Pathways

The 3 Pathways through 2 - 19

Although ability levels in reality can be plotted on a continuum and can vary from skill to skill, the Pathway model allows us to group learners with similar learning needs together and provides an accessible vehicle as a starting point through which to deliver the curriculum. Individual targets are then created to further personalise individuals’ learning programmes.

The 3 Pathways:

–Sensory – Pre-Formal (≈ P1-P4)
–Emerging – Semi-Formal (≈ P5-P7)
–Developing – Formal (≈ P8+)

The whole school LEADERS Curriculum is delivered differently through each developmental pathway:

Sensory Pathway

–Students in this Pathway follow 4 areas of learning aligned to the EHCP areas. Typically needing a wide variety of sensory stimulation to build their awareness and understanding of the world around them.
–In order to deepen young people’s understanding and illicit meaningful responses, staff working with these children need to provide a massive range of sensory stimuli over the course of their week but need also include much routine and repetition.
–The ‘Total Communication Environment’ facilitates each individual’s communication e.g. with switches, voice output devices, symbols, photographs, objects of reference, Makaton signing and Tassels ‘on the body’ signing.
–By bringing objects and other stimuli within young people’s sensory reach and patiently awaiting their attention, anticipation and communication they reveal their developing understanding, interests and passions.
–Sensory Pathway curricular vehicle includes sessions of: Soundbath, Tac Pack, Starbox, Resonance Boards, Dance Massage, Sound Beam, Hydro FLOW, Rebound TUMBLE, Forest School, Physical ELEMENTS.

Emerging Pathway

–Students in this Pathway typically need a variety of physically engaging activities and community experiences to build their understanding of the world around them and learn to interact with it.
–In order to deepen young people’s understanding and interaction with the world, staff working with these children need to provide a range of engaging, simple tools, objects and devices; where possible within a relevant context e.g. in the community.
–The ‘Total Communication Environment’ facilitates each individual’s communication e.g. with switches, verbal, voice output devices, symbols, photographs, objects of reference, Makaton signing and Tassels ‘on the body’ signing.
–Relating objects and other stimuli to their labels and demonstrating their relevance within a young person’s environment and community, motivates learning, understanding and mastery of their use.
–Emerging Pathway curricular vehicle includes a Learning Challenge approach with community visits and includes Functional communication, Maths, English; Science; Humanities; Creative Arts; Independence skills; Sensory Circuits; Hydro FLOW; Rebound TUMBLE; Forest School and PE.

Developing Pathway

–Students in this Pathway typically need a variety of differentiated activities designed to make the National Curriculum more accessible. Physically engaging activities and community experiences build their understanding of the world around them and how to interact with it.
–In order to deepen young people’s understanding and interaction with the world, staff working with these children need to provide a range of engaging activities, where possible within a relevant context e.g. in the community.
–The ‘Total Communication Environment’ facilitates each individual’s communication e.g. with alternative ICT access to voice output devices, symbol support, PODD, Makaton or BSL signing.
–The range of NC subjects are delivered through the Learning Challenge Curriculum. Relating topics to a young person’s environment and community, motivates learning, deepens understanding and enables mastery of topics.
–Developing Pathway uses a Learning Challenge approach and includes Maths; English; Science; Humanities; Creative Arts; Computing; DT; Languages; RE; Forest School; PSHE; Citizenship and PE  with Hydro FLOW and Rebound TUMBLE. For older students there is greater emphasis on community visits and developing independence skills and employability skills along with functional maths and English.