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ASSESSING THE CURRICULUM
A SUMMARY
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THE PRE-FORMAL ASSESSMENT SUMMARY Assessing the Core Strands
Our curriculum delineates these core areas of learning, which are both interrelated and
highly dependent on each other.
‘Learning for those with PMLD is more successful when they are done as a complete and self-contained exercise, rather than a series of separate skills chained together.’ Routes for Learning ‘If a developing person does not learn (the fundamentals of communication) it will not only make learning language much less likely, but it will make it more difficult to learn anything else.’ Nind & Hewitt (2001) ‘ …. early communication, cognitive and sensory skills are the foundation to all future learning and crucial to an improved quality of life.’ Quest for Learning (2006)
Play
Emotional &
Social
Development
Movement Physical, Motor Development
Cognitive Development
Communicative Development
SENSORY APPROACHES TO LEARNING
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ASSESSING THE PRE-FORMAL CURRICULUM Ongoing continuous and rigorous assessment is at the heart of the pre-formal curriculum as it:
enables us to be certain about the appropriateness of the personalised curriculum we aim to provide for each learner.
informs teaching.
drives progress. The key tool in assessing learners’ progress is Routes for Learning (R4L) developed by Welsh (PMLD) teachers and academics under the guidance of Jean Ware and published by the Welsh Qualifications & Curriculum Group in 2006. R4L notes 43 possible milestones which learners may or may not pass through in their developmental journey. To support this assessment process the school has developed a play route-map (2014). Sitting alongside the route-maps are a range of other tools used to support those
assessments.
Continuum of Learning (CofL)
Acquisition- Children learn new responses, behaviours, communicative intentions and reasoning.
Developing Fluency- Children are becoming more competent in acquired responses, behaviours, communicative intentions and reasoning.
Consolidation- Children are competent and fluent in their responses, behaviours, communicative intentions and reasoning when in a familiar setting.
Generalisation- Children have mastered responses, behaviours, communicative intentions and reasoning in different settings or contexts, or with different materials, stimuli and adults.
And Maintenance- Children maintain their level of response and performance.
Reactivation- Children regain responses, behaviours, communicative intentions and reasoning.
Level of Facilitated Access to Play (FA2P)
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
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ASSESSING THE PRE-FORMAL
CURRICULUM
ROUTES FOR LEARNING
ASSESSMENT BOOKLET
ASSESSMENT MATERIALS FOR LEARNERS WITH PROFOUND LEARNING
DIFFICULTIES AND ADDITIONAL DISABILITIES.
Pre-formal Curriculum @ Fountaindale
Cognition & Communication
Introduction
This booklet forms the basis of the Routes for Learning Assessment. The
principles behind the assessment and guidance on meeting the needs of learners
with PMLD are provided in the Guidance booklet. Staff should read this guidance
and wherever possible undertake training before using the assessment materials.
The behaviours in this Assessment booklet are shown on the Routes for Learning
DVD; both the Head of School and Assistant Head Teacher hold a copy.
It is important to note that learners with PMLD will follow a range of pathways
through the Routemap, although we believe that they will all pass through the
major junctions. These are shown in orange on the map and shown as dark green
in the Assessment booklet. Staff should work through all steps initially, as trialling
has shown that learners may achieve steps from all areas of the Routemap. The
left-hand side of the map focuses on communication skills, and the right-hand
side on early cognitive development.
This booklet provides guidance on suitable assessment activities to set up, things
to look for during the activity, and teaching strategies to move the learner on.
The learner will not necessarily move on to the next numerical step.
Consideration must be given to the full range of possibilities shown on the
Routemap, bearing in mind the priority needs and physical and sensory abilities
of the learner.
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ASSESSING THE PRE-FORMAL
CURRICULUM
PLAY
ASSESSMENT BOOKLET
ASSESSMENT MATERIALS FOR LEARNERS WITH PROFOUND &
COMPLEX LEARNING DIFFICULTIES AND DISABILITIES
Pre-formal Curriculum @ Fountaindale
Stages of Social Play
Introduction
This booklet forms the basis of the Play Assessment and should be used
and read alongside the Routes for Learning Assessment booklet.
This booklet should be read alongside the guidance in the pre-formal staff
handbook.
There is a short film made in conjunction with Hirstwood Training
available that explores the nature of play in the pre-formal curriculum.
Though this assessment tool reflects Mildred Parten’s theory of social
development of play (1932) that is still widely accepted today we do not
hold the view that each stage is exclusive; we do recognise that children
will return to early stages at any point in their development.
We also recognise that play supports cognitive development and
communication.
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ASSESSING PLAY
Pre-formal Semi-formal
Formal curriculum
Early Development
Solitary Parallel Associative Cooperative
Unoccupied play
Sensorimotor play
May engage in parallel play near others.
Engages in separate activities, but shares toys/materials
Successfully enters into play with other children.
Observant play: notices →briefly → with interest
May play with similar toys/materials.
May play together in loosely structured activities.
Play has an organised structure.
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.
Plays with one stimulus/’toy’ …. → range of stimuli/’toys’
Does not influence other child’s play/behaviour.
Will express ideas for activities.
Engages in play briefly →to sustained periods
May be observant of other child’s play.
Acknowledges actions and accomplishments.
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.
Pre-formal towards the formal play curriculum
1 2 3 4 5 6
Response to Interventions: facilitated, spontaneous & interactional
ASSESSING PLAY
In natural contexts
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TARGET SETTING & PROGRESS INDICATORS COGNITION & COMMUNICATION
Pre-formal learners with profound and complex needs do not follow neuro-typical
development pathways of development; they will follow a personal pathway through the
route-maps (see Routes for Learning) and they will not necessarily move on to the next
numerical step.
Consideration has to be given to their physical, sensory and other needs that impact on
their learning abilities. (see Routes for Learning)
The school recognises the idiosyncratic nature of their learning and the pace of learning for
children who developmentally remain largely in the parameters of 0 – 18 months
developmentally.
Targets are set against potential progress within R4L islands. Targets are personalised and
what is outstanding progress for one child may not be for another.
The following examples provide guidance on what may be judged as outstanding progress:
Pupil A: has a degenerative condition. Assessment at the end of the school year showed that he/she was within milestone 9 and he/she was consolidating their learning. (Consolidation- Children are competent and fluent in their responses, behaviours, communicative intentions and reasoning when in a familiar setting.) Regression has to date been consistent in the previous 2 years. Outstanding progress target for this young person is to remain working within the milestone.
9 Responds consistently to one stimulus
Milestone: CofL Consolidation
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Pupil B: has complex medical needs and profound physical difficulties. Assessment at the end of the school year showed that he/she was within milestone 9 and he/she was at the acquisition stage of development. (Acquisition- Children learn new responses, behaviours, communicative intentions and reasoning.) Progress has been made over the past 2 years that indicate that an outstanding progress target for this young person is to remain working within the milestone and for progress to be categorised as consolidating learning. Good progress would be to develop fluency.
Pupil C: has complex and profound learning difficulties and disabilities. Assessment at the end of the school year showed that he/she was within milestone 9 and he/she was at the generalisation stage of development. (Generalisation- Children have mastered responses, behaviours, communicative intentions and reasoning in different settings or contexts, or with different materials, stimuli and adults.) Progress has been made over the past 2 years that indicate that an outstanding progress target for this young person is to consolidate their progress in the next step (island). Alternatively outstanding progress for some pupils may be to maintain or reactivate their learning. (Maintenance- Children maintain their level of response and performance. Reactivation- Children
regain responses, behaviours, communicative intentions and reasoning.)
At the beginning of each academic year pupils’ may be re-baselined.
9 Responds consistently to one stimulus
Milestone: CofL Acquistion
9 Responds consistently to one stimulus
Milestone: CofL Generalisation
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PROGRESS IN PLAY
Progress in is monitored through the play route-map and that uses the same indicators for
each developmental stage as those used for R4L.
These being:
Acquisition- Children learn new responses, behaviours, communicative intentions and reasoning.
Developing Fluency- Children are becoming more competent in acquired responses, behaviours, communicative intentions and reasoning.
Consolidation- Children are competent and fluent in their responses, behaviours, communicative intentions and reasoning when in a familiar setting.
Generalisation- Children have mastered responses, behaviours, communicative intentions and reasoning in different settings or contexts, or with different materials, stimuli and adults.
And Maintenance- Children maintain their level of response and performance.
Reactivation- Children regain responses, behaviours, communicative intentions and reasoning.
Level of Facilitated Access to Play (FA2P)
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
Currently the school is developing a video analysis tool with Exeter House School in Salisbury
to analyse progress in play. The data captured will inform pupil progress along the route-
map.
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THE SEMI-FORMAL ASSESSMENT SUMMARY 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
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 if not
all of their time in school.
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. 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.
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ASSESSMENT OVERVIEW The semi-formal curriculum is assessed through PIVATS and the school’s own PIVATS styled
document ‘Semi- formal Thinking Skills, Early Learning Skills & Play’; 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 Semi- formal Thinking Skills, Early Learning Skills & Play 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 PIVATS documents and the learning plans. In addition evidence that confirms achievement will be stored in SOLAR; this will replace the impact evidence files.
ASSESSMENT IN THE CORE SUBJECTS
PIVATS FOR P LEVELS
PIVATS P scales: these are on SOLAR and now replace the hard copies previously
used. They cover assessment for P levels in the core subjects of the national
curriculum and PHSE from P4 – P8.
PIVATS is:
A school-based assessment instrument based on the P scales
A system to inform target setting for pupils of all ages whose performance is outside national expectations
A tool that uses a common structure and language to track and judge pupil performance. PIVATS is used when making summative assessments and complements all other forms of
assessment and should be used to help make a ‘best fit’ judgement and is part of the school’s
assessment strategy to inform effective, rigorous target setting.
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End of KS1 P4e - P5a
End of KS2 P4e - P6a - P7a
End of KS3 P4e - P8a
SEMI-FORMAL
CURRICULUM
PIVATS
FOR P LEVELS
Ass
essm
ent
Ind
icat
ors
P6
– M
S3
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TARGET SETTING IN THE CORE SUBJECTS
Target setting for semi-formal pupils is
personalised based on the data capture from
previous years and not on age related expectations
due to the complex and severe learning difficulties
and disabilities each individual encounters.
Progress Descriptors:
o Consolidated o Expected o Above Expected
All pupils are set challenging targets that are indicators of their ‘expected progress’ over the
school year.
Historically progress was based on progression guidance indicators, median and upper
quartile.
Pupils whose rate of progress is ‘above expected’ will have their targets adjusted
accordingly so that levels of challenge remain high. This will be seen as outstanding
progress.
With the changes to the National Curriculum ‘expected progress’ for pupils in KS1 – KS3
being assessed through PIVATS equates to the previous median indicator; adjusted to take
account of historical progress data for the individual.
‘Consolidated’ progress is when pupils make lateral progress within a PIVATS indicator.
Interventions
are triggered
when data
capture shows
that pupils are
not meeting
their expected
rates of
progress and
progress is
being
consolidated or there is a regressive condition impacting on their learning.
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ASSESSING THE THEMES & TOPICS
Semi- formal Thinking Skills, Early Learning Skills & Play.
STEP enables the school to assess progress in thinking skills,
pre-requisite or early learning skills as well as social and
emotional development. It has been devised to provide an
assessment tool that enables the curriculum to be matched to
pupil learning developmental needs.
STEP assesses progress through the themes and topics (see Themes & Topic booklet)
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THE FORMAL ASSESSMENT SUMMARY
Key Stages 1 – 3
The Core Subjects
P level, PIVAT milestone & Learning Steps are indicators of progress.
End of KS1 P6 - P7+
End of KS2 P7 - P8+
End of KS3 MS1 +
FORMAL
CURRICULUM
PIVATS
FOR P LEVELS
PIVAT MILESTONES
BRIDGING FROM P8
MS1 to MS3
Ass
essm
ent
Ind
icat
ors
P6
– M
S3
Above MS3
Learning Steps
LS4 – LS9
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Assessment
PIVATS FOR P LEVELS
PIVATS P scales: these are on SOLAR and now replace the hard
copies previously used. They cover assessment for P levels in the
core subjects of the national curriculum and PHSE from P4 – P8.
PIVATS is:
A school-based assessment instrument based on the P scales
A system to inform target setting for pupils of all ages whose performance is outside national expectations
A tool that uses a common structure and language to track and judge pupil performance. PIVATS is used when making summative assessments and complements all other forms of assessment and
should be used to help make a ‘best fit’ judgement and is part of the school’s assessment strategy to inform
effective, rigorous target setting.
PIVAT MILESTONES
PIVAT Milestones (MS1 – MS3):
these are to replace the existing
PIVAT levels as they become
available from Spring 2016. (MS3
is designed to lead into expectations for
year 4.)
Until then the existing PIVAT
indicators will continue to be
used as a bridge P8 to Learning
Step 4.
Learning Step 3 acts as a bridge
from PIVAT MS3 into aged related expectations for year 4 in the core subjects.
Formal pupils at Fountaindale have a range of complex learning difficulties and disabilities
and they typically work below aged related expectations of their mainstream peers.
Progress is therefore measured through step descriptors that equate to aged related
expectations for mainstream pupils; but are not necessarily to be achieved within that year
group (ie learning step 4 equates to year 4 but we would not normally expect to see our year 4 pupils working
at this level).
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Learning Steps
The Core Subjects
These subject assessment learning steps and record sheets for the formal curriculum at Key
Stages 1, 2 and 3 are designed to support the ongoing assessment of pupils in each subject.
Learning Steps are to be used on an individual basis as pupils move from MS3 into Step 4. To
support that transition and enable the teacher to make secure judgements about
attainment and progress Learning Step 3 may be used as a bridging tool from MS3 to Step 4.
The assessment criteria are derived from the new 2014 curriculum and therefore arranged
in steps rather than levels.
There are fewer assessment objectives than teaching objectives. The selected objectives are
important milestones in learning, and therefore give us a strong sense of how the child is
progressing.
The learning steps documentation should be read
alongside the national curriculum documentation.
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TARGET SETTING
Target setting for formal pupils is personalised based on the
data capture from previous years and not on age related
expectations due to the complex learning difficulties and
disabilities each individual encounters.
Progress Descriptors:
o Consolidated o Expected o Above Expected
All pupils are set challenging targets that are indicators of their ‘expected progress’ over the
school year.
Historically progress was based on progression guidance indicators, median and upper
quartile.
Pupils whose rate of progress is ‘above expected’ will have their targets adjusted
accordingly so that levels of challenge remain high. This will be seen as outstanding
progress.
With the changes to the National Curriculum and the removal of NC levels ‘expected
progress’ for pupils in KS1 – KS3 being assessed through PIVATS equates to the previous
median indicator; adjusted to take account of historical progress data for the individual.
‘Consolidated’ progress is when pupils make lateral progress within a PIVATS indicator or
learning step.
Interventions
are triggered
when data
capture shows
that pupils are
not meeting
their expected
rates of progress
and progress is
being
consolidated or
Page 19 of 20
there is a regressive condition impacting on their learning.
ASSESSMENT & TARGET SETTING
Key Stages 1 – 3
The Foundation Subjects
P Scales and Learning Steps are used as progress indicators from
September 2015.
P Scales
‘P SCALES PERFORMANCE ATTAINMENT TARGETS APPLY TO KEY STAGES 1, 2 AND
3’
‘P SCALE DESCRIPTORS P4 TO P8 DESCRIBE PUPILS’ PERFORMANCE IN A WAY
THAT INDICATES THE EMERGENCE OF SKILLS, KNOWLEDGE AND UNDERSTANDING
IN EACH SUBJECT. THE DESCRIPTORS ARE CHARACTERISTIC OF THE TYPES OF
ATTAINMENT THAT THE LEARNERS ARE LIKELY TO DEMONSTRATE.’
A P level statement of progress is broken down into 5 steps (e –
a) and is recorded through SOLAR.
LEARNING STEPS
These subject assessment learning steps and record sheets for the formal curriculum at Key
Stages 1, 2 and 3 are designed to support the ongoing assessment of pupils in each subject.
Learning Steps are to be used on an individual basis as pupils move from P8 to LS1.
The assessment criteria are derived from the new 2014 curriculum and therefore arranged
in steps rather than levels.
There are fewer assessment objectives than teaching
objectives. The selected objectives are important milestones in
learning, and therefore give us a strong sense of how the child
is progressing.
Page 20 of 20
TARGET SETTING
Target setting for formal pupils is personalised based on the data capture from previous
years and not on age related expectations due to the complex learning difficulties and
disabilities each individual encounters.
Progress Descriptors:
o Consolidated o Expected o Above Expected
All pupils are set challenging targets that are indicators of their ‘expected progress’ over the
school year.
Pupils whose rate of progress is ‘above expected’ will have their targets adjusted
accordingly so that levels of challenge remain high. This will be seen as outstanding
progress.
‘Consolidated’ progress is when pupils make lateral progress within a P level indicator or
learning step.
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