Sixth Form Prospectus - Flipbook - Page 12
Pathway 2 (Sixth Form)
To uphold the overarching ethos of our Sixth Form, learners in pathway 2 will be able to apply skills in real-world
experiences which will include a range of work experience schedules, trips, visits from organisations and the chance to
take part in wider community events. The wellbeing of learners is paramount, so the delivery of communication-based
opportunities so that they can express their thoughts, feelings and wishes, is built on throughout the curriculum. Each cycle
allows for the schemes of learning to be skills progressive, meaning that no matter the topic area being delivered, there
are transferable life skills at the heart of its delivery.
How we deliver this
An individualised, personal approach of curriculum-based targets informs the learning that takes place, how this happens
and why it is important. Through assessing individual needs, we use bespoke approaches and consistency with
schedules/timetables while actively always assessing needs.
We follow a practical curriculum model which uses personal learning passports that cross reference and interact with a
variety of educational and therapeutic approaches, including Physiotherapy, Occupational Therapy, Speech and
Language Therapy and Positive Behavioural Support. These plans link directly back to students EHCPs, ensuring that their
own aspirations and goals sit at the centre of their education.
Zones of
regulation
Talk for
writing
Work based
trips/visits
Gatsby
Benchmark
Attention
Autism
Intensive
Interaction
Sensory
cues
Objects of
Reference
Makaton
Creative &
multi sensory
Augmentative and
Alternative communication
Emotional development & wellbeing
Underpinned by our vision, we ensure developing skills and qualities are intertwined throughout every
aspect of our curriculum. This is heavily supported by our SEMH personal learning intentions.
Skills include good knowledge of their choices, actively promoting their rights, making informed
decisions, using their voice in a range of communicative approaches and contexts, allow learners to
realise their true ambitions, fostering independence and maximising self-belief.
Measuring impact
All students in Pathway 2 have Personal Learning Intentions in the areas of cognition, communication,
social, emotional mental health (SEMH) and physical and sensory. Intentions link directly to students’
education, health and care plan (EHCP) and preparing for adulthood outcomes. They are formed
through careful analysis of individual strengths, needs and motivations alongside therapy goals and
collaborative working. Where it is possible and appropriate, learners may also benefit from a targetbased curriculum assessment framework to measure subject based skills and knowledge progress.
Assessment is ipsative, meaning that the learner is regularly assessed against their previously assessed
progress ensuring that they always build on their personalised goals. The assessment of lateral progress
focusses attention on qualitative aspects of a skill including independence, fluency, maintenance and
generalisation. Evidence is recorded on Earwig and reports are constructed and shared throughout the
year. Yearly annual reviews are held to report on EHCP progress and rigorously follow statutory
requirements where evidence-based discussions inform the success of meeting the individual’s needs.
Careful assessment across disciplines feeds directly back into planning and informs teaching and
learning moving forwards.
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