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Curriculum

Five pathways to learning

The Beaumont curriculum consists of five ‘Pathways’ to learning that are assigned based on holistic assessment and each individual PATH. Learning is session and community based and delivered in real settings, this ensures that students are able to transfer skills beyond their college course. Each young person and/or their advocate choose from subjects offered within these pathways through the Individual Option Planning process in order to build their programme.

1. Sensory communication pathway

Students following this pathway will develop increased levels of engagement with a broader range of activities and people. They will make positive steps towards becoming intentional in their communication such as by beginning to demonstrate preferences, making choices, and having an impact on their world. They will also have opportunities to develop their sensory and exploratory skills.
Students will work towards outcomes to support their transition and a future quality of life. Tangible outcomes may include the development of anticipation, a willingness to explore, and participation in daily routines.

Learning styles, approaches, and context within this pathway may include:

  • multi-sensory and contingent environments
  • intensive interaction
  • sensory integration
  • objects of reference

Subjects and activities within this pathway may include:

  • music
  • dance
  • sensory cooking
  • exploratory art

2. Intentional communication pathway

Students following this pathway will be supported to build upon emerging cognitive skills and formal expressive/receptive communication skills. The pathway will provide opportunities to use these with a range of people including peers, in a variety of contexts both within college and in the wider community.

Students will be working towards tangible outcomes which may include the development of turn taking, attention and listening, following simple instructions, and learning new vocabulary. The subjects and activities are practical in order to promote more purposeful participation.

Learning styles, approaches, and context within this pathway may include:

  • use of Makaton sign and a range of visual strategies to support understanding
  • experiencing and exploring
  • multimedia including texture, taste, and smell
  • group and peer work

Subjects and activities within this pathway may include:

  • interactive media
  • sensory cooking
  • music
  • environmental exploration

3. Access through partnerships pathway

Students following this pathway benefit from the support that comes from working in partnership with another person and/or specialist equipment. The activities in the pathway provide opportunities for the student to identify their preferred support approaches and trial a range of specialist support equipment to find what works best for them.

Students can develop their skills in directing and taking the lead within an enabling relationship. This will, in turn, allow them to take an increased amount of control over their lives in their own home and community.

Learning styles, approaches, and context within this pathway may include:

  • access to Assistive Technology and alternative communication methods
  • embedding the development of physical potential
  • experiencing different venues
  • collaborative approach to support

Subjects and activities within this pathway may include:

  • Dance
  • film making
  • environmental art
  • personal presentation

4. Independent lifestyle skills pathway

This pathway will take the student through a mixed programme of activities that will enable them to prepare for living a more independent life and participate in community based activity. They will learn new skills that maximise independence within familiar routines such as organisational skills, money handling, and personal safety.

Students will also have opportunities to increase communication, decision making, and social interaction skills, and to develop an understanding of social rules and learn to cope with change.

Learning styles, approaches, and context within this pathway may include:

  • real and relevant situations
  • practical, task-based learning
  • establishing sequences and routines
  • embedded skills for life

Subjects and activities within this pathway may include:

  • photography
  • work placement
  • horticulture and conservation
  • cooking

5. Life and vocational pathway

This pathway involves preparation for the future opportunities, responsibilities, and experiences of adulthood and work/ volunteering life. The pathway aims to facilitate the transition from college to training, employment, volunteering, or to continue in education. It focuses on preparing for future life choices through developing work and independence skills.

Students will have the opportunities to develop leadership and self-advocacy skills alongside the ability to self-reflect and evaluate. They will also learn about working within a team and employability skills.

Learning styles, approaches, and contexts within this pathway may include:

  • independent research and study skills
  • problem solving
  • using technology
  • embedded skills for life

Subjects and activities within this pathway may include:

  • practical literacy, numeracy, and information technology skills
  • work and employability skills
  • Student Union
  • enterprise and creative companies