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Next steps: Supporting successful transitions into post-16 education and employment for deaf young people in England | National Deaf Children’s Society

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This resource is for professionals supporting deaf young people in England through transition when they leave school or college.

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NDCS - Information for deaf young people

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NDCS - Information for deaf young people

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Welcome to McDonald's Taste for Work!

To download the free lesson resources, click here.

64% of young people feel they can overcome the challenges they face but need practical support to build their confidence and skills.*

Taste for Work builds an appetite for work through a series of fun and immersive scenario-based challenges that bring the workplace to the classroom. It helps build the confidence of young people and provides their first taste of the working world.

With over 45 years of hiring young people in the UK and 70% of employees aged 18-24, McDonald's knows how to support young people to get ready for work.

The first part of the Taste for Work programme is now ready to download here. It teaches the communication skills students need in the workplace, has impact level four accreditation by Skills Builder, meets Gatsby Benchmarks and is approved by Nasen for all abilities.

* https://documents.princes-trust.org.uk/Document_YouthIndex_2023.pdf (accessed September 2023)

Explore the Taste for Work resources. Find everything you need to help get your students work-ready.

Help your children to develop their work-based skills and set them up for career success.

Help your students continue their learning with apprenticeship opportunities.

Latest News

Taste for Work resources are brought to you via the National Schools Partnership. Your Taste For Work registration will also give you access to a range of other innovative and inspiring programmes that are run by the National Schools Partnership.

We use cookies on our website to give you the most relevant experience by remembering your preferences and repeat visits. By clicking "Accept All", you consent to the use of ALL the cookies. However, you may visit "Cookie Settings" to provide a controlled consent.

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McDonald's Taste for Work - McDonalds Taste For Work

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Taste for Work helps students develop their work-based skills to better prepare them for the working world.

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Winnovation training, a leading Health, Social and Early Years training provider has been accredited to the matrix Standard, demonstrating the high quality Information Advice and Guidance services they provide to various employers, unemployed and employed learners across the North East.

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Your chance to train in Social care, child care wit a leading training provider

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Trinity Solutions Academy - Post 16 Mainstream Academy provides vocational study programme for learners aged 16 -19 serving a regional wide catchment area.

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Trinity Academy Newcastle Trust is a Multi-Academy Trust which incorporates a Pre-16 Special Converter Academy (Trinity Academy Newcastle), a Post-16 Converter Academy (Trinity Solutions Academy), one private limited company (Trinity Post-16 Solutions Ltd) and more recently a sponsored Academy (Trinity Academy New Bridge).

Trinity Academy Newcastle - Special Academy - Trinity Academy Newcastle educates learners aged 7-16, who have an Education, Health and Care Plan for Social, Emotional and Mental Health (SEMH). Serving a regional wide catchment area.

Trinity Academy New Bridge - Special Academy -Trinity Academy New Bridge educates learners aged 11-19 who have a Statement of Special Educational Needs or Education, Health and Care Plan for Social, Emotional and Mental Health (SEMH). Again, serving a regional wide catchment area.

Trinity Solutions Academy - Post 16 Mainstream Academy provides vocational study programme for learners aged 16 -19 serving a regional wide catchment area.

Trinity Post 16 Solutions Limited - Private limited company - Specialist Post-16 Institution (SPI) offering bespoke educational programmes to 19-25 learners with learning disabilities (LLDD) learners serving a regional wide catchment area.

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Trinity Academy Newcastle Trust is a Multi-Academy Trust which incorporates a Pre-16 Special Converter Academy (Trinity Academy Newcastle), a Post-16 Converter Academy (Trinity Solutions Academy), one private limited company (Trinity Post-16 Solutions Ltd) and more recently a sponsored Academy (Trinity Academy New Bridge).

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NHS England | Workforce, training and education

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Choices College - Supported internships (formerly Project Choice) | NHS England | Workforce, training and education

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Choices College is a specialist College providing tailored educational support, and a supported internship course for young adults aged 16-24 with learning difficulties and/or disabilities, and/ or Autism. We partner with NHS healthcare settings, local organisations and private businesses to create supported work environments to provide real work experience for our Interns. Our support is tailored to each Intern, based on their skills and interests. Interns spend 1 year learning maths, English and employability skills and attend up to three, 12-week placements with a Choices College Partner.

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Use the text relay service:

1800103714680468

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Access to Work

Disabled Student Allowance

Equality Act and Reasonable Adjustments

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Post 16 contact list for young people who are deaf

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Post 16 contact list for young people who are deaf

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Equipping young people with key financial knowledge now can help set them up with good money habits into adulthood. The activities on this page allow you to develop these skills in a variety of ways, whether you're looking for something quick, something independent or a full length, curriculum-linked lesson plan:

Teaching resources:

Financial survival skills: Lesson plan and presentation slides -full lesson plan for use with a group of students in the classroom

Fraud and scams: Interactive worksheet - interactive worksheet activity for independent learning whether remote or in class

Fraud and scams online lesson film - interactive film for remote or in class learning

Lesson plan

(90 to 150 minutes)

This lesson plan is designed to help students manage different aspects of finances safely, successfully and independently, including credit cards, debt, current accounts, renting, insurance and fraud. Students will learn about the best questions to ask when considering rental accommodation and consider the pros and cons of different types of insurance. Additionally, the lesson includes a focus on credit scores and the factors that affect them, as well as tips for improving and keeping credit scores healthy.
How can you use this to improve your students understanding of bank accounts and banking?
It focuses on supporting students to better understand both current accounts and credit cards. The activities include an interactive tool to compare and contrast common features of different types of bank account, along with reasons to choose between these. The lesson also provides further explanation and examples of paper and online statements.
Lesson learning outcomes
By the end of this lesson, students will be able to:

Understand how to choose a current account and use of credit cards

Identify what to consider when renting accommodation

Recognise factors that go into a credit score

Understand some of the most common types of fraud, scams and identity theft

Interactive worksheet

(15 minutes)
Please note that students below the age of 14 cannot sign up for their own LifeSkills account. Any independent tasks must be printed or downloaded and provided digitally for them to complete as they are currently hosted on educator pages.
The Fraud and scams interactive worksheet contains some of the themes from the full lesson plan and will help students develop the skills needed around the different types of fraud and become more familiar with common scams. The worksheet can be printed or completed digitally, so can be used flexibly to build your students understanding of fraud. Which? scams alert service also provide examples on the latest scams doing the rounds. You might choose to assign this worksheet:

As homework following the Financial survival skills lesson

For independent study

For remote learning

Alongside the below online lesson film

Online lesson film

(10 minutes)

LifeSkills has partnered with education charities The Talent Foundry and Business in the Community to create online lessons that can be watched anywhere.

In this one, hear Kamal talk through a range of the scenarios in the Fraud and scams worksheet above (students can also watch the film without using the worksheet). This online lesson film will help young people learn how to identify different types of fraud as well as help them feel confident in recognising fraud, helping them avoid falling for these traps. You can use it in the classroom or through a remote learning channel.

Further support for developing financial capability in your students

Follow these activities with further money skills lessons for this age group, which cover 'Finances in the world of work', 'Budgeting' and 'Financial planning for the long term'. Why not build financial capability as a focus in your students' curriculum? Refer to our Content guide to find out how the LifeSkills lesson plan can be used in Maths and PSHE lessons.

If you want to increase your own confidence to teach young people about money, Young Money provide free e-learning training to teachers across Primary and Secondary education. In addition, National Numeracy has a free website which helps you practise and refresh your everyday maths skills.

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Lesson plan on banking services | Barclays LifeSkills

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Teach your students about different banking services, like opening the right bank account and credit scores, to put them on the right financial survival path.

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Also:

Find an apprenticeship | Newcastle City Council

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Use this service to search and apply for apprenticeships in England.

During an apprenticeship, you'll:

work and get paid

train and gain a qualification

Who can do an apprenticeship

You can start an apprenticeship if you're:

16 or over

not in education (full or part-time)

You can have a previous qualification, like a degree, and still start an apprenticeship.

Before you start

Find out more about how apprenticeships work and what you'll get.

Find apprenticeships online

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Register your profile, search vacancies and apply for an apprenticeship - you must be 16 or over

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Support with Independent Living: Advice and Equipment

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Support with Independent Living: Advice and Equipment

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Community Health and Social Care Direct

is the team to contact for more information about social care, support available and needs assessments. Contact them to:

find out about care and support for adults and carers in Newcastle

ask for an assessment of your needs

find out about local services and online resources

get information in a language or format that meets your needs

be referred into a service

report abuse or neglect

Email: scd@newcastle.gov.uk

Opening hours: Monday to Friday, 8am to 5pm

Phone: 0191 2788377

Mobile: 0796 8474891

Fax: 0191 278 8312

Address: Community Health and Social Care Direct, 2nd Floor, Westgate Community Complex, West Road, Newcastle upon Tyne, NE4 9LU

Ask the Equipment Chatbot questions about equipment that can help you live independently,
24 hours a day 7 days a week
In an emergency out of office hours contact the Emergency Duty Team

Opening times: 5pm to 8.30am on weekdays and 24 hours at weekends

Helpline outside normal hours: 0191 278 7878

Report abuse or neglect: 0191 278 8156

Equipment ChatBOT

The ChatBOT is an online virtual assistant that answers non urgent questions about equipment to help you to live independently. Available 24 hours a day, 7 days a week. It can signpost you to information and local services where you can access support. This includes help to find the right equipment for you, help to stay at home, meals on wheels and gardening.

When you click the ChatBOT button a chat window opens. This can take a minute to load. The BOT will introduce itself and ask you a couple of questions. You can then type in a word or question. It will give you some answers to choose from. If it can't help you, it will direct you to another service.
If you have an urgent request please contact Community Health and Social Care Direct.
We keep a record conversations to improve the service. We don't ask for any personal information. Email Scd@newcastle.gov.ukif you want to have your conversation deleted.

More information on terms and conditions for using the ChatBOT.

Support to get your voice heard

Advocacy is free, independent support to help you get your voice heard. Advocacy organisations can pair you up with an independent advocate who is on your side if you need support. They can:

help you to find information

talk things through with you to find out what you want

support you to get your views across at appointments and meetings

help you to understand your rights

An Independent Mental Health Advocate (IMHA) can support someone who is subject to the Mental Health Act, (also known as detained or 'sectioned' under the Act).

Advocacy support may also be given to people on supervised community treatment or on guardianship orders, or if their treatment is subject to certain special rules.

Your Voice Counts runs the Independent Mental Health Advocacy Service in Newcastle
Contact Your Voice Counts:
Phone: 0191 478 6472

Opening Hours: Monday to Friday, 9am to 5pm

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Useful sections on dealing with pressure and strategies that can help

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For deaf children, teachers and scientists, talking about things like "greenhouse gases" or "carbon footprint" used to mean spelling out long, complex scientific terms, letter by letter.

Now they are among 200 environmental science terms that have their own new official signs in British Sign Language (BSL).

The deaf scientists and sign language experts behind the update hope the new vocabulary will make it possible for deaf people to fully participate in discussions about climate change, whether it's in the science lab or classroom.

"We're trying to create the perfect signs that visualise scientific concepts," explains Dr Audrey Cameron.

Dr Cameron, who is profoundly deaf, leads the sign language project at Edinburgh University, which has just added the new terms to the BSL dictionary.

She described how, in her own scientific career, a lack of vocabulary meant she was excluded from important meetings and conversations.

"I was involved in research for 11 years and went to numerous meetings but was never was truly involved because I couldn't understand what people were saying," she told BBC News. "I wanted to talk with people about chemistry and I just wasn't able to."

Glasgow-based biology teacher Liam McMulkin has also been involved in the sign-creation workshops, hosted by the Scottish Sensory Centre. "The beauty of sign language - particularly for science - is that it's a visual language," he explained.

"Some of the concepts are abstract, but sign language can really help children to understand them."

Mr McMulkin used the sign for "photosynthesis" as an example, which uses one flat hand-shape to represent a leaf, while projecting the fingers - like the sun's rays - from other hand.

"When I do this [move the sun hand towards the leaf hand], you can see that the energy is being absorbed by the leaf," he explained.

The science glossary project, funded in part by the Royal Society, has been running since 2007 and has added about 7,000 new signs to BSL.

Describing the process by which signs are developed, Dr Cameron explained: "We take a list of terms from the school curriculum and then work together to come up with something accurate but also visual of the meaning."

The newest signs are themed around biodiversity, ecosystems, the physical environment and pollution. There is an online video video glossary demonstrating the terms.

Missing words

The glossary is designed to support deaf children in schools. And as 13-year-old Melissa, a deaf student at a mainstream school in Glasgow explained: "they really help you understand what's happening."

Melissa showed me the difference between laboriously finger-spelling greenhouse gases (G-R-E-E-N-H-O-U-S-E G-A-S-E-S), and using the new sign that includes moving her closed fists around like gas molecules in the air.

"With the sign I can see something is happening with the gas," she said.

Mr McMulkin, who is Melissa's science teacher and is also profoundly deaf, added that hearing people were "constantly learning and acquiring knowledge" wherever they go, "but deaf people miss out on so much information".

"That's why it's so important to use sign language in science lessons in schools," he said. "It allows deaf children to learn in their natural language."

Dr Cameron also highlighted the value in education of depicting intricate scientific concepts in hand movements - for both hearing and deaf children.

Dr Cameron recalled observing a class in which five-year-olds were learning about how things float or sink. "They were learning about how things that are less dense will float, which is quite complex," she explained. "And the teacher was using the sign for 'density'."

The sign explains that concept by using one closed fist and wrapping the other hand around it - squeezing and releasing to represent different densities.

"I thought - these five-year-olds are not going to get this. But some time after the end of the lesson, they were asked a question about why things float or sink and they all used the sign for density," Dr Cameron said.

"So I've seen how much of an impact this can have. And my passion has just grown as the glossary has grown."

Prof Jeremy Sanders, chair of the Royal Society diversity and inclusion committee, said: "We hope these new signs will inspire and empower the next generation of BSL-using students and allow practising scientists to share their vital work with the world."

Additional reporting by Kate Stephens and Maddie Molloy

Hear more about the mission to create this visual vocabulary on Radio 4's Inside Science on BBC Sounds

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How is sign language adapting to climate change?

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Hundreds of key environmental science terms added to the British Sign Language dictionary.

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Are you a Deaf young person? - SignHealth

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What we know Deaf young people are more likely to feel sad and find things difficult, than hearing people of the same age. Some Deaf young people have something called "language deprivation" which can make ... Continued

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10 June Saturday Youth Futsal Tournament 2023 View Detail 17 June Close House Hotel & Golf Resort Saturday England Deaf Golf Open Championships 2023 Close House Hotel & Golf Resort | Heddon on the Wall, Newcastle Upon Tyne NE15 0HT View Detail 25 June St. George's Park Sunday England Deaf Football League Finals 2023 St.

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Resources to support students to develop a range of skills including core transferable skills and CV writing

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Maths Resources - Confidence and Maths at Work

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Maths Resources - Confidence and Maths at Work

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decision-making

identify challenges

self determination and motivation

resilience

perseverance

adaptability

team work

qualifications

work experience and volunteering

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Gallery - Deaf Mosaic (deaf-mosaic.com)
The deaf community is an astonishingly diverse mosaic of class, ethnicity, sexual orientation, religion and different ways of life.

In a series of intimate portraits and stories, deaf photographer and writer Stephen Iliffe celebrates this rainbow-coloured mosaic.

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"Being black and deaf is a double-whammy," says Paul. "We're a minority within an already oppressed community. We face discrimination twice." And yet, after his family came to UK from Tanzania, Paul became the first deaf person to win a fully-funded university MSc scholarship. He graduated in Diplomacy, Statecraft and Foreign Policy.

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Resources for schools - See It Be It
Information on a range of jobs (lesson plans and videos) aimed to challenge stereotypes and connect your classroom to the world of work

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See It Be It - Films and Planned Lessons to challenge stereotypes, raise aspirations and shine a light on the world of work.

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Films and Planned Lessons to challenge stereotypes, raise aspirations and shine a light on the world of work.

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Browse through the different professions to read the experiences of deaf people in the world of work, including how their employers and colleagues adapt to their needs.
Your careers | Families magazine (ndcs.org.uk)

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Deaf candidates should not be asked to remove their hearing aids/cochlear implant speech processors during any exam/assessment. It would be disorientating for a candidates to be without their hearing aids/cochlear implant speech processors and would not align with their normal working practice.
However, candidates can put their aids into flight mode and therefore can’t receive any signal from other devices.

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Last year, 48,517 disabled students got Disabled Students’ Allowance (DSA). The quickest and easiest way to apply for DSA is online.
When you apply for your student finance, make sure you tick the box to say you want to apply for DSA.
Once you’ve submitted your student finance application, you’ll need to complete a separate application for DSA.
Don’t wait until we approve your student finance application before you apply for DSA as we’ll assess these at the same time.
It can take up to 100 days for us to get your DSA support in place. If your course starts in September, you should have your application in by the beginning of June.

Getting disabled students prepared for university or college - GOV.UK (www.gov.uk)

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Applying for student finance and Disabled Students' Allowance

Last year, 48,517 disabled students got Disabled Students' Allowance (DSA). The quickest and easiest way to apply for DSA is online. But you can also do it on a paper form, if you prefer.

When you apply for your student finance, make sure you tick the box to say you want to apply for DSA. You should then complete the rest of your student finance application and submit.

Once you've submitted your student finance application, you'll need to complete a separate application for DSA. You'll find this in your 'to do' list in your online account.

Don't wait until we approve your student finance application before you apply for DSA as we'll assess these at the same time. It's important to apply early to make sure you get your support in place before the start of your course.

Help completing your application

We understand that it can be difficult completing your application for DSA for various reasons.

If you're having trouble completing your application, you can get in touch with our DSA team who'll be able to offer their help.

You can also speak to your university, college or school, who may have a Disability Liaison officer or Well-being advisor who can also help you fill in your DSA application.

Information about your disability or condition

As part of your application for DSA, you'll need to give us some supporting documents about your disability or condition. You should try and give us these documents as soon as you can. This means we'll have everything we need to work out what help you can get before your course starts.

For more information on what documents you can send us, check out our eligibility page.

If you're still not sure what documents to send us for your condition, you can get in touch with our DSA team for help.

Getting your application in early

The earlier you apply, the earlier you'll be able to arrange your needs assessment and get any support or equipment in place for the start of your course.

It can take up to 100 days for us to get your DSA support in place. If your course starts in September, you should have your application in by the beginning of June.

If your application is late, you may not have the support you need in place for the start of your course. In some cases, disabled students have had to leave their course because they haven't had the support they need.

You don't need a confirmed place at university or college to apply for DSA, so don't wait for offers. You should apply using your preferred choice and you can simply update your details if anything changes.

If you get a diagnosis after your course has started, you can still apply for DSA. You should apply as soon as you're able to.

After you've applied and your application has been approved, we may ask you to contact an assessment centre to book your needs assessment. Don't book this until we've asked you to, as this is paid through your DSA entitlement.

You may still need to book a needs assessment even if you've recently had a medical assessment to get your diagnostic report, as these are different.

What to expect from your 'needs assessment'

A needs assessment is not a test but a conversation. You'll speak to a needs assessor about how your disability or condition affects you and how it may affect you while you're studying.

You'll talk about what extra support you'll need to help you get the best out of your studies. To help you prepare, you may want to find out about the coursework you'll be doing during your studies, to give you an idea of the support you might need.

The needs assessment is completely confidential, and usually lasts 1-2 hours.

After the assessment, we'll confirm what support you can get based on the needs assessors' recommendations.

Now that you know how to apply for your DSA, apply now to make sure you're prepared for starting university or college.

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Getting disabled students prepared for university or college

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Last year, 48,517 disabled students got Disabled Students' Allowance (DSA). The quickest and easiest way to apply for DSA is online. But you can also do it on a paper form, if you prefer. When you apply for your student finance, make sure you tick the box to say you want to apply for DSA.

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Post 16 EHCP Email Address for Advice and Questions

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Post 16 EHCP Email Address for Advice and Questions

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ehcp.16plus@newcastle.gov.uk