Pathways
Individualised curriculum pathways are built upon each of the student’s fundamental needs addressed in their Education, Health and Care Plans (EHCPs). Learning is differentiated to match the ability and needs of each student. Our curriculum recognises that all students are unique and so is their learning pathway. Designed to cater for students with a wide range of needs, regardless of the speed of their progress, the pace of the curriculum will always be student dependent. Every student is regularly given the opportunity to review their termly personalised curriculum alongside their MDT. This increases students’ confidence in advocating for themselves, and this is put into practice in Secondary when students (where appropriate) will attend their half termly MDT meetings.
Each student receives a personalised and bespoke curriculum. At Treloar School, we have the flexibility to continually review and evolve. Personalised pathways mean that staff are able to respond to students’ need or possibly change in need. For some, this incorporates learning across pathways (Interactive and Sensory, Entry Level and Formal) which are the underpinning of each individual’s curriculum. This is particularly evident when a student returns to school following ill health, an operation or other trauma. Pathways are reviewed continuously through MDT meetings and education reviews.
- Interactive and Sensory Pathway: Some students, due to the complexity of their physical, medical and cognitive needs, receive a curriculum to continually support, maintain, develop and embed their physical skills, posture and mobility.
- Entry Level Pathway: Some students may need all, or part of, their personalised curriculum to be focused around developing functional skills with more flexibility. With more time focused on the enquiry-based approach to learning.
- Formal / GCSE Pathway: Some students may have a more bespoke subject specific timetable of learning as all, or part of, their personalised curriculum.
| Sensory and Interactive Pathway | Primary Pathway | ||
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Students working below the national curriculum assessments (previously known as P2 to P5) at the end of Primary
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Students working between P5 to End of Key Stage 2 programmes of study (National Curriculum) at the end of Primary
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| Working towards: A future-focused curriculum offer, to ensure that each student is given maximum opportunity to develop key life and independence skills throughout each phase (key stage), preparing them consistently for the next steps in their life within and beyond school. Each student is supported to access appropriate, meaningful accreditations, which best suit their individual needs and goals. | |||
| Sensory and Interactive Pathway | Entry Level Pathway | GCSE Pathway | |
| Students working below the national curriculum assessments (previously known as P2 to P5) at the end of Key Stage 3
Working towards completing Transition Challenge Curriculum Programme in Key Stage 4 |
Students working between P6 and the National Curriculum Year 1 Programme of study at the end of Key Stage 3 Working towards completing Unit Awards at Entry Level 1 ASDAN in Key Stage 4 |
Students working between National Curriculum Year 1 programme of study and Year 6 programme of study at the end of Key Stage 3 Working towards completing Entry Level qualifications at Level 1,2 and 3 in Key Stage 4 |
Students working between Year 6 programme of study and above at the end of Key Stage 3 Working towards completing GCSE Level qualifications in Key Stage 4 (the number of these are dependent on the student) |
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Students working below national curriculum assessments (previously known as P2 to P5) at the end of Key Stage 4 Working towards completing ASDAN Qualifications e.g. Personal Progress in Sixth Form |
Students working between P6 and Entry Level 1 at the end of Key Stage 4 ASDAN Qualification Employability Awards (including John Muir) in Sixth Form
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Students working between Entry Level 1 and Entry Level 3 at the end of Key Stage 4 Working towards completing OCR e.g. Life and Living Skills Employability Awards (including John Muir) in Sixth Form |
Students who successfully achieve Level 1 and Level 2 qualification at the end of Key Stage 4 Transfer to College to complete further Level 1,2 or 3 course programmes as appropriate to student ability and future pathway Vocational courses e.g. BTEC work skills, Digital Business Skills, Media including GCSE Maths and English retakes |
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Students working below the national curriculum assessments (previously known as P2 to P5) at the end of Sixth Form Working towards completing OCR Life and Living IMPACTS in Treloar College or alternative college placement |
Students working between P6 and Entry Level 1 at the end of Sixth Form BTEC Entry Level 1 Prevocational in Treloar College or alternative college placement
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Students working between Entry Level 1 and Entry Level 3 at the end of Sixth Form BTEC Entry Level 2 /3 Progression in Treloar College or alternative college placement |
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Working towards: Future Living Advocacy Accessing the community |
Working towards: BTEC e.g. vocational studies Supported Employment Self-advocacy Supported living Positive contribution to communities |
Working towards: Employment Higher Education Independent Living |
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