Vocational Development
Rationale
At Key Stage 4, pupils are offered a variety of subject pathways in addition to the core subjects of English, math, and science. For those pupils capable of attaining a GCSE, a traditional pathway is also available.
Our current Year 10 pupils have faced considerable challenges, impacting both their social and emotional growth as well as their academic performance.
Evidence indicates that the repercussions of school closures due to COVID-19 were not equally experienced. Specifically, pupils from economically disadvantaged backgrounds exhibited lower levels of achievement both prior to and during the pandemic. Alarmingly, the gap in disadvantage seems to have widened during the pandemic period. For instance, data from the first year of NFER’s longitudinal study in 2021 indicated an increase in this gap, which did not show signs of closure in the subsequent year.
The Education Endowment Foundation (EEF) has stated: "Beyond the implications for academic achievement, teachers have expressed ongoing concerns regarding the impact on pupil wellbeing. There is also emerging evidence that suggests the pandemic has adversely affected children’s mental health."
The evidence published, along with our own data and observations, highlights the urgent need to modify the curriculum for pupils who are experiencing the most significant long-term impacts of the pandemic on their learning and social interactions.
Intent
The aim of our curriculum is to empower Year 10 pupils to acquire essential functional skills that will enable them to lead fulfilling and independent lives. Rather than adhering to a strictly linear format, this life skills curriculum offers a flexible framework that allows each pupil to pursue a personalised pathway.
This pathway is informed by a pupil’s individual outcomes as outlined in their Education, Health and Care Plan (EHCP), their aspirations for post-16 education, and practical experiences through vocational placements. Our focus is on developing the skills necessary for adulthood and a successful post 16 transition.
Pupils will have the chance to build life skills through both on-site and off-site daily activities, supported by a well-structured curriculum that ensures they gain the knowledge, skills, and behaviours required for adult life. Utilising the ASDAN suite of courses, we recognise each pupil’s starting point and monitor their progress.
Our intent is to teach fundamental life skills, encourage active community participation, foster problem-solving capabilities, and make the learning process enjoyable. We also highlight leadership development through the Duke of Edinburgh Award, which provides pupils with the opportunity to enhance their leadership skills, teamwork, and resilience while engaging in various adventurous and community service activities.
We aspire to inspire pupils to explore a variety of opportunities, preparing them for the decisions and choices they will encounter in adulthood. Our curriculum promotes healthy lifestyles, understanding financial security, and safety within both the home and the broader community. Additionally, we stress the importance of understanding and embracing diversity, equipping pupils with the skills needed to navigate differences as they prepare for adulthood.