Life Beyond School

Life beyond school for ākonga who are blind, deafblind, or have low vision requires a strong sense of belonging to positively participate in the communities of Aotearoa New Zealand. This participation involves responsibilities that inspire positive change, advocating for accessibility, and celebrating unique contributions. Developing skills for life beyond school means taking ownership of actions and decisions, understanding that these shape future outcomes. The ability to make choices and advocate for oneself is influenced by various factors, including age, whānau, culture, and abilities. Competence grows through resilience, adaptive strategies, social skills, and self-advocacy, enabling ākonga to achieve their aspirations and thrive. 

What ākonga will understand, know and do across their learning pathways

As ākonga develop capabilities and knowledge for life beyond school they come to understand that:

• Having a sense of belonging in their communities will enable them to positively participate and contribute to their life beyond school. 
  • There are responsibilities in belonging and participating in communities that inspire positive change. A sense of belonging is essential for positive participation beyond school. Active contribution in Aotearoa New Zealand is fostered through connections, advocating for accessibility, and celebrating unique contributions.
• By taking ownership and responsibility for their actions and decisions, they will shape their choices and outcomes in life beyond school.
  • People have the right to make choices and advocate for themselves. The ability to choose and advocate is influenced by many factors including age/stage, whānau, ethnicity, culture, abilities, and disabilities. Skill development involves being aware that decisions and actions shape future outcomes. By engaging in their learning with determination, adaptability, and a sense of purpose, paths can be navigated confidently with informed choices. 
• Over time their competence and confidence will develop as they work towards their aspirations and explore different possibilities. 
  • People have the right to achieve their aspirations and thrive. For aspirations to be achieved, people need to be exposed to a variety of opportunities, experiences and networks. Competence is developed through resilience, adaptive strategies, social skills, and self-advocacy.

Know – Content and Concepts

As ākonga develop their capabilities and knowledge for life beyond school they come to know:

• What is available beyond school and how to access and participate in these opportunities. 
  • Developing a sense of self helps determine future interests and a meaningful life beyond school. 
• About the range of social, cultural, vocational, and whānau groups and how to connect with these.
  • Connections with communities change over time and opportunities to connect may build a strong sense of belonging.
• About their rights to make decisions for themselves and that those decisions will impact on their future.
  • Ownership and responsibility – people have the right to make decisions for themselves, understanding the relationship between their actions and potential consequences. 
• They have the power to make informed choices about their aspirations and the possibilities to achieve their dreams.
  • Aspirations and future possibilities – opportunities to dream, explore, and have experiences from an early age and throughout life, supports informed choices.

As ākonga develop capabilities and knowledge for life beyond school they may be able to: 

• Actively participate in a range of community, vocational, and social contexts and be open to exploring a range of new experiences.
• Take ownership and responsibility for their decisions. 
• Proactively engage in a range of civic activitiese e.g. voting, social initiatives, advocacy.
• Show adaptability and flexibility and be open to ongoing learning and new experiences. 
• Develop their aspirations and explore future possibilities through access to information about community opportunities and potential careers within an Aotearoa context and beyond.

BLENNZ teachers will:

• Have a working knowledge of the BLENNZ and national transition processes (e.g. Enabling Good Lives), and the range of agencies and community supports available for ākonga.
• Provide opportunities for ākonga to develop realistic pathway plans by:
  • exploring community, career and study options 
  • goal setting
  • developing Individual Transition Plans (ITP) 
  • linking with positive role models
• Foster ākonga self-awareness and self-advocacy.
• Ensure ākonga have input into selecting appropriate equipment and training to support a successful transition to life beyond school.