Life Skills at Rowan High…

At Rowan High, one of the key aims for our young people, as they embark on their journey into adulthood, is to gain independence skills, and at RHS, our small class numbers and high staff to pupil ratio’s mean that we can nurture and develop these independence skills in an individualised way.  Learners at Rowan High all have a diagnosis of ASC and predominantly access a formal learning pathway. Independence is a key issue in supporting the learning and development of young people who are on the autistic spectrum and at Rowan we strive to implement learning systems, in which every pupil can achieve their full potential, unique to them: ‘’Although not all pupils on the autism spectrum can learn to be independent in every aspect of their daily life, all learning programs should facilitate choice and control, and enable pupils to be as independent as possible.’’ (Autism Education Trust, 2021).

This curriculum is aimed at imparting knowledge and skills related to social communication, life and living skills and working towards independence. We value the achievements of all of our pupils and celebrate every small step they make in their journey towards adulthood. We are dedicated in our belief, that by working together, we can secure a better future for all of our children.

If you have any further questions please direct them to Miss Potter at school who will be happy to help.


The life skills and social communication program for formal learners at Rowan High is aimed at ensuring that our pupils have ample opportunity to develop their independence skills for personal growth and subsequently, pupils’ journey to adulthood. We aim to deliver a vast and diverse array of life skills and social communication opportunities to suit all the different future paths our pupils may take, and ensure that we can offer one to one, small group work and larger group work in order to meet the different needs and wishes of the pupils.

The curriculum is divided in to six different topics, delivered at each Key Stage and year group, and is differentiated further according to individualised pupil learner profile, meaning that every pupil is offered opportunities to secure and extend knowledge. The program is designed in mind that learning is based off concepts and that thematics can be adapted and personalised with ongoing assessment in line with the graduated approach and ensuring pupils have access to personalised developmental opportunities.

Curriculum assessment is in line with the Autism Education Trust Framework, as well as running in parallel with Key Stages National Curriculum guidance and offers an array of cross curricular links to ensure that all learners gain opportunities for consolidated learning and is delivered using quality first teaching and resources.

Our aim is for pupils to be adequately equipped to gain personalised levels of independence to move on to further education, training or career opportunities, to gain life and living skills and to integrate fully in to their communities and break down barriers to leaning, progress and opportunity.


Pupils at Rowan High have access to life skills and social communication lessons across all key stages, and lessons are split between theory and practical sessions as well as visits and trips within local communities and enterprise opportunities. Whilst our curriculum is broken down across six key topics, we strive to offer a student led approach offering half termly self-assessments in which we ask for pupil feedback and wishes, and create learning opportunities around what pupils feel is important to them. We see this as a further opportunity to develop pupils academic progress as they learn, and therefore support learning through qualification pathways.

Topics are delivered on a half termly basis throughout the independent living faculty and the key areas for life skills and social communication are:

1) Independent Travel Training (ITT), Communication & Understanding

2) Community Participation & Independence

3) Healthy Living

4) Responsibility & Critical Thinking

5) Interests & Routines, Social Understanding & Relationships

6) Reflections, aims and Aspirations


The aim of this program is to foster and develop pupils’ current skills and improve their readiness for the future, whether this be as an independent adult or an adult receiving support.

By doing this, not only are we able to improve pupils’ options for their next chosen step, but we can also improve pupil’s self-confidence which we know has a profound impact on self-esteem and mental wellbeing.

By ensuring that pupils are central to the curriculum development, we can create and adapt a fresh, current and relevant curriculum offer.

This curriculum ensures a commitment to cross curricular opportunities ensuring that learning is an ongoing process with no ‘end’ to opportunities for development and for personal or academic progression.

The implementation of this program offers pupils opportunities for both formal and informal assessment meaning that learners are not limited to personal growth and development but also have access to formal qualifications to add to future academic opportunities.

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