PATHWAY 1 Long term curriculum plan

Autumn term 

Spring term

Summer Term

Year 4 

Key concept(s): 

 Community access 

Key concept(s):  

The Galaxy dark and light  

Key concept (s 

Indian festivals 

Key text(s)/hook 

Key text(s)/hook 

Key text(s)/hook 

PFA 

Personal care  

David  

Learning focus:  getting ready for my day!  

Pre-intentional and anticipatory:    

to expose students to different elements and textures to explore and experience, aiming to build tolerance and acceptance towards new and unusual tactile interactions    

Mirror, Water, creams, soaps and sprays. 

Intentional:   

To build tolerance and acceptance towards basic personal care routines.  

To build positive relationship with supporting staff and the activities to tolerate support when carrying the routines    

Washing hands-face cream-body spray   

Words and ideas / joining words and ideas:   

To follow simple instructions, guidance or sequences to complete personal care routines independently   

*RHSE and personal care is also embedded throughout the school day by the teachers and supporting staff.   

learning focus: getting ready to go outside    

 Pre-intentional and anticipatory:   

to expose students to different elements and textures to explore and experience, aiming to build tolerance and acceptance towards new and unusual tactile interactions    

Mirror, Water, creams, soaps, sprays, combs and hair gel.  

Clothing: gloves, hats and scarfs 

Intentional:   

To build tolerance towards the personal care routines and to develop acceptance and compliance when staff is supporting with them    

Washing hands-face cream-body spray-hair brushing    

To tolerate and accept support when wearing specific cloths for and activity or trip  

Words and ideas / joining words and ideas:   

To follow simple instructions, guidance or sequences to complete personal care routines independently.  

To be able to choose relevant and preferred cloths according to the weather and where I am going   

*RHSE and personal care is also embedded throughout the school day by the teachers and supporting staff.  

Learning focus: the world around me 

   Pre-intentional and anticipatory:   

to expose students to different elements and textures to explore and experience, aiming to build tolerance and acceptance towards new and unusual tactile interactions    

Mirror, Water, creams, soaps, sprays, combs, hair gel and parfums   

To show awareness of Uv lights and paints been used around me   

Intentional:   

To build tolerance towards the personal care routines and to develop acceptance and compliance when staff is supporting with them.   

To pay fleeting attention or show interest in the UV paints used   

Washing hands-face cream-body spray-hair brushing- parfums - face painting   

Words and ideas / joining words and ideas:   

To follow simple instructions, guidance or sequences to complete personal care routines independently   

To engage actively in the UV paints activity, interacting with staff to paint faces and decorating the mirrors   

*RHSE and personal care is also embedded throughout the school day by the teachers and supporting staff. 

PFA  

Cooking 

David   

  Learning focus: 

LET’S MAKE A SANDWICH 

Sensory food experience: making my own bread 

Pre-intentional and anticipatory: 

To explore and tolerate the ingredients needed to make the dough 

Intentional: 

To be able to pour and mix the ingredients to make the dough 

Words and ideas / joining words and ideas: 

To be able to follow a sequence to pour the right amount, portions and mix the ingredients to make the dough 

Independent living: making my own sandwich 

Pre-intentional and anticipatory: to explore and show awareness of the different ingredients and fillings for the sandwich 

 Intentional: to accept and tolerate support to follow the sequence to complete a sandwich. To show preference for a specific ingredient. 

 Words and ideas / joining words and ideas: to follow a sequence to choose preferred filling for the sandwich 

Learning focus: 

 EATING OUTSIDE! 

Sensory food experience: fruits and snacks 

Pre-intentional and anticipatory: 

To explore and tolerate different and new kind of fruits and snacks 

 Intentional: 

To show like or dislike when new fruits and snacks are offered 

 Words and ideas / joining words and ideas: 

To try new fruits and snacks and positively communicate likes, dislikes or favoured choice 

Independent living: packing my takeaway lunch 

Pre-intentional and anticipatory: 

To be able to pick snacks to put them inside their own lunch box 

 Intentional: 

To select, using any method of communication preferred choice for a snack, when 2 options offered 

 Words and ideas / joining words and ideas: 

To be able to pack their own lunch following a sequence: choosing-wrapping-packing 

Learning focus: 

FOODS AND FLAVOURS FROM THE MIDDLE EAST 

Sensory food experience: making a naan 

Pre-intentional and anticipatory: 

To tolerate and explore new ingredients and smells. 

Intentional: 

To pour and mix the ingredients to make the dough 

 Words and ideas / joining words and ideas: 

To be able to follow a sequence to make the dough for the naan  

Independent living: experiencing new smells, flavours and food 

Pre-intentional and anticipatory: 

To tolerate and explore new flavours,textures... 

Intentional: 

To show likes, dislikes or favoured new snack 

Words and ideas / joining words and ideas: 

To try and communicate positively likes and dislikes when trying unfamiliar snacks 

Play and interaction  

Tom  

Learning focus: Pathway 1 will be exploring picnics linked to the sensory story, through different play activities and sensory experiences. 

Pre-intentional and 

anticipatory:  

Sensory picnic baskets filled with different resources to explore, picnic blankets. 

Intensive interactions throughout the play lesson. 

Intentional:  

making a choice with picnic items, watch the staff acting out having a picnic with others. 

Words and ideas / joining 

words and ideas:  

Play picnic – role play  

taking turns, sharing, recognising peers  

Taking the picnic to different environments. 

Mirroring role play of handing plates and cups 

Responding to photographs of peers – invites   

Through sensory play, create a sensory experience related to the story by using textured materials to stand for the jam, bread, and wasps e.g., sensory trays with rice or sand mixed with fruit scented oils to engage their senses. 
 
Provide pupils with various tactile ‘messy’ materials like jam, cream or bread dough to explore and experience different textures. 
 
For a couple of weeks, we could go out for a local walk or go to the school garden to create different elements of the book that pupils could play with in a different environment. Examples of this are: using sound switches to mimic the buzzing sounds of wasps, having a picnic rug with different playful materials or foot trays full of different textures to explore with bare feet.  
 

Using Intensive interaction at the centre of all play activities. For staff to try and enter the pupil's world by spending time with the individual, interacting with the things or activities that the young person loves.  
Giving time to the pupil is key. 

 Learning focus: Pathway 1 will be exploring different materials that are associated with the Moon through different sensory play activities. Role-play will be some of the ways to bring to life the walking on the Moon experience to the pathway 1 pupils. 

Pre-intentional and 

anticipatory: Set up a sensory play area resembling the moon's surface, using materials like moon sand, aluminium foil for moon rocks, and star-shaped lights, where they can use buttons and switches. 

Intentional: 

Set up a dress-up station with astronaut costumes and props. Staff to dress up as an astronaut, allowing pupils to watch and enjoy the experience. 

Words and ideas / joining 

words and ideas: 

Incorporate space themed music and movement activities. Staff can model moving like astronauts, "float" in slow motion, or dance to space-themed tunes. Pupils to join in with staff if appropriate. 

Create sensory bottles filled with glitter, beads, and small plastic astronauts to stand for space. Pupils can shake and look at these bottles, promoting visual tracking and sensory engagement. 
 
 
Using Intensive interaction at the centre of all play activities. For staff to try and enter the pupil's world by spending time with the individual, interacting with the things or activities that the young person loves.  

Giving time to the pupil is key. 

Learning focus: Pathway 1 will be exploring Indian traditions through different sensory play activities. Dance and role-play will be some of the ways to bring to life the festival experiences to the pathway 1 pupils. 

Pre-intentional and 

anticipatory: Sensory play with different materials linked to the story, offering engaging items for pupils to engage with and explore. 

Intentional: 

 Watch staff who are delivering a dance or pretending to walk slowly like the elephant from the story 

Words and ideas / joining 

words and ideas: 

Join in with the dance or role-play the different characters from the story. 

Pupils can move to Indian music, using scarves, ribbons and fans to enhance the experience. 

Dress up and role play as several types of animals from the story, with staff bringing humour to the delivery to support pupil’s engagement. 
 
Set up a sensory tray filled with materials that are the elements in the book, such as sand, water, leaves or grass.  
 

Using Intensive interaction at the centre of all play activities. For staff to try and enter the pupil's world by spending time with the individual, interacting with the things or activities that the young person loves.  

Giving time to the pupil is key.  

Garden / nature – encompassing humanities  

Jez 

Learning Focus:  

Fireside Story/relaxation: Pupils will have a fireside story in the Hobbit Hut. Within the session pupils can have a snack of Jam Sandwiches and hot chocolate to enjoy in their story session.  

This will be a new experience for the pupils to enjoy being in the garden in the wintertime and accessing a part of their onsite community.  

Pupils will explore hot and cold, sweet and sour (Jam and marmalade sandwiches)  

Pre-intentional and anticipatory:   

pupils will acclimatise to their different surroundings, show some fleeting attention to the story and session. 

Intentional: pupils will be guided through a structured lesson, following the story through using props and food used as objects of reference. This will help to build on earlier learning and anticipation for the story.  

Words and ideas:   

To follow simple instructions with guidance from staff and engage actively/co-actively in the sequence of the story. Interacting with staff 

Learning Focus: 

Sensor Light Experience:  pupils will explore light in the garden with music and a fire. Pupils will explore light and dark in the Hobbit Hut using different lights that they can also hold themselves as well as the LED lights and enjoying the light of the fire. 

Pre-intentional and anticipatory: pupils to take fleeting notice of the lights with guidance from staff offering them opportunities to use the lights.  

Intentional: pupils to use torches with support from staff, looking and gesturing. Pupils will take notice of the cause and effect of switching the lights on/off.  

Words and ideas: Point and gesture towards lights, choosing different coloured shapes to shine the light through. 

Learning Focus: 

Sensory Gardening: sensory trays filled with soil for pupils to explore different textures and smells. Allow pupils to explore the trays independently and with support were proper. You can also make edible sand (crushed biscuits)/soil (rice crispies and food colouring) if pupils like to sample the resources.  

Pre-intentional and anticipatory: pupils will explore with guidance and modelling from staff, smelling touching and tasting items in the trays. 

Intentional: allow pupils to explore freely and take note of what they are attracted to. This will allow pupils to build up familiarity and tolerance to the different trays and be introduced to new foods and produce regularly.  

Words and ideas: allow pupils to explore and see if they can find what they have found in the trays using symbols or objects of reference. 

Community: 

Jez  

Weekly trips to local Community sites: 

Learning focus:  

Pupils to access their local community with each key stage building upon previous terms learning and going further afield as the year progresses.    

Ks3 

School Garden: 

1T settle slow transition pupils to go to the garden and acclimatise to their new surroundings 

Ks4 

Touch Base Pears – starting 25^th September 

Wellbeing Session:  

wellbeing/sound bath sessions: pupils to explore sensory sounds using 

Dance sessions  

Pupils to attend a sensory/expressive dance session 

Ks5 

Kings' heath high street: 

Davids class going to shops, accessing the community - pfa 

Pre-intentional and anticipatory: Pupils to build up confidence and tolerance being outside the classroom and exploring unfamiliar places.  

Intentional: pupils to coactively follow and be supported by staff out in the community  

Words and ideas / joining words and ideas: pupils to access local community and complete a chosen activity (buy something from the shop, use symbols to request toast from the café) 

Weekly trips to local Community sites:  

Learning focus: Pupils to access their local community with each key stage building upon previous terms learning and going further afield as the year progresses 

Ks3 

Cannon Hill Park: walking and wellbeing session, pupils to go for walk and take a snack weather permitting  

Ks4 

Garden Tea Rooms: 

Weekly trip to the Tea Rooms in Cannon Hill Park for our pupils to access their local community. Pupils will have the opportunity to be out of the school environment and experience a local café. Pupils will be encouraged to choose food using symbols/objects of reference  

 Pre-intentional and anticipatory: Pupils to build up confidence and tolerance being outside the classroom and exploring unfamiliar places.  

Intentional: pupils to coactively follow and be supported by staff out in the community  

Words and ideas / joining words and ideas: pupils to access local community and complete a chosen activity (buy something from the shop, use symbols to request toast from the café) 

End of year trips suggestions-  

Learning focus: 

A chance for the Pathway 1 classes to celebrate how far pupils have come accessing their local community 

Trip Ideas: 

Fun Park @ Cannon Hill Park: pupils to go on rides at the park and have a picnic lunch 

Birmingham Wildlife Conservation Park: pupils to visit and see the animals and have a picnic lunch in the play area.  

PE/movement 

Mark  

  Learning focus: 

 Pre-intentional and anticipatory: All students have weekly sensory “Movement” circuit sessions which include alerting, organising and then calming activities, to develop sensory regulation, gross movement skills, engagement and early play skills where right. Sensory activities will be tailored to students likes and abilities. Weekly walks to and exploration of the garden area and use of onsite trampoline. Daily movement opportunities within classes using mini trampolines, general sensory activities and break times. 

Intentional: most students will access a weekly park walk for fitness, frequent use of more specific individual movement plans such as Physio or Occupational Therapy daily sensory diets. For those who are ready and capable Opportunity to access (rotated each term) Trampoline sessions at Rush trampoline park, Swimming sessions (experience and play). 

 Words and ideas / joining words and ideas: students will have the opportunity to access more formal external sessions, for e.g. disability biking with Midland Mencap. Weekly sensory yoga sessions, early game and sports skills included into regular movement sessions which link to wider school sessions such as Dance or PE “My Games”. Some students may be able to join in with some wider schools PE groups “My Games”.  

 Learning focus: 

Pre-intentional and anticipatory: All students have weekly sensory “Movement” circuit sessions which include alerting, organising and then calming activities, to develop sensory regulation, gross movement skills, engagement and early play skills where right. Sensory activities will be tailored to students likes and abilities. Weekly walks to and exploration of the garden area and use of onsite trampoline. Daily movement opportunities within classes using mini trampolines, general sensory activities and break times. 

Intentional: most students will access a weekly park walk for fitness, frequent use of more specific individual movement plans such as Physio or Occupational Therapy daily sensory diets. For those who are ready and capable Opportunity to access (rotated each term) Trampoline sessions at Rush trampoline park, Swimming sessions (experience and play). 

 Words and ideas / joining words and ideas: students will have the opportunity to access more formal external sessions, for e.g. disability biking with Midland Mencap. Weekly sensory yoga sessions, early game and sports skills included into regular movement sessions which link to wider school sessions such as Dance or PE “My Games”. Some students may be able to join in with some wider schools PE groups “Yoga”. 

 Learning focus: 

Pre-intentional and anticipatory: All students have weekly sensory “Movement” circuit sessions which include alerting, organising and then calming activities, to develop sensory regulation, gross movement skills, engagement and early play skills where right. Sensory activities will be tailored to students likes and abilities. Weekly walks to and exploration of the garden area and use of onsite trampoline. Daily movement opportunities within classes using mini trampolines, general sensory activities and break times. 

Intentional: most students will access a weekly park walk for fitness, frequent use of more specific individual movement plans such as Physio or Occupational Therapy daily sensory diets. For those who are ready and capable Opportunity to access (rotated each term) Trampoline sessions at Rush trampoline park, Swimming sessions (experience and play). 

 Words and ideas / joining words and ideas: students will have the opportunity to access more formal external sessions, for e.g. disability biking with Midland Mencap. Weekly sensory yoga sessions, early game and sports skills included into regular movement sessions which link to wider school sessions such as Dance or PE “My Games”. Some students may be able to join in with some wider schools PE groups “Athletics - The Olympics”. 

Sensory story 

Encompassing literacy  

Simon 

 Learning focus: 

The Giant Jam Sandwich is rich in sensory elements, offering opportunities for children with special needs to engage with the story through multiple senses. 

Pre-intentional and 

Anticipatory: They can touch and feel the textures of bread, jam, and other objects, enhancing their tactile sensory experiences. The story also incorporates sound elements like buzzing bees and the squelching of jam, which can help stimulate auditory senses.   

We will also utilise sensory items like spikey brushes (to be the bee sting), flour/dough, orange ping pong balls (to be the bees) and yellow and black tissue paper and a fan (to stand for the bees swarming). 

Repetition of the story is also essential for our children and revisiting the story and its sensory components can supply a sense of familiarity and comfort, aiding in memory retention. 

Intentional:  

Encouraging children to take part in hands-on activities related to the story, like spreading jam on bread, can promote the development of fine and gross motor skills. 

Words and ideas / joining 

words and ideas: The book will be projected onto the big screen and is filled with colourful illustrations that can captivate children's attention and aid in understanding the narrative. 

‘The Giant Jam Sandwich’ follows a clear narrative structure, helping children with special needs develop sequencing and predictive skills.  

 Learning focus: 

The Man on the moon has many learning opportunities for our students. We can explore the concept of space, the moon and space exploration.  There is also the idea of Bob’s daily routine on the moon and how this could apply to our students. 

Pre-intentional and 

Anticipatory: 

The story can incorporate tactile elements, such as textured materials standing for moon rocks, astronaut suits, and rockets. This tactile exploration enhances sensory experiences and promotes fine motor skills development. 

Intentional: 

The book's narrative includes sound effects like rocket launches and you could use synthesiser applications on the IPAD or online to create the atmosphere of space. These auditory elements can stimulate children's auditory senses and supply opportunities for recognising and associating different sounds. 

Words and ideas / joining 

words and ideas: 

The man on the moon is richly illustrated with colourful and detailed images of space, rockets, and the moon; the book will be projected onto the big screen to engage the students’ attention and aid in understanding the narrative. 

‘The Man on the Moon’ follows a chronological sequence of events, allowing children to grasp the concept of time and sequence. This aids in the development of cognitive and storytelling skills. 

 Learning focus: 

There are lots of opportunities for cultural exploration when teaching ‘Elephant Dance: A journey to India’. The book immerses children in the vibrant culture of India, offering opportunities to explore diverse traditions, music, dance, and landscapes. This exposure can broaden their horizons and promote cultural awareness and sensitivity. 

Pre-intentional and 

Anticipatory: 

The story can incorporate tactile materials to stand for elements like Indian fabrics, textures of animals, traditional clothing and traditional food. This tactile engagement enhances sensory experiences and supports fine motor skill development. 

Intentional: 

It will also be valuable to incorporate music and sounds associated with Indian culture, such as traditional songs or animal noises, can stimulate auditory senses and provide opportunities for sound recognition and expression. 

The book has many colourful illustrations that depict various aspects of Indian culture, including landscapes, festivals, and people. Visual elements can captivate children's attention, facilitate comprehension and help with early story sequencing   

Words and ideas / joining 

words and ideas: 

‘Elephant Dance’ follows a clear narrative structure as it traces the journey of a young boy and his grandfather. This can help children with special needs develop sequencing and predictive skills, enhancing their understanding of cause and effect. The story's themes of adventure, family, and cultural discovery can evoke a range of emotions, allowing children to express themselves and develop emotional literacy.  

Curriculum enhancement and dedicated events  

Grace  

26^th September – specialist theatre trip by Vamos  

Black history month: October 

Steel pan experience 

Diwali: 

Rangoli art  

Christmas: 

Polar express sensory story 

Snow machine fun day 

Eid: 

Eid sensory story 

Eid party- clothes, food  

Bhangra dancing! 

Easter: 

Easter egg hunt in garden  

Money week:  

Enterprise, fundraising  

Common ground arts visit exhibition:  

Cannon hill  

End of year celebration trip: sea life, meal, zoo etc.  

Leavers party