Overview

The Green Pathway is our curriculum for semi-formal learners and covers a wide range of learning needs and diagnoses. The primary focuses of this curriculum are communication, interaction, physical, social and emotional well-being; we also lay the foundations of subjects such as English and Maths. ​Our aim is always for pupils to make ongoing progress towards living as independently as possible into adulthood. 

Who is on the Green Pathway?

Green Pathway learners access a curriculum which explores and develops their understanding of the foundational concepts of the subjects in the National Curriculum.  The curriculum focusses on learning which prioritises knowledge and skills which is most relevant to the real world.  Aspects of all subjects, including careers and PSHEE are embedded in our 6 key areas of development (see below).

Students working within this Pathway commonly present with the following characteristics: ​

  • Some intentional communication of immediate needs
  • Some social skills, but significantly behind age related expectations
  • Emerging problem solving skills
  • May be able to access some subject specific concepts

The Pathway for each student is decided upon on an individual basis, based on the best way to meet needs. ​The Pathway system is designed to be fluid, meaning that pupils are able to move between Pathways throughout their school career if appropriate for their needs.

The Curriculum

The curriculum is divided into 6 broad areas:

The Green Pathway curriculum is taught through an engaging termly topic and text, within a five-year rolling programme.

Green Pathway Annual Plan

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Progression

The majority of primary-aged learners begin in the Green Pathway, as this developmental curriculum is ideal to meet the needs of our pupils in EYFS, Key Stage 1 and 2. A small number of primary aged pupils will begin in the Blue Pathway as this will better suit their needs.   

In the primary department, learning opportunities are provided by a range of play-based and multi-sensory activities, often through continuous provision or small group activities. The curriculum is adapted to be age-appropriate for older pupils.  As an example, for the topic ‘To The Rescue’, primary classes may have a superhero theme, whereas secondary classes may focus on a more functional and experiential understanding of the emergency services and how they help us.

 

Interventions and therapies

Attention Autism

This is an intervention model designed by Gina Davies, Specialist Speech and Language Therapist. It aims to develop both attention skills and natural and spontaneous communication through the use of visually based and highly motivating activities.

AAC - Augmentative and alternative communication

This includes Makaton, PECS, Communication books, Visual supports, timetables and social stories. We aim to have total communication classrooms where pupils are able to use the right communication methods for their individual needs.

Rebound Therapy

Exercise therapy which uses trampolines to provide opportunities for movement, therapeutic exercise and recreation for people across the whole spectrum of special needs.

Horse Riding

Pupils attend horse riding on a referral basis. This helps support both their physical and social development.

Brick Therapy

A group designed to support development of social communication skills through the engaging and motivational medium of Lego®.

Independence (Based on the TEACCH approach)

Pupils access this provision to support them become more independent and autonomous learners. There is a strong emphasis on structure and routine supported by visuals.

Qualifications

Learners in year 10 and 11 will complete an ASDAN Life Skills challenge from each of the following areas:

  • English 

  • Maths 

  • One of the following Preparation for Adulthood areas: Community inclusion, Employment, Good Health, Independent Living and Housing

Impact

We know from feedback from students, parents/carers, further education providers and employers that our Green Pathway has the following impacts:

  • pupils develop into more confident young people, often having worked through anxieties around self-perceived failures in learning and communicating and gaining qualifications

  • they are more able to access the world around them with reduced support because they have developed the knowledge and skills to do so. This could be linked to performing self care, reading and writing, speaking and listening, improvements in their ability to self-regulate behaviour, being able to tell the time, travel confidently and much more

  • our young people are regular attenders - whether at an FE college or Social Enterprise

  • pupils are willing and more likely to try new experiences as they have had so many opportunities to do so during their time in school

Moving on from the Green Pathway

Outcomes for learners in the Green Pathway vary according to the individual progress they make against curriculum targets and EHCP outcomes. Many students will stay on at Highfield until the end of the year in which they are 19. The focus for pupils in the Green Pathway at this stage is wider life-skills to enable our learners to live as happily and independently as possible when they leave Highfield, with the curiosity and regulation to access the wider community.