The Connectors curriculum spans key stages 2 and 3 and is designed for learners with complex needs who require subject specific curriculum. The ambitious curriculum is planned and sequenced coherently building on the knowledge taught in Key Stage 1. It is designed to allow learners to develop social communication and gain a breadth of knowledge and skills to support them on their next step as confident and resilient members of the community.

The curriculum is successfully adapted and is delivered through the developmental stage the learner is at and not their chronological age, reflecting the cognitive abilities whilst also being ambitious for each learner. The curriculum promotes British Values and social, moral, spiritual and cultural (SMSC) development throughout and in particular through a coherent programme of PSHE, RSE and RE. Learning will be highly personalised to meet individual needs and include multi-sensory learning, learning through play and structured teaching. The curriculum is repetitive to allow for consolidation and reinforcement.

The “Connectors” Curriculum enables learners to

  • Develop communication skills using a total communication approach, so that they can interact with other people, increase vocabulary, make choices, follow instructions and explain and access the key concept needs for learning and apply skills to different contexts.
  • Build on skills and knowledge at their own pace in all subjects, following their unique learning trajectory.
  • Build positive relationships with others and develop self-regulation skills.
  • Learn the skills which will help them to be more independent in adult life
  • Learn about the world around them and the wider community.

English (including Phonics)

English is a core subject at TWS, our learner’s social engagement will only become a reality if they develop their reading writing and listening skills. The curriculum enables learners to communicate with others using communication methods personalised to them. It enables learners to express themselves confidently and to understand what other people are communicating to them. The TWS reading approach consists of two dimensions – reading skills (including Phonics) and reading for pleasure. Learners are encouraged to read widely across both fiction and non-fiction to develop their knowledge of themselves and the world in which they live in, establish and love of reading and gain knowledge across the curriculum.

Computing and E-Safety

Computing curriculum enables learners to use a wide range of technology purposefully and safety as a means of communication, make practical tasks easier, share information, gain independence and information about the wider world as a leisure skill. Learners develop their knowledge and skills in the areas of information technology, digital literacy and computer science at a developmentally appropriate level to become active participant in the digital world. Learners develop awareness of how to stay safe online and use technology safety and responsibility.

Religious Education

The RE curriculum is taught through discrete lessons and cultural celebration days, allowing learners to experience different faith celebrations in a immersive and exciting way. Learners have opportunities to promote ethos of respect for others and build understanding of other cultures and beliefs. The curriculum aims to promote spiritual, moral, social and cultural development, self-awareness and awareness of others. It teaches learners community cohesion, including people of different faiths and beliefs.


Technology incorporates both Design Technology and Food Technology and focuses on designing, making, evaluating and developing technical knowledge. Learners have opportunities for creative, practical and technical experience including learning how to cook and designing products.


TWS Maths curriculum provides a foundation for understanding the world, reasoning mathematically and the ability to problem solve. It enables learners to develop knowledge in strands of number, measure, geometry, time and money but also aims to make rich connections to mathematical knowledge in other subjects and apply to meaningful activities and real-world contexts.


Humanities includes strands of Geography and History. It enables learners to develop an interest in the world around them and build a sense of time, place and community. Learners develop knowledge about the world, the United Kingdom and their local area, building vocabulary relating to human and physical geography.


Music curriculum engages and inspires learners to develop their love of music and talent as emerging musicians. Learners know how to create music and where it comes from, increasing self-confidence, creativity and sense of achievement.

Art and Design

The curriculum equips learners with knowledge and skills to experiment, invent and create their own works of art, craft and design. Learners focus on painting, printing, sculpture and drawing in an accessible way, encouraging creativity and expression.

Physical Education

Learners develop competence to excel in a range of physical and leisure activities, understand competition, take part individually or as a group and lead healthy activite lives. The curriculum includes opportunities for swimming, rebound therapy, gymnastics, dance, athletics and indoor and outdoor games.


Provides a critical aspect to the curriculum equipping learners with essential life skills. Through the promotion of well-being, and addressing of areas such as mental health, relationships, and financial literacy, it is preparing them for a balanced and successful future.


Science curriculum aims to enable learners to experience and observe phenomena and look more closely at the natural and humanly-constructed world around them. Learners are encouraged to be curious and ask questions about what they notice. Learners develop their interest in and knowledge of living things, light and sound, electricity, everyday materials, seasonal change and forces.


By the end of the learner’s time in the “Connectors” pathway, we aim for learners to be able to:

  • Recall and retrieve knowledge and skills to apply to the “Horizons” pathway.
  • Enjoy interacting with others and build positive relationships with contextual social awareness.
  • Express their wants and needs in an appropriate way and take part in purposeful communication as a two-way process
  • Use their independence skills within daily routines
  • Take care of their immediate environment
  • Enjoy a range of different activities in school and feel part of the school community.
  • Recognise and celebrate differences and individuality
  • Confidently access the local community.
  • Accept co-regulation or use self-regulation strategies to keep calm and manage challenge situations and feelings.
  • Safely make own choices

Sample Timetables

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