Key Stage 5 (Post-16)
- Continuing to build upon, extend and apply learnt skills in preparation for next steps and life in the adult world.
- Identifying aspirational outcomes for next steps of education, employment, training and adult life, to ensure students are ready for these when they leave Windmill Hill post 16 provision.
- Extending students experiences and knowledge of the wider world in order to broaden horizons and build on understanding of communities and society.
Windmill Hill’s Post-16 provision will provide a personalised curriculum for each student, which is based on the key principles of Preparation for Adulthood:
- Friends, Relationships and Community
- Independent Living
The Post 16 team, the young person, and their families (or support network) identify aspirational and realistic outcomes during their Person-Centred Planning meeting around their outcomes for employment, future living arrangements, relationships and needs from the local community including the use of free time to support wellbeing. Students are then signposted to the relevant pathway and work begins to support them to prepare them for their next steps towards adulthood.
Day-to-day learning will be immersed in the community. Through this, students will be able to embed and apply their skills through real world experiences ensuring they can apply them in a variety of situations; this will include work experience, travel training, core cooking and home skills and access community facilities.
Students will regularly revisit personal safety and choice in varied contexts to ensure a full understanding of key safety strategies.
The curriculum in Key Stage 5 is organised very differently, dependent on the students individual outcomes and Pathway. Some students will complete extended work experience placements or Supported Internships, meaning they will only be onsite for part of the school week.
Functional Maths, English, ICT and RE are embedded throughout the entire curriculum offer and students have the opportunity to achieve additional awards, such as the Duke of Edinburgh Award and Prince’s Trust awards that have been identified as having employer currency. Awards and Accreditation are offered meet the identified outcomes for adulthood; therefore, our curriculum is not accreditation driven.
All students have the relevant experiences, and have gained the appropriate skill set, knowledge and, where appropriate, qualifications to lead to a safe, happy and fulfilled future in their work, social and personal lives.