Preparation for Adulthood
The Post 16 curriculum has an even greater focus on preparation for adulthood (PFA) as pupils begin to plan and make choices about their next steps beyond Two Bridges Academy.
Post 16 Preparation for Adulthood (PFA): Curriculum Intent
In Post 16 the Preparation for Adulthood (PFA) curriculum aims to support students to prepare for their next steps, which are likely to be into either an educational, employment or community placement.
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Pathway: Towards Community Participation |
Pathway: Towards Independence |
Pathway: Towards Employment |
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Pupils on this pathway require sensory approaches and will focus on developing their communication and interaction skills, to enable them to confidently and safely access and participate in their communities. |
Pupils on this pathway will develop meaningful and relevant life skills, alongside developing the functional Maths and English knowledge they need in order to have effective independence in adulthood |
Pupils on this pathway will focus on developing their readiness for employment. As well as the practical skills associated with employment, pupils will also focus on developing their academic skills, and have the opportunity to gain some vocational and entry level qualifications. |
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Accreditation and Qualifications |
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· AQA Unit Awards · DOE Bronze Award |
· AQA Unit Awards · DOE Bronze Award
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· AQA Unit Awards · DOE Bronze · DOE Silver (adapted) · Entry Level qualifications · Health & Safety · First Aid · Food Hygiene |
Learners will follow one of three differentiated learning pathways. Each pathway will cover the four learning areas of focus, appropriately weighted to equip them with the skills they most need in preparation for adult life. All pupils will have access to accredited awards and qualifications.
Learning Areas
Our PFA curriculum has four key learning areas. These are:
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Employability and Skills |
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Health |
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Independent Living |
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Community |
Employability and Skills
This learning area focuses on preparing for work, education and community placements. It includes:
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English and Maths |
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Employability—Beyond P16: Preparing for work |
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Employability—Beyond P16: Preparing for further education |
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Employability—Beyond P16: Preparing for a community placement |
Employability- Beyond P16: English and Maths
Learners develop functional skills in English and Maths that can be applied beyond the lessons in real life contexts.
Employability- Beyond P16: Preparing for work
We adopt a tiered approach to learning about work and employment, so that all learners can access meaningful activities. Some experiences are for groups of learners and some are individual. Experiences can be further differentiated by the level of support, which can be reduced as the learner develops confidence and builds their level of independence in their placement.
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Developing a sense of self what are my preferences, choices, thought, feelings ,behaviour, skills, and aspirations |
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Work place skills: Functional Maths and English, skills for work |
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Work related learning: different sectors and types of job |
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Encounters with employees or employers—visitors from the world of work or visits to sites of employment. |
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Enterprise projects |
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Experiences of work: activities to build work skills. |
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Work experience tasters – one off activities in a work setting. |
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Work experience placements: short experiences that are repeated regularly e.g. two hours per week in a shop. |
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Gaining and sustaining voluntary or paid employment: CVs, job applications, interview skills, workplace behaviour |
Employability– Beyond P16: Preparing for Further Education
A similar tiered approach is adopted to support pupils to make decisions about whether to continue their education. This includes:
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Developing a sense of self what are my preferences, choices, thought, feelings ,behaviour, skills, and aspirations? |
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Class based learning about colleges and further education courses |
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Class based learning about the skills needed to successfully complete a college course |
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Group visits to colleges |
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Individual visits to colleges or educational settings |
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Learning about getting and sustaining a college course |
Employability - Preparing for a Community Placement
This area of learning supports learners on the ‘Towards Community Participation’ pathway to develop and express their preferences. If a community placement is their next step, we will develop personalised transition support in collaboration with the South Gloucestershire Transitions team. The curriculum content is outlined in the Community Inclusion area of learning.
Health
This learning area focuses on ways to maintain physical and mental health, and how to access health services. It includes:
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Personal, Social & Health Education (PSHE) |
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PE (Physical Education) |
Community
This learning area focuses on belonging to local, national and global communities. It includes:
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Two Bridges Academy’s community |
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Community Projects and Creative Arts |
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Faith Based Events (e.g. Easter or Eid) |
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Local / National / International events (e.g. World Mental Health Day or Comic Relief) |
Again, a tiered approach will be adopted, based on year groups.
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Year 12 |
Engaging in community events e.g. celebrating and/or getting involved with academy, local and national events. Being safe and getting help. |
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Year 13 |
Contributing to your community (e.g. volunteering, litter picking, social groups) Being safe and getting help. |
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Year 14 |
Being an active citizen (e.g. library membership, contacting the police, using leisure centres, voting ) Being safe and getting help. |
Independent Living
This area of learning focuses on supporting learners to live as independently as they can in their adult lives. It includes:
Life Skills
Life Skills work enables learners to maintain their home environment and stay safe when at home. They also promote living healthily.
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Year 12 |
Travel skills and getting to know the local area |
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Year 13 |
Travelling as a group in the local area |
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Year 14 |
Individual travel training for next steps / using regular routes |
Travel Training
Travel Training isn't just about using public transport. It is also about learners being safe and confident in their local community. A tiered approach will be adopted for each year group:
The content of travel training will include:
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Group walks, focusing on road safety, stranger danger and routes |
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Class based learning about planning and using timetables |
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Route planning |
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Group use of public transport |
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Who can help us whilst we are out in the community? |
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Personalised travel training |
Duke of Edinburgh Award
The award is split into 4 sections:
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Volunteering |
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Skills |
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Physical |
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Expedition |
Learners are able to work through each section during their time in Post 16. They also have the opportunity to make the award more personal by bringing in their outside interests and activities.
We ensure that the award is accessible to all learners irrespective of need and represents a great challenge for each of them individually.