Troy College (Key Stage 3 and 4)
Pennyburn Learning Centre Post 16
Troy College and Pennyburn Learning Centre strives to support the individual young person, who faces challenges and difficulties in learning.
The school seeks to provide an environment in which pupils, staff and parents are committed to the idea of learning within a secure, caring supportive learning community.
The school curriculum is designed to promote the talents and skills of the pupils and is focused on developing essential life skills, practical skills and healthy attitudes.
The vision for Troy College is deeply rooted in the values of respect, honesty, promotion of self-esteem and perseverance which is reflected in the holistic approach to education by all staff.
In an atmosphere of mutual respect and good humoured co-operation pupils will be encouraged to reach their full potential. Through our very active school council, we view the pupil’s voice as an essential element in school improvement.
The school is committed to:
· Setting ambitious and challenging goals and targets for pupils in order to raise standards of achievement
· The use of appropriate new technologies and methodologies in enhancing learning within and beyond the school
· Inclusion and the ability and right of all to be the best they can be
· The promotion of a positive ethos where each pupils achievements are valued and celebrated
· Ensuring that learning is at the centre of the decision making process
· Committed to multi-agency working and working with others for the benefit of all pupils
· Extending our services to the community
THE CURRICULUM:
In Troy College, we base our teaching on the principles underpinning the Northern Ireland Curriculum, focusing on the development and acquisition of Thinking skills and Personal capabilities, and the cross curricular skills of Using Mathematics, Using ICT, and Communication. Lessons are differentiated to suit the needs and abilities of each pupil based on pupil friendly IEPs and Training plans.
Year 10 in particular are encouraged to focus attention on the preparation for the transition to adult life and the need for further education. Pre-vocational skills play a large part in their future career plan.
Key Stage 4 students in Year 11 and 12 attend the NWRC 1-2 days per week where they participate in the following courses – Outdoor pursuits, carpentry and joinery, motor vehicle, painting and decorating and hairdressing.
Key stage 4 pupils also follow a range of accredited courses which are delivered in school. For further information on courses for Key stage 4, please refer to the Key stage 4 and post 16 brochure.
WORK EXPERIENCE:
As part of their preparation for employment all pupils in Year 12 take part in work experience. This consists of one day a week for six weeks, followed by a placement in various industrial, commercial, educational and caring establishments. Each placement is established between the school, the home and the workplace with the specific needs, aspirations and abilities of the individual pupil very much to the fore. Year 12 class teacher communicates with each establishment and visits each pupil at work on a regular basis.
Year 13 is based at Pennyburn Learning Centre. This year caters for young adults with moderate learning difficulties who will benefit from one year of further training to develop the necessary skills and qualities needed for employment or further training elsewhere.
Core elements of the Year 13 programme:
In school students will undertake the following:
· Essential Skills –Literacy and Numeracy
· City & Guilds Certificate or Award (depending on capability) in Employability and Personal development
An Award is made up of the two mandatory and one optional unit. The Certificate consists of the two mandatory and three optional units. These can be achieved at (Entry Level 2, Entry Level 3 or Level 1)
Mandatory units
· Planning for progression
· Skills and attitudes for learning and work
Optional units
· Career planning and making applications
· Work placement
· Introduction to ICT
· Community project
· Contributing to a team
Linking with the NWRC
· Occupational Studies (Catering, Hairdressing)
· City & Guilds ( Home Maintenance)Woodwork, Plumbing and Tiling
· ABC Motor Vehicle Studies
Key features of the Pennyburn Programme are:
· Attend the N.W.R.C. 2 or 3 mornings per week 10.00am -12.00 pm
· Participate in the work experience programme as required depending on availability of placements 1 day each week Oct- May.
· Attainment of qualifications on the National Qualifications Framework.
· Engage in experiential learning by partaking in an enterprise activity.
· Industrial Visit as arranged annually
· Pennyburn Learning Centre endeavours to promote a positive exit strategy for students
External links with:
· Local employers
· NWRC
· Mencap
· Careers Advisory Service
· Transition Officers Foyle Trust
· WELB
SHANDON GUIDANCE & SUPPORT CENTRE
The Shandon Guidance & Support Centre opened its doors in September 2001. Since then it has become an integral component of the Behaviour Management policy of the school for pupils in Key Stages 3 and 4.
To Enable Effective Teaching and Learning to Take Place we offer:
Support and guidance on Behaviour Management Techniques to staff in order to develop strategies in line with our Assertive Discipline Policy.
A designated facility for pupils who are exhibiting emotional and/or behavioural difficulties within the Troy department on a needs basis.
A designated facility for pupils requiring withdrawal from class in the line with our Assertive Discipline Policy at the in-house suspension stage.
Another layer of choice for pupils in danger of facing suspension and/or expulsion for continuous inappropriate behaviours.
Curriculum:
Based on the Framework for Alternative Educational Provision as outlined in the ETI document on Promoting Improvement.
An emphasis is placed on Personal & Social Education
Centred on Pupils' Individual Education Plans and Class 6 week Planners
Behaviour Modification techniques using a combination of Assertive Discipline (Lee Canter 1992): Examine, Repair & Move On (Eileen Murphy 1993) and Solution Focused Brief Therapy (de Shazer 1985).
Anger Management for pupils in need using Shapiro et al 1995 strategies of Identification, Recognition and Solution leading to a Personal Peace Plan.