Henry Tyndale School

Learning & achieving together

Post 16


Post 16 Curriculum


In post 16, we aim to build on experiences gained in KSG 4 by;


  • Extending opportunities for the development of student choice, independence and self –confidence
  • Developing student independent living, social and communication skills
  • Movement and physical
  • Engagement and access to therapeutic programmes as identified to meet individual need
  • Provide opportunities for vocational/work related learning
  • Build personal, social, development skills which support and prepare students for post 19
  • Provide students with functional and life skills which will support them into adulthood.
  • Support students to generalise all their learning and put into functional context to support them in life.


Post 16 opportunities include:


  • Link vocational studies at local college once a week
  • Work related learning opportunities, both in and out in the community
  • Ongoing enterprise opportunities
  • Accreditations which support and extend student learning and progression
  • Access to using public transport; travel training
  • Increased community leisure opportunities
  • Activities with post 16 students at Farnborough College working towards a common project
  • International and community work with link schools
  • Hosting a variety of events which encourage social, independent and
  • Extended work in building functional numeracy and literacy skills through cookery, shopping and travel
  • Links with other post 16 units for social outings in community


Curriculum Overview

The aim of the curriculum is to promote personal development and to foster interests and aspirations whilst practising life and independence skills in a safe and secure setting. We strive for students to be as independent as possible in preparation for life after school. In order to achieve this, students are supported, each at their own level, to develop their Personal, Learning and Thinking Skills in order to become:


  • Independent enquirers
  • Creative thinkers
  • Reflective learners


This broad curriculum offer is broken down into three ‘Post-16 Progression Pathways;


  • Work skills/Life Skills                                                
  • Integrated
  • Conceptual



Students follow the ‘Progression Pathway’ best suited to their needs. The curriculum supports their learning which enables them to gain skills to support their learning for identified post 19 placements


Work Skills/LifeSkills pathway: Emphasises on vocational, work related and college based learning. This pathway focuses on extended leisure, travel, independence in the community and relevant functional skills to enable students to move onto local colleges or work related opportunities.


Integrated Pathway: Emphasis on relevant work-related opportunities but the emphasis lies in developing personal care skills, making choices and learning to take responsibility for everyday tasks and routines. This pathway focuses on building functional life skills such as cooking, personal hygiene, communication, social skills and having access to relevant community activities.


Conceptual Pathway: The emphasis for these students is always on developing communication, engagement and interaction skills, and promoting their awareness of their ability to exercise control over some aspects of their world, and also in accepting/participating in any relevant therapeutic strategies.


Students working within the Life skills and Work skills pathways study a predominantly Semi-formal curriculum structure.


All three pathways curriculum offer for accreditation is differentiated for pupils of all abilities, focusing on Pre Entry (Personal Progress), up to Entry Level 1 and 2 ASDAN accreditations (Personal Social Development), and also ASDAN’s  moderated Workright Programme (Work Skills pathway) under the umbrella of ‘Preparing for Adulthood’.  Post 16 also offers a City and Guilds accreditation route in the work skills pathway


From the teacher’s knowledge of each student, conversations with parents and where possible, conversations with the student ,the student pathway is identified i.e. where they’d like to be and what they’d like to do after they leave school.


We then look at the essential skills they have and what they are working towards to help identify the best pathway for each individual student, These ‘essential’ or ‘core skills’ will be at the heart of their learning programme.


The individual pathway curriculum maps have core skills at the centre of the three Pathway Learning areas:


  • Vocational/Work-related Learning/work experience
  • Life/Living skills
  • Functional skills
  • Personal, Social and thinking Development
  • Leisure Skills
  • Creativity