Pathway to Employment (Post 18/19)
We recognise that so many of our students are able to not only gain, but sustain, employment in their adult life. They have the ability to become valuable employees to any organisation, so we see it as our job to deliver an education that supports the development of core knowledge of the workplace, and develop skills, through a vast range of experiences that prepare our students for the expectations, challenges, and demands of the World of Work.
We fully believe that to prepare our students for the working world they need a programme that is delivered five days a week because the working world operates, generally, on a 5-day basis!
This is one factor that sets us apart from other programmes, and provides the foundations for a successful transfer into employment after the programme.
We also ensure that employers are 'ready' for our students by enabling them to become disability confident to ensure barriers to success are removed.
The Creating Tomorrow College vision is to ensure that:
"Our students are the preferred candidates for their chosen job role"
...So Employment is our main curriculum driver.
Intent, Implementation & Impact
- To equip students with the knowledge, skills and experience that will empower each individual to pursue a career in their chosen vocational area.
This will continue to build upon competences and abilities developed within the Independent Living Pathway to ensure a rounded approach to creating opportunities for students to successfully bridge the gap into adulthood.
- To provide a personalised education programme that provides the skills, knowledge, and aptitude required to be successful in the world of work.
The curriculum design ensures that the relevant knowledge and skill development is delivered at adapted levels to meet both the needs of the students and employers. This is developed and reviewed with student and employers input.
Meaningful work experience opportunities are a significant focus of the curriculum, and encompass a wide variety of vocational sectors such as retail, catering and hospitality, maintenance and repairs, facilities management, land management, marketing, and events planning. Individual aspirations are identified and work experience is tailored to support students to develop specific skills and knowledge directly related to their chosen career.
There are three stages to the employment curriculum. Students access a specific stage depending on their individual needs. These are identified by transition plans, EHCPs, baseline assessments, prior attainment, and end point destination plans. As these needs change, the stages are interchangeable and fluid. Each stage demonstrates the breadth and depth of each skill set that is attainable.
Functional Maths, English, and ICT are embedded throughout the entire curriculum offer, and students have the opportunity to collect additional awards that have been identified as having employer currency.
Independent living and enrichment are also an important part of the implementation and encourage students to participate and understand what is available to them in the wider community.
Awards and Accreditation are offered to meet the identified outcomes for Employment; therefore, our curriculum is not accreditation driven; we deliver what we believe the students need to be successful.
Students have a greater sense of self belief and high aspirations, increased independence, community presence, and a strategy for gaining and sustaining employment. Students have developed knowledge, skills, and aptitudes that enable them to enter the world of work, and are successful in their chosen employment. Progress is made towards bridging the gap in employment statistics for adults with differing abilities.