Personal Development

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Preparation for Adulthood delivers the knowledge, skills, qualities and understanding students will need to leave Maplewell to go into Further Education or Employment, and go on to lead happy, healthy, independent lives as valued members of their communities.

The Preparation for Adulthood Aims are:

  • Good Health;
  • Employment;
  • Independent Lives; and
  • Friends, Relationships and Community Inclusion.

Preparation for Adulthood outcomes are recorded on Education, Health and Care Plans and reviewed as part of the Annual Review process.

Every state-funded school must offer a curriculum which is balanced and broadly based and which:

  • Promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and
  • Prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

All state schools must teach sex and relationship education to pupils in secondary education. You can read the our Relationships and Sex Education policy by clicking here.

All schools should make provision for personal, social, health and economic education (PSHE), drawing on good practice. You can read our Preparation for Adulthood framework by clicking here.

Pupils of compulsory school age in community and foundation schools including community special schools and foundation schools, must follow the national curriculum. Citizenship is one of the 12 National Curriculum subjects. You can read our Preparation for Adulthood framework by clicking here.

All schools must also ensure:

  • all pupils are provided independent careers guidance from year 8 to 13;
  • there is an opportunity for a range of education and training providers to access all pupils in year 8 to year 13;
  • they are using the Gatsby Benchmarks to improve careers provision;
  • every student has at least one encounter with an employer each year from Year 7 to Year 13;
  • they appoint a named Careers Leader;
  • they publish their careers programme.

You can read our Careers Programme  by clicking here.

You can read the statutory careers guidance by clicking here.

You can read the government's careers strategy by clicking here.

You can find out more about the Gatsby Benchmarks by clicking here.

Preparation for Adulthood is the school's curriculum subject that helps us meet all of these statutory obligations.

Delivery

On the curriculum

All students have Preparation for Adulthood (P4A) on their timetable. P4A lessons teach students about Relationships and Sex; Drugs; Transition; and First Aid.

Across the curriculum

Careers Education is delivered by every teacher in every timetabled subject through experiences of work and enterprise.

ICT curriculum

Students are taught P4A online safety as part of the compulsory ICT curriculum.

DT (Food) curriculum

Students are taught P4A body health (inner) as part of their food lessons.

PE curriculum

Students are taught body health (outer) as part of their PE lessons.

COMPASS Wave 1 curriculum

Tutor teams help prepare students for adulthood by helping students develop knowledge, skills, qualities and understanding in the following areas: Regulation and Resilience; Work Experience and Employability; Personal Care and Living; Personal safety; Engagement; and Friends.

Assessment

Assessment Progress towards Preparation for Adulthood outcomes is assessed using the school’s Mastery Levels.

In ascending order, the Mastery Levels are:

  • Foundation 1-3;
  • Launch 1-6;
  • Prep 1-6;
  • Emerging 1-4;
  • Intermediate 1-4; and
  • Advanced 1-2.

These levels are used to track progress towards a set of Mastery Statements that broadly describe the personal skills and qualities, knowledge and understanding, and attitudes and ambition that students will need in adulthood.

Mastery Statements

Health

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Body Health

Inner:

  • I choose to eat a balanced and varied diet that helps me maintain a healthy weight and lifestyle;
  • I can make good use of food labelling to help me make informed choices;
  • I can make informed decisions about recreational and medicinal drug use;
  • I understand the law on legal, illegal and controlled substances; and
  • I know how to access appropriate drugs information and support.
Body Health

Outer:

  • I willingly engage in activities that promote physical fitness in line with government advice;
  • I understand the lifelong benefits of maintaining a healthy lifestyle and how physical exercise benefits my emotional and physical health;
  • and I can identify a variety of activities that benefit both strength and cardio-vascular fitness.
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Emotional Health

Regulation:

  • I can recognise and name my own feelings and those of others;
  • I can respond to my own and others feelings appropriately;
  • I can wait for an appropriate time to discuss my feelings; and
  • I can listen to and follow appropriate advice.
Emotional Health

Resilience:

  • I can accept and give praise and criticism in a wide range of social, educational and work settings;
  • I can work hard to overcome difficulties;
  • I can make mistakes without giving up;
  • and I can deal with change appropriately.

Employment

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Work Education

Experience of Work:

  • I know, through experience, about a wide range of work sector settings related to curriculum subjects;
  • and I have demonstrated that I am employable through meaningful work experience.
Work Education

Transition:

  • I have clear ideas and realistic plans about my short, medium and long-term future;
  • I can write and update a CV;
  • I can complete an application form appropriately and independently;
  • and I can use a wide range of resources to seek college and job information and vacancies.
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Work Education

Employability:

  • I have the employability skills to make me a realistic candidate for employment;
  • My attendance at school or at work is good;
  • I can arrive to a range of activities and events with clothing and equipment that is suitable;
  • and I am able to make my own plans to ensure I arrive on time and well-prepared for work and learning.
Work Education

Enterprise:

  • I can take part in a range of activities with employers and employees enthusiastically within this subject area; and
  • I understand how business works and can contribute to successful creative and collaborative enterprise projects within subject areas.

Independent Lives

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Independence

Personal Care:

  • I can look after my personal care needs safely and appropriately; and
  • I look after my own appearance and health needs appropriately, including accessing health services and advice when needed.
Independence

Living:

  • I can perform safely and confidently all the tasks required to maintain a clean and tidy living space;
  • I can manage my own finances responsibly and safely; and
  • I can travel safely and confidently, on a range of forms of public transportation to unfamiliar destinations.
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Safety

Online:

  • I can use the Internet, social media, mobile phones and other forms of electronic communication safely and responsibly; and
  • I have an age-appropriate attitude to risk.
Safety

Personal:

  • I can keep myself safe in school, at home, and in the wider community;
  • I conduct myself in a way that helps me and others to learn effectively; and
  • I can provide basic first aid appropriately.

Friends, Relationships and Community Inclusion

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Engagement

Outsiders:

  • I am tolerant of the views of others even when those views are different to my own;
  • I show respect to all people regardless of their socio-economic status, religion, race, sexuality, gender, profession, age or disability; and
  • I can successfully engage with new people and situations.
Engagement

Participation:

  • I can access a wide range of facilities and activities in the school;
  • I use retail and leisure facilities in my community confidently;
  • I take part in clubs or groups in my community;
  • I can access support services in my community; and I volunteer.
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Relationships

Friends:

  • I have a stable, close group of trusted friends;
  • I manage disagreements appropriately;
  • I maintain friendships over a period of time; and
  • I engage in appropriate leisure activities outside of school with my friends.
Relationships

Partners:

  • If I am in an intimate relationship, I am able to conduct myself appropriately and make safe and informed decisions;
  • I understand issues related to consent and apply this knowledge appropriately;
  • I know about sexual health and contraception; and
  • I can seek appropriate RSE support.