Careers Curriculum

Students will begin to recognise themselves, while pursuing a programme of study which enables them to develop the foundational skills that they will need to communicate, self-advocate, and thrive. Students will learn to indicate preference, developing skills for play which will, in time, lead to the development of skills in group contexts. Students will learn the value and importance of play and leisure time, while they begin to experience routine and develop a sense of responsibility. The International Baccalaureate Learner Profile provides an opportunity for the professionals and family around each student to reflect on each student’s skills, and where appropriate help the student to understand themselves and their own progress.

Students begin to recognise themselves and others, while developing a series of foundational skills which enable continuous progress towards more complex goals. Students will develop skills based on individual and personalised targets, linked to their Education, Health and Care Plans (EHCPs). Students will learn strategies to communicate preferences, including likes and dislikes, as well as ways to indicate preferred activities. Students will take part in learning linked to the development of self-help skills and functional skills, including participating in important routines during the day (such as getting dressed). Student progress will be measured against, among other assessment tools, the International Baccalaureate Learner Profile.

Students will recognise themselves and other people, and will begin to express ways in which they are similar or different from others. They will take part in activities which are designed to develop independence, self-help, teamwork and group-related skills, all linked to targets aligned with their Education, Health and Care Plans where appropriate, alongside the National Curriculum. Students will learn to communicate preferences, including likes and dislikes, preferred activities, and areas of interest. Students will develop the skills they need to complete some level of investigation into subjects or areas of interest, with varying degrees of independence. Students will develop increasingly sophisticated social and group-related skills, including play skills, teamwork/cooperation, sharing and collaboration. Students may take part in reflective activities, self-assessing where appropriate and making declarative statements about their skills, attributes and preferences. Students may begin to link their self-concept with the attributes of the International Baccalaureate Learner Profile.

Students will recognise themselves and other people, and will express ways in which they are similar or different from others. They will engage in activities which develop independence, self-help, teamwork and group-related skills, all linked to targets aligned with their Education, Health and Care Plans, as well as the National Curriculum. Students will learn to communicate preferences, including likes and dislikes, preferred activities, and areas of interest. Students will develop the skills they need to investigate subjects or areas of interest, with varying degrees of independence. Students will develop increasingly sophisticated social and group-related skills, including play skills, teamwork/cooperation, sharing and collaboration. Students will take part in reflective activities, self-assessing where appropriate and making declarative statements about their skills, attributes and preferences. Students will have a good understanding of what makes them unique, and will be able to reflect on their own progress against the International Baccalaureate Learner Profile.

Across the curriculum, students will be provided with structured opportunities to develop their core sets of skills. These will be structured by teachers and class leads, and implemented by teachers, support staff, and specialists where appropriate. Students will be led through activities which encourage play, and which develop careers-oriented skills such as teamwork/team play, sharing, and recognition and response. Where appropriate, students will take part in offsite/co-curricular visits which will involve encounters with employers, workplaces, and employees in places which include but are not limited to the school environment. Parents and carers are encouraged to be partners in their children’s education and have opportunities to help their children learn at home, through very close links with the Academy.

Students will generally follow an individualised curriculum where all their work tasks are written in relation to the individual needs and areas that need further development. Independence is planned for and encouraged at all times, enabling students to feel increasingly confident to work without constant adult support. Movement breaks are used regularly throughout the school day to encourage self-regulation skills, and develop physical stamina. Where appropriate, regular daily communication sessions are held to enhance social skills, as well as functional skills such as sharing and turn taking, and students will develop their daily living skills including hand-washing, personal care, teeth-brushing, face-washing. Where appropriate, student achievement will be recorded via SkillsBuilder, and careers-linked learning may be derived from Talentino. Parents and carers are encouraged to be partners in their children’s education and have opportunities to help their children learn at home, through very close links with the Academy. Where appropriate, students will take part in offsite/co-curricular visits and these will involve encounters with employers, workplaces, and employees in places which include but are not limited to the school environment. Students will have opportunities to take part in role-play/dress-up, linked to careers opportunities. Staff will be vigilant that careers education is not unintentionally linked to gender, and students will be encouraged to pursue their interests with vigour.

Where appropriate, lessons or activities will make direct links to careers-related skills, career options (including but not limited to jobs or occupations), and options which will come up at various transition points in each student’s educational journey. Independence is planned for and encouraged at all times, enabling students to feel increasingly confident working without adult support. Parents and carers are encouraged to be partners in their children’s education and have opportunities to help their children learn at home, through very close links with the Academy. Movement breaks are used regularly throughout the school day to encourage self-regulation skills, and develop physical stamina. Regular, daily communication sessions will enhance social and functional skills such as sharing and turn-taking. Students will develop their daily living skills including hand-washing, personal care, teeth-brushing, face-washing.

Student achievement will be recorded via SkillsBuilder, and careers-linked learning will be derived from Talentino. Where appropriate, students will take part in offsite/co-curricular visits and these will involve encounters with employers, workplaces, and employees in places which include but are not limited to the school environment. Students will have opportunities to take part in role-play linked to career opportunities. Staff will be vigilant that careers education is not unintentionally linked to gender, and students will be encouraged to pursue their interests with vigour.

Lessons or activities will make direct links to careers-related skills, career options (including but not limited to jobs or occupations), and options which will come up at various transition points in each student’s educational journey. Independence is planned for and encouraged at all times, enabling students to feel increasingly confident working without adult support. Movement breaks are used regularly throughout the school day to encourage self-regulation skills, and develop physical stamina. Regular, daily communication sessions will enhance social and functional skills such as sharing and turn taking. Students will develop their daily living skills including hand-washing, personal care, teeth brushing, face-washing.

Student achievement will be recorded via SkillsBuilder, and careers-linked learning will be derived from Talentino. Students will take part in offsite/co-curricular visits and these will involve encounters with employers, workplaces, and employees in places which include but are not limited to the school environment. As students begin to understand the ‘world of work’ in greater depth, they will be encouraged to develop probing questions, enabling them to deepen their understanding. Students take part in role-play linked to career opportunities. Staff will be vigilant that careers education is not unintentionally linked to gender, and students will be encouraged to pursue their interests with vigour. Parents and carers are encouraged to be partners in their children’s education and have opportunities to help their children learn at home, through very close links with the Academy.

All students are prepared for the next steps in their learning, developing skills incrementally and at the most targeted level. As a result, all students make measurable progress which enables them to move through the curriculum, and move forward in their educational journey.

All students are prepared for the next steps in their learning, enabling greater degrees of engagement and participation as students move through the Academy. Students make measurable progress against EHCP targets, as well as within their summative classroom assessments. Students develop meaningful relationships with their peers, and with school staff, enabling the development of social skills. Students all experience a range of employer/employee and workplace encounters, and learn about the options that are available to them as they move through their educational journey. Many students are able to identify possible job opportunities or, at the very least, areas of interest, thus enabling staff to better tailor their careers education as they move into Secondary. Students can make reference to the skills collated in SkillsBuilder, as well as the attributes of the International Baccalaureate Learner Profile, as they reflect on their own abilities.

secondary - phases 3 & 4

Students will develop a strong sense of self, including self-identity and confidence. Students will show an increasingly clear understanding of their own interests, preferences, and likes/dislikes, and will be able to communicate these using individual communication tools or approaches. Careers for students in the Brook Pathway will ultimately focus on their destinations after leaving Milestone Academy. Therefore, it is critical that students are able to communicate to the greatest extent possible, and self-advocate. In preparation for adulthood, students will develop the greatest degree of independence possible in terms of their self-care and personal presentation. Students will have a broad range of access to work-related learning and enterprise opportunities, including horticulture and hospitality, enabling the generalisation of skills across a range of environments.

Students will develop a strong sense of self, including self-identity and confidence. Students will have a honed understanding of their own interests, preferences, and likes/dislikes, and will be able to communicate these using individual communication tools or approaches.

Careers for students in the Stream Pathway will ultimately focus on their destinations after leaving Milestone Academy, and all efforts are centred around ensuring that students have an option for continuing in education or, where appropriate, care after the age of 19. It is critical that students are able to communicate to the greatest extent possible, and self-advocate.

In preparation for adulthood, students will develop the greatest degree of independence possible in terms of their self-care and personal presentation. Students will have a broad range of access to work-related learning and enterprise opportunities, including horticulture and hospitality, enabling the generalisation of skills across a range of environments.

Students will have developed a very clear sense of themselves, their preferences, and their interests. To varying degrees, students will compare or contrast their interests and preferences against a job, a family of jobs, or a career pathway. Students will understand that, at Milestone Academy, your “career” is not just the job you will do when you are older, it is your entire future: how you will support yourself, where you will live, and what you will do in your free time. Students will learn about money management, including how to complete some personal banking. They will also have some understanding of the relationship between their money and their financial future.

Students will be able to give some level of self-assessment of their strengths, their areas for growth and development, and their personal preferences for the future. They will develop communication skills and strategies to ensure that they can advocate for themselves, share their likes and dislikes, and represent themselves in a variety of settings, including in further or higher education and in the workplace.

Students will have a very clear sense of themselves, their preferences, and their interests. Students will compare or contrast their interests and preferences against a job, a family of jobs, or a career pathway.

Students will understand that, at Milestone Academy, your “career” is not just the job you will do when you are older, it is your entire future: how you will support yourself, where you will live, and what you will do in your free time.

Students will learn about money management, including how to complete some personal banking. They will also have some understanding of the relationship between their money and their financial future.

Students will self-assess their strengths, their areas for growth and development, and their personal preferences for the future. They will develop communication skills and strategies to ensure that they can advocate for themselves, share their likes and dislikes, and represent themselves in a variety of settings, including in further or higher education and in the workplace.

Students learn about job-specific skills, health and safety, communication within the workplace (formal and informal), problem-solving, and broad work skills such as workplace safety, conduct and timekeeping. The aims are to further develop an understanding of their own skills and qualities as well as those required for different jobs.

All students will follow an Individual Learning Plan which ensures highly personalised teaching and learning, linked to specific targets. These will be largely derived from the targets in their Education, Health and Care Plans (EHCPs), and will contribute to their achievement across a range of internally and externally accredited qualifications.

Students follow the Brook pathway framework which incorporates communication; cognition; personal, social and emotional wellbeing (PSEW); environment control technology (ECT) and; physical motor skills (fine and gross). Where appropriate, learning will be linked to careers, workplaces, employers/employees and industries.

Where appropriate, students will take part in work-based learning opportunities, in a supportive and inclusive environment. This may take place on-site, within a Satellite, or with an inclusive provider (for example: Commonwork/Bore Place Farm).

All students follow an Individual Learning Plan which ensures highly personalised teaching and learning, linked to specific targets. These will be largely derived from the targets in their Education, Health and Care Plans (EHCPs) and Individual Learning Plans, and will contribute to their achievement across a range of internally and externally accredited qualifications.

Students from Year 10 have the opportunity to work towards Personal Progress ASDAN units of accreditation in line with a rolling accreditation programme. This also includes certificates in ASDAN Life Skills Challenges. These are cross-referenced to each student’s SkillsBuilder portfolio. Students will be able to identify their own strengths and attributes and, where appropriate, students may reflect on their own progress and development against the International Baccalaureate Learner Profile. Students will take part in the Business Enterprise Pathways, developing “on the job” skills in a school setting.

Teachers and Class Leads may derive some objectives, activities or initiatives from available Talentino resources, and in so doing make specific links between learning activities, skills, and the application of these to careers, “job families,” or the quest to become more independent.

Students learn about job-specific skills, health and safety, communication within the workplace (formal and informal), problem solving, and broad work skills such as workplace safety, conduct and timekeeping. The aims are to further develop an understanding of their own skills and qualities as well as those required for different jobs.

Students will take part in a mixture of standalone and integrated careers-linked lessons, though where relevant all learning will be presented with clear links to career options, skills and opportunities. Teachers and Class Leaders will ensure that these links are evident and revisited, so that students are aware of how their present learning is linked to their future success and quality of life.

Teachers and Class Leaders will use the SkillsBuilder profile to collect and collate a record of their achievements linked to workplace skills, including listening and teamwork. These achievements will be animated via content from the Talentino range of resources, and supplemented with employer and employee encounters, experiences of workplaces, and co-curricular activities both in school and in the wider community and local area. Students will take part in formal work experience at appropriate points in their educational journey, linked to their expressed interests and preferences.

Students in the Waterfall Pathway will complete an ASDAN Short Course, as well as ASDAN Employability accreditations.

Students will use their records of achievement as tools for self-reflection, and their profiles will help them to present themselves to prospective employers and further or higher education providers.

Where appropriate, supported internships (for pupils in Year 14) and work experience are available for pupils. These placements are wide-ranging, and where possible incorporate direct areas of interest and have included Bore Place, Tuck by Truck, Billings, Oxfam, Poundland, Cucina Kitchens, local hairdressers and leisure centres.

Students will complete at least some of a range of internally and externally verified assessments, including Entry Level Functional Skills examinations in English and Maths. Where appropriate, students may pursue a higher-level qualification. This is often with the support of our mainstream partners, for students based in a Satellite provision, and may include sitting a Level 1 or 2 exam paper or completing a GCSE examination course.

All students achieve accreditations and/or certificates from ASDAN Personal Progress and ASDAN Life Skills Challenges. Students participate in business enterprise pathways through carefully considered learning activities which provide opportunities to generalise individual learning targets. All students move on to the next stage of their education, and no students are NEET at the end of their journey at Milestone Academy. Families report that students leave Milestone as prepared as possible for their future.

Progress and ASDAN Life Skills Challenges. Students participate in business enterprise pathways through carefully considered learning activities which provide opportunities to generalise individual learning targets.

The vast majority of students pass their Entry Level functional skills examinations (up to Entry Level 3), and some students complete Level 1 or 2 functional skills English or Maths examinations. In exceptional cases, where a specific interest has been identified and where the right support can be put into place, students have been entered for GCSE accreditations in History and English.

Students are able to use their records of achievement, personal portfolios, and the International Baccalaureate Learner Profile to represent themselves confidently to prospective employers, and further and higher education providers.

All students move on to the next stage of their education, and no students are NEET at the end of their journey at Milestone Academy. Families report that students leave Milestone as prepared as possible for their future.

Milestone Academy alumni have achieved a range of successes, including attending further education, and higher education, including attending the University of Lincoln.

phase 3 & 4 careers learning

Phase 3 (Year 7 - 10)

All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

Students in Brooke pathway will be striving for the highest degree of interdependence and we will always make strong links between this interdependence and how it can be employed to facilitate engagement for the young person and their family in the world beyond our school.

Students will access a functional education which will provide students with the opportunity to hone and develop pre-requisite skills to work such as independent living skills. Students in Stream pathway will be striving for the highest degree of interdependence and we will always make strong links between this interdependence and how it can be employed to facilitate engagement for the young person and their family in the world beyond our school.

Teachers will support students to link and utilise knowledge and skills to real life situations, including their application to the workplace by embedding this into subject, topic learning and co-curricular provision. Co-Curricular provision includes; community participation, lunch time clubs, Scouts and events.

Curriculum learning is largely functional, and all theoretical learning is given a functional application. For example, science lessons are structured around learning a scientific concept, and the skills are then linked to workplace or functional skills. Community outreach activities highlight the intersections between careers learning in school, and opportunities and challenges available in the wider world.

Every pupil should have opportunities for guidance interviews with a careers adviser, who could be internal (a member of school staff) or external, provided they are trained to an appropriate level. These should be available whenever significant study or career choices are being made. They should be expected for all pupils but should be timed to meet their individual needs. Pupils have different career guidance needs at different stages. Opportunities for advice and support need to be tailored to the needs of each pupil. A school’s careers programme should embed equality and diversity considerations throughout.

Students in Brook pathway will be striving for the highest degree of interdependence and we will always make strong links between this interdependence and how it can be employed to facilitate engagement for the young person and their family in the world beyond our school.

All students will attend the Choice 14 options fair, with family invited to learn about further education options for them. This will also include social care provisions and providers too.

All students will attend the Choice 14 options fair, with family invited to learn about further education options for them. This will also include social care provisions and providers too.

Students will access a discrete careers programme and functional education which will provide students with the opportunity to hone and develop pre-requisite skills to work such as independent living skills. This will be delivered in line with the PYP and Phase thematic approach. Careers education is embedded in subject and topic learning, and co-curricular provision such as clubs, celebration events and productions. Students will access Careers Week Event supported by the trust career advisor.

All students will attend the Choice 14 options fair, with family invited to learn about further education options for them. This will also include social care provisions and providers too.

Career opportunities and aspirations form part of daily reflection tasks, and these are highlighted formally in careers education sessions, annual reviews, and parents’ evenings. Pupils have the opportunity to encounter a range of careers, and offer their thoughts as to what might be suitable to them. Students are encouraged to speak to people in their desired career families, via project-based learning, interview skills, or on organised visits to the school.

The Trust Careers Advisor is available to support as-needed, and takes part in Year 10 Careers Interviews. Students also learn about the role of the Jobcentre, and employment agencies, and consider other places to get advice about jobs/careers (including friends, parents/carers, and via research on the Internet).

Every pupil, and their parents, should have access to good-quality information about future study options and labour market opportunities. They will need the support of an informed adviser to make best use of available information.

All families are invited to attend Annual 14+ choice event to learn about the local provision (both educational and social). This will also include Milestone Alumni who can share their experiences with pupils and their families. School website to contain useful information and links to further provisions and opportunities Transitional year group A.R’s to be chaired by Phase Leader, Phase Director, Satellite Director or Vice Principal who can share specialist knowledge in relation to further education options or social provision.

All families are invited to attend Annual 14+ choice event to learn about the local provision (both educational and social) This will also include Milestone Alumni who can share their experiences with pupils and their families. School website to contain useful information and links to further provisions and opportunities Transitional year group A.R’s to be chaired by Phase Leader, Phase Director, Satellite Director or Vice Principal who can share specialist knowledge in relation to further education options or social provision.

All families are invited to attend Annual 14+ choice event to learn about the local provision (both educational and social) This will also include Milestone Alumni who can share their experiences with pupils and their families. All students in Year 10 and above (M@L) have attended the LAT Y10. School website to contain useful information and links to further provisions and opportunities. Ruth Evans to attend Annual Review for students in transition year groups to advise families on college options and post 16/19 provision within the local offer. (Year 7, Year 11, Year 14).

Every pupil should have first-hand experiences* of the workplace through work visits, work shadowing and/or work experience to help their exploration of career opportunities, and expand their networks.

Students to visit local businesses/ workplaces within co-curriculum community participation. Students will experience a work environment once a week on school site i.e kitchen, gardens.

Students to visit local businesses/ workplaces within co-curriculum community participation. Students will experience a work environment once a week on school site i.e kitchen, gardens.

Students to visit local businesses/ workplaces within co-curriculum community participation. Students will experience a work environment once a week on school site i.e kitchen, gardens.

Students experience a wide range of workplaces, including local services and shops, and workplaces further afield. Outreach is constant, and opportunities are routinely sought in order to better understand the role of various workplaces. Routine or benign visits are often improved by adding a careers component, and encouraging students to get as stuck-in as possible with questions and activities.

Every pupil should have multiple opportunities to learn from employers about work, employment and the skills that are valued in the workplace. This can be through a range of enrichment activities including visiting speakers, mentoring and enterprise schemes.

Students will experience a work environment once a week on school site i.e kitchen, gardens. Students will be visited by an external employer/worker related to the Phase topic curriculum. Employer to share tactile or sensory information relating to their work i.e policeman uniform, musician drums, chef – food. Students to access planned visit from school staff with different roles, into class/ assembly to share tactile or sensory information related to their role; e.g school nurse, chef, therapist. Students to visit local businesses within co-curriculum community participation.

Students take part in weekly community outreach, and a key component of this activity is meeting employees/employers, asking questions, and reflecting on the skills required to undertake certain activities or employment. Parent visitors are encouraged to discuss their career paths, and offer suggestions/opinions about these. Students are encouraged to reflect on careers which may be appropriate to them, and reach out/make contact with employers in those industries (for example, visiting a nail salon to ask about what it’s like to work there).

All pupils should understand the full range of learning opportunities that are available to them. This includes both academic and vocational routes and learning in schools, colleges, universities and in the workplace.

All students will attend the Choice 14 options fair, with family invited to learn about further education options for them. This will also include social care provisions and providers too.

All students will attend the Choice 14 options fair, with family invited to learn about further education options for them. This will also include social care provisions and providers too.

All students will attend the Choice 14 options fair, with family invited to learn about further education options for them. This will also include social care provisions and providers too. Annually, learning opportunities will be discussed at the annual review. In addition, students will complete a section A and have ongoing vocational profiling to discuss future opportunities from year 9 forward.

All students in Year 10 and above attend the Leigh Academies Trust Careers Convention, which includes FE and HE providers, employers, and apprenticeships.

Phase 4 (Year 10 - 14)

All teachers should link curriculum learning with careers. For example, STEM subject teachers should highlight the relevance of STEM subjects for a wide range of future career paths.

Work Related Accreditations to be completed by students working towards certification or Award. (3 and 5 year Rolling Programme).

Work Related Accreditations to be completed by students working towards certification or Award. (3 and 5 year Rolling Programme).

Work Related Accreditations to be completed by students working towards certification or Award. (3 and 5 year Rolling Programme). Students to develop ‘softer’ skills with an emphasis on their application in the workplace, and Year 14s to have the opportunity for internal or external work experience where appropriate or accessible.

Stepping out programme to include a bespoke and discrete career curriculum tailored to each individual student including skills specific to desired career choice. Some students to transition into external Work experience and Supported Internships (yr 14). Work Related Accreditations to be completed by students working towards certification or Award. (3 and 5 year Rolling Programme).

Bespoke system whereby ‘softer’ employable skills are embedded within the curriculum, and career focussed vocational learning, moving towards more bespoke careers guidance or transition into social provision.

Transitional year group A.R’s to be chaired by Phase Leader, Phase Director, Satellite Director or Vice Principal who can share specialist knowledge in relation to further education options or social provision. Students in Transitional Years should also have an SEN advisor present in Annual Review if a proposal to cease is being presented.

Bespoke system whereby ‘softer’ employable skills are embedded within the curriculum, and career focussed vocational learning, moving towards more bespoke careers guidance in Year 14.

Ruth Evans as a Careers Advisor to complete a minimum of 2 Career support or guidance sessions per student per year Transitional year group A.R’s to be chaired by Phase Leader, Phase Director, Satellite Director or Vice Principal who can share specialist knowledge in relation to further education options or social provision. Trained member of staff available during Y14. Providing individual support as and when appropriate.

Annual ‘stepping Out Pathway’ which includes, Vocational profiling, Internal and external opportunities for work experience Ruth Evans to attend Annual Review for students in transition year groups to advise families on college options and post 16/19 provision within the local offer. (Year 7, Year 11, Year 14).

Ruth Evans as a Careers Advisor to complete a minimum of 2 Career support or guidance sessions per student per year. Ruth Evans to attend Annual Review for students in transition year groups to advise families on college options and post 16/19 provision within the local offer. (Year 7, Year 11, Year 14). Trained member of staff available throughout the work experience course. Providing individual support as and when appropriate.

All families are invited to attend Annual 14+ choice event to learn about the local provision (both educational and social). This will also include Milestone Alumni who can share their experiences with pupils and their families. School website to contain useful information and links to further provisions and opportunities. Transitional year group A.R’s to be chaired by Phase Leader, Phase Director, Satellite Director or Vice Principal who can share specialist knowledge in relation to further education options or social provision.

All families are invited to attend Annual 14+ choice event to learn about the local provision (both educational and social). This will also include Milestone Alumni who can share their experiences with pupils and their families. School website to contain useful information and links to further provisions and opportunities. Transitional year group A.R’s to be chaired by Phase Leader, Phase Director, Satellite Director or Vice Principal who can share specialist knowledge in relation to further education options or social provision.

Ruth Evans as a Careers Advisor to complete a minimum of 2 Career support or guidance sessions per student per year. All families are invited to attend Annual 14+ choice event to learn about the local provision (both educational and social). This will also include Milestone Alumni who can share their experiences with pupils and their families. School website to contain useful information and links to further provisions and opportunities. Transitional year group A.R’s to be chaired by Phase Leader, Phase Director, Satellite Director or Vice Principal who can share specialist knowledge in relation to further education options or social provision.

Ruth Evans as a Careers Advisor to complete a minimum of 2 Career support or guidance sessions per student per year. All families are invited to attend Annual 14+ choice event to learn about the local provision (both educational and social). This will also include Milestone Alumni who can share their experiences with pupils and their families. Weekly careers lessons
lead by teachers and teaching assistants School website to contain useful information and links to further provisions and opportunities. Transitional year group A.R’s to be chaired by Phase Leader, Phase Director, Satellite Director or Vice Principal who can share specialist knowledge in relation to further education options or social provision. Ruth Evans to attend Annual Review for students in transition year groups to advise families on college options and post 16/19 provision within the local offer. (Year 7, Year 11, Year 13).

Students will where appropriate travel around the school throughout the year it experience workplaces within the school such as the kitchen, the gardens and the offices.

Students will where appropriate travel offsite weekly for at least a term to visit an external workplace and experience their daily routines and tasks.

All students will visit places of work on a termly basis when they will build their knowledge of careers Students will where appropriate travel offsite weekly for at least a term to visit an external workplace and experience their daily routines and tasks.

All students will access regular work experience throughout the year to at least three different placements.

Students will where appropriate have 3 opportunities across the year to encounter an employer/workplace outside of the school grounds. Students will experience a work environment once a week on school site i.e kitchen, gardens. Students will be visited by an external employer/worker related to the Phase topic curriculum. Employer to share tactile or sensory information relating to their work i.e policeman uniform, musician drums, chef – food.

There will be at least three visits per year where the students either visit a workplace or an employer visits the school to share information about their job. Students will be visited by an external employer/worker related to the Phase topic curriculum. Employer to share tactile or sensory information relating to their work i.e policeman uniform, musician drums, chef – food.

All students will access regular work experience throughout the year where they have the opportunity to learn from them the skills that are valued in the workplace. There will be at least three visits per year where the students either visit a workplace or an employer visits the school to share information about their job.

All students will attend the Choice 14 options fair, with family invited to learn about further education options for them. This will also include social care provisions and providers too. All Students who transition into further education/post 19 education or social provision will have a transitional visit organised by Milestone Academy.

All students will attend the Choice 14 options fair, with family invited to learn about further education options for them. This will also include social care provisions and providers too. All Students who transition into further education/post 19 education or social provision will have a transitional visit organised by Milestone Academy.

Annually, learning opportunities will be discussed at the annual review. In addition, students will complete a section A and have ongoing vocational profiling to discuss future opportunities from year 9 forward. In Y14 they will and have vocational profiles including future opportunities and be encouraged to visit a variety of provisions for their open days. All Students who transition into further education/post 19 education or social provision will have a transitional visit organised by Milestone Academy.