHCPs and complex barriers to education, employment and independence. We combine small-group learning, Functional Skills, vocational pathways, employability, preparation for adulthood, wellbeing and community-based learning.
Our aim is to equip every learner with the skills, knowledge, confidence and recognised achievements needed for further learning, training, employment and adult life.
Learners access individualised programmes that reflect their starting points, EHCP outcomes, interests, aspirations and readiness to engage. Timetables may be introduced gradually and adapted as learners build confidence, attendance, independence and resilience.
Our Curriculum Principles
High expectations are maintained for every learner, regardless of need or starting point.
Safety & Regulation
Learners are more able to engage when they feel safe, understood and regulated. Predictable routines, consistent adults, sensory-aware environments and therapeutically informed practice create the conditions for learning.
Relationships
Positive, trusting relationships are central to engagement, progress and personal development.
Belonging
An inclusive, identity-affirming environment strengthens motivation, attendance, participation and self-worth.
Progress
Progress is personalised, holistic and evidenced through EHCP outcomes, engagement, attendance, academic attainment, vocational competence, independence, confidence and preparation-for-adulthood outcomes.
Purpose
Learning is relevant, meaningful and connected to real-world futures, employment, independence and Preparation for Adulthood.
One curriculum, seven interdependent pillars
Every learner's programme is built around seven pillars drawn from our Master Curriculum Design & Offer v5.0. Each pillar has its own intent, key learning, awarding routes and Preparation-for-Adulthood mapping — and every pillar is timetabled every week.
English, Maths & Digital for Adulthood
Functional literacy, numeracy and digital citizenship are the foundations of adult life. Every learner leaves able to communicate clearly, manage money and time, and navigate the digital world safely.
- Reading for meaning and everyday writing
- Money, measure, time and workplace numeracy
- Digital citizenship and productivity tools
- Online safety and healthy digital habits
SETPD, Vocational & Practical Futures
Vocational and practical learning built around each learner's destination. The flexible NOCN SETPD framework combines employability, personal development and vocational units around learner strengths.
- NOCN SETPD units (Employment · Training · Personal Development)
- Specialist Rail delivery at Albrighton (City & Guilds, subject to approval)
- Sport & Leisure at Winchester Avenue (NCFE)
- Cross-cutting routes: construction, catering, digital, creative
Employability, Careers & Enterprise
Confidence and readiness for work through repeated real employer contact. Every learner meets employers, tries the workplace, and — where ready — progresses to supported internship or apprenticeship.
- CV writing, applications and interview skills
- Employer talks, site visits and enterprise projects
- Structured work experience and work tasters
- Supported internships and apprenticeship pathways
Preparation for Adulthood & Independent Living
Explicit teaching of the practical, social and emotional skills learners need to live an adult life on their own terms — mapped to the four national PfA outcomes.
- Travel training and safe journey planning
- Money, budgeting and independent shopping
- Cooking, nutrition and household routines
- Tenancy readiness and community access
Personal Development, Regulation & Wellbeing
Intentionally planned personal development — confidence, emotional literacy, self-advocacy, healthy relationships and safe use of the online world.
- PSHE and Relationships & Sex Education (RSE)
- Zones of Regulation and emotional literacy
- Self-advocacy, decision-making and consent
- Identity, citizenship and safe online life
Therapeutic & SEND Support
Universal, targeted and specialist support so every learner can access learning — CBT- and trauma-informed practice led by a BABCP-accredited Cognitive Behavioural Psychotherapist.
- Trauma-informed and attachment-aware teaching
- CBT-informed practice and therapeutic mentoring
- Sensory adjustments and regulation breaks
- Therapeutic tutorials and 1:1 clinical support
Community, Physical Health & Enrichment
Learning that extends beyond the classroom into authentic environments — building confidence, regulation, independence and sustainable adult routines.
- Outdoor learning and community access trips
- Boxing fitness, sport and physical activity
- Creative arts, cooking and expressive practice
- STEM, esports and interest-led enrichment projects
All seven pillars are aligned to the Gatsby Benchmarks 2025/26 and mapped to the four Preparation for Adulthood outcomes — Employment, Independent Living, Community Inclusion and Health & Wellbeing.
Intent, Implementation & Impact
Our curriculum framework ensures clarity of purpose, consistency of delivery, and measurable outcomes.
Intent
- Re-engage learners through relational, trauma-informed and neurodiversity-affirming practice.
- Support progress towards EHCP outcomes and Preparation for Adulthood goals.
- Rebuild confidence and address gaps created by disrupted education, anxiety, exclusion, trauma or disadvantage.
- Develop literacy, numeracy, communication, digital capability, independence and employability.
- Provide meaningful progression routes into further learning, training, supported internships, employment or adult life.
Implementation
- Small-group teaching, generally with up to 8 learners in a group.
- Staffing arrangements matched to learner needs, EHCP outcomes and agreed placement plans.
- Explicit instruction, modelling, guided practice and carefully scaffolded learning.
- Individualised timetables, adaptive teaching and targeted intervention.
- Predictable routines, visual support, regulation strategies and relationship-based practice.
- Practical, vocational, outdoor and community-based learning linked to individual aspirations.
Impact
- Improved engagement, attendance, confidence and readiness to learn.
- Progress in literacy, numeracy, communication and digital skills.
- Meaningful progress towards EHCP and Preparation for Adulthood outcomes.
- Access to appropriate accredited and non-accredited achievements.
- Increased independence, employability skills, community participation and progression readiness.
Our Curriculum Offer
Academic, vocational, employability and preparation-for-adulthood pathways
| Subject | Level | Accreditation Route | Progression |
|---|---|---|---|
| Mathematics | Functional Skills and GCSE resit, where appropriate | Functional Skills and GCSE routes delivered directly or through approved awarding-body or delivery-partner arrangements | Improved numeracy, further study, vocational training, apprenticeships and employment requiring mathematical confidence. |
| English | Functional Skills and GCSE resit, where appropriate | Functional Skills and GCSE routes delivered directly or through approved awarding-body or delivery-partner arrangements | Improved literacy, communication, further study, vocational training, apprenticeships and employment. |
| Digital Skills | Digital Skills and Essential Digital Skills, where appropriate | Relevant digital-skills qualifications delivered through approved awarding-body or delivery-partner arrangements | Digital confidence, online safety, workplace technology, vocational learning and employment. |
| Skills for Employment, Training and Personal Development (SETPD) | Entry Level 3 to Level 2, where appropriate | NOCN or another suitable approved qualification route | Confidence, workplace behaviours, personal development, sector awareness and readiness for further learning, training or employment. |
| Preparation for Adulthood, Life Skills and Personal Development | College-led and non-accredited, with accredited units where appropriate | College-led learning records, AQA Unit Award Scheme or other suitable recognition routes, subject to approval arrangements | Independent living, travel, budgeting, healthy relationships, self-advocacy, personal safety, wellbeing and community participation. |
| Creative, Practical and Wellbeing Activities | College-led and non-accredited, with accredited units where appropriate | AQA Unit Award Scheme or other appropriate recognition routes, subject to approval arrangements | Confidence, communication, practical independence, wellbeing, engagement and readiness for vocational learning. |
| Business Administration | Entry Level to Level 2 vocational learning, where appropriate | Appropriate vocational qualification routes delivered directly or through approved delivery partners | Further vocational learning, training, apprenticeships or employment. |
| Hospitality and Catering | Entry Level to Level 2 vocational learning, where appropriate | Appropriate vocational qualification routes delivered directly or through approved delivery partners | Further vocational learning, practical work experience, training, apprenticeships or employment. |
| Health and Social Care | Entry Level to Level 2 vocational learning, where appropriate | Appropriate vocational qualification routes delivered directly or through approved delivery partners | Further study, training, volunteering or entry-level roles in relevant sectors, subject to employer requirements. |
| Rail and Infrastructure Pathway | Sector-focused learning, employability preparation and industry-recognised competence routes where appropriate | Delivered through New Seeds College's approved rail training delivery partner. For learners who meet suitability, health, safety, eligibility and assessment requirements, this may include Personal Track Safety (PTS) and Controller of Site Safety (COSS) routes. | Sector awareness, industry-relevant training, work experience, further rail or infrastructure training and employment opportunities, subject to individual eligibility and employer requirements. |
Mathematics
English
Digital Skills
Skills for Employment, Training and Personal Development (SETPD)
Preparation for Adulthood, Life Skills and Personal Development
Creative, Practical and Wellbeing Activities
Business Administration
Hospitality and Catering
Health and Social Care
Rail and Infrastructure Pathway
Qualification availability will be confirmed through individual assessment and may vary according to learner starting points, eligibility, awarding-body requirements, centre approval, delivery-partner arrangements and the availability of suitable progression routes.
Personal Development, Wellbeing and Progression
Beyond the core curriculum offer, learners access learning that supports personal development, wellbeing and progression.
Personal Development, Relationships and Wellbeing
Learners access age-appropriate learning around relationships, wellbeing, personal safety, citizenship, healthy choices, online safety, financial awareness and independent living.
These themes are embedded throughout the curriculum and developed through tutorials, preparation-for-adulthood learning, enrichment, community activity and individual support plans.
Learning is adapted to learners' developmental stage, communication needs, EHCP outcomes and individual circumstances.
Delivered through the college's weekly Life Skills, Enrichment and Community Learning Programme.
Applied Knowledge and Problem-Solving
Applied knowledge and problem-solving are developed through vocational and practical learning. Learners explore relevant concepts through areas such as Health and Social Care, rail and infrastructure learning, digital skills, practical cooking, physical development and community-based projects.
Careers Education, Employability and Progression
Careers education, employability development and progression planning are embedded across the curriculum.
Learners develop understanding of different sectors, workplace expectations, CV writing, interview skills, employer encounters, work-related learning and next-step planning. Where appropriate, learners may access work experience, supported internships, employer-led activity or specialist careers guidance through suitable partners.
High-Quality Teaching Standards
Our teaching practices are rooted in evidence-based approaches that ensure inclusive, effective learning for every learner.
Inclusive Design
Accessible routes into the curriculum for every learner.
All learning is planned to provide accessible routes into the curriculum, using clear communication, visual support, practical activity, flexible grouping and multiple ways for learners to engage and demonstrate progress.
SEND Adaptation
Adapted teaching for the young people we support.
Teaching is adapted for learners with SEMH, autism, communication needs, anxiety, sensory needs and other barriers to learning. Approaches may include predictable routines, visual structure, sensory adjustments, relational practice and carefully planned regulation support.
Scaffolded Learning
Structured support that builds confidence and independence.
Learners receive structured support that builds confidence and independence over time. This may include step-by-step instruction, modelling, guided practice, visual prompts, assistive technology and gradual release of responsibility.
Assessment for Learning
Ongoing, low-pressure and responsive.
Assessment is ongoing, low-pressure and responsive. Staff use observation, learner feedback, work samples, progress reviews and achievement evidence to adapt teaching and support next steps.
Preparation for Adulthood
Our curriculum explicitly supports the four PfA pathways, ensuring learners are prepared for successful, independent adult lives.
Employment, education and training
Independent living
Community inclusion
Health and wellbeing
Preparation for Adulthood outcomes are planned through individual learning plans and reviewed alongside EHCP outcomes, learner aspirations, family input and progression planning.
Related Resources
Explore additional curriculum documentation and planning tools.
New Seeds College is a proposed specialist post-16 provision for learners aged 16–25. Curriculum pathways, qualifications, delivery arrangements and support models will be adapted to individual learner needs, EHCP outcomes, commissioning arrangements, awarding-body requirements and relevant regulatory expectations.