Telephone: 01234 745200 Email: rivertree@biltt.org
Rivertree Free School is part of Bedford Inclusive Learning and Training Trust
Company Number: 08156641
Pathways
At Rivertree Free School all of our pupils will follow a bespoke pathway for learning. Based on baseline and progress assessments, pupils will follow one of four pathways per area of the curriculum. Generally, pupils tend to be on one pathway for all areas of the curriculum, but there may be instances where they access different pathways to ensure aspirational goals and expectations for all.
The Tributaries (Pre-Formal Curriculum Pathway
The Tributaries (Pre-formal Curriculum Pathway) enables pupils to interact and access the world around them through planned teaching, exploration and observation. This pathway follows the EYFS Curriculum where possible.
- Learning will generally be delivered through continuous provision and specific interventions such as Attention Autism or Intensive Interaction.
- Pupils are taught to explore the world with increasing autonomy, enabling opportunities for cognitive development, mobility and communication.
- Pupils learning encounters encompass range of sensory stimuli and experiences through a planned exploration curriculum, developing their place within the world.
- Pupils on the Tributary Pathway will acquire knowledge and skills through real-life, cross curricular, repeated sensory experiences and activities.
- Progress is generally shown through observations and in the moment assessments.
The Streams (Semi-Formal Curriculum Pathway
The Streams (Semi-formal Curriculum Pathway) builds on the curiosity approach, where pupils are taught to self-direct learning, experiment and challenge. The Streams pathway follows the expectations of the National Curriculum where possible. Learning is delivered through:
- Some continuous provision, which involves learning through playsome self-lead, informal tasks – giving learners the chance to choose activities
- A structured approach – where adults decide on planned learning tasks, events and projects and will support the learner through direction.
- This pathway does not expect that pupils will make connections themselves, but through staff support and interventions, they are supported to relate new knowledge, skills and content to that which has been previously learned.
- Pupils on the Streams Pathway will acquire knowledge and skills through real-life, cross curricular, repeated sensory activities and open ended tasks.
- Progress is generally shown through observations and in the moment assessments, alongside formal assessments for core subjects.
The Rivers (Semi Formal Pathway 2)
The Rivers (Semi-formal pathway 2) continues to promote learning through curiosity but develops additional subject specific skills. Pupils are taught to experiment, challenge and extend. This pathway follows the expectations of the National Curriculum where possible.
Pupils develop their understanding through:
- Opportunities to experience different environments, cultural events and ways of working.
- Learning opportunities and tasks which are increasingly formal but can continue to choose between self-led and more structured approach
- This pathway does not expect that learners will make all connections independently, but staff create structured, formal tasks which allow pupils to develop their thinking skills and experiences.
- Pupils on the Rivers Pathway will acquire knowledge and skills through real-life, cross curricular, repeated sensory activities, open ended and directed tasks.
- Progress is generally shown through observations and in the moment assessments, alongside formal assessments for core subjects.
The Oceans (Formal Curriculum)
The Oceans (Formal Curriculum) builds on and from the understanding, knowledge, and skills already learnt and experienced by pupils. This pathway follows the expectations of the National Curriculum.
Pupils will:
- Rely on staff only when necessary, and staff in turn will encourage this independent approach to learning, discovery and consolidation.
- Embark on self-led learning where appropriate.
- Experience subject specific study, providing pupils with opportunities to be taught and challenged by meaningful, real life and engaging contexts.
- Acquire knowledge and skills through real-life, cross curricular, repeated sensory activities, open ended and directed tasks.
- Show progress through formal assessments and project work.
- Be given informal and formal feedback, highlighting their learning targets and outcomes.
- They may study a range of accredited courses at KS3 and 4