This course is aimed at developing social skills to enable students to manage their emotions and relationships better. In addition, it will enable them to manage formal and informal situations with greater confidence and success.
Key areas include relationships, problem solving, emotional literacy, personal identity, anxiety management, interpersonal skills, health and wellbeing.
The qualification forms part of a holistic Study Programme which also includes Tutorial, Maths*, English*, Autism specific personal progress (creative skills, healthy life styles, independence, study skills, social and emotional skills, employability) and work experience.
* Some students are expected to do a GCSE in one or both of these subjects. This depends on their entry qualifications and initial assessment.
All classes are delivered in groups of approximately 6 students. The group will have one lecturer and a learning support assistant.
All learners have a detailed Individual Learning Plan, which clearly states and regularly reviews their needs to all relevant staff. This includes an Individual Support Plan, which involves the student in giving staff a step by step plan to meeting their educational needs.
All learners are supported to set and review personal targets on a weekly basis.
The staff team are committed to understanding each learner’s behaviour and guiding them to more suitable alternatives where applicable.
This course is for learners with autistic traits who are experiencing significant barriers to friendships and other social experiences. It is for learners who would like support to understand basic emotions of themselves or others and how to deal with those emotions.
It is a natural progression from other Interface courses namely Social and Emotional Skills entry level 1, Independence Skills or from school or a specialist college.
To complete the portfolio it is preferable that they can demonstrate literacy skills of entry level 1 or above though we will make reasonable adjustments to assessment methods and differentiate assessment methods where appropriate.
Students should be willing to
Work on their personal barriers
Use community facilities with support
Follow basic health and safety related instructions
We expect good attendance so that learners can do their best but we understand that some medical needs prevent this.
We seek to provide an inclusive learning environment and to make reasonable adjustments that maximise learning and wellbeing. If you have any suggestions on how we can improve this, please get in touch.
We promote a positive approach to behaviour by trying to understand difficult behaviour but we expect our learners to do their best by behaving in a kind and safe manner.
*If you do not meet these criteria, please contact us on 0191 427 3900 or email firstname.lastname@example.org
Assessment takes place through building a portfolio of evidence and may include teamwork, practical tasks, projects, worksheets, presentations, role plays, games, question, and answer.
The maths and English parts of the programme have formal assessments but we do a lot of preparation with students to reduce their anxiety.
Students can progress on to a range of courses depending on their abilities and needs. Options in Interface include
Social and Emotional Skills Entry level 3
Entry level (or higher) Independence Skills
Entry level 3 (or higher) Employability Skills
There are full time and part time options in our Supported Learning department, which include a Supported Internship.
Some learners may be ready to do a level one course or higher in the main college with ongoing access to Interface.
Any student interested in doing this course should contact Mark Lambert to arrange an initial visit. We then seek detailed information about learners’ needs and they are invited in for a taster days. This is all crucial for helping the learner decide if this course is for them and enables the staff to decide how the students’ needs can be met on the course.
Mark will discuss funding and support including the role of Education Health Care Plans.