St Luke’s Pathways Overview

Pathways Parameters

	End of KS1	Lower School	End of KS2	Middle School	End of KS3	Upper School	End of KS4
PMLD (Min)	P1(i)	EC	P1(i)	EC	P1(i)	Internal	P1(i)
PMLD (Max)	P3(ii)	EC	P5	PKSS	P6	Internal	P6
Path 1 (Min)	P4	EC	P6	PKSS	P7	ASDAN	P7
Path 1 (Max)	P5	PKSS	P7	PKSS	1C	EL1	U
Path 2 & 3 (Min)	P6	PKSS	P8	KS1	1B	EL2	U
Path 2 & 3 (Mid)	P8	KS1	2C	LKS2	3B	EL3	G
Path 2 & 3 (Max)	1A	KS1/LKS2	3B	UKS2	4A	Level 1	E
Mainstream (Min)	2C	LKS2/UKS2	4C	KS3	5B	Level 2	D
Mainstream (Max)	2B	LKS2/UKS2	4B	KS3	6C	Level 2	C

 

 

It is recognised that children will not always fit neatly into a particular pathway, and that a best fit approach is required. Within each pathway there is therefore flexibility in terms of the content delivered to ensure that the needs of all children can be most appropriately met. In the key skills areas this flexibility is provided through the use of skills ladders, allowing learning to be pitched appropriately. Knowledge areas are mapped out over time to ensure coverage of key ideas; objectives identified for each strand are differentiated by pathway, with each strand of learning revisited in subsequent key stages to allow progression, overlearning and gap filling.

 

It is also recognised that children do not always follow the same pathway as their peers, and that progress will not always be smooth; they may make more or less progress than their peers at different points in the school life. Therefore there is provision for children to move between pathways. At the end of each key stage, transitioning between Lower, Middle and Upper school, children are assessed to ensure that they are on the correct pathway.

 

Pathway 1 (SLD)

This pathway is designed to meet the needs of pupils facing more severe barriers to learning. Teaching focuses on supporting pupils to engage with practical skills that are needed in adult life and will enable the individual to access social, cultural and leisure activities beyond school. Teaching focuses on developing pupils’ skills in several key areas:

• Communication
• Personal, Social and Emotional Development
• Understanding of My World
• Functional literacy
• Functional numeracy
• Physical Development

 

Key Outcomes

• Pupils learn functional communication skills, including ICT where appropriate
• Pupils learn functional numeracy and literacy skills
• Pupils learn to follow basic instructions
• Pupils learn to regulate their emotions
• Pupils learn to respect social boundaries
• Pupils learn about their community
• Pupils will be supported to maintain a healthy body and mind
• Pupils develop their movement skills
• Pupils learn how to keep themselves safe
• Pupils learn skills that will enable them to live as independently as possible
• Pupils engage in a variety of internal work experience opportunities
• Pupils engage with community based social, cultural and leisure activities and where possible, experience of work
• Pupils develop an awareness of their environment through trips into the local community and outdoor learning opportunities
• Pupils complete accredited ASDAN units of study

 

 

Pathway 2 (LD)

This pathway is designed to meet the needs of pupils facing more moderate barriers to learning. Teaching focuses on developing pupils’ skills in several key areas:

• Communication
• Personal, Social and Emotional Development
• Understanding of The World
• Functional literacy
• Functional numeracy
• Physical Development

 

Key Outcomes

• Pupils develop their verbal, written and numerical capacities to prepare them for further education
• Pupils learn to follow routines, schedules and instructions as independently as possible
• Pupils learn to safely initiate social interaction in a range of different contexts
• Pupils learn to regulate their emotions
• Pupils are encouraged to maintain a healthy body and mind
• Pupils engage in a variety of physical activities
• Pupils develop the life skills needed for independent living
• Pupils develop their knowledge and understanding of ICT
• Pupils access community based social, cultural and leisure activities and work experience
• Pupils engage in a variety of internal and external experiences of work
• Pupils learn about their community and their place in the world
• Pupils develop a connection to their environment through trips into the local community and outdoor learning opportunities
• Pupils complete accredited programmes at EL2, EL3 or Level 1

 

 

Pathway 3 (SEMH/LD)

This pathway is designed to meet the needs of pupils with Social, Emotional and Mental Health difficulties, alongside Learning Difficulties. Provision includes a greater emphasis on therapeutic interventions and learning outside the classroom. Teaching focuses on developing pupils’ skills in several key areas:

• Personal, Social and Emotional Development
• Communication
• Understanding of The World
• Functional literacy
• Functional numeracy
• Physical Development

 

Key Outcomes

• Pupils develop their readiness to learn and their ability to regulate their emotions
• Pupils develop their verbal, written and numerical capacities to prepare them for further education
• Pupils learn to follow routines, schedules and instructions as independently as possible
• Pupils learn to safely initiate social interaction in a range of different contexts
• Pupils are encouraged to maintain a healthy body and mind
• Pupils engage in a variety of physical activities and learning outside the classroom
• Pupils develop the life skills needed for independent living
• Pupils develop their knowledge and understanding of ICT
• Pupils access community based social, cultural and leisure activities and work experience
• Pupils engage in a variety of internal and external experiences of work
• Pupils learn about their community and their place in the world
• Pupils develop a connection to their environment through trips into the local community and outdoor learning opportunities
• Pupils complete accredited programmes at EL2, EL3 or Level 1

 

 

Pathway 4 (SEMH/Mainstream)

This pathway is designed to meet the needs of pupils with Social, Emotional and Mental Health difficulties, functioning at a mainstream level. Provision includes a greater emphasis on therapeutic interventions and learning outside the classroom. The aim of this pathway is to develop children’s readiness to learn and emotional regulation, whilst maintaining academic progress, in order to enable them to integrate back into a mainstream environment.