Beyond Key Stage 4

The end of Key Stage 4 marks the end of compulsory education. Young people at this point will be taking different paths, some will make the transition into the world of work, others will continue with their education in a variety of ways including entering a sixth form in their own school, attending a sixth form college or pursuing their vocational options at a College of Further Education. The diversity of routes means that young people need particular support and guidance related to the path they choose. Some common principles apply and in supporting the young person in making a successful transition to adult life, work undertaken in Key Stage 3 following the program in the DfES document Careers Education and Guidance in England: A National Framework 11–19 (DfES, 2003) should be continued using the Careers Education program for Key Stage 4. Alongside this, work using the Personal Social and Health Education non-statutory guidelines within the National Curriculum (DfEE/QCA, 1999) will help to support the young person gain practical knowledge to help them lead confident, healthy and responsible lives as individuals and members of society. The Connexions Service also continues to offer support to young people through to the age of 19.

For the young person with a Statement of Special Educational Need the regular review and updating of the Transition Plan formulated in Year 9 will be important to ensure that the focus is kept on his/her needs. Years 10 and 11 link programs, often referred to as Alternative Curriculum Programs, with Further Education Colleges can be of particular benefit for a young person with special educational needs (DfES, 2001b:15). Such links can ‘provide opportunities for integration, extensions to the school curriculum and offer an induction into the more adult environment of further education’.

مواضيع ذات صلة

Supporting the inclusion and achievement of learners with Autistic Spectrum Disorders (ASD)

Gifted and talented education Key issues

Meeting the needs of gifted and talented pupils

Excellence

Value

Achievement

Rarity

Policy development

The nature and nurture of gifts and talents

Thinking about the gifted and talented

Gifted and talented education

Transitions Conclusion