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The Dynamic Pathways Navigator (DPN)

Navigating High-Stakes Exams & Future Pathways in Key Stage 4

Section 1: Introduction & Purpose

Welcome to The Dynamic Pathways Navigator (DPN). This tool is designed for Key Stage 4 educators and career advisors to gain insights into a student's literacy profile (ages 14-16, Years 10 & 11) and its impact on high-stakes examinations and future pathways.

Who is this Screening Tool For?

This screener is specifically for Key Stage 4 Teachers, SENCos, Senior Leadership Teams, Career Advisors, Students (for self-report), and Parents.

What Will This Tool Do?

The DPN will help to:

  • Identify dyslexia indicators impacting GCSEs and other high-stakes examinations.
  • Consolidate and highlight the student's established strengths for academic success and future pathways.
  • Ensure appropriate exam access arrangements are considered and applied for.
  • Guide effective support strategies and post-16 guidance.

Important Information:

It is vital to understand that the DPN is a screening tool, not a formal diagnostic assessment for dyslexia or any other learning difficulty. It is designed to inform support and identify the need for further investigation, not to label. However, its findings are crucial for informing applications for formal exam access arrangements.

Our Strengths-Based Approach:

We believe every student has unique strengths and a developmental pathway. The DPN focuses on identifying and harnessing mature strengths (e.g. resilience, strategic thinking, vocational aptitude, entrepreneurial spirit) for success in GCSEs, vocational qualifications, and future career paths. This aligns with and is a foundational component of The Dynamic Development Plan.

Let us begin to explore the student's unique potential!

Section 2: Student's Background & Educational Profile

This section helps us understand the student's background and current educational context. Please complete all relevant fields or mark 'N/A' (Not Applicable).

Student's Details & School Information

Family History & Prior Learning/Support

General Classroom & Exam Observations

Section 3: Core Literacy & Cognitive Skill Observations

Observe the student during structured literacy tasks. Note their performance and any specific patterns of difficulty or strength. Use the guidance provided for each area.

FOR TEACHER/PRACTITIONER USE ONLY: Administer these tasks and record observations/notes below.

1. Exam-Style Reading Comprehension & Speed

Ask the student to read a short passage from a GCSE-level text (e.g. an excerpt from a History source, a Science explanation). Note accuracy, speed, and then ask comprehension questions requiring inference, analysis, or synthesis.

"The Treaty of Versailles, signed in 1919, officially ended World War One. Its terms were punitive, particularly towards Germany, which was forced to accept sole responsibility for the war, pay vast reparations, and cede significant territories. Many historians argue that these harsh conditions inadvertently fostered resentment and instability, contributing to future conflicts."

2. Exam-Style Written Expression & Spelling (Timed Task)

Ask the student to write a short answer (e.g. 5-8 sentences) to a typical GCSE question from a familiar subject (e.g. "Explain why World War One started"). Give a short time limit (e.g. 5-7 minutes). Observe spelling accuracy, grammar, sentence structure, and organisation of ideas under pressure.

3. Processing Speed (Visual-Verbal)

Present a timed task requiring quick visual processing of letters/words (e.g. quickly identifying all instances of a specific letter in a paragraph, or sorting words into categories rapidly). Note speed and accuracy.

Example: "Circle every 'th' in this paragraph in 30 seconds."

4. Working Memory (Auditory & Visual) - Academic Context

Auditory: Read a sequence of academic terms or instructions (e.g. "photosynthesis, osmosis, respiration"). Ask student to repeat. Visual: Show a complex diagram for a short time, then ask questions about its components or relationships.

Note any general observations during this section: signs of frustration, fatigue, effectiveness of compensatory strategies, visual tracking, engagement under pressure.

Section 4: Student's Strengths & Learning Preferences

Every student has unique talents! This section helps us celebrate what the student excels at and how they learn best.

(e.g. strong verbal reasoning, strategic thinking, visual-spatial skills, creative problem-solving, abstract reasoning)

(e.g. leadership, resilience, empathy, independence, persistence under pressure, self-awareness)

(Tick all that apply)

(e.g. specific vocational skills, advanced maths, art, music, drama, computing, sports)

Section 5: Academic Impact & Self-Perception

This section explores how literacy challenges impact the student's academic confidence and overall well-being during Key Stage 4 and exam preparation.

(e.g. high anxiety around exams, withdrawal from challenging subjects, low self-esteem, fatigue during revision)

DDP Generated Report

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