Sixth Form Prospectus - Flipbook - Page 14
Pathway 3 (Sixth Form)
To uphold the overarching ethos of our Sixth Form, learners in pathway 3 will be able to apply skills in real-world
experiences which will include a range of experiential activities and 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 throughout the
extended day will promote expression of thought, feelings and wishes, and is built upon throughout the curriculum. Each
cycle allows for the schemes of learning to be skills progressive.
How we deliver this
Students are our starting point and an individual, personal approach informs what learning takes place, how this happens
and why it is important.
We follow a practical curriculum model which uses personal learning passports that cross reference and interact with a
variety of educational, experiential 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.
Intensive
Interaction
Zones of
regulation
Talk for
writing
Work based
trips/visits
Gatsby
Benchmark
Attention
Autism
Sensory
cues
Objects of
Reference
Makaton
Creative &
multi sensory
Augmentative and
Alternative communication
Emotional development & wellbeing
Underpinned by our vision, we ensure the following skills and qualities are intertwined throughout every
aspect of our curriculum. This is heavily supported by our SEMH personal learning intentions.
Know their choices, understand their rights, make informed decisions, using their voice allow learners to
realise their true ambitions, fostering independence and maximising self-belief.
Measuring impact
All students in Pathway 3 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. 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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