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The semi-formal curriculum

The Semi-formal Curriculum for school staff September 2015

& other professionals

Enjoy and Achieve @ www.fountaindale.notts.sch.uk


WHAT IS MEANT BY THE SEMI-FORMAL CURRICULUM? The semi-formal curriculum recognises that many of the young people have a range of complex learning difficulties and disabilities; and it is this combination of two or more challenges that the curriculum is designed to meet by a personalised learning approach based on:

• becoming literate communicators • becoming mathematical thinkers • the acquisition of early learning skills

which encompasses • the development of thinking skills • play (emotional, cognition and social dimensions) • creative learning • movement

End of KS2 P4e - P7a

End of KS3 P4e - P8a

End of KS4 P4e - L1

Semi-formal

Formal

Pre-formal

PIVA

T Le

vel I

ndic

ator

s


OUR LEARNERS Our learners

Our learners are learners who have a range of severe and complex needs; all have physical difficulties linked to a combination of other severe difficulties such as cognitive processing needs, sensory needs or complex health needs. They are in the range P4 – P8 for most of their time in school.

It is important to recognise that there are many differences in individual profiles of this group of learners, and these may well be spikey learning profiles; but broadly they can be expected to move through developmental milestones if they have the sensory, physical and cognitive ability to do so. However, it is important to remember that this group of learners do not have delayed development as this suggests, given time, they can ‘catch up’ with their typically developing peers.

This group of semi-formal learners struggle with all areas of thinking:

• cognition (thinking and understanding) • problem solving (acting upon

understanding) • metacognition (thinking about thinking)

They have difficulties with, for example, sensory processing and perceiving sensory patterns, memory, generalising and problem solving.

Our learners like order, structure, routine and certainty in their learning. The challenge is to move away from this restricted learning diet and provide opportunities for the learners to think and problem solve as independently as possible.

For further information go to: http://complexneeds.org.uk/modules/Module-2.3-The-curriculum-challenge/All/m07p080b.html

Early thinking skills include:

Using intuition. Predicting and anticipating. Remembering. The understanding of cause and

effect. Linking objects, events and

experiences. Thinking creatively. Thinking about thought

processes. QCA 2009

Music Therapy

http://complexneeds.org.uk/modules/Module-2.3-The-curriculum-challenge/All/m07p080b.html

http://complexneeds.org.uk/modules/Module-2.3-The-curriculum-challenge/All/m07p080b.html


MORE ABOUT SEMI-FORMAL LEARNERS A PROFESSIONAL DEVELOPMENT SOURCE FOR SCHOOL STAFF

The following section is based on a range of sources but principally that of Penny Lacey; it is intended to form part of the school’s induction programme or for ongoing staff professional development.

Learning Needs As noted above, it is important to recognise that there are many differences in individual profiles of our semi-formal learners. We must recognise that they may face challenges with information processing: that they may have sensory and auditory processing difficulties, sensory processing (integration) and perceiving sensory patterns. They often have difficulties with their working memory, in generalising and problem solving. Information Processing

Our semi-formal learners are similar to all learners in that they take information through their senses; below is a basic diagram of the information processing model.

Sensory Memory

Information

Forgotten

Short Term Memory

Forgotten

Transferred

Consolidated

Long Term Memory

Retrived

Forgotten

½ to 3 seconds Less than a minute Days, months, years


Using that information relies on ‘properly functioning areas of the brain, which then interpret the information and make sense of it by connecting it to existing knowledge.’ (National Center for Learning Disabilities 2008). If our learners have difficulties in processing that information they may encounter some of these difficulties: Visual Processing Processing Area Skill Possible difficulties observed Visual discrimination Using the sense of sight to notice

& compare the features of different items to distinguish one item from another.

Seeing the difference between 2 letters or shapes. Noticing the similarities & differences between certain colours, shapes or patterns.

Visual figure ground discrimination

Discriminating a shape or printed character from its background.

Finding a specific bit of information on a printed page full of words & numbers. Seeing an image within a competing background.

Visual sequencing The ability to see & distinguish the order of symbols, words or images.

Using a separate answer sheet. Staying in the right place while reading a paragraph – they may skip lines or read the same line over and over. Reversing or misreading letters, numbers and words. Understanding maths equations.

Visual motor processing Using feedback from the eyes to coordinate the movement of other parts of the body.

Writing within lines on a piece of paper. Copying from a board or book. Participating in sports that require well-timed & precise movements in space.

Visual memory Long term: the ability to recall something seen some time ago. Short term: the ability to remember something seen very recently.

Remembering the spelling of familiar words with irregular spelling. Reading comprehension. Using a calculator or keyboard with speed and accuracy.

Visual closure The ability to know what an object is when only parts of it are visible.

Recognising a picture of a familiar object from a partial image; for example a car with its wheels missing. Identifying a word with a letter missing. Recognizing a face when on a part is missing (such as the nose).


Visual Processing Processing Area Skill Possible difficulties observed Spatial relationships The ability to understand how

objects are positioned in space in relation to oneself. This involves the understanding of near and far (distance) as well as the relationship of objects and characters described on paper or in a spoken narrative.

Getting from one place to another. Spacing letters and words on paper. Judging time. Reading maps.

Auditory Processing Auditory discrimination The ability to notice, compare and

distinguish the distinct and separate sounds in words. (required in reading)

Learning to read. Distinguishing differences between similar sounds. (EG seventy & seventeen) Understanding spoken language, following directions and remembering details. Seems to hear but not listen.

Auditory figure-ground The ability to pick out important sounds from a noisy background.

Distinguishing meaningful sounds from background noise. Staying focused on auditory information being given; for example instructions.

Auditory memory Long term: the ability to remember something heard a long time ago. Short term: the ability to recall something heard very recently.

Remembering people’s names. Following multi-step directions. Recalling stories or songs.

Auditory sequencing The ability to understand and recall the order of words.

Confusing numbers such as 74 and 47. Confusing lists and other types of sequences. Recalling the correct order of a series of instructions.

Watch this short video to understand what information processing is: https://youtu.be/zCLotWLfjd0 https://www.youtube.com/watch?v=vPgSwTOpixE (auditory processing disorder) https://www.youtube.com/watch?v=464wT_ose6M&safe=active (visual processing disorder) This group of learners learn best when learning is related to their own experiences. Some may learn through structured play; others will learn more effectively through functional activities; and yet others will respond to a topic-based approach.

https://youtu.be/zCLotWLfjd0

https://www.youtube.com/watch?v=vPgSwTOpixE

https://www.youtube.com/watch?v=464wT_ose6M&safe=active


You may wish to carry out additional research into dyslexia (language processing), dyscalculia (difficulties in the area of maths), dysgraphia (affects spelling, putting thoughts into writing or motor aspects of writing) and dyspraxia (motor skill development) Working Memory

Memory is part of information processing. Our semi-formal learners can struggle with the demands of our classroom learning environments for many reasons. This includes having a smaller working memory than typically developing children. Dr Joni Holmes (Working Memory & Learning Difficulties 2012: http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/09/Working-memory-and-learning-

diffculties.pdf) states that ‘working memory enables us to store information in our minds for short periods of time and use it in our current thinking. It is a kind of mental workspace that we use for many aspects of our everyday life, including reading comprehension, mental arithmetic and planning a series of thoughts or actions. For children, it appears to play a crucial role both in supporting learning and in maintaining focused behaviour in the classroom.’

For typically developing children, working capacity increases up to the age of 15 years when it achieves adult levels. For our semi-formal group of learners who have an atypical development trajectory they will have a smaller working memory capacity. They hold fewer words, numbers and ideas at any one time; they find following a set of complex instructions difficult to remember when working in class.

Research suggests that our semi-formal learners are not only characterised by a smaller working memory but also by a severe lack of development in working memory skills such as paying attention and making sense of spoken language. Research by Hulme and McKenzie (1992) also suggests that a short-term memory store, as part of working memory process, is likely to place limitations on other cognitive skills, for example in reading and maths. ‘Observat ions of children in the classroom, combined with teacher reports, have highlighted the major signs of a working memory difficulty. These include: poor academic progress, difficulties following multi-step instructions, failing to complete common classroom activities that require large amounts of information to be held in mind, problems keeping their place in demanding and complex activities such as writing.’ (Holmes 2012).

‘Learning is a step-by- step process that relies on the successful completion of individual learning activities for the accumulation of knowledge. Children with working memory impairments often fail in the classroom because the working memory loads of each activity exceed their capacities. When the working memory system fails, children forget what they are doing and this can lead to inattentive behaviour. The end result is frequent lost learning opportunities, and consequently slow rates of educational progress.’ (Gathercole & Alloway, 2008). Although the working memory is smaller, research on the brain shows that it has greater capacity for changing (plasticity) through learning new things. Current thinking focuses on

http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/09/Working-memory-and-learning-diffculties.pdf

http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/09/Working-memory-and-learning-diffculties.pdf


two approaches. The first approach focuses on accelerating learning for children with memory problems by adapting the environment; the second attempts to train working memory function. As a school our semi-formal learners need activities to be designed in such a way to enable an increase in memory capacity. We need to reduce memory loads in the classroom by breaking tasks and instructions down into smaller steps, frequently repeating important information, re-presenting information and by encouraging the use of memory aids. We need to help our learners use their prior knowledge when learning new information as this promotes that learning. As practioners we need to be able to recognise indicators of working memory failure and understand the need to monitor the child for signs such as memory overload. Remember many of our semi-formal learners have difficulty with information processing and will require personalised approaches to overcome identified difficulties. See also https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf

Generalisation Typically developing learners can learn a skill or fact in one context and then have the capacity to recall and use that fact or skill in another context. This places high processing demands on the learner on making connections between the original context and the new one. This is a process our semi-formal learners find particularly difficult and therefore requires the teaching of the same skill or fact in many different contexts. Problem Solving

Our semi-formal learners not only have difficulties with generalisation but also have particular difficulties in problem solving. They not only have to develop the ability to generalise a skill but they also need to develop an understanding of when to use that skill in new and novel situations and combine it with other skills to solve the problem.

https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf

https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf


Problem solving needs to be specifically taught to this group of learners and can be broken down into the following elements.

Our semi-formal learners need many opportunities to practise different elements if they are to become better problem solvers through structured teaching.

To achieve this we need to engage learners in solving real problems and provide as many opportunities as possible to generalise these elements to other problems.

Teaching Thinking Teaching our learners to think is guided partly by developmental psychology, partly by neuroscience and partly by philosophy. McGuiness (1998) pointed to three models for delivering thinking skills: focussing on general thinking skills targeting subject-specific learning such as in maths; or infusing the skills across the curriculum

McGuiness concludes each can be effective as long as there are plenty of opportunities to transfer skills to new contexts.

Perception

of problem

Evaluation

of the strategy adopted

Thinking

about a problem & its solution

Action

trying out a strategy


Our curriculum provides such opportunities through subject-specific learning such as maths*1 and developing and assessing thinking skills through the topics. Lacey argued that teaching a vocabulary for talking about thinking is important. But, so is using play to show thinking in action. She thought that children who struggle with spoken language require plenty of opportunities to see thinking as well as hear it. Play is a vital pathway for learning and the nature of that play develops through different overlapping stages; parallel, associative and co-operative. However, early stages of play, such as solitary play will be present. Many learners may have developed ‘learned helplessness’ (Maier & Seligman) and there is some evidence that suggests that they will simply ‘give up’ when faced with a task that requires effort. Lacey has suggested that ways of dividing the task into smaller steps may be necessary, particularly at the beginning as problems need to be easily solved to counter that ‘learned helplessness.’ This requires staff working with our semi-formal group of learners to become ‘challengers’; to have expectations and present the learner with demands and challenges so they become familiar with thinking and problem solving; and even start to look for a problem to solve.

1 The delivery of areas of learning such as mathematical thinking and literate communicators may be delivered through subjects or through themes dependent on the needs of the learners in particular semi-formal classes.


THE SEMI-FORMAL CURRICULUM STRUCTURE

Assessing Learning

Play

Thinking Skills

Early Learning

Skills

Mathmatical Thinkers

Literate Communicators

Early Skills Developers

Mathematical Thinking & Problem Solving

Cognition, Communication & Language

Themes

Assessing Learning

Maths

English

Science & Computing

Play

PIVATS

English

Science & Computing

Maths

P Scale Format

Thinking Skills

Early Learning Skills

Play (Social & Emotional Development)


The core learning

Computer Studies Sensory Learners Literate Communicators Mathematical Thinkers Problem Solvers Maths English Science

The delivery of the core learning will be driven by the needs of the learners in a particular class. In some classes the core learning will be focussed through themed weeks; other classes may deliver it through timetabled slots during the week if the students are undertaking accredited courses.

The assessment of the core learning will be through ongoing teacher assessments and PACE assessments if required. Those achievements will be recorded using PIVATS and this will enable progress to be monitored over time.

Themes

The semi-formal curriculum delivers much of its learning through a thematic approach rather than following national curriculum foundation subjects. Assessment of the themes is through ongoing teacher assessments and achievements recorded using the PIVAT styled ‘Play’ ‘Thinking Skills’ and ‘Early Learning Skills’ that enables progress to be monitored over time. See topic booklets for details

Mathematical Thinking & Problem

Solving

Cognition, Communication &

Language

Focus Book

Topics


Learning Plans

Learning Plans are the planning tool used by teachers to personalise learning intentions for individual pupils they teach.

Learning plans are completed on SOLAR.

FOR NEW STAFF:

As part of the staff induction process you will receive support from your mentor on using SOLAR and how learning plans are used to review learning goals for pupils/students in your class.

Learning Plans

Planned Learning

Goals

Observed Learning

Review of

Learning

What am I going to learn?

What have I learnt? What am I going to learn next?


A typical day in a semi-formal classroom (younger pupils)*2

The day begins with the pupils encountering a self-directed play session that is focussed on the theme and the focus for the week. How does this look in the classroom? In one class the teacher and class team provided a range of sensory ‘toys’/toys (see pre-formal curriculum document for the school’s understanding of what a toy is) that enabled their pupils to play, explore and develop their skills; linking that play to the theme of colour and the focus book ‘Elmer’. Staff acted as play partners; playing alongside/with the pupil to encourage the development of their play and their learning. It is also a time that staff can use to work with pupils on a 1:1 basis as part of the classes intervention programme. The session before morning break is social interaction time which provides an opportunity for the pupils to develop their communication skills through a structured approach loosely based on the theme. Morning break is a time for pupils to develop their social skills, their independence, their numeracy and communication skills; it is an opportunity for their personal and social development. This is followed by a freely chosen play session; play is under the control of the child and he/she determines how to play, how long that play is sustained for and who to play with. The final session before lunch is devoted to focussed core learning; with one core area being the focus for a week linked to the theme and shared story. The first session after lunch is social interaction time and the communication activity is focussed on lunch-time activities. This session ends with a song. The rest of the afternoon is focussed on the theme/topic and is designed to encourage pupils’ thinking skills and early learning skills. It is in these sessions that movement is encouraged through PE and for some class/individual swimming sessions. It is important that this learning takes place in an environment that is matched to the pupils need:

• it is ‘an environment that is rich and full of opportunities for learning through play (free play)’ (Learning through play – little book; Penny Lacey)

• it is an environment that the pupils understand; one teacher in school involves the pupils in his class in creating that environment so they can begin to have an awareness of how it relates to the theme.

2 There is some variation in the typical day dependent on the postural and learning needs of the learners – some students will, for example, be following accredited courses.


Play

For our semi-formal learners play is still an important ingredient in their curriculum diet.

Play opportunities motivate, supports learning, enables skill development and the development of concepts. It develops language/communication skills and consolidates learning.

How does play typically develop?

As children develop then the types of play evolves too. These types of play are associated with, but not restricted to, specific age groups in neuro-typically developing children.

We would expect most of our semi-formal learners to be moving from parallel play into the next stage. This does not mean that earlier stages of play, such as solitary play, are no longer experienced.

The value of play cannot be emphasised strongly enough.

Source: Department for Children, Education & Lifelong Learning & Skills – Welsh Assembly

Play route-map from the pre-formal curriculum

Parallel Play

Plays alongside others with similar toys. There is a lack of engagement Associative Play

There is no formal organisation to play Children have similar goals

Desire to play with the same types of toys & may exchange toys

Co-operative Play

Play has organised group goals with at least one leader to the group. Children

are in or out of the group.

http://www.healthofchildren.com/P/Play.html


Pre-formal Semi-formal Formal curriculum

Early Development

Solitary Parallel Associative Cooperative Socio-dramatic

Unoccupied play

Sensorimotor play

May engage in parallel play near others.

Engages in separate activities, but shares ‘toys’

Successfully enters into play with other children.

Advanced group skills

Observant play: notices →briefly → with interest

May play with similar ‘toys’

May play together in loosely structured activities.

Play has an organised structure. Is a group leader(s)

Friendship skills – understanding feelings

Usually plays alone for brief periods → sustained periods

Does not play with other child.

Will ‘talk’ with each other and comment on each other’s play.

Will communicate with others.

Higher level role play

Plays with one ’toy’ …. → range of ’toys’

Does not influence other child’s play/ behaviour.

Will express ideas for activities.

Improvisation

Engages in play briefly →to sustained periods

May be observant of other child’s play.

Acknowledges actions and accomplish-ments.

May copy how others are playing.

Negotiates roles and sets up events.

Will respect other children’s property.

More willing to share and ask to share.

1 2 3 4 5 6

Response to Interventions: facilitated, spontaneous & interactional

ASSESSING PLAY

In natural contexts


Awards and accredited courses in the semi-formal curriculum

Students aged 14 – 19 undertake the following accreditation (as at June 2015)

Unit Award Scheme (UAS)

OCR Functional Skills @ Entry level

Arts Award

There are opportunities for individual or groups of students to take additional qualifications and awards.

Sample taken from AQA web site: see Assistant Head for units available for semi-formal learners


ASSESSING THE SEMI-FORMAL CURRICULUM

The semi-formal curriculum is assessed through PIVATS and the school’s own PIVAT styled document Play, Think & Learn; these provide information on pupil progress. The PIVATS for English have been expanded to provide a greater range of steps to enable greater accuracy in pupil assessments. The school has also developed a document that moves from R4L into PIVAT assessments for English and Maths. This will be updated during 2016 ready for inclusion on SOLAR. Alongside these sits Play, Think & Learn that enables the school to assess progress in thinking skills, pre-requisite or early learning skills as well as social and emotional development. This document has been devised to provide an assessment tool that enables the curriculum to be matched to pupil learning developmental needs. Recording will from September 2015 be through bespoke SOLAR templates that will replace the PIVAT documents and the learning plans. In addition evidence that confirms achievement will be stored in SOLAR; this will replace the impact evidence files.


ASSESSING PUPIL PROGRESS IN PLAY EMOTIONAL, COGNITION & SOCIAL DIMENSIONS

PUPIL NAME Baseline: Insert Date

Co-operative Play

Pre-formal to semi-formal learning APP Achievement Continuum Notes

Para

llel P

lay

• He/she engages in parallel play near others with different stimulus

A DEI C G

• He/she engages in parallel play near others with similar stimulus

A DEI C G

• He/she is observant of other child’s play briefly

A DEI C G

• He/she is observant of other child’s play

A DEI C G

• He/she does not influence other child’s play

A DEI C G

• Copies how others are playing

A DEI C G

• He/she can simply express my needs and feelings

A DEI C G


Into semi-formal learning APP Achievement Continuum Notes

Asso

ciat

ive

Pla

y

• He/she engages in separate activities, but shares a stimulus

A DEI C G

• Begins to play with others in loosely structured activities

A DEI C G

• He/she ‘talks’ (communicates) to others and ‘comments’ on their play

A DEI C G

• He/she can understand ‘yes’ and ‘no’, praise and criticism A DEI C G

• He/she can respond to the feelings of others A DEI C G

• A DEI C G

• A DEI C G


semi-formal learning APP Achievement Continuum Notes Co

oper

ativ

e P

lay

• Successfully enters into play with other children

A DEI C G

• Play has an organised structure

A DEI C G

• He/she can express ideas for play activities

A DEI C G

• He/she ‘communicates’ with others during play activities

A DEI C G

• He/she can negotiate roles in play activities

A DEI C G

• He/she will share more readily during play activities

A DEI C G

• He/she respects the property of other children

A DEI C G

• He/she can play or work in a small group A DEI C G

• He/she can take turns with help A DEI C G

• He/she is aware of others needs A DEI C G


Constructive Play

Into semi-formal learning APP Achievement Continuum Notes

Cons

truc

tive

Pla

y

• He/she does not engage with materials independently

A DEI C G

• He/she is not engaged during free play A DEI C G

• He/she chooses materials, but needs support from adults to engage with and extend their use

A DEI C G

• He/she is engaged in activities during ‘choice time’, but may become off task in transition between activities

A DEI C G

• He/she will explore and experiment with a wide variety of materials A DEI C G

• He/she engages in purposeful activity for most of the time while moving from one activity to another without adult prompts

A DEI C G

• He/she can respond appropriately to familiar things A DEI C G

• He/she is sensitive and respectful to other people and living things A DEI C G


Socio-dramatic semi-formal learning into formal learning APP Achievement Continuum Notes

Cons

truc

tive

Pla

y

• He/she exclusively uses actual objects for intended purpose in pretend play

A DEI C G

• Pretend play is simplistic A DEI C G

• He/she can use objects to represent another object in pretend play A DEI C G

• He/she can make purposeful relationships and simple negotiations A DEI C G

• He/she can work with a partner and in small and large groups A DEI C G

• He/she can suggest and take part in new tasks A DEI C G

A DEI C G


APP Achievement Continuum

Stage Characteristics Stage descriptor Acquisition Characterised by the pupil learning new responses and skills. This is often

achieved through demonstration, modelling or physical prompting from an adult.

Developing, Exploring &

Initiating

Characterised by remembered responses and intentional communication; by concentration, recall and observation; and by established responses and conventional communication.

Pupils begin to develop and refine their actions and reactions, often by trial and improvement. They remember responses over short periods of time. Pupils begin to communicate intentionally. They will seek attention through eye contact, gesture or action. They request events or activities. Pupils can concentrate and remember responses for longer periods and participate in shared activities with less support. They observe the results of their actions with interest. Pupils begin to initiate activities. They may respond to options and choices with actions or gestures. They greet known people and use emerging conventional communication. Pupils maintain established responses over increasing periods of time and anticipate more and more known events. They actively explore objects and events for more extended periods.

Consolidation Characterised by pupils becoming competent and fluent in skills, knowledge, concepts and understandings when in a familiar setting.

Pupils strengthen, gain or make general use of skills, knowledge, concepts or understandings that relate to their experience of the world around them. They are aware of cause and effect and know that certain actions produce predictable results. Pupils can apply potential solutions systematically to problems. They are competent and fluent in their response; they use single words, gestures, signs or symbols to identify or request familiar objects or to communicate about events and express their feelings.

Generalisation Characterised by pupils having mastered responses or skills in different settings or contexts; or with different materials, stimuli and staff.


ASSESSING PUPIL PROGRESS IN THINKING SKILLS (CREATIVITY)

PUPIL NAME: Baseline: Insert Date

P4 APP Achievement Continuum Notes

Predicting, anticipating & remembering:

• Follows simple instructions e.g. to find a hidden object

A DEI C G

• Carries out a routine remembering the different steps

A DEI C G

Understanding cause & effect

• Recognises their actions results in familiar effects.

A DEI C G

• Recognises other people’s actions results in familiar effects

A DEI C G

• Tests out whether a cause and effect are connected

A DEI C G

• Remembers a cause and effect after single reminder

A DEI C G

Imagination & problem solving

• Finds new ways of using objects

A DEI C G

Understanding what others

think

• Names simple emotions in themselves and others

A DEI C G

• Recognises sadness and happiness in others

A DEI C G




• Recalls events and experiences from their near past

A DEI C G

• Predicts the end point of familiar activities

A DEI C G

• Predicts an event based on past experience

A DEI C G

• Remembers items in a list

A DEI C G


• Recognises that a cause leads to a sequence of effects

A DEI C G

• Puts together two actions to make something happen

A DEI C G


• Puts together two actions to make something happen

A DEI C G


think




• Recognises an activity from a small part of it

A DEI C G

• Links together different stages of a known activity

A DEI C G

• Indicates what comes next in a known activity/event

A DEI C G



• Role plays familiar people

A DEI C G

• Copies new strategy after demonstration

A DEI C G


think

• Plays follow my leader games

A DEI C G

• Suggests things to make someone else happy

A DEI C G






• Adds something to new to a known activity

A DEI C G

• Leads an activity, introducing something new

A DEI C G

• Asks for help with a problem A DEI C G


think

• Recognises and uses words such as ‘think’, ‘remember’ or ‘forget’

A DEI C G


L1 APP Achievement Continuum Notes Predicting,

anticipating & remembering:



• Adapts an idea when circumstances change and shares with others

A DEI C G


think

• Questions their own and others’ assumptions

A DEI C G

• Asks questions to extend their understanding of what others are thinking

A DEI C G

• Makes choices actively

A DEI C G

• Makes decisions about everyday events

A DEI C G

• Makes choices and indicates reasons

A DEI C G

• Chooses between two ways of performing the same task

A DEI C G

• Rejects an idea because they think it won’t work

A DEI C G



Stage Characteristics Stage descriptor

Acquisition

Characterised by the pupil learning new responses and skills. This is often achieved through demonstration, modelling or physical prompting from an adult.

Developing, Exploring

& Initiating



Consolidation

Characterised by pupils becoming competent and fluent in skills, knowledge, concepts and understandings when in a familiar setting.


Generalisation

Characterised by pupils having mastered responses or skills in different settings or contexts; or with different materials, stimuli and staff.


ASSESSING PUPIL PROGRESS IN EARLY LEARNING SKILLS

PUPIL NAME: Baseline: insert date

P4 APP Achievement Continuum

Notes

Self-motivation

• With high levels of support and encouragement will attempt to start a familiar task or activity.

A DEI C G

• Can focus on task for short periods of time with on-going 1:1 support and encouragement

A DEI C G

Organisational skills

• With high levels of support can follow simple instructions for routine activities

A DEI C G

• With high levels of support can select resources for a familiar activity

A DEI C G

Awareness of self and others

• With high levels of support can take part in a parallel activity with several others

A DEI C G

Interacting with

Technology

• With high levels of support can explore a variety of devices to produce predictable results. (using a switch to activate a toy)

A DEI C G

• With high levels of support can use a variety of gesture based technologies to produce a simple effect

A DEI C G



Notes

Self-motivation

• With some support and encouragement will attempt to start a familiar task or activity

A DEI C G

• Will start a familiar task or activity with appropriate support

A DEI C G

• Can focus on task for longer periods of time with on going 1:1 support and encouragement.

A DEI C G


• With some support and encouragement can follow simple instructions for routine activities

A DEI C G

• With some support can select resources for a familiar activity

A DEI C G


• With some support can take part in activities several others A DEI C G

• Can take turns in small group activities with support and encouragement

A DEI C G

Interacting with

Technology

• With some support can use a variety of devices or gesture-based technologies to produce predictable results.

A DEI C G

• With some support can make connections between control devices and information on screen/display

A DEI C G



Notes

Self-motivation

• With some support and encouragement will attempt to start an unfamiliar task or activity

•

A DEI C G

• Will start an unfamiliar task or activity with appropriate support

A DEI C G

• Can focus on task for longer periods of time with on going support and encouragement.

A DEI C G


• Without support, can follow simple instructions for familiar activities and routines

A DEI C G

• With high levels support can follow simple instructions for unfamiliar activities

A DEI C G

• With minimal support can select and use resources for a familiar activity

A DEI C G


• Can respond to others in small group activities A DEI C G

• Without support can work cooperatively in small group activities

A DEI C G


Interacting with

Technology

• Can use a variety of devices to produce predictable results.

A DEI C G

• Can use gesture based technologies to produce an effect

A DEI C G

• With support collaborates with others when using a range of technologies

A DEI C G

• Can respond to simple instructions to control a device.

A DEI C G



Notes

Self-motivation

• With minimal support and encouragement will attempt to start an unfamiliar task or activity

A DEI C G

• With minimal support can remain on task on a self chosen activity

A DEI C G


• With some support can follow simple instructions for unfamiliar activities

A DEI C G

• With some support can select resources for an unfamiliar activity

A DEI C G


• With minimal support they engage with others in small group activities.

A DEI C G

• With some support begin to negotiate with others about activities. A DEI C G

Interacting with

Technology

• Collaborates with others when using a range of gesture based technologies

A DEI C G

• With some support can respond to simple instructions to control an unfamiliar device.

A DEI C G

• Can use ICT to communicate meaning and express ideas in a variety of contexts

A DEI C G


• With some support can choose equipment and software for a familiar activity

A DEI C G



Notes

Self-motivation

• Will choose, initiate and follow through a new task or activity

A DEI C G

• Shows an interest in tasks and maintains their attention in familiar situations.

A DEI C G


• Can follow simple instructions for unfamiliar activities

A DEI C G

• With some support can contribute to the planning of familiar activities and routines

A DEI C G


• They engage with others in small group activities. A DEI C G

• Begin to negotiate with others about activities, showing an awareness of the needs of others.

A DEI C G

Interacting with

Technology

• Collaborates with others when communicating about their use of gesture based technologies

A DEI C G

• Can respond to simple instructions to control an unfamiliar device.

A DEI C G

• Can use ICT to communicate and present their ideas

A DEI C G


L1 APP Achievement Continuum

Notes

Self-motivation

• Shows an interest in tasks and maintains their attention in a range of situations.

A DEI C G


• With minimal support begins to follow more complex instructions

A DEI C G

• With minimal support begins to organise self independently for known activities or routines.

A DEI C G


• They engage with others in a variety of group activities. A DEI C G

• Negotiate with others about activities, showing awareness and appreciation of the needs of others.

A DEI C G

Interacting with

Technology

• Can use ICT to work with text, images and sound to share activities

A DEI C G

• Can make choices when using gesture based technologies to produce different outcomes

A DEI C G



Stage Characteristics Stage descriptor Acquisition Characterised by the pupil learning new responses and skills. This is

often achieved through demonstration, modelling or physical prompting from an adult.

Developing, Exploring &

Initiating



Consolidation Characterised by pupils becoming competent and fluent in skills, knowledge, concepts and understandings when in a familiar setting.


Generalisation Characterised by pupils having mastered responses or skills in different settings or contexts; or with different materials, stimuli and staff.


Facilitated - Non-facilitated Supported Access to Play Continuum This continuum is designed to look at the levels of adult support required to enable access to play for pupils with profound physical and medical needs.

Level of facilitated access to play Fully facilitated Requires some

support Independent

1 2 3 4 5 6 7 8 9 10

⑮

Engages in parallel play (neuro-typical developmental age 24-36

months)

⑲

Parallel Play

Copies others play 22 Engages in parallel play

⑯Begins to engage in parallel play near others

⑳Copies play with adults

21 Copies play with other children

Towards associative play

PLAY & LEARN ROUTE-MAP MOVING INTO THE SEMI-FORMAL

25 Changes behaviour in

response to interesting event nearby

⑰Begins to play with similar stimuli/object/material/’toy’

⑱Plays with similar stimuli/object/material/’toy’ for sustained periods


Additional Documents

The Pre-formal Curriculum – a guide for school staff Penny Lacey : Learning Through Play And some useful links are: http://www.veryspecialmaths.co.uk/ (Les Staves) http://www.hirstwood.com/ (Richard Hirstwood)

http://www.veryspecialmaths.co.uk/

http://www.hirstwood.com/