Pathway 2 – Semi-Formal Curriculum for Learners with Severe Learning Difficulties

Overview

Pathway 2 supports students with severe learning difficulties (SLD) who benefit from a semi-formal, developmental approach. These students may need support with communication, emotional regulation, and sensory integration, but can engage in structured, purposeful learning when it is carefully adapted.

Students access the school’s seven Areas of Learning, guided by our core values of Engagement, Environments and Experiences. Progress is monitored using EHCP-aligned progression frameworks and the Access to Education (A2E) toolkits, enabling a joined-up approach to curriculum and personalised targets.

Engagement: Building Motivation and Purpose

• Strong relationships underpin learning, enabling students to feel secure, understood and motivated.

• We embed Total Communication approaches, including signing, symbols, AAC, visuals and gesture.

• Tasks are structured into small, manageable steps with repetition and modelling to build confidence and participation.

Environments: Supporting Access and Regulation

• Classrooms are designed with clear zoning, sensory supports, visuals and access to calm spaces.

• Predictability is maintained through visual timetables, now/next boards and consistent routines.

• Environments are flexible, responding to individual regulation needs using familiar, accessible resources.

Experiences: Connecting Learning to Real Life

Students explore learning through the seven Areas of Learning:

1. Literacy and Communication – e.g. recognising symbols, following simple instructions, mark making, expressive communication through AAC or signing.

2. Mathematics – e.g. understanding quantity, pattern, and sequencing through real-life contexts and hands-on exploration.

3. Health and Fitness – e.g. movement programmes, hygiene routines, sensory regulation activities and physical activity.

4. My World – e.g. experiencing the natural world, learning about familiar people and places, and accessing the local community.

5. The Arts – e.g. exploring music, art and drama through sensory, creative experiences.

6. Skills for Life – e.g. getting dressed, food preparation, tidying and understanding routines.

7. My Body, My Rights – e.g. developing emotional awareness, understanding safe and unsafe behaviours, and using regulation strategies.

Assessment and Progress

Progress is captured using:

• Fox Hollies EHCP Progression Frameworks – aligned with SEND Code of Practice areas.

• Areas of Learning Progression Frameworks – showing sequenced, developmental goals.

• A2E Toolkits – supporting fine-grained assessment in Literacy and Mathematics.

• Evidence for Learning – used to document progress with annotated photos, observations, and learning reflections.

Evidence is reviewed termly with families and teams. Students’ books and portfolios contain a range of visual, tactile and recorded work depending on individual needs.