Our Pathways

We have three pathways for our different cohorts of learners; Foundation, Semi-Formal & Formal. Each pathway is catered towards our learners, to ensure they get the most out of their time at Highshore.

 

Foundation Pathway

Curriculum Aims and Philosophy

Purpose: To provide meaningful and personalised learning
that focusses on developing essential life skills which
promote more independent learners, effective
communication and social interactions skills as well as
overall well-being of each student.

Key Principles:
•Individualisation - Where necessary to personalise the
curriculum for each student to address, recognise and
celebrate the unique abilities and interests of each
student.
•Motivation and Interest - Draw upon these unique abilities
and interests to motivate and engage each individual
student
•Holistic approach - Support students’ development across
multiple areas: cognitive, sensory, physical, social,
emotional, and communication.
•Promoting independence, choice-making, and self-regulation

Planning and Implementation

In the Foundation pathway subjects may be taught
thematically with an emphasis on students' individual
targets, as opposed to a curriculum focus. The students will
be with their class tutor for the majority of their timetable.

 

• Termly Themes or Topics: Use thematic approaches

that allow flexibility to incorporate a wide range of
activities and as a motivating means by which students
can work upon their key targets e.g., seasonal topics,
everyday environments).

 

• Weekly and Daily Planning: Include a mix of structured

learning that involves set routines which develop and
extend learning opportunities over time, as well as
play-based activities and therapeutic interventions.

 

Subjects Taught

•Specific subjects that are taught include, Literacy and Maths (at levels appropriate to the students cognitive and communicative levels.)

•Other subjects include food technology, PE (including swimming), art, science and topic-based work that focuses on the theme for that half-term

•Much learning in this pathway is cross-curricular (drawn from students' individual targets.

 

Collaborating with Families and Other Professionals.

• Close liaison with families is essential as there is a recognition that effective learning for our students requires frequent and close liaison between home and school. This occurs in phone calls, written and email communication as well as face to face meetings.
• Likewise, our students needs may require support form additional professionals, e.g., speech therapists, occupational therapists, physiotherapists as well as services offering social and emotional support. These professionals may contribute to targets set for the students as well as offer guidance to support the student’s learning both at school and home

 

Curriculum Areas and Key Skills

• Cognition and Learning:

Aims: Engage in sensory exploration and develop early thinking, planning and investigation skills through structured and unstructured activities.

Skills Focus: •Cause and effect understanding leading to means/end understanding and predicting expected events/results •Exploring patterns, sequences, and routines. •Memory and recognition through repetition and consistency.

• Communication and Interaction

Aims: Develop the ability to express preferences, make choices, and engage in social interactions.

Skills Focus: •Understanding how to initiate, respond and sustain interaction with others •Using assistive technologies (e.g., communication devices). •Where necessary to use non-verbal modes of communication eg Makaton signs and symbol supports such as communication ‘core boards •Expressing likes, dislikes, and basic emotions.

• Personal, Social, and Emotional Development (PSED)

Aims: Promote self-awareness, emotional regulation, and social skills.

Skills Focus: •Building self-esteem and confidence through personalised tasks. •Identifying and responding to emotions. •Participating in group activities to build social relationships.

• Sensory and Physical Development:

Aims: Provide opportunities for sensory exploration, address any sensory impairment or dysregulation issues and promote physical movement.

Skills Focus: •Sensory integration activities (e.g., tactile exploration, sound differentiation). •Developing motor skills through physical activities like physiotherapy, and hydrotherapy. •Promote fine motor skills such as improved pen grip, pincer grasp and twohanded coordination to support student’s learning

• Independence and Life skills

Aims: Encourage participation in daily living activities, fostering independence to the maximum level possible.

Skills Focus: •Feeding and personal hygiene routines. •Dressing and self-care. •Understanding routines and schedules (e.g., using visual timetables).

 

 

Semi-Formal Pathway

Curriculum Aims and Philosophy

Purpose:

To provide meaningful and learning opportunities with a balance between a curriculum and personalised focus.

Essential life skills are prioritised which promote more independent learners, effective communication and social interactions skills as well as overall well-being of each student.

Key Principles:

•Provide a balanced and purposeful curriculum tailored to the needs and abilities of each student.

•Focus on practical and functional applications of learning in real-world contexts.

•Support holistic development through a blend of academic, social, and emotional learning.

•Use a strengths-based approach to maximise each student’s potential. 

 

Planning and Implementation

Long-Term Planning: Develop a broad plan that outlines the key learning areas and themes for the year. This should be flexible to allow for student preferences and interests.

Medium-Term Planning: Organise curriculum content into units or topics that align with students' learning priorities. Incorporate activities that link across different learning areas.

Short-Term Planning: For some learners we use weekly and daily plans that include specific objectives, activities, and adaptations needed to support individual learners.

 

Subjects Taught

Core subjects Literacy, Maths, Science, PSHE and PE are taught discretely. Foundation subjects Art, Drama, Music, Humanities (Topic) are taught thematically by the class teacher. Students also do Yoga sessions fortnightly. For a term each year students access swimming lessons.

 

Collaborating with Families and Other Professionals.

Family Involvement: Work closely with families to set realistic goals and celebrate achievements. Regular communication and parent workshops support a cohesive approach to learning.

Multi-Disciplinary Team Approach: Involve therapists, medical professionals, and support staff in planning and review meetings to ensure a comprehensive approach to meeting each student’s needs. 

 

Curriculum Areas and Key Skills

• Cognition and Learning:

Aims: Engage in academic learning tailored to each student's cognitive ability, focusing on practical use and understanding.

Skills Focus: Literacy: Recognising symbols, letters, and words; understanding and following instructions; reading and writing for functional purposes (e.g., reading labels, making simple lists). Numeracy: Developing an understanding of basic concepts such as number, size, shape, and time; engaging in activities that build practical numeracy skills (e.g., money handling, counting).

• Communication and Interaction:

Aims: Develop the ability to understand, express, and respond to information, emotions, and social interactions.

Skills Focus: Developing expressive and receptive language skills (spoken, non-verbal, or assisted communication). Building functional literacy skills through reading and writing activities adapted to each student's level. Using communication aids and technology to support participation (e.g., symbol boards, visual timetables).

• Personal, Social, Health and Emotional Development (PSHE)

Aims: Promote personal well-being, social skills, and an understanding of health and safety.

Skills Focus: Understanding personal hygiene and self-care. Developing social relationships through collaborative activities. Managing emotions and recognising the emotions of others. Learning about health, safety, and making safe choices.

• Independence and Functional Life Skills

Aims: Enhance students’ ability to perform daily living activities and participate in community life.

Skills Focus: Personal care routines (e.g., dressing, grooming, eating). Domestic skills (e.g., cooking simple meals, cleaning). Travel training and understanding how to navigate familiar environments.

• Creative Arts and Expression

Aims: Enable self-expression and creativity through various media.

Skills Focus: Participating in art, music, and drama activities. Expressing emotions and ideas through creative outlets. Exploring different textures, sounds, and forms.

• Understanding the World (Science, Computing and Community)

Aims: Foster curiosity and understanding of the world around them.

Skills Focus: Exploring natural phenomena through sensory-based science activities. Learning basic concepts of technology through using simple devices. Understanding the roles of community helpers and participating in community activities.

• Physical and Sensory Development

Aims: Improve physical abilities and coordination through movement and sensory integration activities.

Skills Focus: Participating in physical activities such as PE, yoga, and dance. Developing gross and fine motor skills through structured activities (e.g., ball games, handwriting practice). Sensory activities to enhance sensory processing and awareness.

 

Formal Pathway

Curriculum Aims and Philosophy

Purpose:

To deliver a broad, balanced, and meaningful curriculum that equips students with the academic, vocational, and personal skills needed for future opportunities and independence.

Key Principles:

•For students with MLD who can follow a more structured academic program, this pathway includes modified academic subjects like English, Math, and Science, alongside the creative arts (Music, Art), and vocational subjects like Food Tech and Community.

•The goal is to develop functional academic abilities that support independent living and work-related skills, often with a focus on Functional Skills Accreditations in KS4.

Planning and Implementation 

In the formal pathway subjects are taught discretely. Students in the formal pathway follow a secondary model where they transition to different lessons, with different teachers.

Long-Term Planning: Outline the overarching themes, topics, and key learning outcomes for the year.

Medium-Term Planning: Develop units of work that integrate skills across subjects and reflect the long-term goals.

Short-Term Planning: Create lesson plans that specify learning objectives, teaching strategies, and assessment methods, ensuring that lessons are adapted to meet individual needs.

Subjects Taught

Core subjects that are taught are: Literacy, Maths, Science, PSHE, and PE. Foundation subjects Music, Art, Drama, Library, Community, Computing, Humanities, Food Tech are also taught each week.

Students also do Yoga sessions fortnightly, and access swimming for a term. 

Collaborating with Families and Other Professionals.

Family and Caregiver Involvement: Engage families in goal-setting, reviews, and support workshops to create a cohesive learning plan.

Multi-Disciplinary Team Approach: Collaborate with therapists, external agencies, and health professionals to provide holistic support.

Links with Local Colleges and Employers: Establish partnerships with local education providers and businesses to create opportunities for further education and employment.

Curriculum Areas and Key Skills 

• English and Literacy

Aims: Develop functional literacy skills, including reading, writing, speaking, and listening.

Skills Focus: Reading comprehension and analysis of texts at an appropriate level. Writing for various purposes (e.g., narratives, letters, reports). Speaking and listening skills to engage in conversations, discussions, and presentations.

• Maths

Aims: Build understanding and confidence in using mathematical concepts in everyday situations. Skills Focus: Number operations, measurement, geometry, and problem-solving. Applying mathematics to real-life scenarios (e.g., shopping, budgeting, cooking).

• Science

Aims: Foster curiosity and understanding of scientific concepts and the natural world.

Skills Focus: Investigative skills, experimentation, and observation. Understanding basic scientific principles relevant to daily life (e.g., health, environment).

• PSHE

Aims: Support personal development, emotional well-being, and preparation for adulthood.

Skills Focus: Understanding personal safety, relationships, and emotional regulation. Learning about healthy living, making safe choices, and understanding consent. Economic well-being (e.g., money management, understanding employment).

• Creative Arts (Music, Art, Drama)

Aims: Encourage self-expression and creativity through visual and performing arts.

Skills Focus: Engaging in various art forms (e.g., drawing, painting, music-making). Exploring emotions and storytelling through drama and role-play.

• Computing

Aims: Develop digital literacy and practical skills in using technology.

Skills Focus: Basic computer skills (e.g., word processing, internet safety). Using technology to support learning and communication. Exploring coding and programming through age-appropriate software.

• Humanities

Aims: Build an understanding of the world, its history, and cultural diversity.

Skills Focus: Understanding historical events and geographical features. Developing a sense of time, place, and identity.

• Physical Education and Health

Aims: Promote physical health, fitness, and the development of gross and fine motor skills.

Skills Focus: Participating in sports, games, and fitness activities. Understanding the importance of physical health and well-being.

• Vocational and Life Skills

Aims: Prepare students for post-16 options, employment, and independent living.

Skills Focus: Developing practical skills such as cooking, gardening, and basic maintenance. Exploring vocational areas (e.g., hospitality, retail, office skills). Understanding workplace expectations and teamwork.