Tick () the course level the young person is studying and the predicted outcome. Working primarily to: Entry 1 Entry 2 Entry 3 Level 1 Level 2 Level 3 Level 4 Other (A levels) (degree) Predicted Outcome: Foundation Learning Foundation Learning Award Certificate Foundation Learning GCSEs Diploma Other Diploma (please Apprenticeship specify) Non-accredited achievement (please specify) Other (please specify) Give a brief description of the course/curriculum List any planned outcomes not included above including those relating to independence and daily – living skills, work experience and (supported) employment? Does the young person require If yes, please describe any special examination arrangements? What are the young strengths and skills in an educational setting? person’s What are his/her support needs in an educational setting? How they are being met? Please indicate needs such as support between classes, note takers, group sizes, adaptation of materials, specialist teachers. Wherever possible please indicate the level of support required. What assistive technology, adaptations or specialist equipment does the young person use to access education? What help does he/she require to use the technology/equipment? Work experience: What experiences of work, including school based work experience, work related activities and part-time jobs, has the young person had? What does the young person feel his/her strengths are in a work related setting? What are the young strengths and skills in a work related setting from the person’s employer’s perspective?
Tick () the course level the young person is studying and the predicted outcome. Working primarily to: Entry 1 Entry 2 Entry 3 Level 1 Level 2 Level 3 (A levels) Level 4 (degree) Other Predicted Outcome: Foundation Learning Award Foundation Learning Certificate Foundation Learning Diploma GCSEs Apprenticeship Other Diploma (please specify) Non-accredited achievement (please specify) Other (please specify) Give a brief description of the course/curriculum List any planned outcomes not included above – including those relating to independence and daily living skills, work experience and (supported) employment? Does the young person require any special examination arrangements? If yes, please describe What are the young person’s strengths and skills in an educational setting? What are his/her support needs in an educational setting? How they are being met? Please indicate needs such as support between classes, note takers, group sizes, adaptation of materials, specialist teachers. Wherever possible please indicate the level of support required. What assistive technology, adaptations or specialist equipment does the young person use to access education? What help does he/she require to use the technology/equipment? Work experience: What experiences of work, including school based work experience, work related activities and part-time jobs, has the young person had? What does the young person feel his/her strengths are in a work related setting? What are the young person’s strengths and skills in a work related setting from the employer’s perspective?
preparing-for-adulthood-transition-plan.docx