The Pre-Formal Learning Pathway
Learners at St Giles School follow one of three learning pathways – Pre-Formal, Semi-Formal or Formal. The Pre-Formal pathway is mainly for those who have Profound and Multiple Learning Difficulties who are unable to access the National Curriculum.
Pre-Formal learners require a higher level of adult support, both for their learning needs and their personal care, and are likely to need sensory stimulation with their curriculum broken down into very small steps. Some of our Pre-Formal learners communicate by gesture, eye-pointing, and at times very simple language.
Our Pre-Formal learners’ attainment is likely to stay within the early P-Levels and their learning may not follow a straight, linear pathway because of their individual needs and strengths. The school ensures that there is fluidity between pathways, allowing for a personalised approach, that enables pupils to benefit from approaches from other pathways and to move between pathways if they develop.
Our Pre-Formal learners follow personalised timetables that include the following six areas:
Intent – What are we trying to achieve through our Pre-Formal Curriculum?
The Pre-Formal Learning Pathway aims to provide a personalised curriculum that:
Impact – What difference is our curriculum making?
Progress for learners following the Pre-Formal curriculum pathway from year 3 onwards is currently assessed using descriptors based on early P-Levels and through formative assessment of progress towards individual EHCP outcomes. This progress is recorded on learner’s timelines.
The Engagement Model is being introduced into St Giles during 2020-21. It will be used alongside the existing planning, assessment and recording system.
Please download a document via the links below. This page will be regularly updated so please keep checking back for new information.