"Leaders take on or construct a curriculum that is ambitious and designed to give all learners, particularly the most disadvantaged and those with special educational needs and/or disabilities (SEND) or high needs, the knowledge and cultural capital they need to succeed in life"                                                         Ofsted Education Inspection Framework 2018

The core differences of children with autism are they struggle with communication and social interaction (DSM-5, 2013), the Pathways 2 Independence curriculum personalises a curriculum to their needs and learning rate. The curriculum is a holistic package that addresses the 'Preparing for Adulthood' (click for link) outcomes, as well as the Pathway 2 Independence areas.

Chalkboard Drawings

INDEpendent living

Skills for independent living include self care, dressing and household chores. 


Employment is broken down in to the pre-requisite skills (appropriate behaviours and social skills) and functional skills needed for employment. 


Health & Well-being targets skills around physical, mental & sexual health. The assessment tool has indicative areas highlighted for Occupational Therapy and Speech & Language Therapy input.

Community inclusion

Community Inclusion focuses upon the skills needed to navigate the community.


From the earliest skills for both non-vocal and verbal learners through to holding multi-way exchanges with unfamiliar people 


Social skills is a gradation of skills from early interaction, toy play through to understanding different relationships.


STEAM (Science, Technology, Enrichment, Arts and Maths) is the functional academics for individuals not working at an academic level to access the National Curriculum


Academics ( Literacy, Maths, Science & ICT **) follow the UK National Curriculum framework from EYFS to GCSE.


**other academic areas can be added 


The Pathway 2 Independence celebrates equality and diversity and believes that every child should have an equal opportunity to access education. The curriculum and assessment differentiates through independence level; many individuals with special educational needs may require support throughout their lives and this can be at many different levels.


Learners can carry out tasks, acquire skills and are able to function in the community independently.


Learners can carry out tasks and are able to function in the community with prompted support. This might be through visual supports or having someone to support if required.


Learners require the full support of a carer to carry out tasks and function in society.