Adapted National Curriculum Pathway
Curriculum Pathway 1
Adapted National Curriculum Pathway-Subjects Taught
Communication and English
English and communication are taught daily in school and consist of reading, writing, and speaking and listening.
Reading:-Learners who have gaps in their phonic knowledge receive daily phonics teaching, using the Little Wandle programme where appropriate. Older learners with identified gaps in their phonics knowledge access Little Wandle Rapid Catch-up, enabling teaching to focus specifically on closing gaps in decoding and reading fluency. More fluent readers have dedicated reading time every day, with access to a wide range of books through the school library and regular opportunities to visit the local library in Keswick, helping to develop reading for both learning and enjoyment. Reading comprehension is explicitly taught through daily lessons, developing learners’ ability to understand, retrieve, interpret and discuss what they have read.
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Writing:-Learners write using both traditional and digital methods, including laptops, developing handwriting and digital literacy skills. Where independent writing is not possible, appropriate communication aids and alternative recording methods are used. Each halfterm, learners complete two independent extended writing tasks, with one moderated and retained as evidence of progress. A planned range of writing genres is mapped across the two-year curriculum cycle, ensuring breadth, progression, and opportunities to write for different purposes and audiences.
Speaking and Listening:-Our Communication and English curriculum provides regular opportunities for learners to develop spoken language skills. Learners take part in discussions, work collaboratively with adults and peers, present to audiences, and express, justify, and respond to
opinions. They are encouraged to ask questions and engage in age- and ability-appropriate discussion and debate, building confidence and communication skills for learning, relationships, and adult life.
Mathematical Understanding
Maths is taught daily at Old Windebrowe School. Learners following the Adapted National Curriculum Pathway experience structured, carefully sequenced and practical mathematics lessons that develop their mathematical knowledge, understanding and
problem-solving skills.
The school uses the White Rose Maths scheme of learning and associated resources to support the planning and teaching of mathematics. Learners will often be working below the National Curriculum expectations for their chronological age, so teaching is adapted to each learner’s individual starting point and level of understanding, ensuring appropriate challenge and progression. Where meaningful, mathematics is linked to the half-termly theme, providing opportunities for learners to apply their mathematical knowledge within relevant and engaging contexts. Particular emphasis is placed on applying mathematics to practical and real-life situations, supporting learners to develop the functional mathematical skills they need for greater independence and adult life.
Scientific Understanding
Science is taught regularly at Old Windebrowe School as part of the Adapted National Curriculum Pathway. Learning is carefully sequenced and adapted from the National Curriculum to reflect each learner’s individual starting point, with learners often working below the expectations for their chronological age. Wherever possible, science is linked meaningfully to the half-termly theme, with scientific knowledge and skills mapped across the 12 themes within the two-year curriculum cycle to ensure appropriate breadth and progression. Teaching has a strong practical and investigative focus, giving learners opportunities to explore, observe, question, predict, investigate and draw conclusions. Learners are encouraged to connect scientific ideas to their everyday lives, the natural environment and the world around them, helping them develop curiosity, scientific understanding and the confidence to apply their learning in real-life contexts.
Growing Independence & Wellbeing (PSHE, RSE, Wellbeing)
Growing Independence & Wellbeing is an important part of the Adapted National Curriculum Pathway and is taught both through planned lessons and through opportunities across the wider curriculum. Learning is adapted to each learner’s age, developmental level, individual needs and EHCP outcomes, with the aim of developing the knowledge and skills needed to become increasingly confident, independent and able to
make informed choices. Teaching includes personal, social, health and economic education (PSHE), relationships and sex education (RSE), emotional wellbeing, healthy lifestyles, personal safety and developing independence. Learners are supported to understand themselves and others, recognise and manage emotions, develop positive relationships and build resilience. Where appropriate, learning is linked to the half-termly theme and reinforced through practical experiences within school and the wider community. This provides opportunities for learners to practise and generalise skills in real-life situations, supporting their preparation for adulthood and increasing independence.
Physical Development, Fitness & Teamwork
Physical Development, Fitness & Teamwork is an important part of the Adapted National Curriculum Pathway, supporting learners to develop their physical skills, confidence, wellbeing and ability to participate successfully with others. PE is adapted to each learner’s physical ability, individual needs and starting point, ensuring that all learners can participate, experience success and make progress. Learners experience a broad range of physical activities including PE lessons, swimming and hydrotherapy, horse riding, fitness activities, hiking and outdoor activities within the
local area. The Lake District provides a valuable environment for learners to experience physical activity beyond the school site, try new activities and develop confidence in outdoor settings. Alongside physical development, there is a strong emphasis on teamwork, cooperation
and social development. Through games, sporting activities and shared challenges,
Understanding Community & the Wider World
Understanding Community & the Wider World supports learners to develop their knowledge and understanding of people, places, communities, history, geography, culture and beliefs. Learning is adapted from relevant areas of the National Curriculum and is carefully matched to each learner’s starting point and level of understanding. Learning is strongly connected to the half-termly themes, with key knowledge and skills mapped across the 12 themes within the two-year curriculum cycle. Learners explore their immediate surroundings in Keswick and the Lake District alongside learning about the UK and the wider world, helping them understand how places, people and communities are connected and how they have changed over time. Wherever possible, learning is brought to life through visits, fieldwork and experiences within the local community, including local landmarks, museums, places of worship, natural environments and community organisations. Learners also explore different religions, cultures, beliefs and waysof life, supporting their understanding of diversity, respect and their place within modern Britain and the wider world.
Creative Arts, Design & Music
Creative Arts, Design & Music provides learners with opportunities to explore their creativity, develop practical skills and express their ideas in different ways. Learning is adapted from relevant areas of the National Curriculum and matched to each learner’s individual starting point, interests and abilities. Art and Design learning is linked, where appropriate, to the half-termly themes, with learners exploring a range of materials, techniques, artists and design processes. Learners are encouraged to experiment, make choices, develop their own ideas and create individual and collaborative pieces of work. Music forms part of every half-term theme, giving learners regular opportunities to listen, perform, create and respond to music. Learners experience singing, instruments, rhythm and performance, with opportunities to develop confidence and perform individually and
alongside others. Across the 12 themes, learners are given opportunities to create, design, make and perform, with their work contributing to displays, projects, performances and whole school celebrations. This enables learners to develop creativity, confidence, communication and pride in their achievements.
Computing & Technology
Computing & Technology supports learners to develop the digital knowledge, skills and confidence needed to participate safely and successfully in an increasingly digital world. Teaching is adapted to each learner’s starting point and provides opportunities to use a range of computers, tablets,software and digital technologies for learning, communication and everyday life. The school uses the Purple Mash Computing Scheme of Work to provide a structured and progressive approach to the teaching of computing. The scheme is adapted to meet individual learners’ needs and, where appropriate, learning is connected to the half-termly theme, enabling learners to apply their digital skills across different areas of the
curriculum. A strong emphasis is placed on safe, responsible and increasingly independent use of technology. Learners develop skills in areas such as creating and presenting information, communication, coding and computational thinking, alongside learning about online safety and responsibledigital behaviour. As learners progress, they are supported to understand how technology can be used practically for learning,independence, communication, future employment and adult life.
Learning for Life
Learning for Life supports learners to develop the practical knowledge, skills and confidence they need for greater independence and adulthood. Learning is personalised to each learner’s age, ability, aspirations and individual needs, with an emphasis on developing skills that can be applied in real-life situations. Learners develop their understanding of careers, employability, money, enterprise, travel and community participation. As they progress through the school, they are provided with increasingly meaningful opportunities to explore different jobs, understand the world of work, develop workplace skills and consider their own interests, strengths and aspirations for the future. Learning extends beyond the classroom, with learners using local shops, businesses, services and public spaces to practise skills such as shopping, managing money, travelling safely and communicating with people in the wider community. Older learners have opportunities to participate in work-related learning and work experience,where appropriate. Through Learning for Life, we aim to ensure that learners leave Old Windebrowe with the greatest possible independence, confidence and choice, and are well prepared for their next stage of education, training, employment and adult life.
Subject Time Allocations- Timetables can be adapted each week to meet the needs of students but the graphic below is a guide to time allocations for subjects on the Adapted National Curriculum Pathway.
