English – Key Stage 3 Integrated Pathway
The Integrated Pathway is the most usual route at Key Stage 2 and 3 for students who are assessed as working between P3 and P8.
The curriculum provides an holistic programme which enables these students to reach their full potential by integrating their therapeutic and academic needs in the classroom. It includes:
- flexible teaching arrangements allowing the class to plan an appropriate curriculum
- provision of tactile and kinaesthetic materials to aid experiential and multi-sensory learning
- adaptations to the physical environment of the classroom including equipment, low vision aids, furniture and seating
- access to alternative and augmentative forms of communication, particularly the use of Picture Communication Symbols (PCS)
- regular and frequent access to specialist support, e.g. visual impairment advisor, symbols co-ordinator, physiotherapist
The curriculum is delivered, assessed and reported on in the following areas – Communication, Language and Literacy; Mathematical Development; Knowledge and Understanding of the World; Physical Development; Creative Development; and Personal, Social and Emotional Development – and is designed to incorporate the five Every Child Matters outcomes. As such, it provides a framework for educational and physical progress and social well-being, alongside promoting skills such as turn-taking and choice-making, which can be applied in real-life situations outside of the classroom.
The weekly timetable is specifically designed and planned for the students, with the class teacher delivering the majority of the academic subjects. There are opportunities each term for the students to enjoy trips into the community that are linked to these topics. Carefully crafted targets (set in the areas of Communication, Language and Literacy and Mathematical Development), chosen to meet individual needs, are assessed and updated termly. These targets are shared within the whole professional team so that they may be worked on in all situations, e.g. in the dining room or during a swimming session.
A portfolio of each student’s work, often including photographic evidence, is added to termly and more specific records of progress and achievement are also kept. A photographic Record of Achievement is also compiled for each student, documenting highlights throughout the school year.
The classroom is a lively environment with a stimulating atmosphere, where students with complex needs are engaged and motivated. Students are valued for their differences and provided with equal opportunities to achieve success. Evidence of their work, achievements and targets are clearly visible, and it is clear that all staff have high and yet realistic expectations of the group and are confident in providing clear and consistent boundaries. Displays are supported by PCS symbols and are regularly updated.
In order to provide a broad and balanced curriculum, the EQUALS Schemes of Work are used as a foundation. Work is planned by termly topics and is cross-curricular in its implementation.
The rolling programme of topics is as follows:
(including Roman Transport)
|Spring Term||Under The Sea
(including Tudor Exploration)
|Summer Term||Town and Countryside
(including Changes and Inventions)
(including Ancient Greece)
(including Passage of Time)
|Summer Term||My Family
(including Toys and Games)
|3||Autumn Term||My School
(including Children During World War II)
|Spring Term||People Who Help Us
(including Florence Nightingale)
(including The Victorians)
|4||Autumn Term||Exploring England
(including Tudor Times)
|Spring Term||Homes and Houses