Post-16 Curriculum

Post 16-Curriculum Intent

Through our curriculum offer we recognise the need for personalised outcomes for all our young people and support all pupils to move into adulthood as independently as possible.

Our curriculum is designed with the understanding that each pupil will have unique starting and destination points. We offer a range of person centred learning opportunities through a carefully planned curriculum, promoting independence and preparation for adulthood within a structured environment whilst building upon key skills developed in previous years.

 

Key-areas of learning – Implementation

All pupils access a broad and balanced curriculum. Accreditation and personal provision is designed around each student’s stage of access. Our key areas of learning are informed by the Preparation for Adulthood strands: Education and Employment, Independence, Relationship and Community and Health and Wellbeing. A focus on transition and preparation for adulthood enables us to identify the best possible routes for the future, which include work placements and appropriate accreditation. Personalised plans enable us to support our students to manage their needs and to build upon and develop transferable skills. Fundamental to our curriculum is an ability to understand what the young person’s skills, interests and motivations are and how best to develop and support these to establish a successful future A learning pathway is created for each young person to establish the best possible progress and accreditation outcomes.

 

Education and Employment

Post 16 students have opportunities to further develop their academic skills in the areas of literacy and numeracy, in a functional and meaningful way. Activities and lessons will focus on skills being learnt in context, with practical activities appropriate for the individual learner. During the post 16 years, students have opportunities to practice and develop these skills with greater independence within familiar learning environments, during meaningful community visits and on work experience placements where appropriate.

 

Independence

It is fundamental that young people develop their independent living skills and are able to access activities in the community to support with transitions and next steps on their journey. We aim to build upon previous skills that have been taught and offer opportunities to develop a deeper understanding to enrich not only their quality of life but to allow each young person to reach their potential.

 

Friends, relationships and community

Access to and learning in the community is an important part of our curriculum and supports them in experiencing a range of different learning opportunities in a functional and meaningful context. Post 16 students will have regular and purposeful access to the community to support the transferring of skills learnt in the classroom environment. Community learning will be informed by individualised Preparation for Adulthood plans and pathways.

 

Health and wellbeing

Health and leisure skills are extremely important in supporting young people in order to enjoy learning in a wide range of different contexts. Students will have access to range of activities including swimming, gym and dance. As part of the post 16 provision students will complete accredited courses linked to healthy lifestyle topics at an appropriate level.

 

Accreditation

Students can achieve personalised accreditation at all levels.  Accredited courses are linked to EHCP outcomes, Preparation for Adulthood plans, pathways and student interest.

 

Vocational Skills and Work Placement

Students are offered a range of opportunities to develop life skills with a strong vocational focus throughout the school but particularly for the older students. Opportunities based around the young person’s strengths and interests are identified in relation to work placements both on and off-site, with the aim of supporting and extending students’ growing independence. Placements are linked to EHCP outcomes, Preparation for Adulthood plans and identified pathways.

 

Careers and Work Experience

Work experience is one of the most important links activities between employers and schools. This exposure to work is a significant step in preparing young people for adult and working life by developing their personal and social skills as well as the key skills they will need for the world of work. Work experience placements are regarded as a means of achieving learning outcomes. There are four main curriculum areas to which the work experience programme is linked. These are:

  • Education and employment
  • Independence
  • Health and Wellbeing
  • Community inclusion

Holbrook School for Autism use the Gatsby Charitable Foundation’s Benchmarks to guide careers provision. Students are entitled to careers education and guidance that is impartial and confidential. It is integrated into their experience of the whole curriculum, based on a partnership with students and their parents or carers. The programme will promote equality of opportunity, inclusion and anti-racism.

Pupils will use a personal portfolio to track career and work experiences.

All students will follow a careers programme to introduce them to the world of work and will have work experience placements and enterprise opportunities where appropriate.

Holbrook School for Autism will have a named Careers Leader who will co-ordinate and oversee the school careers programme. Holbrook School for Autism will work in partnership with the Careers & Enterprise Company assigned Enterprise Co-ordinator. Pupils will also have access to a named Careers Adviser, who will provide further careers guidance.

 

Impact

Educational outcomes are measured against linear and lateral progress. Key stages four and five are also measured through accredited outcomes. All students will develop a personal portfolio from year 10, which will support future transitions and destination points. We promote a firm ethos of learning beyond the classroom and students engage in an extensive careers and work experience programme linked to personal outcomes and accreditation.

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