Further Details | |
|---|---|
Course Code | LP01356 |
Location | Northop |
Duration | Full Time, This is a one year course. The course is full-time, 3 days per week. The college day is 9.30am to 4.45pm (3.45pm on Fridays). |
Department | Independent Living Skills |
Start Date | 01 Sep 2025 |
End Date | 31 Jul 2026 |
Course Overview
Pathway 2 is for learners who aim to lead semi-independent lives when they leave college but will need continued support to develop and maintain their independence, play an active part in the community and any work environment.
Learners on Pathway 2 programmes will follow a varied curriculum that includes:
*Health & Wellbeing
*Community Inclusion
*Independent Living Skills
*Employability Skills
*Embedded communication, numeracy and digital literacy skills
Destination-led planning is key for each learner.
All activities on this programme will be designed to provide learners with the relevant knowledge, skills and understanding for their individual journey.
Learners will:
*Have a full transition into the programme. Applications must be submitted by the end of April so that we are able to offer all learners a thorough and extensive transition into college.
*Undertake a comprehensive initial assessment and induction.
*Have an individualised timetable linked to their specific targets to aid progression towards their intended destination.
*Take part in person-centered reviews, identifying progress made against their individual targets and agreeing next steps.
Applications for ILS programmes need to be submitted by the end of April so that we can offer learners a thorough and extensive transition into college.
Learners on Pathway 2 programmes will follow a varied curriculum that includes:
*Health & Wellbeing
*Community Inclusion
*Independent Living Skills
*Employability Skills
*Embedded communication, numeracy and digital literacy skills
Destination-led planning is key for each learner.
All activities on this programme will be designed to provide learners with the relevant knowledge, skills and understanding for their individual journey.
Learners will:
*Have a full transition into the programme. Applications must be submitted by the end of April so that we are able to offer all learners a thorough and extensive transition into college.
*Undertake a comprehensive initial assessment and induction.
*Have an individualised timetable linked to their specific targets to aid progression towards their intended destination.
*Take part in person-centered reviews, identifying progress made against their individual targets and agreeing next steps.
Applications for ILS programmes need to be submitted by the end of April so that we can offer learners a thorough and extensive transition into college.
Each learner has an Individual Learning Plan (ILP) that records their personalised goals and targets. Students receive regular 1:1 support from their Personal Tutor to review their progress. Individualised targets ensure progress toward long term destinations.
All learners are supported by a Progress Coach who will meet with learners regularly to support them with their pastoral needs and acts as an advocate for learners.
All learners are supported by a Progress Coach who will meet with learners regularly to support them with their pastoral needs and acts as an advocate for learners.
This Pre-Entry course is intended for applicants with severe or complex, moderate learning difficulties.
Most students will be working towards Entry 1.
All applications are considered on an individual basis and offers are based on interview and a range of supporting evidence including prior achievements and a support needs assessment.
We ask all applicants to attend a taster session as part of the application process to establish their suitability, potential and additional support needs.
Learners suited to this course will have an Education plan (IDP or Education Health Care Plan) which details their additional learning needs. All plans are reviewed by our Inclusion Panel prior to acceptance on programme.
Applications for ILS programmes need to be submitted by the end of April so that we can offer learners a thorough and extensive transition into college.
Most students will be working towards Entry 1.
All applications are considered on an individual basis and offers are based on interview and a range of supporting evidence including prior achievements and a support needs assessment.
We ask all applicants to attend a taster session as part of the application process to establish their suitability, potential and additional support needs.
Learners suited to this course will have an Education plan (IDP or Education Health Care Plan) which details their additional learning needs. All plans are reviewed by our Inclusion Panel prior to acceptance on programme.
Applications for ILS programmes need to be submitted by the end of April so that we can offer learners a thorough and extensive transition into college.
Possible progression from this course is to a Pathway 3 programme.
The course also supports progression to greater independence, supported living, and a variety of work related contexts.
The course also supports progression to greater independence, supported living, and a variety of work related contexts.
Useful downloads
Ready to begin your journey?
Our Open Days
Our Open Days are your chance to explore the College and find out about the range of courses we offer.
Accessible Open Event – Llysfasi
28/11/2024
17:00
Neurodiverse people who want to study at Cambria are invited to our Accessible Open Events.
It’s the perfect opportunity to explore everything Cambria has to offer in a sensory-supportive setting.
Accessible Open Event – Bersham Road
21/11/2024
17:00
Neurodiverse people who want to study at Cambria are invited to our Accessible Open Events.
It’s the perfect opportunity to explore everything Cambria has to offer in a sensory-supportive setting.
Accessible Open Event – Northop
27/11/2024
17:00
Neurodiverse people who want to study at Cambria are invited to our Accessible Open Events.
It’s the perfect opportunity to explore everything Cambria has to offer in a sensory-supportive setting.
