Programmes and Activities
We recognise that people learn in different ways and at different paces, which is why we offer young people the opportunity to learn in an environment suited to their needs.
Choysez offers a programme that engages young people through a combination of youth work, outdoor activities, awards, and supervised work placements. We provide a wide range of courses and opportunities to learn, arranging programmes to suit the needs of the individual. Alongside term-time programmes, we also offer holiday and evening activities.
An example of the qualifications we have on offer, are the ASDAN level 2 qualifications; COPE and Wider Key Skills, which teach our young people invaluable life skills and awards them with recognised qualifications for their efforts. To find out some of the benefits of the COPE award click here.
The Certificate of Personal Effectiveness involves demonstrating a variety of skills including: Planning and Carrying out a Piece of Research, Communication through discussion, and Planning and Giving an Oral Presentation.
The Wider Key Skills award involves learning skills that help aid success in education, training, work, and life in general. These include:
- Working with Others
- Improving Own Learning and Performance
- Problem Solving
We also offer the John Muir award. The aim of the scheme is to encourage educational, social, and personal development through exploration and involvement, and to ensure that social circumstances don’t exclude people from the opportunity to experience wild places. To achieve the award our young people must:
- Discover a wild place
- Explore its wildness
- Conserve - take personal responsibility
- Share experiences
Changes to Performance Tables from 2014
The full range of ASDAN qualifications and programmes remain approved by DfE and Ofqual for use in schools and continue to be valued for the impact they have on student achievement.
The Government has now announced the list of qualifications that will count in subject-based headline measures for performance tables from 2014. Because of the Government’s focus on GCSEs as the basis of this performance measure, ASDAN qualifications do not feature in this particular list.
However, the full range of ASDAN qualifications and programmes will continue to be available and valued by schools because of the impact they have on student achievement across the board. Indeed DfE and Professor Alison Wolf have emphasised that: ‘In all cases schools should act as they judge to be in the best interests of their students, regardless of whether a particular qualification or course will be recognised for the purposes of performance tables’. Other mechanisms, including the new Ofsted inspection framework, will highlight the value of other provision, whether reported in particular headline measures or not.So in the future:
- ASDAN programmes and qualifications will continue to prove helpful to young people to achieve more in their other subjects – research findings indicate that students exceed expectations in GCSE subjects (e.g. English) when their curriculum is supported by qualifications such as the ASDAN Certificate of Personal Effectiveness (CoPE).
- ASDAN qualifications will continue to be approved by Ofqual and recognised as valuable for learners.
- ASDAN qualifications will continue to provide support to schools in meeting the requirements of the Ofsted inspection framework.
- All of the Entry level qualifications will continue to count towards the achievement profile of special needs and foundation learners.
- All the Level 1, Level 2 and Level 3 qualifications will continue to be recognised by Further Education, Higher Education and employers.
- The changes to performance measures for Key Stage 4 take effect in 2014/15, and relate to students completing their qualifications in Summer 2014.
‘Teachers need the tools to motivate, engage and inspire all learners throughout the 14-19 education experience, to help them develop skills for employment and skills for life. Students need their personal development to be recognised and accredited, to build confidence and self-esteem. We firmly believe students are best served by activity-based learning, applying and practising skills, reinforced by guided reflection, rather than through introducing external assessment and grading for the purposes of headline performance measures. We know many students, teachers, parents and employers agree.’