The below is suggestions of things to consider working towards under each of the four pillars: 

Employment 

• Numeracy
• Real-world visits. For example, fire stations, museums and farms
• What do you want to be when you grow up? 
• Meeting role models 

Independent living

• Washing 
• Brushing teeth
• Telling the time 
• Paying in shops 
• Being responsible for key tasks 

Community inclusion

• How to work a a team/team playing 
• After-school clubs 
• Weekend activities 
• Developing friendships 
• Interacting with members of the public 

Health

• Child obesity checks
• Diet and making healthy choices 
• Dentist school visit 
• Immunisations 
• Physical exercise 

Employment

• Child demonstrates listening skills and concentration to increase the time they can maintain focus whilst learning tasks.
• Child has begun developing early concepts of literacy and numeracy skills to enable them to lay the foundations of later learning.
• Child has awareness of ‘growing up’, and beginning to have some ideas of what they would ‘like to be’, when they are older.

Independence

• Child understands the concept of time and has developed the skills necessary to read digital and analogue clocks.
• Child understands the concept of cooking and the contribution of ingredients to produce different foods.

Community inclusion

Child has an understanding of the concept of friendships and is applying this in their approach to shared play with peers.

Health

• Child understands the concept of being healthy, including the benefits of exercise and making healthy food choices. They will begin to apply this in the context of mealtimes and attendance at clubs and sports activities.
• Child understands the need for regular dental, vision and hearing checks to maintain good health.

Employment

• Child demonstrates the communication and interaction skills required to meet with adults from a range of careers.They should get information appropriate to their age and developmental level. This should be in relation to different jobs to enable them to begin to think about what they may like to do in the future.
• Child engages with real-world visits. For example, fire stations and farms. They should be able to communicate with adults to gather information relating to any questions they may have.

Independence

Child demonstrates the communication and interaction skills required so they can ask for things they would like. For example, ordering juice in a coffee shop. Or asking for something from a shop counter. This may be with adult supervision, support or modelling.

Community inclusion

• Child demonstrates the ability to interact and communicate appropriately with peers. This enables participation in teams and games, after-school clubs and weekend activities.
• Child demonstrates the communication and interaction skills required to begin to develop friendships with peers.

Health

• Child demonstrates the language and communication skills required to gain the attention of an adult at times when they feel unwell. This is so they can access appropriate medical care as required.
• Child demonstrates language and communication skills required to enable them to articulate choices relating to diet and physical exercise.

Employment

Child interacts with peers and begin to form friendships to support emotional wellbeing.

Independence

• Child shows awareness of independent living skills and continues to extend and develop these through real-world play. For example, cooking, cleaning and DIY.
• Child can access the dining hall alongside peers. They follow social routines in relation to seating and turn-taking, and make appropriate choices with meals.

Community inclusion

• Child interacts with peers and begin to form friendships to support emotional wellbeing.
• Child maintains positive emotional wellbeing through participation in:
  • team games
  • after-school clubs
  • weekend activities
• Child has begun to identify bullying in relationships and can seek adult support.

Health

• Child attends necessary dental, medical and optical checks following parental direction and supervision.
• Child cooperates with self-care and personal hygiene routines. Prompting and adult support as required.
• Child utilises support and strategies required to promote resilience and emotional wellbeing.

Employment

• Child cooperates with self-care routines and medical routines. This includes those associated with any physical or medical conditions/diagnoses.
• Child accesses regulatory activities to support them in concentrating and maintaining focus in the classroom.

Independence

Child cooperates with self-care routines and medical routines. Including those associated with any physical or medical conditions/diagnoses 

Community inclusion

Child participates in team games, after-school clubs and weekend activities. This is done in accordance with their physical and medical capabilities.

Health

• Child attends relevant checks as required to promote good physical health:
  • health
  • dental
  • optical
  • hearing checks
• Child cooperates with self-care routines and medical routines. This includes those associated with any physical or medical conditions/diagnoses.
• Child participates in sport and physical exercise in line with their physical/medical capabilities.