Winchelsea provides a relevant and engaging careers curriculum which meets the differing needs and requirements of our pupils. This is developed throughout a pupil’s time at the school and is always supportive of their abilities, strengths and skills.
Aims and purpose
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Classes |
Autumn 1 Heroes that help us |
Links to theme and possible visits |
Autumn 2 Let there be light |
Links to theme and possible visits |
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Otters Dolphin Puffin |
SLD unit - In, out and beyond – What’s out there? Where do I go to school? Do I live near my school? Where do the other people in my family go to school? What other schools are nearby? Does my school have links with nearby schools? What other types of educational organisation are there in my community? What other types of organization does my school have links with? What can I see in my community? How do I get around my community? How do I keep safe when travelling in my community? How do I keep safe when travelling in my community? What do people need in a community? What leisure services are available in my community? What businesses are in my community? What things do I like and dislike about my community?
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Explore Winchelsea. Use Google maps to show location of house in relation to school. Minibus visit to each other’s houses to view only. Walk around local area – What schools do you see? Links – Pupils at Winchelsea satellite – possible visit.
If you are poorly where do you go? Broadstone Broadway walk. Who visits Winchelsea? |
SLD unit - Festivals What is a festival? How do families celebrate? How does my local community celebrate? How do people in my country celebrate? What other special occasions/festivals do we celebrate in our culture? How is Ramadan celebrated? How is Diwali celebrated? How is Chinese new year celebrated? How is Halloween celebrated? How is Easter celebrated? How is Christmas celebrated? |
Places of worship – church, synagogue, Lady st. Mary’s church Wareham etc. Community center visit. Chinese meal Pumpkin carving Christingle. Christmas performance. |
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Lobsters & Seahorses |
MLD Employability Unit 1 Self Awareness I can list some personal qualities I can list some personal skills I can understand the difference between a skill and a quality. I can identify some hobbies and interests I can identify some hobbies and interests which are personal to me. I can recognise the skills and the qualities that are needed for a familiar job I can recognise the skills and the qualities that are needed for an unfamiliar job I can match skills and qualities with job requirements.
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In pairs, list personal qualities about their partner. Find out hobbies/areas of interest about other person. Skills/Jobs matching pair’s game. |
MLD Employability Unit 2 Identifying and investigating Jobs I can Identify/explore a variety of jobs; I can investigate a variety of jobs and job roles: within the school; of family and friends; within local organisations, within the wider community. |
Visit community to see what jobs there are (Broadstone Broadway walk). Interview people around the school about their different jobs. Visitors from outside could come in a talk about their jobs.
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Stingray, Magna 1 & 2 |
MLD Unit 7 Environmental considerations I have an awareness of the terms Reduce/Reuse/Recycle; I have an understanding of the terms Reduce/Reuse/Recycle; I am aware of the job opportunities created by Reduce/Reuse/Recycle.
MLD Unit 8 Local and global settings I can investigate a variety of local and global products and jobs; I can investigate how local & global organisations impact on the community. |
Visit recycle center Visit to Lush – linked with how to make products sustainable. Look at charities. Local Spire Café – working with people with learning difficulties. Routes to roots support for homeless people |
MLD Unit 9 Enterprise (Christmas fair project) I have an awareness of enterprise and entrepreneurship; I can identify the skills and qualities of an entrepreneur; I can discuss the benefits and challenges of being an entrepreneur; I can recognise that I too can be enterprising and possibly become an entrepreneur. |
Look at previous xmas fairs and what have been produced. Look at modern entrepreneurs and how they have become successful.
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Orca |
Developing skills for the workplace: following instructions Developing skills for the workplace: getting things done |
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Developing skills for the workplace: growing and caring for plants |
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Manta |
Employability Accreditation unit |
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Enterprise Christmas fair task |
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Classes |
Spring 1 Amazing ME |
Links to theme and possible visits |
Spring 2 BEE Happy |
Links to theme and possible visits |
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Otters Dolphin Puffin |
SLD unit - In, out and beyond – Who’s Who? Who am I? Who are the people in my class? Are we all the same? How do I help in school? Who works in my school? What equipment and skills do people need to do their work? Where in school do people work? Who else works in our school? Could I work in a school?
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Parents send in pictures from home and examine pupil’s main characteristics. Invite someone in from an office based job (or Shirley/Bob) Ray or Lewis to talk about what they need in order to do their jobs.
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SLD unit – Knowing and growing. What does my body look like? How do I feel about my body? What senses does my body have? How does my body change? How does puberty affect my body? Why should I keep my body clean? How do I keep my body safe? How can I keep my body healthy? How can I pick healthy foods? How can I keep my teeth healthy? How can I exercise to keep healthy? How can I keep my mind healthy? Will using drugs and alcohol keep me healthy? |
Invite in school nurse to speak about bodies and changes in pupils as they get older. Visit to sports center to use facilities. Food tasting session of healthy foods. Wellbeing sessions.
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Lobsters & Seahorses |
MLD Employability Unit 3 Why Work I can discuss what is work and understand the reasons why people work I can explore how the world of work has changed over a period of time I can explore types of jobs available, I can explore technological changes at home I can explore technological changes at work I can identify a range of working patterns |
Discuss ‘What is work’ Jobs which are specific to you and your skills Invite in a variety of different people from different jobs. |
MLD Employability Unit 4 The good employee I can identify the personal skills and qualities of a good employee; I am aware of acceptable/unacceptable dress in the workplace; I am aware of acceptable/unacceptable behaviour in the workplace; I am aware of the basic rights and responsibilities of an employee I am aware of the basic rights and responsibilities of an employer I have an awareness of health and safety in the workplace. I have a clear and solid awareness of health and safety in the workplace |
Try on different outfits of clothes they will wear in different jobs. Invite in employers to talk about expectations within their jobs. Health and safety talk. |
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Stingray, Magna 1 & 2 |
MLD Unit 10 Personal development - Being happy with who I am I can understand the need for balance between the elements of health. I can understand the basic role of an employer. I can identify positive personal attributes. I can understand what influences feelings and behaviours. I can understand ways of coping with difficult situations. I can identify personal strengths I can understand the issues and manage their emotions in conflict situations. I can be aware of my capacity for change. |
Investigate pupil’s qualities and skills. Look at famous people and why they have been successful in their jobs. Identify what makes you happy.
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MLD Unit 11 Local and Global citizenship I can explore appropriate ways of speaking to others. I can explore a range of viewpoints. I can explore how stereotyping and prejudice can influence our attitudes and beliefs. I can explore how stereotyping and prejudice can cause conflicts. I can explore how to manage conflict and promote community relations. I can understand the meaning of exclusion. I can understand some of the factors leading to homelessness in the UK. |
Invite in guest speakers from jobs to have a question and answer session. Routes for roots homeless charity work.
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Orca |
Developing skills for the workplace: health and safety |
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Developing skills for the workplace: looking after and caring for animals |
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Manta |
Work experience unit |
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Enterprise Easter fayre task |
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Classes |
Summer 1 Food, glorious food |
Links to theme and possible visits |
Summer 2 You’ve got a friend in Me |
Links to theme and possible visits |
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Otters Dolphin Puffin |
SLD unit the world on my plate. What kinds of food do I eat? Are some foods good/bad for me? Have I always eaten the same food? Do we all eat the same food? Are there any places to eat near my home? Where can I buy food? Where do the foods I eat come from?
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Pizza Express visit – interview staff, qualifications, how you got the job? What you do in your job? Lush visit and do the same. Sample different foods. Foods from around the world. |
SLD unit Helping What does ‘helping’ mean? What help do people need? Who helps me? How can I help? What help might people in developing world countries need? What can I do to help these people?
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Identifying people who help us. Charities Enterprise link – Cake sale |
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Lobsters & Seahorses |
Unit 5 Decision making I can identify a number of decisions I make each day; I can recognise the importance of making informed choices; I can examine consequences of choice and the effects on self and others; I can consider the factors that influence choices and decisions; I can recognise the need to plan ahead and demonstrate planning skills; I can understand and construct a simple planning process. |
Discuss typical decisions they make on a daily basis. Pupils make informed choice about job offers. Identify advantages of planning and consequences of lack of planning. |
Unit 6 Lifelong learning I am familiar with the concept of lifelong learning; I can recognise the need to begin planning for the future now; I can consider how to make future plans a reality by setting goals and targets; I can use essential ICT skills to gather information; I can develop communication and presentation skills enough to deliver a short presentation. |
Consider possible future achievements/ambitions. Shared ambitions Hot seating Discuss outside influences (family, friends, local employment etc.) |
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Stingray, Magna 1 & 2 |
MLD Unit 12 - Employability (Do A first then B) To understand reasons why people work To understand the basic role of the employer To understand that an employee has rights. To name some of the employee rights. To identify the skills and qualities needed for a good employee. To understand the range of pathways to employment. To consider the factors which influence choices and decisions. To look at structures of a common business To recognise the need to begin planning for the future.
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Invite in a boss of a large company to speak and answer questions. Visit to job center Visit to colleges/higher educational provision. |
MLD Unit 12 Cont. - Employability cont. To participate in the setting up of a simple business project. (ENTERPRISE) I can select, classify and compare information by carrying out research. I can locate, sort and select appropriate information. I can examine a range of issues which affect a community. I can use a variety of resources to investigate sources of information. I can consider a range of careers I can investigate the importance of outside factors on our community. |
Create enterprise company. Research and write to external companies for funding for this. Get out into the community and see some of the issues. Careers fair. |
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Orca |
Developing skills for the workplace: looking and acting the part |
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Participating in a mini-enterprise project |
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Manta |
Work experience unit & Employability unit finish off |
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Enterprise summer fayre task |
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Aims:
Our vision is that through our careers programme pupils will develop,
“high aspirations for employment and become valued members of the workforce.”
Through our Person Centred careers program we aim to equip pupils with the right skills, information and passion to be able to voice their opinions and aspirations for their Post 16 provision with a clear understanding of their future possibilities for education and the world of work.
My Future Pathways consists of 4 distinct but related strands:
Different Curriculum Provision
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Stingray, Seahorses, Lobsters, Magna Seals, Magna Manatees. |
Focusing on following the units of the Northern Ireland curriculum. |
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Orca & Manta |
Accreditation: Employability ASDAN Work experience (3 days year 10 and 1 week year 11) Careers Interviews: External Provider. |
Intent:
Careers Programme: “My Future Pathways”.
We will be following a comprehensive careers program that provides strands to increase the pupil’s opportunities to understand more about their Post 16 options and the World of work. ‘My Future Pathways’ is based on a mixture innovative Careers programme ‘Careers at Every Level’ and the Northern Ireland curriculum designed specifically for pupils with additional needs.
The programme runs from Year 7 – 11 and teaches pupils the skills, knowledge and understanding they will require for work.
Careers guidance:
Students in Years 9, 10 and 11 have the opportunity to have a careers guidance meeting with ‘SAMEE Careers Company’ external provider, to support them making decisions in the future. Parents are given the option to attend these meetings, if they desire. This is further supported by a careers fair to parents and pupils, held annually where parents can hear from a variety of further education providers and other agencies who may be involved in their child’s transition to further education and ultimately to access the world of work.
Links with industry and work experience:
In year 7 through to year 9 we will be linking with local businesses to find out and engage with the working community, this will include STEAM talks.
In years 10 and 11 pupils will have the opportunity to complete a work experience placement in the local community. This further enables us to build relationships with employers and where appropriate offer our students extended work experience.
Meeting the 8 Gatsby Benchmarks of Good Career Guidance:
Our careers programme will follow the provision as detailed below, completing all areas of the governments guidelines benchmarks.