Curriculum
Plan.
Weekly programme, indicative allocation, term dates and qualification routes for New Seeds College — a proposed specialist, therapeutically informed post-16 provision for learners aged 16–25.
New Seeds College will provide an individualised full-time programme for learners aged 16–25. The standard offer comprises up to 25 planned programme hours each week across education, vocational learning, preparation for adulthood, employability, wellbeing and community-based learning. Individual timetables may be introduced gradually and adapted in line with EHCP outcomes, assessed need, transition planning and readiness to engage.
Small-Group Learning
Indicative groups of up to 8 learners, supported by a teacher and teaching assistants, with additional support determined by individual EHCP outcomes and assessed need.
Seven pillars in a learner’s week
Every learner's timetable weaves through the seven pillars from our Master Curriculum Design & Offer v5.0. Below shows indicative weekly hours, delivery setting and how each pillar lands across a typical 25-hour week.
English, Maths & Digital for Adulthood
Reading for meaning · workplace numeracy · digital citizenship blocks Mon/Wed/Fri mornings
Setting
Classroom · scaffolded groups of 4–6
Weekly load
~5h
PfA
SETPD, Vocational & Practical Futures
Vocational blocks Tue/Thu · practical modules on-site with sector-specialist tutors
Setting
Specialist sites · Albrighton (Rail) · Winchester Avenue (Sport & Leisure)
Weekly load
~6h
PfA
Employability, Careers & Enterprise
CV & interview surgery · rolling employer talks · monthly work-taster days
Setting
Classroom + real workplaces
Weekly load
~2h + weekly employer touch
PfA
Preparation for Adulthood & Independent Living
Weekly travel-training day · budgeting workshop · community-access field trip
Setting
College + community
Weekly load
~3h
PfA
Personal Development, Regulation & Wellbeing
Daily 20-min tutorial (Zones of Regulation, PSHE, RSE) + weekly circle-time
Setting
Classroom · tutor group
Weekly load
~2h
PfA
Therapeutic & SEND Support
Embedded across every session · 1:1 CBT-informed sessions with BABCP-accredited Therapy Lead
Setting
Woven through timetable + dedicated therapy room
Weekly load
Universal all week + targeted 1:1
PfA
Community, Physical Health & Enrichment
Weekly boxing fitness · outdoor learning day · Friday enrichment (STEM · arts · esports)
Setting
Community · outdoor · on-site studios
Weekly load
~5h
PfA
How this lands on the day. Timetables typically use 45-minute lesson blocks to reduce cognitive overload, with two therapeutic tutorials per day (morning & afternoon), scheduled regulation breaks and a therapy access window in the SEL Room. Every pillar is timetabled every week; targeted and specialist therapy hours are additional and set by each learner's EHCP.
Three Curriculum Pathways
Learners are placed on pathways based on their starting points, EHCP outcomes and readiness to learn.
Pathways are flexible rather than fixed. Learners may move between pathways as their confidence, attendance, independence, academic skills and readiness for accredited learning develop.
Engagement Pathway
Building readiness to learn
Functional Pathway
Developing independence and practical skills
Accredited Pathway
Achieving qualifications and progression
Functional Pathway
For learners who are ready to access structured academic and vocational learning with ongoing wellbeing and regulation support. Learners work towards meaningful qualifications while developing the confidence, routines and practical skills needed for further education, training, employment and adult life.
Learner Profile:
- Ready to access structured academic and vocational learning
- Benefit from ongoing wellbeing, pastoral and regulation support
- Working towards Functional Skills Entry Level to Level 2
- Developing independence and employability skills
Weekly Time Allocation:
Expected Outcomes:
- Functional Skills qualifications in English, Maths and Digital
- Vocational unit awards and supported work experience
- Progress towards EHCP and Preparation for Adulthood outcomes
- Growing independence in daily living skills
How we know every learner is making progress
Every learner is assessed, planned, delivered, recorded and reviewed on a repeating cycle. We combine BKSB and RARPA with EHCP outcome mapping and the co-produced Individual Learner Agreement — so progress is holistic, evidenced and outcome-based.
Assess
Establish a holistic starting point.
First 10 working days combine BKSB, prior attainment, lecturer assessment, functional application, practical tasks, EHCP / PfA starting points, engagement, attendance, wellbeing and destination aspirations.
Plan
Co-produce the Individual Learner Agreement (ILA).
Map EHCP outcomes and set measurable short-term targets, success measures, teaching / support actions, evidence sources and review dates alongside the learner.
Deliver
Adapted teaching, accredited and non-accredited learning.
Delivered in the agreed setting and staffing model, weaving through the seven curriculum pillars and RARPA for non-accredited learning.
Record
Valid, sufficient and proportionate evidence.
Capture level of prompting, learner voice and application across contexts — across accredited work, RARPA milestones, engagement, independence and destination readiness.
Review & adapt
Six-week review, then act.
At least every six weeks (sooner if needed): evaluate impact, agree the next action and update the programme. Insufficient progress triggers early adaptation of teaching, support, staffing or programme.
Tools we use
Moderation cadence
- Weekly:Exception review — attendance, evidence gaps, risk, overdue actions.
- Six-weekly:Formal learner-progress review, ILA / EHCP update, evidence sufficiency check.
- Half-termly:File & portfolio sampling, work scrutiny, learner voice, moderation, dashboard analysis.
- Termly:Leadership review of cohort trends, equality, pathways, destinations and quality actions.
- Annually:Procedure review, impact evaluation and Board approval.
Reporting to learners, families & commissioners
Concise, accessible, outcome-based reports — at least half-termly unless a different schedule is agreed.
- • Attendance and engagement
- • Progress from baseline against each ILA / EHCP outcome
- • English & Maths development where relevant
- • Accredited achievement and RARPA milestones
- • Independence, prompting and application across contexts
- • Learner voice and family / professional contribution
- • Barriers, changes made, next actions, owners and review dates
- • Destination and transition progress
Insufficient progress? Learners not making expected progress trigger early adaptation of teaching, support, staffing or the programme itself — with the change agreed at the next six-week review and recorded in the ILA. The full procedure is reviewed annually and approved by the Board.
Subject Areas by Pathway
What is taught in each subject area, with hours per week and accreditation routes
| Subject Area | Engagement Building readiness | Functional Developing skills | Accredited Achieving qualifications |
|---|---|---|---|
English | 2–3 hrs/week Functional communication, literacy foundations, reading, phonics and 1:1 support. College-led / non-accredited | 3 hrs/week Functional Skills English — reading, writing, speaking and listening. FS Entry 1–3, L1, L2 | 3–4 hrs/week Functional Skills L1 / L2 and, where appropriate, GCSE English resit. FS L1 / L2 · GCSE resit |
Mathematics | 2–3 hrs/week Number sense, practical maths, money skills and 1:1 support. College-led / non-accredited | 3 hrs/week Functional Skills Maths — number, measure, data and problem-solving. FS Entry 1–3, L1, L2 | 3–4 hrs/week Functional Skills L1 / L2 and, where appropriate, GCSE Mathematics resit. FS L1 / L2 · GCSE resit |
Digital Skills | 1 hrs/week Basic device use, online safety and assistive technology. College-led / non-accredited | 1 hrs/week Functional digital literacy, online safety and productivity tools. NOCN Functional Skills | 1 hrs/week Digital Skills qualification, employability and online safety. NOCN L1 / L2 |
Wellbeing, Regulation & Therapeutically Informed Practice | 5–6 hrs/week Extended check-ins, emotional literacy, regulation activities, sensory support, 1:1 key-worker support and personalised engagement planning. College-led / non-accredited | 2–3 hrs/week Morning and afternoon tutorials, targeted regulation strategies, emotional-literacy development, check-ins and wellbeing support. College-led / non-accredited | 2 hrs/week Structured tutorials, learner check-ins, wellbeing support and targeted regulation strategies where needed. College-led / non-accredited |
Creative, Practical & Wellbeing Activities | 4–5 hrs/week Creative arts, practical cooking, physical development, sensory-regulation activities and confidence-building projects. AQA Unit Awards | 3 hrs/week Creative arts, practical cooking, physical development and independence-focused projects. AQA Unit Awards | 2 hrs/week Creative, practical and enrichment activities linked to Preparation for Adulthood outcomes. AQA Unit Awards |
Vocational Learning & SETPD | 2 hrs/week Taster vocational activities, work-readiness skills and introduction to Skills for Employment, Training and Personal Development (SETPD). AQA Unit Awards | 4–5 hrs/week Health & Social Care, Hospitality, Business Administration, Games Design, Construction & CSCS preparation and SETPD. L1 / L2 unit awards · CSCS preparation | 5–6 hrs/week Rail and infrastructure training, including PTS and COSS routes delivered through an approved rail training partner; construction and CSCS preparation; Health and Social Care; Business Administration; Games Design; Skills for Employment, Training and Personal Development; work experience and employer encounters. Industry-recognised rail safety competence training, including PTS and COSS routes, delivered through an approved rail training partner; NCFE, NOCN, CSCS and other appropriate accreditation routes, subject to learner eligibility, assessment and awarding-body or partner requirements. |
Preparation for Adulthood, Life Skills & Personal Development | 3 hrs/week Self-care, emotional literacy, safety, personal hygiene and basic independence. College-led / non-accredited | 2 hrs/week Relationships and Sex Education, health, citizenship, cooking, budgeting and travel training. College-led / non-accredited | 1 hrs/week Relationships and Sex Education, citizenship, financial literacy and independent-living preparation. College-led / non-accredited |
Physical Development, Outdoor Learning & Community Engagement | 3 hrs/week Sensory regulation, movement breaks, outdoor learning and community visits. College-led / non-accredited | 3–4 hrs/week Physical activity, outdoor education, trips, community projects and celebration assemblies. AQA Unit Awards | 3 hrs/week Physical activity, sports leadership, cultural visits, work experience and celebration assemblies. AQA Unit Awards · leadership recognition |
Indicative Weekly Structure
Indicative weekly structure for each pathway
Education re-engagement · Functional Skills · vocational learning · outdoor learning
| Time | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| 08:45 - 09:15 | Morning Check-In & Regulation | Morning Check-In & Regulation | Morning Check-In & Regulation | Morning Check-In & Regulation | Morning Check-In & Regulation |
| 09:15 - 09:30 | Assembly | Tutorial & Reading | Tutorial & Reading | Tutorial & Reading | Tutorial & Reading |
| 09:30 - 10:15 | Functional Skills English | Functional Skills Maths | Functional Skills English | Digital Skills | Outdoor / Community Learning |
| 10:15 - 11:00 | Functional Skills Maths | SETPD / Employability | Functional Skills Maths | Vocational Taster | Life Skills / PfA / Employability |
| 11:00 - 11:15 | Break (supervised) | Break (supervised) | Break (supervised) | Break (supervised) | Break (supervised) |
| 11:15 - 12:00 | Wellbeing & Regulation | Vocational Pathway | Vocational Pathway | Functional Skills English | Reflection, Celebration & Progress Review |
| 12:00 - 13:00 | Lunch (supervised) | Lunch (supervised) | Lunch (supervised) | Lunch (supervised) | Learners Finish |
| 13:00 - 13:45 | Vocational / Practical Session | Creative & Practical Activities | Physical Development | Creative & Practical Activities | — |
| 13:45 - 14:30 | Outdoor Learning | Life Skills / Community Learning | Outdoor Learning | Physical Development | — |
| 14:30 - 15:15 | Vocational / Employability | Academic Intervention | Preparation for Adulthood | Vocational Pathway | — |
| 15:15 - 15:30 | Reflection, Learner Voice & Check-Out | Reflection, Learner Voice & Check-Out | Reflection, Learner Voice & Check-Out | Reflection, Learner Voice & Check-Out | — |
The timetable is indicative and will be adapted to meet individual EHCP outcomes, transition plans, learner readiness and agreed placement arrangements. Break and lunch are supervised but are not included within planned programme hours.
Individualised Support
Support arrangements are tailored to each learner's EHCP outcomes, assessed needs, agreed placement plan and readiness to engage.
This may include small-group teaching, targeted 1:1 intervention, key-worker support, structured regulation activities, pastoral support, visual communication strategies, sensory adjustments and supervised unstructured time.
Support is reviewed regularly with learners, families, local authorities and relevant professionals to ensure that provision remains appropriate, responsive and effective.
Indicative Class Structure
Groups will typically include up to 8 learners, supported by a teacher and teaching assistants. Additional individual support will be determined through assessment, EHCP outcomes, risk assessment and agreed staffing arrangements.
Rail & Infrastructure Pathway
New Seeds College works in partnership with an approved rail training provider to deliver an industry-informed rail and infrastructure pathway.
The pathway combines sector-focused learning, employability development, industry insight, practical project work, safety awareness and progression planning.
For learners who are suitable and meet the required eligibility, health, safety and assessment criteria, the pathway can include recognised rail safety competence training, including Personal Track Safety (PTS) and Controller of Site Safety (COSS) routes, delivered through our approved rail training partner.
Alongside accredited training, learners develop the behaviours, confidence, employability skills and sector knowledge needed to progress towards rail and infrastructure opportunities.
Indicative Weekly Programme Allocation
| Programme Area | Typical Weekly Hours | Purpose |
|---|---|---|
| English / Functional Skills English | 3–4 hours | Communication, literacy, reading, writing and accredited progression. |
| Mathematics / Functional Skills Mathematics | 3–4 hours | Numeracy, problem-solving, money skills and accredited progression. |
| Digital Skills | 1 hour | Digital literacy, online safety, technology and employability skills. |
| Vocational Learning & Sector Pathways | 4–6 hours | Sector-focused learning, practical projects, qualifications and career exploration. |
| Employability, SETPD & Work-Related Learning | 2–3 hours | CVs, interviews, employer encounters, work-readiness and supported work experience. |
| Preparation for Adulthood & Life Skills | 2–3 hours | Travel, budgeting, cooking, independence, healthy relationships and community participation. |
| Wellbeing, Regulation & Tutorials | 2–3 hours | Check-ins, regulation, emotional literacy, reflection and pastoral development. |
| Creative, Practical & Physical Development | 2–3 hours | Creative arts, cooking, physical activity, enrichment and confidence-building. |
| Outdoor Learning & Community Engagement | 1–2 hours | Outdoor learning, travel training, volunteering, community participation and cultural experiences. |
| Total Planned Programme | Up to 25 hours | A personalised full-time programme, excluding break and lunch. |
Indicative Academic Calendar 2026/27
39 planned delivery weeks across six half-terms, subject to site readiness, commissioning arrangements and final operational planning.
Autumn 1
8 weeksAutumn 2
7 weeksSpring 1
6 weeksSpring 2
5 weeksSummer 1
6 weeksSummer 2
7 weeksTerm dates are indicative and may be revised before opening.
Indicative Qualification & Accreditation Routes
Qualification and accreditation routes will be confirmed according to learner need, delivery arrangements, awarding-body requirements, centre approval and approved delivery-partner arrangements.
- Unit Award Scheme
- GCSE English Language (resit, where appropriate)
- GCSE Mathematics (resit, where appropriate)
- Functional Skills English & Maths (E1–L2)
- Employability Skills
- Digital Skills
- Employability Skills
- Vocational unit awards (subject to centre approval / partner)
- Health & Social Care L1–2
- Hospitality & Catering
- Games Design
Qualification availability may vary according to individual learner eligibility, course entry requirements, awarding-body regulations, centre approval and delivery-partner arrangements.
PfA Pathway Mapping
How curriculum activities map to the four Preparation for Adulthood outcomes
Employment
- Vocational qualifications
- Work experience
- CV writing
- Interview skills
- Employer encounters
Independent Living
- Cooking & nutrition
- Budgeting & money
- Transport training
- Personal care
- Home management
Community Inclusion
- Community visits
- Volunteering
- Social skills
- Citizenship
- Cultural experiences
Health & Wellbeing
- Physical activity
- Emotional wellbeing
- Healthy relationships
- Self-regulation
- Personal safety
- Access to specialist support where identified through individual assessment and agreed provision
Curriculum Plan PDF
Download the complete curriculum plan as a professionally formatted PDF document. Includes all pathways, subject mapping, time allocations, accreditation routes, and PfA mapping.
This curriculum framework is indicative and will be adapted to meet individual learner needs, EHCP outcomes, commissioning arrangements, delivery-partner requirements and applicable regulatory expectations. New Seeds College is a proposed specialist post-16 provision for learners aged 16–25.