Freshfield Primary School
Resource Unit — EQUALS Semi-Formal Play Pathway
Curriculum Overview and Areas of Learning
About the Semi-Formal Play Pathway
The Semi-Formal Play Pathway is the second of two semi-formal stages at Freshfield. It supports pupils who are independently choosing to engage and take part in play and learning activities — pupils who have developed the shared attention, communication and emotional regulation skills that allow them to access more purposeful, structured learning experiences.
On the Play Pathway, pupils are moving from engagement-led exploration towards learning with intention. Play is still the primary vehicle for learning, but it is becoming more purposeful — linked to early literacy, numeracy and communication skills — and pupils are beginning to engage socially with peers as well as adults. Some timetabled focused teaching is introduced gradually alongside the play-based approach.
The Core Purpose of the Play Pathway |
Progress on this pathway is all about the functional application of learning: knowing what to do when you don’t know what to do. Pupils develop the ability to apply skills learned in one context in a new or different situation — using a communication skill from a language session during a cooking activity, or applying counting from play to a real shopping task. This cross-contextualisation of learning is the hallmark of progress on the Play Pathway. |
At Freshfield |
The Semi-Formal Play 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 lifeand events — while receiving specialist, individually-tailored support that precisely meets their EHCP targets. |
Play-Based with Purpose | Communication First | Real-Life and Functional |
Learning is still primarily play-based and experiential, but play is becoming increasingly purposeful and linked to curriculum content. Structured teaching is introduced gradually, always within a motivating and meaningful context. | All learning continues to be built on a foundation of communication development. Narrative, oracy, Colourful Semantics and AAC run through every area of the curriculum, connecting skills across subjects and contexts. | Literacy, numeracy and independence skills are always connected to real, meaningful contexts. Pupils learn to do things that matter in their daily lives — the functional application of learning is the measure of progress. |
Who is this Pathway for?
Pupils on the Semi-Formal Play 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 Play Pathway because it is the right curriculum for them right now. Progress is always measured against their own starting point using ipsative assessment principles.
Progression to the Formal Pathway |
Pupils are ready to move to the Formal Pathway when they are consistently applying skills cross-contextually, using communication functionally across a range of settings and partners, and sustaining attention in adult-directed learning tasks with increasing independence. This transition is planned carefully and gradually, never rushed. |
The Engagement Model on the Play Pathway
On the Play Pathway, Initiation and cross-contextual Exploration are the primary Engagement focus. Pupils are independently beginning activities and interactions, and are starting to apply skills and understanding across different situations. Realisation — understanding the effect of their actions and choices — is developing strongly and underpins the growing functional application of learning.
Persistence | Anticipation | Initiation | Exploration | Realisation |
Sustained effort at play and learning activities, returning to tasks over time | Predicting familiar sequences and preparing for next steps in routines | Independently beginning activities, interactions and communication | Applying skills and ideas across different contexts and environments | Understanding the effect of their actions on people, objects and situations |
Progress on the Play Pathway is all about functional application: using what you know in a new situation. A pupil who uses a coreboard symbol for ‘more’ at snack time, then uses it spontaneously during a cooking activity and then again in a play context with a peer, is showing the cross-contextualisation of learning that defines progress at this stage.
My Communication
Communication on the Play Pathway is developing from the earliest intentional signals towards purposeful, multi-word expression used across a range of contexts and partners. The 3Ms Framework — Motivation, Means and Mate — underpins all communication planning, ensuring every pupil has a reason to communicate, a way to do it, and people to communicate with.
Strand | Key Detail | Focus |
Narrative and Storytelling | Ongoing narrative storytelling throughout the year themed to current topics; individual and small group reading; sharing and recording weekend news using individualised means (AAC, Makaton, verbal, Chatmats); Sensory Stories connecting narrative, communication and sensory experience | Building the language of experience, sequence and personal expression (Exploration, Initiation) |
Functional Literacy Activities | Activities supporting functional literacy themed to current topics and real-life contexts; daily Sounds Write phonics sessions tailored to individual needs; communication activities with clear, purposeful real-world application | Purposeful literacy with immediate relevance to daily life (Realisation) |
Colourful Semantics | Colour-coded sentence building (who, what doing, what, where) used to develop syntactic understanding; applied to spoken language, reading and early writing; linked to storybooks, topics and real-life events; building towards independent sentence construction | Systematic sentence structure leading to independent expression (Initiation, Exploration) |
Communication Games and AAC | Colourful Semantics activities; following instructions at increasing complexity; Attention Autism (Bucket Therapy) for group shared attention; consistent use of individual AAC systems across all curriculum areas; all staff modelling communication throughout the day | Developing sentence structure, sustained attention and functional communication across contexts |
Oracy and Peer Interaction | Turn-taking in conversations and activities; expressing preferences, ideas and opinions; participating in group discussions; peer-to-peer communication during structured and free play; developing subject-specific vocabulary | Growing confidence in purposeful communication with adults and peers (Initiation, Exploration) |
My English
English on the Play Pathway bridges communication development and the earliest formal literacy skills. The focus is on building comprehension, sequencing and expressive language through high-quality texts, structured questioning and purposeful early writing, always connected to real-life purpose and meaning.
Strand | Key Detail | Focus |
Reading and Comprehension | Carefully chosen storybooks used consistently throughout the year; sequencing activities based on narrative structure; Blank Level questioning — from naming and describing towards inference and prediction; comprehension at word, sentence and text level | Deep understanding of text, story and language structure (Exploration, Realisation) |
Phonics — Sounds Write | Daily phonics sessions using the Sounds Write programme, tailored to individual starting points; blending and segmenting; phoneme-grapheme correspondence; reading and spelling of taught words; fluency development | Secure phonics foundations at an individually appropriate pace (Persistence) |
Early Writing | Mark-making with purpose; letter formation; copying and writing taught words; sentence writing with support; writing for real purposes (labels, lists, messages) linked to current topics and real-life contexts | Functional, purposeful written expression (Initiation, Realisation) |
Vocabulary Development | Systematic introduction of topic and subject vocabulary; revisiting and rehearsing vocabulary across the school day; visual vocabulary displays and word banks throughout the classroom environment | A growing bank of meaningful, functional words applied across contexts (Exploration) |
The World Around Me
The World Around Me brings together Science, History, Geography, Communities and Culture, and IT into a coherent themed exploration of the world. Topics are planned termly and connect directly to pupils’ own experiences, their local Formby environment and the wider world, with real-life application at the centre throughout.
Strand | Key Detail | Focus |
Science and the Natural World | Exploring living things, materials and their properties, and seasonal change through hands-on investigation; cause and effect through observation and simple experiments; developing scientific vocabulary and curiosity linked to current topics | Hands-on enquiry and growing understanding of the world (Exploration, Realisation) |
History and Change Over Time | Understanding past and present through personal chronology; significant people and events linked to current topics; using timelines, artefacts and photographs to explore change; sequencing and cause and effect | Making sense of time, change and human experience (Anticipation, Realisation) |
Geography and Our Environment | Exploring the school environment and local Formby area; maps and landmarks; seasonal change and weather; developing environmental awareness and responsibility; community visits to familiar local places | Spatial understanding and connection to place (Exploration) |
Communities and Culture | Different cultures, traditions and celebrations linked to the school calendar; community roles and services; diversity, inclusion and respect; linked to PSHE and real community experiences | Respect, curiosity and participation in a diverse world (Exploration, Realisation) |
IT and Digital Skills | Using technology purposefully across curriculum areas; developing basic device skills; digital creativity; e-safety principles appropriate to the pathway; cause-and-effect through technology | Purposeful technology use for learning and expression (Initiation, Realisation) |
My Independence
Independence on the Play Pathway focuses on building genuine autonomy in the skills of daily life, with a clear move towards pupils managing real tasks in real contexts with decreasing adult support. The functional application of independence skills — using skills learned in school in home and community settings — is the goal.
Strand | Key Detail | Focus |
Food Preparation | Making a range of foods and drinks; using small appliances safely (blenders, toasters, kettles); following simple recipes and instructions; understanding basic health and safety in the kitchen | Safe, purposeful daily living skills with real outcomes (Realisation, Initiation) |
Healthy Living | Understanding food labelling; healthy eating and the importance of 5 a day; making healthy choices; connecting food choices to wellbeing | Informed, independent decision-making about food (Exploration) |
Strand | Key Detail | Focus |
Shopping Skills | Role play and modelling of shopping scenarios; community visits to local shops; locating items in a shop or aisle; buying items with support; developing confidence in familiar community settings | Real-world independence in familiar community environments (Initiation, Realisation) |
Money and Problem-Solving | Methods of payment (cash, card); solving simple problems (no bag, wrong change); asking for help appropriately; making choices based on cost | Functional maths and self-advocacy in everyday situations (Exploration, Initiation) |
My Creative
Creative experiences on the Play Pathway develop skills in Art, Music and expressive communication alongside genuine opportunities for personal expression, choice-making and shared creative experience with peers. Learning is structured around clear themes with progressively developing technical skills.
Strand | Key Detail | Focus |
Collage — Pattern, Texture and Form | Creating patterns using a variety of objects and materials; exploring texture and form through collage; selecting and combining materials with growing intention and preference | Exploration, decision-making and tactile understanding (Initiation, Exploration) |
Drawing and Painting | Mark-making using hands and tools; drawing faces and everyday objects; exploring line, space, colour and tone; primary and secondary colours; selecting and describing materials; developing observational skills | Visual understanding and purposeful creative decision-making (Initiation, Realisation) |
Printing, Textiles and Sculpture | Simple printing techniques; weaving using differing materials; exploring 2D and 3D form; digital media exploring line, colour and pattern; developing fine motor skills through purposeful creative activity | Technical skills, spatial thinking and fine motor development (Exploration, Persistence) |
Strand | Key Detail | Focus |
Pulse, Rhythm and Tempo | Percussion instruments and body percussion; heartbeat as rhythm; scarf dancing; reacting to changes in tempo; listening, moving and dancing to music | Physical engagement with musical structure and growing expressive response (Anticipation, Realisation) |
Timbre, Texture and Dynamics | Exploring relationships between events and sounds; story time with sound effects; Soundboard Sensory Stories; variations in dynamics; quiet and loud as expressive tools | Connecting sound, narrative, imagination and emotional expression (Exploration) |
Pitch and Character | Examining characters and emotions through music; telling stories with short sound sequences; identifying and copying simple pitch patterns; call and response; developing musical vocabulary | Musical expression, turn-taking and the language of pitch and character (Initiation, Realisation) |
My Play and Leisure
Play is still central to the curriculum on the Play Pathway, but it is becoming increasingly purposeful and social. Pupils are progressing through shared and turn-taking play towards cooperative play with peers. All play is planned, observed and used to assess and inform next steps.
Strand | Key Detail | Focus |
Functional and Structured Play | Toys and games with a specific purpose (dolls, cars, tea sets, train sets); board games, card games, Lego, building; Simon Says, Musical Chairs; developing turn-taking, following rules, fine motor skills and cooperation | Purposeful play with increasing social structure (Persistence, Initiation) |
Socio-Dramatic and Role Play | Creating imaginary worlds, characters and scenarios; re-enacting familiar real-world situations (hospital, shops, home); a variety of themed resources; developing social, language and emotional regulation skills | Social understanding, narrative thinking and life skills (Exploration, Realisation) |
Free Play | Creative and improvised play with no set goal; dressing up, sensory resources, messy play, playdough, outdoor play; developing creativity, imagination, sharing and genuine preference-making | Self-direction, creativity and authentic choice-making (Initiation) |
Cooperative Play — Emerging | Direct engagement with peers in shared activities; beginning to collaborate, negotiate and make group decisions; managing turn-taking and mild conflict; board games and cooperative physical games | The beginnings of genuine peer collaboration and social problem-solving (Exploration, Realisation) |
My Physical Wellbeing
Physical Wellbeing on the Play Pathway develops gross and fine motor skills, physical confidence and the social skills of participation — turn-taking, cooperation, winning and losing gracefully. All physical learning is purposeful, progressive and inclusive.
Strand | Key Detail | Focus |
Team and Invasion Games | Team games; invasion games; large ball games; developing cooperation, communication and shared physical goals with peers | Teamwork, social engagement and physical confidence (Exploration, Persistence) |
Gymnastics | Exploring body movements on and off apparatus; developing strength, core stability, suppleness and stamina; moving in different ways at different levels; copying and extending simple sequences | Physical control, spatial awareness and body confidence (Persistence, Initiation) |
Dance | Copying and repeating a movement routine; developing gross motor skills; expressing ideas and emotions through movement; responding to music and rhythm; creating simple movement sequences | Physical expression, rhythm and sequencing (Exploration, Realisation) |
Outdoor Physical Activity | Gross motor skills using outdoor equipment; mini races and parachute games; building stamina and coordination; participating in outdoor physical activities with peers | Physical stamina, outdoor confidence and shared play (Persistence, Exploration) |
Sensory Circuits | Vestibular and proprioceptive activities supporting regulation; used at the start of sessions to support readiness to engage; planned in consultation with OT colleagues | Sensory regulation supporting readiness for learning (Realisation) |
PSHE
PSHE on the Play Pathway is planned using the EQUALS Planning Framework. At this stage, PSHE includes both discrete planned sessions and continuous provision through circle time, mealtimes, snack, personal care and transitions. Content focuses on the skills and knowledge that most directly support pupils’ safety, relationships, independence and wellbeing. Six core themes are revisited and developed across the year:
Strand | Key Detail | Focus |
Being Me in My World | Recognising and naming simple features of myself; doing jobs with a friend; having kind hands and kind feet; following some of the rules; beginning to notice and name my feelings; understanding that I am a valued member of my class and school | Self-awareness, belonging and the beginnings of emotional literacy (Initiation, Realisation) |
Celebrating Differences | Saying what I am good at and what I like to do; naming people in my family and what we do at home; recognising my friends and what we like to do together; noticing and beginning to value difference | Identity, family, friendship and valuing difference (Exploration) |
Dreams and Goals | Trying something new; trying to build or make something and trying again if it goes wrong; celebrating myself and my friends when we do something well; working with other people on an activity | Perseverance, collaboration and a growth mindset (Persistence, Initiation) |
Healthy Me | Choosing from options of healthy snacks; joining in with Wake and Shake and PE; understanding who safe adults are; developing awareness of what makes my body feel good | Physical health, safety and making healthy choices (Initiation, Realisation) |
Relationships | Sharing simple information about my family; beginning to be interested in other families; knowing who to tell if I feel sad; being a good friend; beginning to understand privacy and personal boundaries | Relationships, trust, safety and emotional wellbeing (Exploration, Realisation) |
Changing Me | Recognising parts of my body; saying what I like to eat and trying new foods; knowing I used to be a baby; saying what I like about my class; beginning to understand that I grow and change over time | Change, growth, body awareness and community belonging (Anticipation, Realisation) |
Assessment and Progress
Progress on the Play Pathway is measured using ipsative assessment — every pupil’s progress is measured against their own starting point. The key question at this stage is not just ‘can they do it?’ but ‘can they apply it?’ — cross-contextualisation of skills is the defining marker of progress on this pathway. We assess progress using Engagement steps and Autism Tracker
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.
Therapeutic Support |
Pupils on the Play 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 Semi-Formal Play Pathway, delivered within Freshfield’s Resource Unit, ensures that pupils at this pivotal stage access a curriculum that is ambitious, playful, purposeful and deeply respectful of who they are.
Freshfield Primary School | Resource Unit | EQUALS Semi-Formal Play Pathway