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

Employment

• Subject option choices - picking the right subjects for future career goals.
• Exploring different career options.
• Structured careers advisory sessions.
• Planning for employment (qualifications, study programmes, work experience).
• GCSEs/NVQs/Entry level qualifications.
• Continue to build personal/vocational profile. Use in career sessions.
• Part-time employment.
• Understanding supported employment options. For example, access to work.
• Transition to new settings.
• Starting micro-enterprises.

Independent living

• Travel training.
• Making decisions about what to spend money on.
• Making their own food.
• Socialising unsupervised in the local community.
• Independent living skills.

Community inclusion

• Making decisions about how to spend free time.
• Managing social media and other technology.
• Online gaming and staying safe.
• Belonging to different groups.
• Friendships and relationships.
• Understanding the bigger picture and building resilience.

Health

• Sex education.
• Immunisation, such as tetanus.
• Managing more complex health needs.
• Understanding what the GP can help you with.
• Annual health check with GP if registered Learning Disability.
• Mental health and wellbeing.
• Drug and alcohol education.
• Switching technology off and getting a good night’s sleep.

 

Employment

• Child/young person understands information relating to course options. This includes the requirements for access to a range of Higher Education options to enable realistic and informed choices. For example, GCSE, NVQ, Entry level qualifications and vocational options.
• Child/young person considers subject option choices alongside longer-term career goals. They will be able to choose subjects and course options to enable next steps in their chosen direction.
• Child/young person has begun to think about and plan work experience/part-time opportunities. This will enable them to understand workplace demands and requirements and to gain early experience in areas of interest.
• Child/young person has developed a profile of interests and achievements to show individual strengths and skills. This will be used alongside career sessions and guidance.
• Child/young person understands supported employment options. For example, Access to Work.

Independence

• Child/young person understands monetary value. How much money they have and how much money items cost. Is able to make decisions about what they spend their money on as a first step towards budgeting.
• Child/young person demonstrates skills in accessing local transport services. Buying a ticket/pass, understanding bus times and using these systems of travel to access school.
• Child/young person understands information relating to different food groups and meal planning. They understand instructions within a recipe card/book to enable them to cook simple meals with support.

Community inclusion

• Child/young person understands risks associated with social media, online gaming and online communities. They are increasingly competent in understanding how to keep themselves safe.
• Child/young person understands social norms and conventions within a variety of friendships and relationships. They use this knowledge to enable them to engage within a range social contexts.
• Child/young person understands options within a range of leisure and social activities available. They make informed and positive choices about how they want to spend their free time.

Health

• Child/young person understands information relating to sex education and sexual health in preparation for adulthood.
• Child/young person understands the role of the GP and the support available to them.
• Child/young person understands the risks associated with drugs and alcohol. They will apply information learned to keep themselves safe.
• Child/young person has a more active role in understanding and managing more complex health needs. This will help to facilitate greater independence.

Employment

• Child/young person engages with structured careers advisory sessions. They communicate their thoughts and ideas relating to potential career choices. They show interaction skills to talk with adults to get information/guidance to enable them to make informed choices.
• Child/young person demonstrates the communication and interaction skills (written or verbal) required to build a personal/vocational profile within careers sessions. They will move towards building a CV for applications for further education/training or employment.
• Child/young person demonstrates the communication and interaction skills required to function within a workplace environment. Either for work experience/voluntary work or part-time employment. This enables them to gain work-related experience and explain areas of interest.

Independence

• Child/young person demonstrates the communication skills required to facilitate the development of age-related independent living skills. This includes cookery, travel time and money. They will ask questions and seek support/guidance where required.
• Child/young person demonstrates the communication and interaction skills required to to socialise with peers (unsupervised) within the community. They will access activities within the local community per their preferences.

Community inclusion

• Child/young person demonstrates the language, communication and interaction skills to develop and maintain friendships with peers. They show the skills to integrate into a range of social groupings and situations.
• Child/young person can interact appropriately via social media, online games and within the online community. They will maintain personal safety and lessen potential vulnerability.

Health

• Child/young person demonstrates language and communication skills required to ask questions to get additional information relating to:
  • sex education,
  • managing more complex health needs
  • risks related to drugs and alcohol
  • support for mental health and wellbeing
• Child/young person demonstrates the ability to communicate, with adult support/prompting, any health needs or concerns to a GP. This allows them to get appropriate medical care or support as required. 

Employment

• Child/young person has acquired the social skills to interact with employers, clients and peers within the workplace. This is within the context of work experience, voluntary work or part-time employment.
• Child/young person has formed friendships in their education or employment to help their emotional wellbeing.
• Child/young person is aware of the structures in place to support social and emotional wellbeing. They will access these as required.
• Child/young person demonstrates awareness of different feelings and emotions. With support, they will identify and apply appropriate strategies to manage these.

Independence

• Child/young person demonstrates an awareness of boundaries and social conventions. They should be aware of these boundaries in different relationships and social situations. This includes online.
• Child/young person demonstrates awareness of potential abusive and exploitative behaviour. With support and guidance they will be able to make safe choices.
• Young person has begun to make choices to support the development of confidence and emotional wellbeing. These include:
  • money
  • food
  • exercise
  • opportunities to socialise
  • forming relationships with others

Community inclusion

• Child/young person maintains friendships with peers to support emotional wellbeing and avoid isolation.
• Child/young person maintains positive emotional wellbeing. This is achieved through participation in community-based activities and socialisation with peers within the community. All participation is within their personal choices.
• Child/young person demonstrates an awareness of boundaries and social conventions. They demonstrate this within a range of relationships and social contexts. This includes online.
• Child/young person demonstrates increased awareness of the bigger picture. They will build resilience to support emotional wellbeing.

Health

• Child/young person demonstrates understanding of sex education. They understand the social and emotional implications of intimate relationships.
• The Child/young person demonstrates awareness of strategies and resources to support them to maintain positive mental health and emotional wellbeing.
• The Child/young person understands the social and emotional implications of spending too much time on electronic devices. They recognise the importance of sleep and ‘downtime’ in supporting social and emotional health and wellbeing.
• Child/young person accesses strategies and support to manage emotional or mental health needs associated with their physical or medical health conditions/diagnoses.

 

Employment

• Child/young person has accessed work experience placements, voluntary work or part-time employment opportunities. This is achieved through adaptations and formats which consider physical, sensory and/or medical needs as appropriate.
• Child/young person understands supported employment options. For example, Access to Work.
• Child/young person has made smooth transitions to new settings. This helps emotional wellbeing and supports integration and inclusion.

Independence

• Child/young person demonstrates the ability to move around the school or work-based environment.
• Child/young person demonstrates age-appropriate independent living skills. This is done in accordance with their physical and medical capabilities and includes:
  • cookery
  • access to local transport
  • money
  • time management

Community inclusion

• Child/young person can access transport options within their physical and medical capabilities. They facilitate independence and community participation.
• Child/young person accesses community-based groups/activities per their physical and medical capabilities.

Health

• Child/young person demonstrates increased independence in managing more complex health needs, per their physical and mental capabilities.
• Child/young person attends their annual health check with their GP if registered as having a learning disability.