Pathway 3 – Semi-Formal Curriculum for Learners with Greater Communication and Learning Independence

Overview

Pathway 3 supports students with severe learning difficulties who are developing stronger communication, independent thinking and social interaction. These students engage in structured learning activities across the seven Areas of Learning, with increasing capacity to reflect, reason and apply their knowledge.

Although academic learning is not the primary focus, students access practical, real-life contexts for learning, supported by early problem-solving and communication skills. Where appropriate, students may complete ASDAN accredited units, although we are currently developing a bespoke progression model that reflects our values and better evidences functional learning and life skills.

Engagement: Promoting Purposeful Learning

• Students are supported to develop independence, make choices and build self-confidence through clear routines and relational support.

• Learning is increasingly collaborative, encouraging peer interaction and purposeful communication.

• Verbal communication is promoted alongside visuals and symbols as required.

Environments: Supporting Thinking and Self-Regulation

• Classrooms are structured and low-arousal, supporting focused learning and regulation.

• Students use quiet spaces and individual work areas where needed but are encouraged to build resilience and independence.

• Tools such as visuals, checklists, and workstations support self-organisation and task completion.

Experiences: Deepening Skills Across Our Areas of Learning

Students work through the seven Areas of Learning, with an emphasis on reasoning, communication and real-life relevance:

1. Literacy and Communication – e.g. reading and writing with support, exploring functional vocabulary, and expressing ideas using AAC or speech.

2. Mathematics – e.g. exploring number, measurement and sequencing through applied tasks such as recipes, time, or shape recognition.

3. Health and Fitness – e.g. understanding personal health, participating in team games and physical regulation strategies.

4. My World – e.g. exploring everyday science, the environment, events in the news and their local community.

5. The Arts – e.g. music, drama and creative expression through projects and performances.

6. Skills for Life – e.g. preparing snacks, understanding routines, using basic travel skills, and developing independence in the community.

7. My Body, My Rights – e.g. naming feelings, understanding safety and boundaries, recognising appropriate behaviours.

Assessment and Progress

Progress is captured through:

• Fox Hollies EHCP Progression Frameworks – aligned with long-term outcomes.

• Areas of Learning Progression Frameworks – used for sequenced planning and progress monitoring.

• A2E Toolkits – providing detailed, small-step progress tracking in Literacy and Mathematics.

• Evidence for Learning and work in books – using photos, annotations, student voice and recorded work to show progress over time.

Staff use regular moderation and termly reviews with families and teams to evaluate impact and next steps. The aim is to support students to develop autonomy, confidence, and readiness for life after school.