Within a clearly defined structure students have opportunities to have input into the design of their programme of activities, making choices (though frequently guided choices) from a wide range of course elements. This individual programme of activities is reflected in the students timetable and is adjusted each half term to take account of the following factors: the Foundation Programme where the course element changes each half term; on going assessment and the student's developing needs and interests and the availability of resources.
Students develop personal learning goals around the central themes of self care, employability and human relationships and they are given opportunities to develop the capacities and skills to meet these goals in a wide variety of contexts through their individual programme.
back to top
The Individual Programme
The RMOC offers course elements in the following areas: practical skill development and work experience; continuing educational skill development; communication skill development; and independent living skill development within the student's residential setting. Specialist areas include the following: craft activities, where students learn to transform natural raw materials into useful artefacts; opportunities to work the land and produce high quality food products; and opportunities to engage in drama, music and story telling. This range of activities is designed to offer the students the possibility of an entirely fresh approach to learning. Most of the curriculum areas are new and untried by the students, and there is a consistent emphasis on practical, physical skills. These process oriented activities help the students to experience the ability to make an impact on their environment, to achieve success and to overcome past experience of failure, which for many has been the predominant experience of a learning environment. This and the fact that the small learning groups allow for regular focused individual attention and guidance from the tutor means that the students tend to learn willingly and to experience significant increases in self esteem.
back to top
The Personal Learning Goals
Personal learning goals are established in regular meetings between the student and the Personal Tutor and with reference to input from the residential worker. Learning goals grow out of conversations about what the students want to achieve, where they want to go in life. This process is directed and recorded in the students' Personal Action Log (PAL) and the learning goals agreed are recorded in the students Individual Learning Plan (ILP). The personal learning goals are clustered around the following areas: self care, which includes all aspects of independent living; employability, which includes both educational skill development and vocational training, as well as appropriate work place behaviour; and human relationships, which includes skills involved in enhancing communication and social contact, as well as issues related to both the causes and the effects of anti-social behaviour. The skills required to enable students to achieve their goals can be developed and practised in a wide range of contexts within the RMOC. Some of these are explicitly recognised (e.g. the numeracy skills involved in preparing the accounts in the Grocery Store) while others are implicit within an activity whose main focus is entirely different (awareness of someone else's personal space during a session in the Iron Age Forge)
back to top
Health and Safety in the Individual Programme
Health and safety in the workplace is ensured by a group of tutors who function as safety officers for the areas where they work. They are advised by a Health and Safety consultant and, with his advice and guidance, produce a safety risk assessment each year. Issues related to health and safety are written into the learning objectives of all course elements.
back to top
How are student supported in achieving their Personal Learning Goals in each programme element?
Each course element tutor receives a copy of the personal learning goals of the students on his or her timetable. They will then complete a student programme outline form for that programme element. The student programme outline form includes both any qualification aims that the student has in that programme element as well as indications for way in which the student's personal learning goals can be met in that programme element.
back to top
How is Progress Assessed and Monitored?
Each term the students meet with their Year Head, their Personal Tutor and their House Parent for the Progress Evaluation Meeting (PEM). This meeting considers the students progress in achieving their goals in light of reports and new assessments from tutors of all the student's programme elements as well as comments from those in the meeting. A revised statement of goals is established to be circulated to the tutors and to be considered during Personal Tutor sessions.
back to top
What Arrangements Are There For Students To Receive Support And Guidance?
Each student is allocated a Personal Tutor (PT) who will, where
possible, continue in this role for the whole of the student's time
at each college. Students meet with their PT at least once a week
for a two hour session which they share with two other tutees. There
are opportunities for both one to one and group conversations as
well as a range of other activities. PTs help the students to formulate
their learning goals, maintain contact with their student's residential
worker, help to deal with problems and uncertainties, advocate for
the student, attend meetings with them and help them to understand
the boundaries of acceptable behaviour.
Students are encouraged to apply for any benefits that they are entitled to. The personal tutor will help with the forms and a member of the student administration team who has expert knowledge of the benefit system liaises on students' behalf with the local benefit office.
back to top
Who Ensures That The Day-To-Day Arrangements Run Smoothly?
The Support and Attendance Co-ordinator and a team of support workers are available to ensure that all the students know where their course elements are taking place, that transport arrangements run smoothly and that additional support is available for anyone who requires it.
back to top
What Arrangements Are Made For Students To Prepare For
Leaving RMET?
The students' Personal Action Log, which both directs and records work that the students do with their PT, introduces the concept of destination planning from the beginning of the course. In the first year this is a question of what the student wants to achieve through participation on the RMOC and how they see their adult life developing. For many students this is a question that they do not know how to answer and they are encouraged to focus on much shorter term goals, but the process has been introduced. The learning goals are monitored and developed at each of the three Progress Evaluation Meetings (PEM) which take place for each student each year.
During the students' second year they are asked to begin to think about the specific vocational training courses that can be integrated into their programme during their third year. They meet with the local careers adviser who can offer advice at this stage and also begin to build a relationship that will stand them in good stead for the transition planning process that will begin the following year. The monitoring of learning goals in the context of destination planning continues through the PEMs in the second year.
The PT will make transition out of college a major focus for PT
sessions and the PEMs for a third year student. The Careers Adviser
will meet with the third year student and consider the options that
are available and liaise with parents, social workers and other
agencies takes place throughout the year. A fourth year at either
college is an option that can sometimes be made available for students.
The Year Head for third and fourth year students has special responsibility
for ensuring that the transition process is effective.
back to top
