Semi-Formal Pathway
- Emerging purposeful communication.
- Early problem solving.
- Emerging social awareness.
- Emerging shared attention.
- Emerging use of skills and learnt responses in familiar routines.
This pathway reflects a curriculum underpinned by the engagement model with the following:
Curriculum Aims
- Communicating and interacting to tell others wants and needs.
- Discover more about the world around them.
- Developing independence.
- Maintaining and developing physical and emotional wellbeing.
- Develop and apply skills to fully access the community.
- Develop and sustain healthy relationships.
- Develop understanding of how to be physically and emotionally safe and healthy.
- Recognise and celebrate difference and individuality.
Planning
- A multisensory approach based on the needs of the learners.
- Domains used to construct holistic learning opportunities.
- Target setting in form of individual outcomes within learning plans.
- Targets linked to EHCP outcomes within the learners PLG.
- Core subjects and domains are taught discreetly as part of a subject specific timetable.
- Non-core subjects are taught thematically and linked into cross curricular learning.
- Target setting-how linked to curriculum?
- Targets link to EHCP outcomes.
Assessment
- Achievement towards EHCP outcomes are captured via PLGs on Evidence for Learning.
- Learner progress is evidenced through teacher judgement via developmental assessment against the curriculum.
- Achievement towards EHCP outcomes are captured via PLGs on Evidence for Learning.
- Learner progress is evidenced through teacher judgement via developmental assessment against the curriculum.
- Use of subject-specific formal assessments where appropriate.