Independent Learning and Living Pathway

Use the links to the right to access the pages for each class in the Independent Learning and Living Pathway

The Independent Living and Learning Pathway (Intent)

This pathway is designed to meet the needs of pupils over the age of 11 years facing more moderate barriers to learning. However, some pupils may transition to this pathway at an earlier age if appropriate. The curriculum will enable pupils to develop into responsible citizens who are motivated to pursue further education, employment and independent living.

Teaching aims to develop pupils’ capacities in four key areas:

  • Social and Emotional Development
  • Communication
  • Physical Development and Sensory Integration
  • Cognition and Learning 

Teachers plan their learning activities with reference to the following key outcomes:

  • Pupils will develop their emotional literacy showing concern for the feelings of others and the ability to compromise and resolve conflict
  • Pupils will develop an awareness of how to be a good citizen using their own sense of right and wrong to make decisions
  • Pupils will learn to listen to and debate different ideas
  • Pupils will learn to speak with confidence and fluency to a range of different audiences
  • Pupils will use a combination of physical skills with  fluency, accuracy and confidence in sports contexts and in competitive situations
  • Pupils understand how to maintain and increase their fitness and independently make healthy life-style choices
  • Pupils will learn the self-care skills and life skills needed to progress to independent living
  • Pupils will learn that there are different ways to solve problems  and reflect on the effectiveness of their choices including those that use mathematical concepts and skills
  • Pupils will learn to independently follow complex routines
  • Pupils will learn to read a wide range of texts for meaning and pleasure
  • Pupils will learn to write fluently for a wide range of different purposes
  • Pupils will reflect on the similarities and differences between cultures and religions: they will contribute to cultural/religious events and practices through the arts
  • Pupils will learn the therapeutic benefits of spending time close to nature and develop an appreciation of the natural world and the need to protect it on a global scale

 

Curriculum (Implementation)

Through a broad and balanced range of structured learning activities, tailored around pupils’ strengths and interests, teachers draw upon the following interventions, methodologies and practices:

Social and Emotional Development

P.A.C.E

Theraplay

RSE

PSHE & Citizenship

 

Communication

PECS

Teacch

SaLT

 

Physical/Sensory Development

PE

Outdoor Learning

Residential Trips

Wellbeing

 

Cognition and Learning

Teacch

Cogmed

Mathematics & Problem Solving

Literacy

(Read, Write, Inc)

Science/World Studies

Employability

Horticulture

ICT

Out in the Community

Independent Living

Cooking

Creative Arts

Duke of Edinburgh (KS 5 Only)

 

Enrichment

Outdoor Learning

Community visits

Residential Trips

 

Assessment (Impact)

Our pupils’ learning is captured and reviewed using the Interactive Learning Diary (ILD). Through the ILD we are able to record progress towards: key outcomes for the pathway; pupils’ personal goals; EHCP outcomes. Pupil Progress Meetings are held three times a year between the class teacher and the Assistant Head for the curriculum pathway. These meetings ensure that our judgments are accurate and that we are maximising opportunities for our pupils to learn and progress. Attendance data, behaviour data, and sensory profiling information may contribute towards a measure of our pupils’ health and wellbeing. Where appropriate, SaLT, OT and Physiotherapy reports will also be referred to, in order to gain a holistic picture of each pupil’s progress.