Skip to content ↓

Pathways

Group

Pathway

Teaching Style

Pupils' Needs

Purple Pathway One Neurotypical learners Neurotypical, SEMH
Blue Pathway Two Formal Learning ASD, Spikey profiles
Green Pathway Three Semi-Formal Learning Low MLD
Orange Pathway Four Highly Structured Learning SLD
Red Pathway Five Interventions SEMH, ASD

 

  Purple Blue Green Orange Red
Pathway 1 2 3 4 5
Pupils' Needs Neurotypical with gaps in learning. Majority capable of sharing attention and group work. Majority beginning to share attention.  Mainly 1:1 / Paired teaching. More severe commnication and learning needs. Complex SEND, ASD and SEMH
Curriculum focus
  • Communication
  • PSD
  • Physical Dev.
  • Literacy
  • Numeracy
  • Understanding My World
  • Creative Arts

Transitioning from pre-formal to formal learning.

  • Communication
  • PSD
  • Physical Dev.
  • Literacy
  • Numeracy
  • Understanding My World
  • Creative Arts

UMW and CA delivered discreetly through group work. 

Enabling environment remains, to support formal teaching.

  • Communication
  • PSD
  • Physical Dev.
  • Literacy
  • Numeracy

UMW and CA delivered through enabling environments with adult support so chn can explore and develop skills independently.

  • Communication
  • PSD
  • Physical Dev.

Wider aspects of curriculum delivered through exploratory, sensory learning.

Literacy and Numeracy delivered through TEACCH based approach.

  • Communication
  • PSD
  • Physical Dev.
Looks Like Whole class teaching with differentiated learning Sessions start with whole group and move to groups of 3-4. Beginning to work independently Moving from play-based learning. Beginning more formal group work.  Can access 1:1 beginning to share attentiona for paired work withg adults TEACCH. High staff ratio. Workstations, Tray tasks, communication groups, indivdual timetables, PECS/ Communication book teaching. Sensory Circuits, FMS and GMS 1:1 work. Small group work. HLTA modelling strategies.
Environment Formal Learning

Pre-formal learning.

Enabling environment set up to support more formal learning and independent learners.

Pre-formal learning

Children learning still supported by enabling environment and they are given access for learning through play.

TEACCH

Highly structured environment to support children's learning.

TEACCH

Highly structured environment with low arousal adapted for individuals' needs.