The Semi-formal Curriculum · The semi-formal curriculum Page 1 . ... cognition and social...
Transcript of The Semi-formal Curriculum · The semi-formal curriculum Page 1 . ... cognition and social...
The semi-formal curriculum Page 1
The Semi-formal Curriculum for school staff September 2015
& other professionals
Enjoy and Achieve @ www.fountaindale.notts.sch.uk
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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
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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
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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
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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).
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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.
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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
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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.
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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
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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.
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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)
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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
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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?
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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.
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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.
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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
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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
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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.
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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
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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
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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
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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
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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
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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.
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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
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P5 APP Achievement Continuum Notes
Predicting, anticipating & remembering:
• 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
Understanding cause & effect
• 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
Imagination & problem solving
• Puts together two actions to make something happen
A DEI C G
Understanding what others
think
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P6 APP Achievement Continuum Notes
Predicting, anticipating & remembering:
• 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
Understanding cause & effect
Imagination & problem solving
• Role plays familiar people
A DEI C G
• Copies new strategy after demonstration
A DEI C G
Understanding what others
think
• Plays follow my leader games
A DEI C G
• Suggests things to make someone else happy
A DEI C G
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P7 APP Achievement Continuum Notes
Predicting, anticipating & remembering:
• 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
Understanding cause & effect
Imagination & problem solving
• Role plays familiar people
A DEI C G
• Copies new strategy after demonstration
A DEI C G
Understanding what others
think
• Plays follow my leader games
A DEI C G
• Suggests things to make someone else happy
A DEI C G
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P8 APP Achievement Continuum Notes
Predicting, anticipating & remembering:
Understanding cause & effect
Imagination & problem solving
• 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
Understanding what others
think
• Recognises and uses words such as ‘think’, ‘remember’ or ‘forget’
A DEI C G
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L1 APP Achievement Continuum Notes Predicting,
anticipating & remembering:
Understanding cause & effect
Imagination & problem solving
• Adapts an idea when circumstances change and shares with others
A DEI C G
Understanding what others
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
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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.
The semi-formal curriculum Page 32
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
The semi-formal curriculum Page 33
P5 APP Achievement Continuum
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
Organisational skills
• 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
Awareness of self and others
• 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
The semi-formal curriculum Page 34
P6 APP Achievement Continuum
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
Organisational skills
• 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
Awareness of self and others
• 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
The semi-formal curriculum Page 35
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
The semi-formal curriculum Page 36
P7 APP Achievement Continuum
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
Organisational skills
• 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
Awareness of self and others
• 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
The semi-formal curriculum Page 37
• With some support can choose equipment and software for a familiar activity
A DEI C G
The semi-formal curriculum Page 38
P8 APP Achievement Continuum
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
Organisational skills
• 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
Awareness of self and others
• 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
The semi-formal curriculum Page 39
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
Organisational skills
• 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
Awareness of self and others
• 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
The semi-formal curriculum Page 40
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.
The semi-formal curriculum Page 41
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
The semi-formal curriculum Page 42
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)