Freshfield Primary School
Resource Unit — EQUALS Formal Pathway
Curriculum Overview and Areas of Learning
About the Formal Pathway
The Formal EQUALS curriculum pathway is designed for pupils who are able to access subject-specific learning aligned broadly to the National Curriculum, with appropriate differentiation and structured support. It reflects the diverse range of needs that learners in Freshfield’s Resource Unit present with, and enables teaching staff to develop highly specific teaching strategies within a clearly structured academic framework.
Pupils on the Formal Pathway are provided with every opportunity to develop secure foundations in Literacy and Mathematics, access the full breadth of foundation subjects, build curiosity about the world around them, and strengthen the communication, independence and relationship skills they need to thrive — now and in the future.
A consistent and non-negotiable principle runs through every area of learning on the Formal Pathway:
Real Life First |
Every area of learning on the Formal Pathway connects explicitly to real-life contexts and functional application. Whether in Mathematics, English, Independence or Outdoor School, pupils are always supported to understand why they are learning something and how it applies to their lives beyond the classroom. |
Progress on the Formal Pathway is measured against each pupil’s own starting point. Academic ambition and individual personalisation are not in tension — they are the same thing.
At Freshfield |
The Formal Pathway connects with Freshfield’s whole-school values to Be Kind, to Work Hard, to Work Together, to Be Proud — and to Make a Difference. Pupils in the Resource Unit are part of the Freshfield community — sharing in school life, assemblies and events — while receiving specialist, individually-tailored support that precisely meets their EHCP targets. |
Functional and Real-Life | Structured and Sequential | Communication at the Centre |
All learning is anchored in meaningful, real-world application. Pupils are always supported to understand the purpose of what they are learning and to apply it in practical contexts. | Learning is carefully sequenced and revisited. Vocabulary, skills and knowledge are built systematically over time, with structured practice leading to increasing independence. | Oracy underpins all learning. Speaking, listening and vocabulary development are embedded across every subject area, not confined to English lessons. |
Who is this Pathway for?
Pupils on the Formal Pathway at Freshfield are likely to demonstrate some or all of the following characteristics:
Pathway placement is not determined by age or year group. Pupils are on the Formal Pathway because it is the right curriculum for them right now. Progress is always measured against their own starting point using ipsative assessment principles.
The Engagement Model on the Formal Pathway
Freshfield’s five Engagement areas apply across all pathways. On the Formal Pathway, the focus shifts from developing engagement itself to applying it — pupils use Persistence, Anticipation, Initiation, Exploration and Realisation as the tools through which they access and extend their academic learning.
Persistence | Anticipation | Initiation | Exploration | Realisation |
Sustaining effort at adult- and self-initiated learning over time | Predicting next steps and preparing for transitions independently | Beginning tasks and activities without adult prompting | Applying skills across different subjects and contexts | Recognising the impact of their learning on themselves and others |
On the Formal Pathway, Persistence at learning — sustained effort across a lesson and over time — and cross-contextual Exploration — applying a skill learned in one subject to another — are the key indicators of progress. Initiation is particularly significant: the ability to begin a task independently, without waiting for an adult prompt, is a marker of genuine academic confidence and readiness for future transitions.
Mathematics
Mathematics on the Formal Pathway consistently links to real-life contexts and functional application: shopping and money handling, time management, cooking and measuring, travel and timetables, and budgeting scenarios.
Strand | Key Detail | Focus |
Number | Counting and place value; comparing and ordering numbers; number bonds; the four operations (addition, subtraction, multiplication, division); fractions, decimals and percentages as appropriate to stage. Focus: moving from concrete understanding to pictorial representation and then abstract recording. | Accuracy, fluency and functional application |
Calculation | Written and mental methods; inverse operations; estimation and checking; fluency development through structured practice. Focus: accuracy, efficiency and independence. | Building reliable, independent calculation skills |
Measurement | Length, mass, capacity; time (reading clocks, duration, timetables); money (recognition, calculating change, budgeting); perimeter and area where appropriate. Focus: strong functional application in everyday scenarios. | Real-world maths with immediate life relevance |
Geometry | 2D and 3D shapes; properties of shapes; position and direction; angles at higher stages. Focus: visual reasoning and vocabulary development. | Spatial understanding and mathematical language |
Statistics | Collecting data; interpreting charts and graphs; representing information visually. Focus: applying maths to real-world information. | Making sense of information in everyday life |
English
English on the Formal Pathway consistently links to real-life contexts and functional application: writing messages, emails and lists; reading signs and instructions; completing forms; understanding timetables and information texts; communicating in social and formal situations. Oracy underpins all literacy development — pupils build sentences verbally or using AAC before writing and develop subject-specific vocabulary across all areas of learning.
Strand | Key Detail | Focus |
Speaking and Listening | Turn-taking and active listening; expressing opinions and ideas clearly; building sentences verbally before writing; participating in discussions and presentations; developing subject-specific vocabulary. Focus: oracy underpins all literacy development. | Confident, clear communication in real contexts |
Phonics and Word Reading | Systematic phonics instruction; blending and segmenting; high-frequency word recognition; developing reading fluency. For pupils beyond phonics: decoding multi-syllabic words, reading accuracy and pace. | Secure decoding and growing reading independence |
Reading Comprehension | Literal understanding; inference and deduction; prediction and sequencing; vocabulary development; responding to different text types including stories, non-fiction, poetry and functional texts. Focus: building understanding and explaining thinking. | Deep understanding across a range of text types |
Writing | Sentence construction and structure; grammar and punctuation; spelling patterns and rules; writing for different purposes (narrative, information, persuasive, functional); planning, drafting and editing. Teaching follows: modelled writing → shared writing → guided practice → increasing independence. Focus: clarity, accuracy and purposeful communication. | Independent, purposeful writing for real audiences |
Grammar, Punctuation and Vocabulary | Explicit teaching of sentence types; tense consistency; use of conjunctions and clauses; expanding vocabulary; understanding word classes. Vocabulary instruction is systematic and revisited regularly to support retention. | Precise language use and growing grammatical confidence |
The World About Us
The World About Us links History, Geography and Communities and Culture into a coherent exploration of the world — local, national and global. Learning consistently connects to real-life contexts: recognising local landmarks, understanding transport routes, learning about community services, developing environmental responsibility, and participating in community visits and events.
Strand | Key Detail | Focus |
History | The concept of past and present; personal chronology (my life, family history); significant historical events; influential people; changes over time; comparing life in different periods. Teaching includes timelines, artefacts, storytelling and structured discussion. Focus: sequencing, cause and effect, and understanding impact. | Making sense of change, time and human experience |
Geography | Their immediate environment (school, local area); maps and symbols; physical features (rivers, mountains, weather); human features (buildings, transport, land use); countries and continents; environmental responsibility. Teaching uses practical exploration, fieldwork, map skills and visual supports. Focus: developing spatial awareness and environmental understanding. | Understanding place, environment and our role within it |
Communities and Culture | Different cultures and traditions; celebrations and festivals; jobs and roles in the community; diversity and inclusion; rights and responsibilities. Learning promotes respect and prepares pupils for participation in modern Britain. | Respectful, informed participation in a diverse world |
Independence
Independence on the Formal Pathway is mapped progressively from supported routines to increasing self-management and self-advocacy. The consistent aim is to reduce reliance on adult prompts and to develop the practical, organisational and decision-making skills pupils need for life beyond school. All Independence learning links directly to real-life contexts: school routines, educational visits, enterprise activities, snack preparation, community-based experiences and transition preparation.
Strand | Key Detail | Focus |
Personal Care and Self-Management | Personal hygiene routines; dressing appropriately for activities and weather; organising belongings; managing equipment and resources; following daily routines independently. Progression moves from supported routines to increasing independence and self-monitoring. | Confident, independent daily self-management |
Organisation and Responsibility | Using visual timetables and schedules; managing homework or classroom tasks; preparing for transitions; taking responsibility for classroom roles; developing resilience and persistence. Focus: reducing reliance on adult prompts. | Self-direction and growing personal responsibility |
Money and Everyday Maths | Recognising coins and notes; simple budgeting; paying for items; understanding value and change; making choices based on cost. Learning is practical and linked to role play or real-life experiences. | Functional numeracy for everyday independence |
Community Awareness | Community roles and services; road and personal safety; using transport where appropriate; understanding rules and laws; environmental responsibility. This strand links closely to The World About Us and PSHE learning. | Safe, confident participation in the community |
Food and Basic Life Skills | Basic food preparation skills; kitchen safety; healthy eating awareness; following simple instructions; cleaning and tidying routines. Focus: safety, sequencing and independence. | Essential life skills for growing autonomy |
Self-Advocacy and Decision-Making | Expressing preferences and opinions; making informed choices; asking for help appropriately; understanding personal strengths and areas for development; setting simple personal goals. This builds confidence and prepares pupils for future transitions. | Voice, choice and transition readiness |
Outdoor School
Outdoor School on the Formal Pathway provides a rich and purposeful learning environment where curriculum skills are applied in authentic real-world contexts. Every outdoor session connects to a wider area of learning — navigation, gardening, environmental care, outdoor cooking, community projects and collaborative problem-solving.
Strand | Key Detail | Focus |
Physical and Motor Skills | Gross motor skills through climbing, running, balancing and outdoor games; fine motor skills via planting, handling tools and craft activities; coordination, spatial awareness and movement planning. Focus: safely challenging pupils while promoting confidence and stamina. | Physical confidence and purposeful movement |
Environmental Awareness and Science | Local flora, fauna and ecosystems; seasonal changes and weather patterns; sustainable practices (recycling, conservation); cause-and-effect through observation and experiments. Builds knowledge of the natural world and reinforces scientific enquiry skills. | Environmental curiosity and scientific thinking |
Functional Skills in Context | Numeracy: measuring, estimating, counting, mapping. Literacy: following instructions, recording observations, writing logs or reflections. Communication: giving instructions, describing processes, collaborating in teams. Focus: linking curriculum learning to meaningful, real-world applications. | Cross-curricular skills in authentic contexts |
Social Skills and Collaboration | Teamwork and problem-solving; sharing, turn-taking and negotiation; leadership and decision-making; conflict resolution and resilience in unfamiliar situations. Outdoor settings provide a safe environment to practise social and emotional skills. | Social confidence in real, unpredictable settings |
Independence and Life Skills | Managing belongings and equipment outdoors; following routines in less structured settings; assessing risk and making safe choices; completing tasks with minimal adult support. Focus: transferring independence skills to real-world contexts. | Self-reliance beyond the classroom |
Play and Leisure
Play and Leisure on the Formal Pathway develops the skills pupils need to engage meaningfully in recreational and social settings — now and in their lives beyond school. Learning connects to real-life contexts: planning leisure activities, playing cooperative games with peers, managing personal hobbies, understanding rules and fair play, and applying problem-solving skills in social interactions.
Strand | Key Detail | Focus |
Structured and Free Play | Imaginative and role play; board games, card games and turn-based activities; problem-solving and strategy games; small-group and whole-class play activities. Focus: engagement, social turn-taking, rules following and confidence. | Social engagement and rule-governed play |
Creative Leisure | Arts and crafts (painting, drawing, modelling); music and rhythm-based activities; drama and storytelling; digital and interactive creative tools. Focus: self-expression, fine motor skills, creativity and personal achievement. | Creative confidence and personal expression |
Physical Play and Recreation | Gross motor skills through outdoor games, sports and movement activities; coordination, balance and spatial awareness; teamwork, leadership and cooperation; understanding of safe participation and rules. Focus: physical health, wellbeing and social learning. | Active participation and healthy recreation |
Social Skills and Collaboration | Sharing resources and negotiating roles; following game rules and fair play; managing conflict and problem-solving collaboratively; communicating preferences and opinions; reflecting on personal and group successes. Focus: social engagement and preparation for community participation. | Confident, respectful social participation |
Independence in Leisure | Choosing activities independently; planning and organising play or leisure sessions; managing materials and resources; reflecting on enjoyment and engagement; engaging safely in leisure environments. Focus: transferable life skills and real-world application. | Self-directed leisure and life beyond school |
Physical Wellbeing
Physical Wellbeing on the Formal Pathway supports pupils to develop physical fitness, motor skills and health knowledge alongside the social and emotional skills that underpin active participation. Learning consistently connects to real-life contexts: active travel, participating in community sport or leisure activities, applying fitness and health knowledge at home, managing personal safety in physical environments, and planning and engaging in recreational physical activity independently.
Strand | Key Detail | Focus |
Physical Fitness and Motor Skills | Gross motor skills: running, jumping, balancing, climbing, throwing, catching. Fine motor skills: manipulation, grip, hand-eye coordination. Coordination, agility and spatial awareness. Endurance, strength and flexibility. Focus: safe progression and individualised challenge. | Physical confidence and capability |
Sports and Movement Activities | Team games and cooperative sports; individual sports and activities; swimming or water-based activities where available; dance, gymnastics and rhythmic movement; outdoor adventure challenges. Focus: skill development, rules understanding, fair play and engagement. | Breadth, skill and the joy of physical activity |
Health, Lifestyle and Wellbeing | Understanding the benefits of regular exercise; basic nutrition and hydration; personal hygiene in relation to physical activity; rest and sleep for wellbeing; understanding body signals and personal limits. Focus: applying knowledge to make healthy lifestyle choices. | Informed choices for a healthy life |
Functional Physical Skills | Navigating environments safely (classroom, playground, community); using equipment appropriately; performing tasks requiring strength, balance or coordination; participating in daily routines independently. Focus: supporting independence and everyday life skills. | Physical independence in everyday settings |
Social and Emotional Development | Working collaboratively in team games; demonstrating leadership and communication; developing resilience and perseverance; reflecting on personal effort and achievement. Focus: supporting PSHE and social engagement. | Teamwork, resilience and self-awareness |
Therapeutic Links |
Physical Wellbeing on the Formal Pathway is planned in consultation with Occupational Therapy and Speech and Language Therapy colleagues where relevant. Movement, coordination and sensory processing needs are taken into account in all physical activities, and therapeutic targets are incorporated into EHCP planning for relevant pupils. |
Assessment and Progress
Progress on the Formal Pathway is measured using ipsative assessment — every pupil’s progress is measured against their own starting point. This ensures that academic ambition and individual personalisation go hand in hand. We assess progress using Progression steps. National Curriculum expectations provide a framework for planning, but progress is never measured purely against age-related norms.
We assess progress across all areas of learning by looking at:
EHCP targets are embedded into daily learning and reviewed regularly. Progress is shared with families through Annual Reviews, termly PLIM meetings and ongoing in the moment conversations either in person or via home-school communication forms. Where pupils are working towards Key Stage Assessments, this is planned in close partnership with families and the SENCO.
Therapeutic Support |
Pupils on the Formal Pathway receive appropriate therapeutic input as part of their holistic provision. At Freshfield, this includes Speech and Language Therapy and specialist SEND support delivered by the Resource Unit team under the leadership of the SENCO. |
The EQUALS Formal Pathway, delivered within Freshfield’s Resource Unit, ensures that pupils with communication and learning needs access a curriculum that is ambitious, purposeful and deeply respectful of who they are. Every session is an opportunity to Be Kind, to Work Hard, to
Work Together, to Be Proud — and to Make a Difference.
Freshfield Primary School | Resource Unit | EQUALS Formal Pathway