Year 13
Beyond the classroom.
School finishes. Then what?
For many young people, leaving school can mean suddenly losing the structure, routine and social opportunities that came with it.
Year 13 is about what comes next.
Year 13 is our structured post-school program for young adults aged 17–25.
It's about continuing to learn, building practical skills, developing confidence and relationships, and having a meaningful routine after school.
And importantly, Year 13 isn't about preparing everyone for employment. We believe everyone can keep learning after school finishes regardless of their employment status.
program for young adults with disability who are ready to move beyond school and start building their next chapter — developing practical skills, getting out into the community, trying new things and working out what they want their life to look like.
This isn't school... BUT school does a lot of good things and we want to keep those good things going.
How?
The 'Year 13' program is a specialized, 40-week transitional framework designed to bridge the critical gap between secondary education and adult NDIS day programs.
Upon leaving the highly structured school environment, participants frequently experience a regression in functional capacity due to sudden losses in routine and targeted educational support. Year 13 mitigates this risk by providing a controlled, predictable environment that systematically transfers school-based skills into practical, adult-focused contexts. By utilizing familiar structures—such as door-to-door transport, a consistent uniform, and visual timetables—the program minimizes transition-related anxiety and creates a safe baseline for continued capacity building.
What's next for you?
If you're a young person, parent, carer, support coordinator or someone helping a young adult plan life after school, we'd love to talk.
You don't need to know exactly what the next step is.
That's what Year 13 is for.
Beyond the classroom... Into real life.
Transition days are available in 2026.
Current available spots: 4 places left in 2027 before waiting list
More Info About the Year 13 Program
Core Capacity-Building Objectives
The program is directly aligned with NDIS goals related to Increased Social and Community Participation and Improved Daily Living. Daily activities are structured to maintain and advance the following core areas:
- Functional Independence & Life Skills: Guided by the NESA Stage 6 Life Skills syllabus, participants engage in daily practical tasks including meal preparation, domestic hygiene, laundry management, and personal organization.
- Communication & Self-Advocacy: Educator-trained staff ensure the continued, correct use of individual high-tech and low-tech communication devices, preventing the loss of expressive and receptive communication skills developed during schooling.
- Cognitive & Academic Maintenance: Daily "desk work" sessions are utilized to sustain essential literacy, numeracy, and picture comprehension skills required for everyday adult functioning. This looks different for everyone depending on their abilities.
- Fine and Gross Motor Skills: Structured physical activities, gardening, and targeted coordination tasks are embedded into the daily routine to maintain physical mobility and dexterity.
Term-by-Term Program Structure
To ensure progressive skill development, the year is divided into four 10-week terms, each with a distinct developmental focus:
Term 1: Foundations and Routine: Establishing a new baseline, understanding centre rules, and practicing fundamental communication and personal hygiene.
Term 2: Health, Home, and Community: Focusing on domestic independence, food safety, and basic community interactions.
Term 3: Money, Measurement, and Independence: Developing financial literacy, understanding basic math, and engaging in public transport training.
Term 4: Transition and The Future: Applying accumulated skills to new environments and preparing handover documentation (e.g., a personal 'About Me' passport) for successful integration into long-term adult day programs.
A typical day in Year 13:
9:00 — Arrive & settle
Greet staff, organise belongings and check the visual timetable.
9:15 — Communication & learning
Communication, reading, writing and learning activities. (working on individual Speech therapy goals)
10:00 — Morning tea & independence
Practising everyday routines like handwashing and managing lunchboxes.
10:30 — Life skills
Practical activities such as cleaning, gardening, cutting, decorating, building, painting and other everyday tasks.
1:00 — Lunch & social time
Building independence at mealtimes and spending time with others.
2:00 — Exercise & outdoors
Ball games, obstacle courses, and other active activities related to individual Occupational therapy goals
2:45 — Pack up & head home
Pack belongings, check the timetable and get ready to go home.
Expected outcomes
Year 13 ensures participants do not stagnate upon graduation. By maintaining momentum in their motor, communication, and life skills within a supported environment, participants transition into standard adult day programs with higher levels of independence, self-regulation, and confidence.