Sensory and Skills for Life Pathway
Curriculum Pathway 2
Pathway 2: Sensory and Skills for Life Pathway
For students on the Sensory and Skills for Life Pathway learning is broken down into the following areas:
English
Within the Sensory and Skills for Life Pathway, English is organised across Reading, Speaking, Listening and Communication, and Spelling. Learning is highly personalised and carefully sequenced from the earliest sensory responses and emerging communication through to increasingly independent and functional use of English. Learners may begin by developing awareness of other people, sounds, symbols and communication. For example, within communication, an early learning step may involve a learner who “glances at people within 2 metres when they are moving.” As learners progress, they develop increasingly purposeful and independent communication, with higher-level learning including being able to “adjust the way they communicate to different audiences and purposes.” Where appropriate, this progression can ultimately support learners to work towards Functional Skills English. English is taught every day and is practised across the wider curriculum. Learning frequently takes place beyond the classroom, with Keswick, the local community and the Lake District providing meaningful opportunities for learners to read, communicate and interact with others in real-life situations. This ensures that the English skills learners develop in school are used, practised and applied in everyday life.
Mathematics
Within the Sensory and Skills for Life Pathway, Mathematics is organised across three areas: Using the Number System; Using Common Measures, Shape and Space; and Handling Data. Learning is highly personalised and progresses from the earliest awareness of number, quantity, shape and measure through to increasingly independent and functional mathematical skills. Mathematics is taught every day and wherever possible is practised through practical, real-life experiences. This may include using money in local shops, measuring ingredients when preparing food, recognising numbers and shapes in the environment, understanding time and using simple information and data. Learning frequently extends beyond the classroom, with Keswick, the local community and the Lake District providing meaningful opportunities for learners to practise and apply their mathematical skills in everyday situations.
Digital Skills
Within the Sensory and Skills for Life Pathway, Digital Skills is organised across five areas: Being Safe and Responsible Online, Communicating, Creating and Editing, Transacting, and Using Devices and Handling Information. Learning progresses from supported interaction with digital devices through to increasingly safe, confident and independent use of technology. Digital skills are taught through practical, everyday experiences, helping learners understand how technology can support communication, learning, independence and daily life. Teachers use the Purple Mash Computing resources and schemes of work to support the delivery of these skills, providing learners with opportunities to learn and practise within a safe and appropriately supported digital environment.
Personal and Social Development
Within the Sensory and Skills for Life Pathway, Personal and Social Development is organised across three areas: Citizenship, Physical Health and Mental Wellbeing, and Relationships and Sex Education (RSE). Learning is highly personalised and matched to each learner’s age, developmental level and individual needs. Learning focuses on helping learners to understand themselves and others, develop positive relationships, make choices, stay safe and look after their physical and emotional wellbeing. These skills are taught through planned learning and reinforced throughout the
school day, within the wider curriculum and through real-life experiences in the local community.
Independence
Within the Sensory and Skills for Life Pathway, Independence is organised across four areas: Chores, Routines and Maintenance; Entertainment, Leisure and Recreation; Managing Money; and News and Current Affairs. Learning is highly personalised and focuses on developing the practical skills learners need to become increasingly independent in their everyday lives. Learners are given regular opportunities to practise these skills through meaningful, reallife activities in school, at home where appropriate, and within the local community. This
includes taking responsibility for everyday routines, developing leisure interests, using and
Preparing Food
Within the Sensory and Skills for Life Pathway, Preparing Food is organised across four areas: Health, Hygiene and Safety; Preparing Meals, Snacks and Drinks; Nutrition; and Using Utensils and Appliances. Learning is highly personalised and develops the practical skills learners need to become increasingly safe and independent when preparing food and drinks. Learners are given regular opportunities to develop these skills through practical, handson experiences, from making simple snacks and drinks through to preparing meals with increasing independence. Learning also develops understanding of healthy choices, food hygiene, kitchen safety and the safe use of utensils and appliances, supporting learners to
apply these important skills in everyday life.
Self-Care
Within the Sensory and Skills for Life Pathway, Self-Care is organised across four areas: Managing Toileting Needs; Managing and Monitoring Health; Managing Clothing Needs; and Washing and Bathing. Learning is highly personalised and focuses on developing the skills learners need to become increasingly independent in managing their own personal care. Learners are supported to develop these skills at a level appropriate to their individual needs, from participating in and recognising familiar self-care routines through to completing tasks with increasing independence. Learning takes place naturally throughout the school day, helping learners develop dignity, confidence, personal safety
and greater independence in everyday life.
Travel
Within the Sensory and Skills for Life Pathway, Travel is organised across three areas: Moving Around, Planning a Journey, and Undertaking a Journey. Learning is highly personalised and focuses on developing the skills learners need to move around safely and become increasingly confident and independent when travelling. Learners develop these skills through practical, real-life experiences, progressing from
moving safely around familiar environments to planning and completing journeys with increasing independence. Keswick and the wider local community provide regular opportunities to practise travel skills, including following routes, recognising landmarks, using transport where appropriate and developing an understanding of personal and road safety.
Employability
Within the Sensory and Skills for Life Pathway, Employability is organised across four areas: Choosing a Job, Getting a Job, Knowing Your Rights and Workplace Skills. Learning is personalised and supports learners to develop an understanding of the world of work and their own interests, strengths, aspirations and potential. Learners are given opportunities to explore a broad range of careers and future pathways,
develop practical workplace skills and, where appropriate, participate in work-related learning and meaningful experiences of the workplace. Careers learning is adapted to each learner’s age, communication needs, level of understanding and aspirations, that all learners can participate meaningfully in considering their future. The school works with Inspira to provide learners with impartial, accurate and up-to-date careers information, advice and guidance. Learners are supported to explore a broad range of education, training and employment opportunities and to make informed choices
about their next steps. Careers guidance does not favour a particular institution, course or employment route and seeks to broaden learners’ aspirations and enable them to fulfil their individual potential. This reflects the requirements of the Independent School Standards for careers guidance. The school’s approach to careers education and guidance is also informed by the eight Gatsby Benchmarks, including linking curriculum learning to careers, encounters with employers, experiences of workplaces, encounters with further and higher education, and access to personal guidance. Particular attention is given to ensuring that careers experiences and guidance are personalised and accessible for learners with SEND.
ASDAN Towards Independence
From Year 10, learners on the Sensory and Skills for Life Pathway move onto the ASDAN Towards Independence programme. This builds on the learning they have completed on the pathway as we begin to plan their transition to adulthood. Units are chosen with each learner and their family or carers and are mapped to the four Preparing for Adulthood outcomes: employment; independent living; friends, relationships and community inclusion; and good health. Digital skills continue to be taught through the Digital Skills strand and Purple Mash, so that technological education remains part of every learner’s curriculum.