14-19

The 14-19 curriculum builds on the pathways and inclusive frameworks that learners have experienced throughout their time at Mabel Prichard School to ensure a coherent and progressive curriculum throughout their schooling. Some, mostly pre formal and informal learners, will remain within their pathways as it is the most appropriate context within which for them to continue their education. 

Some, semi formal and formal learners, will join Titanium class. Titanium class is our post-16 provision at Mabel Prichard School where learners will have access to increased vocational learning opportunities through their Careers Education. 

Part of Titanium’s provision is also to explore appropriate accreditation and adds an even greater focus on essential skills for life that learners will need when they move onto the next phase of their lives. We want our learners to recognize and celebrate life's milestones as they approach adulthood.

The 14-19 curriculum is comprised of six main elements. 

• English 

• Maths 

• Good Health

• Careers 

• Creative and Leisure 

• Accreditation 

The progress of learners in the 14-19 phase is assessed against the Mabel Prichard Inclusive Frameworks as well as: 

• Phonics and Maths assessments

• Assessment against the Gatsby Benchmarks using the COMPASS+ tool

• Recognised accreditation of learning 

• Levels of involvement in the wider community 

• Successfully managed transitions to future destinations

Through this multi faceted approach we look for what learners can achieve and record  it, allowing us to fully reflect each learner's skills. Measuring impact against a strict chronological criteria would be impossible due to the diverse range of needs of our learners. Rather, we focus on their strengths and possibilities. In doing so, this final stage of the education can be highly personalised, allowing learners to explore all the opportunities that are most relevant and meaningful to them. 

The impact of the 14-19 curriculum is measured ultimately by the Learner’s successful transition onto their next stage of life, with the communication and life skills they need to succeed. Learners leave us as active members of their communities relative to their needs, happy, fulfilled and confident. 

Specific impact:

• As a result of the inclusive framework, maths skills or development enables each individual to engage with their community in a relevant and fulfilling way in line with their needs. 

• As a result of relevant and meaningful careers education, students access a pathway into adulthood that offers success and fulfilment as an adult.

• Where relevant, all learners able to to achieve a recognised accreditation of learning, access the next stages in Employment, Education or Training to continue to learn and develop as adults in their community.

• Students are aware of and choose activities of personal interest and as a result continue to develop socially, personally, academically where relevant and with good mental and physical health (in line with their personal needs)

• As a result of successfully managed transitions to future destinations, students move into adulthood with sustainable skills and a desire for continued development and exploration.

• My Literacy

• My Maths

• My PSHE

• My Careers

• My Creativity

• My Physical Education

• My World

• My Life Skills

• CHOICES

• Skills Builder

• OXLEP

• Colleges

• Community businesses