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Preparation for Adulthood

What are we aiming to achieve through our Preparation for Adulthood curriculum? (Intent)

To prepare the students for their futures (transitioning from childhood to adulthood)  

  • To develop skills and abilities practically: 

    • SCERTS – social communication (and interaction), emotional regulation (developing coping strategies and therefore reducing anxiety) and transactional support 
    • relevant life skills 

    • independence skills  

    • decision making skills 

    • problem making skills  

    • confidence and resilience skills  

    • teamwork and collaboration skills  

    • employability skills (in an ever changing world) 

    • further develop literacy and numeracy skills (and to transfer these skills from classroom based learning to more functional and practical applications) 

  • To enable each student to work towards meeting The Gatsby benchmarks  

How is PFA delivered? (Implementation)

  • Following the ASDAN LifeSkills Challenges (Y7-11)/ASDAN Personal Progress Community(Post 16)/NOCN Pathways to Adulthood(Post 16), approximately 6 a year (approx. 1 per half-term) 

  • Each Pathway follows the same focus learning (community inclusion and independent living and housing/employment/good health) at the relevant ability level (working towards Entry Level 1, Entry Level 1, Entry Level 2, Entry Level 3) 

  • Each year group will have the following focus, taught within class groups: 

Year 7-10 at Ringinglow: 

Year 7 – Road crossing, enterprise, mental health, finding out about jobs, using transport/bus, health and fitness activities  

Year 8 – Understanding and using money, understanding business, personal safety in the community, recognising/understanding logos, shopping, leisure activities  

Year 9 – Visiting a museum, developing world of work skills, wellbeing, people who help us/how people help us, community organisations, healthy eating  

Year 10 – Using technology to communicate, employability and workplace/work standards, healthy body and mind activities/health and hygiene, developing world of work skills, supermarket shopping, first aid kit/basic first aid/health services 

Year 11 at Gleadless: 

Year 11 – Eating in the community, exploring job opportunities, developing health and hygiene skills, work experience, developing Functional Skills – Going Places, healthy active lifestyles 

Post 16 at Gleadless: 

Year 12 – Travel within the community, Using a community facility over a period of time, Developing community participation skills: Participating in sporting activities. Developing community participation skills: Personal enrichment  

Year 13 – Developing community participation skills: Getting out and about, Developing community participation skills: Caring for the environment, Using local health services and consolidation/transition 

Post 16 at Sheaf Training: 

Year 1 – Using public transport, Exploring an occupational sector, Skills for shopping, Recognising voluntary organisations, The local community and Planning for personal development 

Year 2 – Travel safety awareness, Recognising employment opportunities, Shopping for your home, Skills for gaining employment, Discover local history and Planning and reviewing for personal development   

  • The delivery and content of Preparation for Adulthood meets the Gatsby Benchmarks: 
  1. A stable careers programme – Following this statement and the scheme of work – a balanced curriculum of education and guidance  

  1. Learning from career and labour market information – Visitors into school and class visits will help provide some of this information 

  1. Addressing the needs of each student- Each student will be on a pathway to address and meet student need 

  1. Linking curriculum learning to careers – Further work required within other curriculum areas   

  1. Encounters with employers and employees - Expand the students’ worlds/have a greater knowledge of the world (opening their minds) – World of Work (WOW) days/events/National Careers Week events. To develop partnerships with external partnerships, and officially name ones that want this as Industry Champions. Raising aspirations 

  1. Experiences of workplaces – visit some of the places that have come into school – look, experience, ask questions. Supporting readiness for employment  

  1. Encounters with further and higher education – Visits and experiences to Post 16/Sheffield College/Sheffield Hallam University and The University of Sheffield open days/activities/educational activities. Raising aspirations  

  1. Personal guidance – Impartial guidance provided from Year 9 onwards within each student’s Annual Review meeting.  

What difference is PFA making on students? (Impact)

Relevant and transferable to the students’ future lives - enables the students to develop key life skills that will help prepare them for their futures

  • Achieve 

    • Allows for students to achieve relevant accreditation ASDAN LifeSkills Challenges (Y7-11 at Ringinglow Site), ASDAN Personal Progress Community Participation (Post 16 at Gleadless site) and NOCN Pathways to Adulthood (Post 16 at Sheaf Training)) 
    • EHCP PFA target 
    • Students typically enjoy the sessions and often forget they are learning 

  • Inclusive
    • Allows all students to progress and develop skills (this is especially important for students with low levels of literacy who require very high levels of support to access classroom-based learning to achieve more independently and practically) 
    • Differentiation allows all students to achieve through the relevant pathway 

    • Helps to reduce the cultural capital gap (compared with neurotypical peers) 

  • Skill development
    • Allows for skills and knowledge learnt within a classroom setting to be repeated and consolidated in a practical way 
    • Builds resilience and self-confidence 

    • Supports communication and social interaction through structured sessions 

    • Enables the students to make educated and informed choices

  • Cross curricular
    • Strong links to all of the whole school curriculum aims 
    • Some accredited units have very strong links to other areas e.g. using technology to communicate with others (ICT, SCERTS, English and PSD) 

    • Reinforces healthy choices – walking to a park and doing physical activities and making healthy food and drink choices – links to National Healthy School/ PSD/ PE 

    • Reinforces geographical knowledge of local (Bents Green) and typical/common areas (City Centre, Ecclesall Road) geography and PSD skills (safety) 

    • Careers events in school can link to other curriculum areas e.g. Construction visitors/activity links with Science & Maths, secret visits to WOW mornings linked with English skills and PSD (questioning and teamwork skills) 

    • Allows for visitors met in school to be visited in their workplace (widens their world, WOW, PSD safer strangers) 

  • Future
    • Helping the students be prepared for their futures - allowing for transition visits to Post 16/college/AP/bespoke provisions 
    • Promotes connections and partnerships with others – safer strangers 

    • Skill development (across the areas of community inclusion, independent living and housing, employment and good health) will make the students more employable and more prepared for their futures 

    • All encounters with employees and employers make the students more employable in their futures 

Impact for the school – working towards meeting The Gatsby Benchmarks. The data is uploaded 2-3 times during the year to Compass Plus. Progress can be compared with past achievements and compared with that of schools locally and nationally.