Pre-formal non-subject specific curriculum pathway designed to ensure progression of their knowledge and skills within all areas of needs. Topics, Themes and project-based learning are used as hooks for learning to engage pupils; there is no expectation that the national curriculum will be followed, however pupils have the opportunity to explore, engage and experience a broad and balanced range of learning opportunities, deliver through a sensory curriculum 

Teaching and learning approaches include guided discovery and play, therapy, sensory and play based learning, Sensology and intensive interaction

Informal exploratory curriculum designed to ensure progression within all areas of need for learners with severe and complex learning disabilities. Topics and project-based learning will serve as hooks in to learning, and pupils will engage in informal play and exploration around the topic designed to engage and support learners to make the necessary small developmental steps in progress.

Communication, interaction, building skills for learning (executive functioning) and learning to tolerate others and demands are all core areas of development for pupils on this pathway.

Teaching and learning approaches include informal play-based learning supported by continuous provision, parallel play, intensive interaction, therapy based learning, 1:1 learning with scaffolding and small lateral steps in progress with opportunities for overlearning and generalisation.

Semi-formal curriculum, based on subject specific developmental progression steps from 24- 60 Months.

Elements of learning on the green pathway will follow EYFS approaches and some elements of learning will still be informal, provision and experience based. Topics and project-based learning will be used as hooks into learning and foundation learning will be closely aligned to topics rather than being taught as discrete subjects.

English, Maths, PSD and PE will be taught as discrete subjects

Teaching and learning approaches include retrieval and review, small group teacher led input and worked examples, building on prior learning. Continuous provision which encourages independence, modelling, scaffolding, 1:1 learning building to paired/small group tasks.

Formal curriculum—Learners are engaged in subject specific learning following an adapted national curriculum

The curriculum is tailored to promote progress within age related expectations years 1-3. Any pupils displaying mastery of ARE year 3 before the end of Key Stage 3 would be supported on a bespoke level, Foundation subjects will be taught through topics and project-based learning. English, Maths, PSD and PE will be taught as discrete subjects

Teaching and learning approaches include: Teacher led introductions, modelling and worked examples. Small steps approach, overlearning, co-operative play, reduced scaffolding. Small group and whole group activities.

Learners with Autism often require a set of pedagogical approaches and teaching strategies to support and enable them to access learning, These pupils will likely require routine and predictability built in to their curriculum. We refer to pupils who require these approaches as “Blue learners”

Blue learners will be supported using known pedagogical programmes and practices including elements of TEACCH, SCERTS and Attention Autism. The Autism Education Trust – Autism progression framework (APF) will be used as a toolkit to support progress, setting of objectives and next steps in learning, this is a holistic tool which will support with all areas of need

Rainbow learners, are pupils, often referred to as having spikey profiles. These learners may be working at different developmental stages in different areas/subjects. They may need elements of formal learning in a discrete subject based with informal exploratory play in another area. They may show a clear need for blue learning support but also demonstrate that they are capable of swift academic progress in the green or orange pathways if that support is in place.

At Kelford we recognise and support that learners cannot always be placed into a clear category and these Rainbow Learners may follow elements of different pathways. This will be discussed and monitored through annual reviews, discussions with parents/carers and wider professionals and through pupil progress meetings.