Careers Throughout Key Stages
EYFS
In EYFS, independence and communication is at the forefront of our school day. We quickly establish the key ways in which our pupils communicate so that they are able to make choices, and express their emotions from the offset. We then put our communication skills into practice, and go out in the community. We carry out regular educational visits into local cafes, parks and walks, and all our pupils love the experiences. Recently we have broadened our visits to a number of sporting events, including, Hardplay at Kong Adventure, Sailing and cycling at Watchtree. Our independence tasks filter throughout the school day, starting from independent feeding and drinking, routine toileting regimes and dressing skills. We also carry out bespoke independence sessions, for example, learning to make our own cereal.
KS1
At James Rennie School pupils in KS1 focus on working on their self-help skills, social skills and independence. Throughout the day pupils are encouraged to be as independent as possible e.g. hanging up their coat, transitioning to new area of the school, taking off/putting on their own shoes. This is very much done in a highly scaffolded way to begin with, using adults to model what is required, before slowly withdrawing support appropriate to the needs of the pupil. Pupils are encouraged to work on their self-help skills within lessons and time is dedicated towards this e.g. cleaning teeth, washing hands, brushing hair. These sessions maybe a play-based session, such as brushing a doll’s hair or washing animals. During play time in KS1 there is a big emphasis on social skills, where staff will invite pupils to play alongside them and their peers. The aim is to model to pupils how to turn take, as well as how to positively interact with their peers.
KS2
Pupils in KS2 have a focus on continuing to build on independence skills taught and practised in KS1. These are concepts such as learning to sit for a few seconds on a chair within a group, sitting at a shared table for a snack or transitioning to the playground more independently. In KS2, life skills are a big focus, which are key in supporting our pupils to make their first step away from school life as they approach adulthood. Community visits are a valuable tool so pupils can experience real life beyond school, in a scaffolded and safe way. It also allows the practising of self-help and independence skills to be transferred into a community setting and our pupils can apply their learning in a functional way.
KS3
Key stage 3 is about continuing to develop building block skills that enable pupils to access work experience, these include
- Social communication
- Social behaviour
- Social interaction
- Functional English
- Functional Mathematics
- ICT skills
- Community based experiences (e.g. supermarket visits, sessions at public swimming pool, visits to public parks/gyms etc.)
The building blocks are our foundation of learning and these are revisited throughout our curriculum. Application of the building blocks is done throughout the process and is not limited to a skill being mastered.
KS4
In this key stage 4 we continue to build on the foundations laid in the earlier years. In addition, the pupils in this key stage develop through the following activities:
- Flexibility of thought (ability to cope with change)
- Planned sabotage (i.e limiting availability of resources, time, what to do if a bus fails to show up etc.)
Time is invested throughout this key stage with transferring skills into the community, visits to different places of work, i.e hotels, garages, emergency services.
POST 16
In Post 16, we put all our efforts into developing and transferring students’ skills into different contexts. Our Sixth Form students work towards Employability/Workright qualifications and have a choice of vocational studies such as horticulture, hair and beauty, home maintenance and sensory careers.
Each student works on their vocational profile throughout the year. Some young people access external work placements both supported and unsupported. Students who find it difficult to access individual work placements have visits arranged to local employers to learn about different jobs within the community.