2017-2018
Revised:
October, 2017
Calthorpe Academy Curriculum Programme
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Calthorpe Academy – Whole Academy Curriculum Overview
Managing health appointments
Transition from paediatrics to adult health
Self-medication
Staying active
Accessing adult social care post-18
Maintaining friendships outside of an educational setting
Arranging potential residential care placement
Planning other living arrangements
Understanding correspondence/bills
Continue to develop independent living skills as part of a
study programme
Consolidate learning
Completing outcomes in EHC plan
Voluntary work
Knowing how to access support from
Job Centre post-education
Paid work
Understanding benefits
Good Health Community Participation Supported/Independent Living Employment/HE
Preparation for Adulthood Outcomes – Department for Education - 19-25 Provision
Pathway Specific Sessions
Consolidate and continue generalisation of skills from Pre-Formal plus……
- Skill Opportunities for Transition – accessing post-19 taster days
- Community Engagement
- Enrichment
Other foci:
- Accessing Potential Residential Provision
- Enterprise experiences
- Accessing extra-curricular activities – MENCAP, youth clubs, SENSE
Functional Literacy & Communication
Functional Numeracy
Social & Emotional Well Being
Community Engagement, Citizenship and Transition
Physical Development & Wellbeing Assembly
Functional ICT
Options
Tutorial
CEIAG
Skills for Life & Transition Skills for Life, Transition & Supported Work Related Experiences Skills for Life, Transition &
Supported Work
Placements
Post 16 – Preparation for Adulthood
Sensory & Physical Skills (including MSI Curriculum) - Body Awareness
- Fine Motor – Reaching, Grasping, Releasing, Manipulating
- Gross Motor – Sitting, Standing, Walking, Indoor, Outdoor, Water
Social, Emotional & Mental Wellbeing - Eating & Drinking
- Dressing & Undressing
- Using the Toilet
- Cleaning Teeth
- Hair Brushing
- Washing & Showering
Cognition & Learning - Communication – Pre-requisite Responding & Interacting
- Awareness, Exploration, Control & Sequence and Pattern
- Communication & Interaction (embedded across the core elements & discreet
in ASC) - Expressive, Receptive & Social Interaction (including Community Participation)
Assembly – incorporating RE
Community Participation (secondary only)
Physical and/or Sensory Skills
Consolidate Pre-Formal plus…
- Creative Movement
- Fitness Components – Agility, Strength, Co-ordination, Endurance, Reaction Time
Personal, Social & Health Education
Consolidate Pre-Formal Social, Emotional & Mental Wellbeing & Interaction …
- SRE
- Health
- Wider World
Real World Communication & Literacy
Consolidate Pre-Formal Communication plus…
- Expressive/Speaking
- Writing
- Reading
- Listening, Responding, Social Interaction
Real World Numeracy
Consolidate Pre-Formal Cognition & Learning plus…
- Number
- Measure
- Geometry
Creative & Expressive
- Music
- Art
- Dance
Preparing Food
- Hygiene
- Food Related Motor Skills
- Preparing simple snacks
Humanities (Embedded cross-curricular for ASC)
- RE, History & Geography
Science (Embedded cross-curricular for ASC)
Home and/or Work Skills (Secondary only)
- Independent Living Skills
- Internal work based experiences
Functional ICT (Secondary only)
CEIAG (Secondary only)
Community Engagement
Assembly
Physical Education
Personal, Social & Health
Education
Functional Literacy
Functional Numeracy
Creative & Expressive (Art,
Music, Drama & Dance)
Preparing Food
Humanities
Science
Home and/or Work Skills
Functional ICT
Community Engagement
Assembly
CEIAG
Tho
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Physical and/or Sensory Development
Personal, Social & Health Education
Language & Communication Skills
Reasoning & Numeracy Skills
Creative & Expressive (Art, Music,
Drama & Dance)
Humanities
Science
Functional ICT
Preparing Food
Assembly
Pre-Formal Semi-Formal Formal Ongoing therapies – Speech & Language, Occupational (Including Sensory Integration), Rebound, Sherborne & Music
Learning to Learn – British Early Special School Teaching
- Barriers in Learning
- Learning to Learn
- Language Skills
- Social & Play Skills
Early Years Development Matters - Personal, Social & Emotional Development
- Physical Development
- Literacy
- Numeracy
- Expressive Art & Dance
- Understanding the World
KS
1-
4 P
ost
16
/HE
KS
1 &
2
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1. Whole Academy Curriculum Overview
3. The Bigger Picture – Developing “the Skills for the Life they Want”
4. Skill Development Model
5. Cross-Curricular Provision
7. Curriculum Statements – Pre, Semi & Formal
9. Thematic Approach
11. Post-16 Approach
13. Curriculum Changes from April 2016
14. Pre-Formal Complex/PMLD Curriculum Overview
15. Pre-Formal Complex/PMLD Curriculum – What and How we Teach
- Sensory & Physical Needs
25. Pre-Formal Complex/PMLD Curriculum – What and How we Teach
- Cognition & Learning
27. Pre-Formal Complex/PMLD Curriculum – What and How we Teach
- Social & Emotional Wellbeing
29. Autism Pre-Formal Summary
30. Pre-Formal Autism Curriculum – What and How we Teach
- Cognition & Learning
31. Pre-Formal Autism Curriculum – What and How we Teach
- Communication & Interaction
33. Pre-Formal Autism Curriculum – What and How we Teach
- Social & Emotional Wellbeing
34. Pre-Formal Autism Curriculum – What and How we Teach
- Sensory & Physical Needs
36. Autism Semi-Formal & Formal Overview
37. Autism Semi & Formal Curriculum – What and How we Teach
- Cognition & Learning/Real World Maths/Numeracy
38. Autism Semi & Formal Curriculum – What and How we Teach
- Communication & Interaction/English/Functional Literacy
39. Autism Semi & Formal Curriculum – What and How we Teach
- Social & Emotional Wellbeing
41. Autism Semi & Formal Curriculum – What and How we Teach
- Physical & Sensory Needs
42. Primary & Secondary SLD - Semi & Formal Curriculum – What and How we Teach
- Communication & Interaction/English/Functional Literacy
44. Primary & Secondary SLD - Semi & Formal Curriculum – What and How we Teach
- Cognition & Learning/Real World Maths/Numeracy
46 –
53.
Science, Emotional & Mental & Social Health, PSHE, SEAL & Citizenship, Humanities, Sensory & Physical Needs, Swimming, Music/Dance
55. How we assess progress?
56. Curriculum Subject Statements
59. National Curriculum Links
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The Curriculum Consistent with our Mission Statement, we aspire for our pupils to learn “the skills for life they want” in line with their Educational, Health & Care Plans dreams and aspirations. We feel everybody has the right to reach
their potential. Our curriculum is evolving as the needs of our children change.
This model lends itself to making effective connections across skill and subject boundaries. This creates meaningful opportunities to emphasise some key elements of learning and development that many of our
students need over time i.e. developing consistent communication strategies, social, emotional, fine and gross motor skills. Implicit in our planning is a focus on communication, independence, life and social skills and
a capacity for critical thinking which should support our students to play a full and active role in the world; living as independently as possible and enabling choice making relevant in their adult lives.
We seek to provide equal opportunities to allow experience of a curriculum which is broad, balanced, relevant, and reflects cultural diversity. The curriculum and creative means of delivery reflects our commitment to
access and inclusion for all of our students.
Personalised Teaching Strategies We aim to develop skills in order that our pupils will be able to function as independently as possible and not always rely upon others to organise and direct them. It is therefore essential that we establish and maintain
ways of working, as early as possible, which enables the pupil to be able to organise themselves (over time) and gives meaning and understanding to their world. In order to do this, we use;
• Visual timetables
• Separate work areas and individual workstations
• Individual daily schedules with a defined start and finish
• Makaton and PECS, Communication In Print
• Short, structured group introductions (where appropriate)
• Visual aids for pupils to respond appropriately in terms of understanding
• Social understanding
• Visual aids to introduce and model activity
• Highlighted key vocabulary
• Adaptations e.g. -software, hearing devices, magnifiers
• Programmes of work based on TEACCH learning principles
• Social stories - to promote understanding and improved behaviour/social skill
• Sensory Stories
• Intensive interaction
• Motivators and incentives
• Movement programmes
• Headsprout (Literacy), Mathletics, Ten-ID & Numicon (Numeracy)
Positive Behaviour Support
Calthorpe Academy is an environment where a positive behaviour support approach is used. PBS aims to improve quality of life and focuses on understanding the reason behind behaviour in order to prevent it. We
pride ourselves on encouraging positive behaviour and using proactive rather reactive strategies; these include:
• Use of antecedent interventions
• Making changes to the environment, to reduce the likelihood of behaviour that challenges occurring
• Developing alternative ways to prevent behaviours occurring by teaching new skills
• Use of language consistent with a child’s receptive communication needs
• Use of visual supports (schedules, signing and symbols)
• Reward systems to reinforce positive behaviour
• Functional Behaviour Assessment as appropriate (to understand the function of the behaviour and develop appropriate strategies)
• Use of Behaviour Support Plans developed by teachers and members of MDT.
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• Recording of behaviour to ensure data driven practice (ABC forms, Frequency forms and Sleuth)
Multi-disciplinary Support The school is supported by a range of professionals who help to deliver an effective curriculum to our pupils with a range of complex SEN. These include therapists (Physio/SaLT/OT) Educational Psychologist; School
Nurses (including care nurses), Cortical Visual Impairment and Hearing Impairment Specialists and a Music Therapist.
Professionals from other disciplines primarily give advice and support to teachers and staff in strategies to help children. They also deliver formal training to staff, introducing interventions to support classroom practice
and run workshops for parents and carers offering advice and support. Occasionally therapists will work with groups of pupils supported by school staff.
Calthorpe Academy is fortunate to have its own extensive Hydrotherapy pool, which is embedded into our curriculum offer.
Enriched Curriculum The school is committed to promoting a healthy lifestyle. In order to promote independence, socialisation and essential components of fitness, the school provides a range of clubs:
• Football
• Cooking
• Walking
• Gardening
• Dance
• Cricket
• Bike
• Gym club
• Basketball
• Music
• Swimming
A series of opportunities are in place for residential trips across the school including an overnight stays, external residential trips including a ski-trip to France. The children get the opportunity to engage in physical
activities and social group activities throughout their time at Calthorpe. Community engagement is at the heart of our curriculum; allowing learners to become increasingly aware and proactive in their communities
and have the opportunity to generalise learnt skills in real-life settings such as a shopping centre, restaurant or library.
Assessment
All staff are involved and aware of the need to assess children. Systems are in place in the classroom to ensure the gathering of information to inform planning and assessment procedures.
Progress and intervention reviews are held during the year and allow teachers to discuss the progress of their children, with their Heads of Department. Teachers carry out detailed assessments of the children at the
start of each year. Targets are generated and reviewed termly and progress is recorded on one of assessment tools that the Academy uses:
- Quest for Learning
- B-Squared (P-Levels)
- RARPA (Non-accredited – Recognising and Recording Progress and Achievement)
Evidence of every pupil’s work is collated throughout the year using an application named Evidence for Learning; workbooks and learning journeys are used where appropriate. This work is annotated to record the
achievement of the child. Children’s progress is transferred onto the SLT lead for Progress & Outcomes where trends and inconsistencies can be monitored and interventions are put in place if required. Children
achieving less than expected progress in the autumn/spring term are placed on Action Plans which are monitored by the Heads of Department. Children in early years are assessed on entry (baseline) and at the end
of the year according to the Development Matters statements.
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Curriculum Programme Statements
EYFS
Our ethos within the Foundation Stage can be described as ‘Learning to play and playing to learn.’ We have developed a fully inclusive free-flow nursery with access to a state of the art playground and outdoor learning area. The
children are encouraged to move freely around their environment, exploring, playing and learning!
We work to the Early Years Foundation Stage (EYFS) Curriculum. The EYFS Curriculum is currently organised into seven areas:
Personal, Social and Emotional Development
Communication & Language
Mathematics
Understanding the World
Physical Development
Expressive Arts and Design
Literacy
Communication & Language are embedded across each of the six areas.
We are sensitive to the individual development of each child to ensure that the activities they undertake are suitable for the stage that they have reached. We aim to stretch and challenge our children but not push them beyond their
capabilities allowing them the best opportunity to be successful and achieve.
Children’s earliest developmental experiences help to secure essential prerequisite skills that are fundamental for learning throughout their school years and beyond. Activities are planned to ensure maximum learning takes place
throughout the day, whilst ongoing discreet observations are completed to assess learning.
This approach is delivered until Year 2.
Pre-Formal
The pre-formal curriculum is designed for pupils with profound and multiple learning difficulties who need a more specialised approach to their learning. It is a curriculum that focuses on how to further develop essential skills for life and
learning.
The curriculum is designed to meet the needs of pupils and students through a personalised approach. It focusses on the early development of Cognition & Learning, Social & Emotional Wellbeing and Cognition & Learning that are the
foundation of learning; Communication & Interaction is embedded throughout each and every session and taught discreetly to our children and young people on the Autistic Spectrum. Where children have Multi-Sensory Impairments, we
embed the MSI curriculum model developed by Dr Murdoch, Victoria School.
Sensory & Physical Skills (including MSI Curriculum)
- Body Awareness
- Fine Motor – Reaching, Grasping, Releasing, Manipulating
- Gross Motor – Sitting, Standing, Walking, Indoor, Outdoor, Water
Social, Emotional & Mental Wellbeing
- Eating & Drinking
- Dressing & Undressing
- Using the Toilet
- Cleaning Teeth
- Hair Brushing
- Washing & Showering
Cognition & Learning
- Communication – Pre-requisite Responding & Interacting
- Awareness, Exploration, Control & Sequence and Pattern
- Communication & Interaction (embedded across the core elements & discreet in ASC)
- Expressive, Receptive & Social Interaction (including Community Participation)
The pre-formal curriculum has at its core, a personalised learning journey with progress along that journey measured using Quest for Learning and Personalised Individual Plans (PIPS).
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This approach is applied to children and young people working between P1 – P3ii.
Semi-Formal
The semi-formal curriculum continues to recognise that many of our pupils and students have a range of complex learning difficulties and disabilities and continues to develop skills that purposeful and beneficial to our pupils.
It is an approach based on the pupil or student further improving their communicative and reasoning ability, as well as continuing to acquire early learning skills. The curriculum promotes the development of thinking skills, creative &
expressive learning and is designed to be developmentally appropriate. It enables all pupils to take part in activities that are engaging, meaningful to them and provide relevant and challenging goals that ultimately benefit their lives.
It is a curriculum for pupils and students who learn best when learning is related to their own experiences. It is evidenced that many children & young people learn more effectively through functional activities or through topic-based
approaches.
This approach is applied to children and young people working between P4 – P7.
Formal
The formal curriculum is for pupils who are working at or approaching National Curriculum levels; elements of subject/knowledge based teaching becomes increasingly prevalent as some pupils from within this cohort may go on to access
elements of a mainstream provision (including some GCSE’s and further accreditation). This group of pupils are largely taught through individual subjects such as Maths, English and Science. Some pupils will still access specialist provision as
part of their personalised programmes. Where appropriate to do so, pupils working at above P7 at the end of Key Stage 2 may access our satellite provision which is based at Waverley School. The pupils are integrated into mainstream
sessions supported by Calthorpe Academy specialists staff.
This group of pupils will benefit from a structure that enables personalised learning. Older pupils will undertake work related learning, including opportunities for work experience. The formal curriculum recognises that many of the pupils
have a range of needs and may require access to specialist provision .This is made available through discrete teaching, for example in the use of a communication aid or visual perception skills or within the curriculum.
This approach is applied to children and young people working above P8.
Curriculum Percentage of Whole School (not including Post-16) – 16/17
Pre-Formal – (31%) Semi-Formal – (59%) Formal
(10%)
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Complex (Primary & Secondary) & Primary (SLD) Curriculum Thematic Approach
Calthorpe Academy believes that a thematic approach to a curriculum can aid cross-curricular links and promote creativity across teaching strategies. A theme will only be applied where
appropriate to do so.
Term 2016-2017 2017-2018 2018-2019 Inspiration for Learning: Focus
Autumn
Term
Primary
(EYFS, KS1,
KS2)
Stories and
Rhymes
Magic,
Wizard,
Witches
Monsters
Nights are getting darker, conkers,
chestnuts & blackberries appear,
leaves fall from trees, squirrels and
birds are in the trees, colours of
orange, red, brown are seen, crisp,
crunchy sounds are heard, fruits
and vegetables ready for harvest.
Re-establish the skills achieved in the last academic year
Baseline for new students
Consolidation of existing skills post summer break.
Developing new skills in line with new targets set.
Secondary
(KS3 &4)
Tales of the
world
Superheroes Mythical Beasts
The days are getting shorter and
colder, there is a chill in the air.
Fogs and mists, lights are sparkling
in the sky as Bonfire, Diwali and Eid
approach. Preparation for winter
festivals has begun. Colours of Red,
Gold, Green and silver are all
around.
Spring
Term
Primary
(EYFS, KS1,
KS2)
New Life Space Rainforest
The differences of cold and
warmth, quiet and stillness can be
noticed. Colours of white and grey
can be seen. The scent of
Eucalyptus is in the air.
Time given to practise functional practical skills increasing fluency alongside consolidation
of existing skills and an increase of opportunities for independence.
Secondary
(KS3&4)
Festivals Birmingham English
Countryside
There is rain on the window and
lots of puddles to play in.
Valentines, Easter and Pancake
Day. The garden can be visited to
explore compost/mud, pebbles
and stones and seeds can be
planted. There is new life all
around as the flowers grow. The
colours of Yellow, White, Blue and
Purple are all around.
Summer
Term
Primary
(EYFS, KS1,
KS2)
Holidays My Body Under the Ocean
Days are getting longer, warmth,
plants are growing taller still. The
smell of grass and plants is in the
air. The birds are singing. Plants
need watering.
Students practise and maintain skills with increased independence
The skills learnt are making a difference to the quality of control that pupils have over their
environment
Summative assessments are gathered and shared with parents following departmental
moderation
Transition plans are made with movement of staff to get to know the students at their best.
Secondary
(KS3&4)
Diversity Healthy
Living
Seven Seas Time is changing, days are warmer.
Animals are returning after their
long naps. Sensory plants can be
planted. The city is a buzz. Music
permeates the air.
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Secondary (SLD) Curriculum Thematic Approach
Key Stage 2016-17 2017-18 2018-19
Autumn KS3 Adventure
Family
Local Community
KS4 Solving Problems
Looking and Feeling Good
NA
Calthorpe Values Friendship Honesty Thoughtfulness
Inspiration for
Learning
It is time to harvest fruit, vegetables, wheat and grain so that we may all eat during the winter months when nothing grows. The days are getting shorter and light is diminishing; the temperature is
dropping and the wind is becoming more prevalent; as a result, the leaves are falling from the trees. Geese are beginning to migrate to warmer climates. Fog and mist is common-place. Bonfire night,
Diwali and Eid approach. Preparation for winter festivals has begun.
Spring KS3 Good versus Evil Tales
Famous People from History
Past, Present & Future
KS4 Around the World in 80 Days
Animals and Plants
NA
Calthorpe Values Respect Freedom Care
Inspiration for
Learning
The season of new life. The cold winter months have gone and the sun begins to shine; the temperature is rising and the days are lengthening. Valentines, Easter and Pancake Day are fast approaching.
The garden can be visited to explore compost/mud, pebbles and stones and seeds can be planted. There is new life all around as the flowers grow and lambs are seen in the fields.
Summer KS3 Healthy Lifestyles & Relationships
World of Work Hobbies & Interests
KS4 Travel & Holidays
- Great Britain and the Wider World
Enterprise NA
Calthorpe Values Responsibility Hope Co-operation
Inspiration for
Learning
The days are even longer and the temperature is rising. Time for shorts and t-shirts, ice-lollies and being outside in the fresh air. Animals are returning after their long naps. Plants are in full-bloom and
everybody starts looking forward to their holidays. Birmingham is a buzz with food and music festivals. Music permeates the air as outdoor events take place throughout the months.
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Pre-Formal Skills Progression - PMLD
MOVE Programme Jabadao Programme
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Sensory & Physical Needs Teaching Strategies & Assessment of Early Motor Skills
Role of therapy in the development of motor ability
Calthorpe Academy now has the full-time services of 3-4 x Physiotherapists, 1 x Occupational Therapist (with Sensory Integration experience) and 1 x Speech & Language Therapist. Where
there is a further need, we outsource many external specialists who work collaboratively with the Academy to ensure that the pupils’ needs are met.
Physiotherapist will:
- Upskill class staff to deliver Physiotherapy programmes
Physiotherapist may advise on:
- Correct handling and appropriate positioning
- Beneficial patterns of movement, which may be incorporated into group or individual activities (cross-curricular)
- Specific therapeutic techniques
Physiotherapy programmes will:
- Correct, as far as possible, any deformities or dysfunctions resulting from the physical condition of the pupil.
- Prevent the development of any additional deformities or loss of function which would seriously impede the pupil’s ability to participate in daily living and educational activities.
- Encourage pupils’ use of normal movement patterns and the development of voluntary motor control
- Discourage abnormal movement patterns which may have a detrimental effect on pupils’ health and functioning.
Occupational Therapist will:
- Advise on suitable aids and equipment for use with individual pupils including wheelchairs, feeding aids, special seating (including wedges and adapting ordinary equipment) and some communication access devices and
switching devices
- Devise and carry out programmes for increasing pupils’ personal independence in daily living skills, such as eating and drinking, washing and dressing, play and creativity
- Devise and carry out programmes to acquire motor skills
- Devise and carry out programmes that promote awareness of self and the environment
- Advise on activities to help develop – stability, balance, coordination (including hand-eye), spatial perception, hand dominance, motor planning, fine motor skills (including tool use) and play skills
Speech & Language Therapist may:
- Advise on feeding programmes when developing oral-motor skills improving tongue and lip control
Other therapies/specialist appraoches:
- Sherborne
- Rebound
- Resonance Board
- Music Therapy
- MOVE Programme
- Jabadao – Movement Development
MSI and impact on the Curriculum - Calthorpe Academy Context:
It is acknowledged that children and young people within our academy may have limited access to the full curriculum due to a combination of Multi-Sensory Impairments. It is imperative that we reduce the impact of these
impairments to increase curriculum accessibility, engagement and progression.
Our MSI curriculum is based on a model developed at Victoria School, Birmingham which was informed by the following sources. Calthorpe Academy has then sought further guidance from Amy Stephens, nationally acknowledged
Sensory Integration Therapist and external advisor to the school:
• The University of Birmingham BPhil and Diploma courses in the Education of Children with MSI
• The work of Jan van Dijk from 1965 to the present day
• Accounts of developmental progress in children with MSI by numerous specialists including Brown, Goode, McInnes and Treffry, Nafstad and Rodbroe and Wyman
• Curricular models developed by MSI specialists in the UK and overseas, including McInnes and Treffry, Nielsen, Nind and Hewett and staff at Whitefield school
• Research and guidance developed by Sense, QCA, the DCSF and others
• Numerous conference and journal papers
• Numerous websites including SENSE (www.sense.org.uk); the Scottish Sensory Centre (www.ssc.mhie.ac.uk); DBLink (www.tr.wou.edu/dblink) and A Deafblindness Web Resource (www.deafblind.co.uk).
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MSI Curriculum Domains Cross-curricular links – Linked
to Quest for Learning
Phase 1 – Quest 1-9 Phase 2 – Quest 9 - 26 Phase 3 – Quest 26 - 43
Social relationships and
emotional development
SEWB Pupils act upon their own
needs and feelings, but
without intention. They are
aware of adults and are
intermittently aware of the
sight, sound, smell or feel of
peers.
Pupils are egocentric and act in
response to their immediate feelings
and wants. They are aware of familiar
adults and peers, and may interact
with familiar adults.
Pupils remain egocentric, but are
increasingly conscious of their feelings
and desires and sometimes able to
moderate their emotional responses.
They interact with familiar adults. They
are aware of their peers and interact
with them in structured situations.
Communication Communication Pupils’ communication is pre-
intentional (reflexive or
reactive).
Pupils use intentional, non-symbolic
communication (for example, whole
body gestures, facial expressions,
actions on objects). They understand
symbols for some familiar activities
and people and with support may
use these expressively in specific
contexts.
Pupils understand and use some
symbolic communication (speech, signs,
symbols, pictures or objects of reference,
accessed directly or through ICT).
Conceptual
development
Cognition Pupils’ behaviour is largely
state-driven and highly
repetitive.
Pupils discriminate between self and
environment. They use repetitive
strategies to explore objects and
familiar adults and understand simple,
context-specific cause and effect.
Pupils use a range of strategies to explore
and manipulate objects, and understand
the function of many familiar items.
Sensory responses SPN Pupils are aware of input from
residual sight, hearing and/or
other senses – they show
reflexive responses.
In familiar, quiet environments, pupils
can discriminate motivating, familiar
stimuli from others and identify
meaning using their residual sight,
hearing and/or other senses.
Pupils can discriminate and recognise
stimuli using residual sight, hearing and/or
other senses, but will comprehend
(understand the implications of) only very
familiar sights and sounds.
Understanding of time
and place
Cognition Pupils respond positively,
negatively or passively to
immediate sensations. They
respond to rhythm through
available sensory channels
and their activity has bursts
and pauses.
Pupils’ understanding is generally
limited to the immediate here-and-
now.
Pupils are beginning to move beyond
the immediate here-and-now in their
understanding of the world.
Orientation, movement
and mobility
SPN Pupils’ movements are not
directed towards particular
purposes. They are aware of
some sensations from their
environment but cannot
organise or integrate these
Pupils are able to orientate
themselves within their teaching base
and respond to landmarks on familiar
routes.
(As far as their physical abilities allow:)
Pupils recognise and remember familiar
routes and environments and navigate
them in the presence of a keyworker.
They have the orientation and mobility
skills needed to explore new
environments, but need support to travel
within them.
Ownership of learning SEWB/Cognition Pupils are pre-intentional in
their actions
Pupils have a sense of agency. They
work co-operatively with keyworkers
on familiar, motivating activities.
Pupils begin to differentiate between
actions they can complete
independently and those with which
they need help.
Responses to routines
and changes
Cognition Pupils need the security of
familiar keyworkers, routines
and environments.
Pupils need the security of familiar
keyworkers, routines and
environments for most activities.
Pupils generally adapt to single changes
in routines, but withdraw or become
distressed if there are multiple changes.
They are curious about new things
provided they are well-supported and
secure.
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MOVE Programme
The Move Programme is a philosophy, a way of life for disabled children, and disabled people with complex needs; providing the personalised care and support they need
to gain functional mobility, and increased independence.
Put simply, the Move Programme is a practice implemented so disabled children and disabled people with complex needs are supported to gain physical and
communication skills they need in order to:
SIT to eat, participate in activities, education and eventual employment;
STAND to increase strength, mobility and flexibility;
WALK to participate in play or complete tasks, with and without support;
TRANSITION from bed to chair or sitting to standing.
At Calthorpe Academy, we have team of staff trained to deliver MOVE to our learners it is most relevant to. It is a multi-agency approach where parents are consulted every
step of the way.
Body
Awareness &
Spatial
Awareness
The pupils will be able to:
Demonstrate awareness of massage of hands/ feet/ arms/ legs (maybe with aromatherapy oils), and various sensory stimulation on different parts of the body
Demonstrate awareness of a range of total body movements
Demonstrate awareness of a range of different body orientations
Demonstrate awareness of where their body is in space
Demonstrate awareness of different textures touching body
Demonstrate awareness of their limbs to be moved passively
Demonstrate awareness objects in designated spaces to touch different parts of the body when moving even if only slightly
Move their hands and arms with hand-under-hand support/ hand-over-hand support and/ or co-actively
Show awareness of body awareness songs and games
Actively move as part of body awareness activities
How we teach it:
Programme of passive movement / stretching activities for whole body
Lying on different textured surfaces (prone / supine)
Massage activities
Sherborne Developmental movement activities
Rebound activities
Vibro-tactile activities
Hydrotherapy activities
Rolling on different textured fabrics, bubble wrap
Being wrapped in a blanket, survival blanket or length of silky fabric
Moving to music eg. rocking, swaying, etc. with a partner
Yoga activities
RDA activities
Resonance board activities
Sound-beam activities
Parachute activities
Bodysox activities (stretchy Lycra ‘bags’ which you get inside and move about in)
Lying under suspended sensory objects
Moving within a mini-environment such as a beach tent where the pupils movements are emphasised and Reinforced by sounds, textures and visual effects
Using a Pico projector to project interesting images and movements on to an umbrella or through a black out tent
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Using switches to make things happen through movement eg. Moving to operate switches to then initiate music or movement
Using mirrors
Wearing different hats, caps, masks etc.
Silly faces game
Making sounds using lips, tongue, cheeks (using microphone or visual sound apps)
Using head to operate a switch activated device
Playdough activities
Exploring textures in trays
Sand play
Exploring different feely balls
Wearing florescent gloves, bangles etc. under UV light
Footspas
Set up sensory trails, journeys and obstacle courses in the school hall, playground or MSE
Moving from one clearly defined point (use strong sensory markers) to another
Moving between or around different sensory markers
Moving under different sensory markers eg. parachute or ripple sheet; length of sari fabric; electronic limbo kit; play tunnel; tables with fabric draped over sides
Moving over different sensory markers eg. bubble wrap; survival blanket, textured pathways
Stepping / climbing over obstacles eg. foam blocks, low benches, ‘stepping stones’, etc.
Visit different areas of the school, including outdoor areas, drawing pupil’s attention to the ‘obstacles’ along the way. Encourage the pupil to make choices about which way to go eg. if they turn towards a sound or voice they have
heard or if they look towards something that interests them
Tell the ‘We’re Going on a Bear Hunt’ story – set the ‘trail’ up in the hall or playground with associated visual, sound and tactile effects
Fine Motor-
Reaching &
Grasping
The pupils will be able to (Reaching):
Bring their hands into midline (this might be easier initially when children are lying on their sides where gravity can help to bring the top hand down to meet the lower hand
Have objects of various kinds placed in their hands
Touch objects of various kinds with their hands
Touch objects in midline/ on left/ on right / cross midline
Touch objects with one hand/ with two hand
Bend and straighten their arms
Reach for objects just out of reach – midline/ right/left – one hand/ both hands
Reach for objects and bring them close (not necessarily grasping them) – one hand/ both hands/ midline/ left/ right /cross midline
Reach for objects and grasp them (whole hand)
Reach for objects and grasp them (pincer grasp)
‘Reach’ / aim with feet to hit target / obtain object
The pupils will be able to (grasping):
Swipe objects/ hanging on activity arch
Open and close their hands
Close their hands round an object
Locate a hand-sized object and try to grasp it
Hold hand-sized objects with palmer grip for an increasing amount of time
Squeeze objects in the whole hand
Use whole hand to press switch
Pick up objects using a whole hand grasp
Pick up and put down objects with several fingers and thumb
Locate small objects and try to grasp them
Hold objects using a pincer grip (increasing amount of time)
Move at the wrist whilst holding objects
Rotate arms (hands up and hands down) while holding objects
Hold onto a bar
Hold objects and put them in contact with another
Crawl with object in their hand
Grasp objects that are unseen
How we teach it:
Reaching & Grasping:
Pupils should be placed in a position which allows them their full range of hand and arm movement
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Ensure pupil’s position takes into account any sensory and/or respiratory needs.
Suspend interesting sensory items from an activity arch in front of pupil. Shiny, reflective objects with a spotlight shining on them eg. mirror baubles will give an interesting effect when swiped or knocked; fluorescent objects presented
under UV light will be very visually stimulating; items that produce sounds when swiped eg. bells, shakers, small maracas, etc.
Place assorted balls with different sensory features (visual, tactile and/or auditory) on to a mirror tray so that the pupil can see the effect of his hand against the object. Balls will move easily on this smooth surface, but will be
prevented from rolling out of the pupil’s reach by the rim of the mirror tray. Also try different cylinders with sound making contents.
Place rocking toys with a curved base on surface in front of pupil. These will move as the pupil swipes or knocks them, but will return to their upright position
Suction toys can be fixed to a table or tray in front of the pupil for knocking or swiping at. The base will remain fixed so that the object or toy doesn’t move out of the pupils reach
Table skittles – here the ball is suspended on a long string for the pupil to swipe at and knock the skittles down
Build towers of foam blocks for the pupil to swipe at and knock over. Use small wooden or plastic blocks on a hard surface if the pupil responds well to clattering sounds.
Group activities with a large, light weight ball – encourage pupil to pass ball to others in the group by swiping at the ball.
Painting activities. Pupils can use swiping action to move the paint around a surface. Add ‘rolling’ objects such as marbles, large beads or small plastic balls to a large tray of paint for the pupil to swipe at. Ensure that there is a strong
contrast between the colour of the paint and the background surface for maximum visual impact
Choosing activities. Place two objects in front of the pupils within visual range and ‘swiping’ distance. Encourage pupil to swipe at object to indicate the one they want
Exploring water with objects in for pupils to swipe at.
Using a wobble switch – pupil can swipe at the wobble switch to activate different effects in the MSE or to operate equipment in a cookery session eg. blender or juicer to make soup or a fruit smoothie.
Using a swiping movement to play musical instruments eg. tubular bells, wind chimes, etc.
Initiate each session with a short shoulder, arm and hand massage to prepare the pupil for using their hands
Keep a record of those objects / textures that the pupil appears to want to hold and those they appear to dislike or find difficult to grasp
Use objects that will fit easily into the pupil’s hand eg. squeeze balls, small soft toys, fabric, small bricks. Place object in pupil’s hand and encourage them to grasp object. Can initiate grasp with a physical prompt i.e. mould the
pupil’s hand / fingers around the object.
Use balloons slightly inflated and filled with different textures eg. water, rice, sand, etc.
Shaking / rattle activities. Encourage pupil to hold small shakers and move them to create sounds.
Cooking activities. Give the pupil small pieces of fruit, vegetables, jelly cubes, chocolate, freshly baked bread, etc. Encourage pupil to hold the item and help them to lift to their face to smell it.
Art activities. Use play dough, modelling clay, and tactile art resources.
Movement activities. Encourage pupil to grasp for example a parachute strap, a ball, a beanbag, a dance wand, a co-operband, etc.
Switch activities. Use a squeeze switch or Koosh switch to activate toys, lighting or sound effects in the MSE
Sand / soap flake activities. Place a small amount on the palm of the pupil’s hand for them to grasp and feel
‘Pass the Feel’ game. Use different textured small objects to pass around friends sitting in a circle. Encourage pupil to close their fingers around the object when it is their turn and the object is placed in their hand. This activity could
be done to music and when the music stops whoever has the object has to show it to the group and choose another object from the feely bag or box. Some pupils could be blindfold or simply close their eyes – can they guess what
the object is?
Fine Motor-
Releasing
The pupils will be able to:
Allow people to take objects from their hands
Let go of hand-sized objects
Put down objects using a whole hand grasp
Pass objects from hand to hand
Hold objects with two hands, stabilise them in one and take other hand away
Rotate arms and drop objects
Swap objects from hand to hand ( combine grasp and release )
Pick up and put down repeatedly– grasp and release sequences
How we teach it:
Pupils should be placed in a position which allows them their full range of hand and arm movement
Allow the pupil plenty of time to release the object.
Ensure their hands are clean and dry so that lightweight objects don’t stick to their hand when they are trying to release them
Ensure that selected objects are appropriate for the individual pupil concerned. You need to consider the size, shape and texture of the objects.
Give it to me game – have a selection of interesting, appropriately sized objects for the pupil to hold and then release into your hand when prompted
Ball and beanbag games. Use balls and bags that are small and light enough for the pupil to grasp. Encourage the pupil to release the ball into a tray, basket or bucket to score a point. If the pupil is motivated by loud sounds,
dropping hard objects on to a hard surface may be more motivating. If the pupil is startled by loud sounds use either a softer object or surface
Art activities. Use tactile art resources such as feathers, sequins, pompoms, coloured wood shavings, etc. Encourage pupils to ‘drop’ items onto a pre-glued surface eg. paper / card to make a tactile picture.
Cooking activities. Encourage pupils to drop ingredients into a mixing bowl to make up recipe mix or to drop decorations on to wet icing sugar to decorate a cake
Use action activated toys for example balls that light up or play a tune when dropped.
Dropping objects into trays of flour to make a flour ‘explosion’ for visual effect
Water activities, making splashes. Encourage pupils to drop objects into the water tray to make splashes.
Dropping / releasing small sound makers on to a surface eg. small bells, thunder egg, film canisters with different ‘fillings’ that make interesting sounds when dropped
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Releasing soft objects on to a mirror tray and watching them roll about
Releasing a small ball or toy car on to a slope or wedge and watching it roll away
Fine Motor-
Manipulating
The pupils will be able to:
Take objects to their mouths
Use their hands to manipulate objects
Use whole hand/ several fingers at once to press switches/ but-tons/ keys on keyboard
Use index finger to press buttons or poke objects
Grasp felt tips/ brushes etc to make marks
Raise arms and drop objects into containers
Post objects into containers
Place objects in specific places (eg: simple form board/ jigsaw) (increasing precision)
Rotate objects in their hands
Re orientate objects in hands
How we teach it:
Provide objects / toys of a suitable size for the pupil’s hand/s
Provide objects / toys that are easy to grasp and that will be motivating to the pupil
Palmar grasp – provide objects that pupil can encircle with fingers and thumb eg. objects with handles, small beakers, groan tubes, glitter tubes, etc.
Tripod grasp – provide toys / objects that promote tripod grasp eg. using square blocks, large pegs, puzzles with large knobs, film canisters (filled with an interesting sound or covered in shiny paper), Pringle tub lids with interesting
fabric, etc. fixed to them
Pincer grasp – provide small items for picking up eg. items with small knobs as in inset puzzles; finger feeding activities eg. small pieces of fruit, cake, etc. nesting activities, etc. Releasing objects into slots (use lids, plastic coins, connect
four game, posting cards into a letter box)
Using toys with moveable parts eg. construction toys; people / animal figures that have limbs that move; inset puzzles; trucks and cars that have levers to move parts
Play dough / cooking activities eg. breaking off small pieces of bread; pinching patterns in pastry or pieces of play dough
Popping bubble wrap
Pulling apart Lego pieces
Squeezing clothes pegs
Pulling caps off / pushing on pens and markers
Poking coloured art sticks into play dough
Peeling self-adhesive stickers off a backing sheet and sticking on to a picture
Zipper activities eg. unzipping pencil case, bag, plastic wallet
Provide objects of different sizes to encourage pupil to adjust grasp accordingly eg. large objects requiring two-handed grasp; medium size objects requiring whole hand grasp; small 3-D and flat objects for grasping between thumb
and finger/s
Gross Motor-
Sitting
The pupils will be able to:
Maintain head control
Move their heads in all directions
Sit in a fully supported position
Sit in a chair with sides
Sit on a classroom chair (no sides)
Sit on a range of different kinds of chairs
Sit on a stool, edge of the bed, PE form (no back or sides)
Move their limbs in a sitting position
Move their trunks in a sitting position
Pivot round sideways in a sitting position
Push or pull themselves to sitting from lying
How we teach it:
There are clearly transitional processes between each phase – as with all of the suggested activities, guidance should always be sought by PT & OT beforehand:
Individual physiotherapy activities
To tolerate movement of head and limbs while in a fully supported sitting position – use gentle and consistent pressure to help pupil move their head and arms if necessary. Place interesting sensory objects for the pupil to ‘discover’
and explore to make arm movement worthwhile
Suspend interesting objects from an activity arch that pupil can reach from their sitting position
Present objects with interesting visual and/or sound qualities for pupil to lift or turn head towards
Practice the following as appropriate to the individual pupil:
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Raising head to an upright position from a chin on chest position while sitting with upper trunk support
Bringing head to an upright midline position when head is turned to the left or right while sitting
Realigning trunk to an upright position after leaning forward, to the left or to the right
Keeping trunk in alignment when legs are pivoted to the left or right while sitting
Pushing self to a sitting position from a reclining position on a flat surface
Pivoting legs while sitting when arms are moved to the left or right
Pivoting entire body while sitting on a conventional
Gross Motor-
Standing
The pupils will be able to:
Stand fully supported
Stand with hands held or holding on
Stand unsupported
Moves their limbs whilst standing
Pivot whilst standing (with less and less support)
Pull or push up to standing themselves
Stand up from a chair or stool
Stand up from the floor
Sit down with hands being held or holding on
Sit down on chair or stool
Lower themselves to the floor from standing
How we teach it:
Encourage the pupil to tolerate movement of head and limbs while in a fully supported standing position
Raising head to an upright position from a chin on chest position while standing with upper trunk support eg. to look at suspended sensory items
Bringing head to an upright midline position when head is turned to the left or right while standing eg. to track a moving object from the side to midline
Pupil maintains hip and knee extension while standing when an adult rotates the entire body and helps the pupil balance
Pupil repositions feet to pivot in place while standing when an adult rotates the trunk and helps the pupil maintain balance
Pupil pivots while standing in place when holding on to a stationary object or another person’s hand for support without additional prompts
Reaching for suspended sensory objects or objects placed in front or to the side of pupil whilst standing
Moving upper body for play, action rhymes, musical instrument activities with a partner
Leaning forward while standing to reach a toy eg. in the sand / water tray and returning to upright position
Body awareness songs / action rhymes performed in front of large wall mirror while in standing position
Gross Motor-
Walking
The pupils will be able to:
Walk full supported (in gait trainer) or facilitated
Walk with two hands held
Walk pushing a (weighted) walker i.e. frame or v-tech
Walk with one hand held
Walk unsupported
Take steps backwards (eg: to sit on a chair or toilet)
Change directions when walking (supported)
Change directions when walking (unsupported)
Walk on different surfaces
Walk up and down slopes holding a rail
Walk up and down steps holding a rail
Walk up and down slopes
Walk up and down steps
How we teach it:
Explore different types of smooth, even floor surfaces around school
Explore smooth textured surfaces with bare feet
Practice walking on a firm, flat, level surface – the surface needs to be consistent and even so the pupil
becomes familiar with how it ‘feels’ to be walking. Once familiar with the surface, they can focus on their
balance and walking skills. Suitable surfaces could include, vinyl, laminate, hardwood, etc. If the surface is
carpeted, this should be firm, not too padded and have a short, tight weave or pile
The distance being covered in walking should initially be short and free of obstacles / distractions
Practice walking for short periods to begin with and repeat several times during the day
Provide very strong motivators for encouraging the pupil to walk forwards
Through walking on even surfaces, pupils are strengthening their trunk and leg muscles, developing
balance and endurance
Try one type of surface at a time until the pupil is familiar with it and walking safely
Later on, practice walking from one type of surface to another eg. playground surface to grass
When the pupil is walking confidently on different level surfaces, introduce obstacles for them to walk
around
Tolerating fully prompted reciprocal leg movements while being supported in a front leaning walker
Moving legs reciprocally while supported by a front leaning walker
Moving legs reciprocally while bearing own weight when another person assists with shifting weight and
maintaining balance – may be from behind, in front or to the side depending on pupil’s postural support
needs (physio will advise)
Mobility-
Indoor
The pupils will be able to:
Crawl or bottom shuffle
Slide on back/ tummy (maybe in a blanket)
Pivot on bottom or knees on floor
Roll (eg: across a mat)
Rock/ row backwards and forwards (eg; Row Your Boat)
Push and pull (people and objects)
Bounce (on trampoline)
Throw and roll objects (balls, beanbags)
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Catch objects (from bigger to smaller)
Move forwards and backwards
Move in and out of objects (eg: tunnel, den, tent)
Move slowly and quickly (maybe being pulled in a blanket at different speeds)
Move over and under objects/ onto and off objects
Walking with two handed support
Walking with a walker, push toy, trolley, etc. (Ensure this is stable and cannot tip, that the handles or bar
are at the right height and position for the pupil and that the base is wide enough for their feet to fit
between the wheels)
Try walking on a carpeted surface – this will help to slow the walking aid down
Hold the walking aid initially and move it forward slowly, controlling the speed and position of the walker
relative to the pupil’s body
Do not allow the walking aid to move too far in front of the pupil as this will cause the pupil to lean
excessively forward and become unstable
As the pupil becomes more confident in walking, practice ‘steering’ to get round obstacles or to change
direction
Walking using various aids as appropriate to the individual pupil eg. forward walker, reverse walker, gait
trainer, ladder back, sticks, etc. Again the physiotherapist and/or OT will need to advise
Walking using hand rails, parallel bars, etc. for support
Walking whilst holding on to furniture for support eg. water or sand tray on a stand
Walking with one hand held
Walking between two points eg. from one person to another gradually increasing the distance. Give the
pupil something interesting to walk to eg. a favourite toy, a mirror, adult singing their favourite song or
wearing a silly hat / wig
Walking without assistance
Mobility-
Outdoor
The pupils will be able to:
Use playground/ adventure equipment to swing, slide, rotate, climb, ride
Ride bikes or trikes (eventually pushing the pedals themselves)
Move over a range of different outdoor surfaces (eg: woodland trail, shopping precinct, grass, shingle,
cobbles)
Mobility-
Water
*Enter the pool as independently as possible
Get out of the pool as independently as possible
Achieve vertical balance in the water
Back float
Move from back to vertical
*Rotate in the water – from back to front and front to back
Control unwanted rotations
Move arms in the water
Move legs in the water
Jump when in the water
Crawl in shallow water
Walk in deep water
Propel themselves in the water
Tolerate face getting wet
Blow bubbles in the water
How we teach it:
All activities take place in the swimming or hydrotherapy pool
Learning through Music –Sounds of Intent
Music has the capacity to emerge from the 'buzzing, blooming' confusion of early perception as a distinct entity in sound, it should be possible to track its development and emergence through the process of maturation and there is
now a considerable body of evidence for musical development in the 'neuro-typical' population. This evidence should in turn enable those working with children with learning difficulties or autism both to offer more effective support
in engaging with music as an activity in its own right, as well as better enabling them to use music as a scaffold to structure other learning and development.
Pupils will be able to:
R2A shows awareness of sounds - potentially of an increasing variety
R2B makes differentiated responses to qualities of sounds that differ (eg loud/quiet) and/or change (eg get louder)
R2C responds to musical sounds increasingly independently of context
R2D responds to musical sounds linked to other sensory input
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P2A makes sounds intentionally, potentially through an increasing variety of means and with greater range and control
P2B expresses feelings through sound
P2C produces sounds intentionally in a range of contexts
P2D produces sounds as part of multisensory activity
I2A sounds made by another stimulate a response in sound
I2B sounds are made to stimulate a response in sound by another
I2C interactions occur increasingly independently of context
I2D interaction through sound involves activity that engages the other senses too
Expressive Movement through Jabadao Calthorpe Academy has a ‘Jabadao’ Champion and specific Jabadao room. Our champion is supported by a team of trained support staff.
Jabadao’s work with people in special needs began thirty-two years ago when they ran the first Arts Council funded dance project with people who had a learning disability. It was the
project that launched JABADAO - and it pioneered a strand of work that has developed widely amongst many dancers and community artists since.
Currently, Jabadao work alongside our teachers and learning support staff in primary, secondary & Post-16 PMLD & Autism departments, offering projects and training to deepen
communication and find the movement that prompts and supports development, communication, comfort and wellbeing.
We use an intensely focused 'somatic' approach, but hold play at the heart of everything we do.
Somatic, for us, means starting with the body and discovering the intrinsic - value of sensory motor experience (rather than what it can
achieve for some other area of learning). We start with the movement (small or large) and the energy (quiet or boisterous) that each
baby, child or young person presents - making that the meeting point, the conversation, the learning between us. We also offer a
developmental movement perspective to bring additional understanding to why a child moves as they do --and how to help them reach
for the next stage at their own pace.
The work provides a gentle, respectful way of exploring many areas of the curriculum through sensory means.
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Cognition & Learning Communication Expressing &
Responding
(Pre-requisite
Speaking &
Listening)
(to social
events and
activities)
The pupils will be able to:
To develop oral-motor skills of sucking, chewing, licking, swallowing, lip closure and breath control
To acquire a persistent self-image
To develop an understanding of the immediate surroundings within a
responsive environment with limited distractions
To discover how their body moves and the effect their actions can have on the environment
To develop an awareness of self in relation to others
To locate and track sounds
To explore named objects and their function
To experience vocalising
To look at and listen attentively to another person speaking
To respond to the sound of their own name
To anticipate actions and events
To use body language / natural gesture to communicate basic needs and emotions
To imitate actions / sounds with and without objects
To vocalise with intent to communicate
To initiate and maintain interaction with a familiar person
To work with interactive toys and equipment in order to develop more complex and intentional actions on the environment
To activate and listen to speech and a range of sounds through the use of ICT and access devices
To link pictures to named, familiar objects, people and places
To develop an effective means of expressing choices, needs and preferences
How we teach it:
Use focused activities in a distraction free room to increase pupil’s awareness of their own body
Activities in the MSE which involve shining a torch on different parts of the pupil’s body in turn
Attach different materials to pupil’s hands, wrists, feet, ankles, head to make them more aware of the extremities of their body space eg. sparkly / reflective materials; sound making objects / materials; fluorescent materials, etc
Pupils should follow carefully structured programmes in a room / space with limited distractions in order to learn skills of looking, fixating, tracking, locating sounds and listening
Opportunities should be created throughout the day for pupils to practise these skills in context and in a range of environments
Provide defined spaces / mini environments in which the pupil can explore the environment and the objects within it and also recognise more clearly the effect of their actions on those objects
Sessions on the resonance board – adult mirrors the pupil’s movement / sounds and augments it
Place an assortment of objects on the resonance board around the pupil so that when they move they touch / knock against objects with body and make a different sound
Intensive interaction activities
Co-active movement sessions eg. Sherborne Developmental Movement
Adult and pupil moving together on the trampoline or in the pool during rebound / hydrotherapy sessions
One to one activities in front of big mirror – moving head, hands, etc, pulling faces, making gestures – adult copies pupil’s actions and sounds
Present sounds at ear level, above and below ear level, in front, to side and behind pupil and record responses.
Note pupil’s preferences for certain sounds
Present sounds / music at different volume levels and note any differences in pupil’s response
Encourage the pupil to become aware of and explore the sound properties of different objects (including everyday objects), materials and musical instruments
Draw pupil’s attention to environmental sounds and show them what is making the sound if possible
1:1 or small group activities with a musical instrument eg. Follow the drum
Roll a sound ball across the floor
Exploring the visual, auditory and tactile qualities of multi-sensory objects and toys
Exploring the properties of objects related to an activity / story / outing they have recently taken part in
Using different actions to explore the properties of objects
Using two hands to explore the properties of bigger objects
Amplify any sounds made by use of a microphone, Zube Tube, voice changer, etc.
Provide opportunities for pupil to spend time in a low distraction or ‘mini environment’ eg. dark room, beach tent, etc. where their vocalisations will be more easily recognised. Keep background sound to a minimum.
Create music and rhythm round the pupil’s vocal sounds
Create silences for pupils to put in their own sounds as in Soundabout / resonance board activities
Provide sound-activated equipment and toys for pupil to control by vocalising
Use a sound switch to enable the pupil to control effects in the MSE through vocalisation
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Use sound activated software on the computer to encourage vocalisation
In a one to one situation, imitate / repeat the pupil’s vocal sounds back to them to encourage further vocalisation
Turn taking activities – pupil vocalises, adult vocalises, pupil vocalises, etc.
Record pupil’s sounds and play back to them
Anticipating sounds in familiar musical and rhythm activities
Hiding favourite objects and anticipating their re-appearance
Anticipating the effects produced from activating switches eg. bubble tube comes on; music plays, etc.
Anticipating actions / events in familiar songs and stories
Anticipating repeated activities eg. bouncing on the trampoline, blowing bubbles, splashing hands in water, etc.
Build up anticipation of repeated activities by using phrases such as ‘Are you ready’, ‘Here it comes’, ‘One, two, three….’
Showing recognition of familiar sound / voice in particular activities / locations
Anticipating the action of a familiar activity toy
Create sounds through movement using a Soundbeam
Create sounds using electronic equipment such as musical keyboard, electronic drumsticks, drum machines, etc.
Use interactive toys where the pupil performs an action and something happens eg. pop up toys; sound making toys, activity toys; toys or equipment that are activated by movement / sound
Receptive
(Including
early Reading
skills)
The pupils will be able to:
To take part in activities which encourage visual tracking and scanning in a horizontal (left to right) direction
To understand the link between an object and its pictorial or symbolic representation
To recognise photographs of themselves and familiar people
To use their knowledge of visual clues to understand and recall activities and events
To listen to and explore the sounds letters make
To participate in activities that make a link between the pupil’s first name and themselves
To explore books using as many senses as possible
To participate in storytelling, poetry reading and drama
To gain access to further elements of reading through the use of ICT
How we teach it:
Tracking a moving light in a darkened room
Tracking a moving glittery or sparkly object
Tracking a moving fluorescent object under UV light
Tracking a moving object across a table or floor
Use real objects alongside pictures in storytelling
Have Boardmaker symbols on objects or activities around the room
Provide personalised objects of reference to inform of activities – these must be consistent and personal to the pupil
Symbol / word books with photographs (i.e. photograph on one page with symbol/word on facing page) and have the real objects to look at also
Hide and reveal games using familiar objects
Activities in front of big play mirror to highlight facial features
Face painting activities – take photographs
‘Make a face’ activities using false nose, ears, glasses, moustache, eyebrows, etc. Let pupil look at their ‘created’ face in the mirror; take photos of the pupil wearing different facial items, followed by a photo without these items
Make videos of outings and make books with large print, photos and symbols (one item per page)
Take digital photos of the pupil engaged in activities, download on to computer for pupil to watch each activity sequence as a slide show whilst adult recalls activity verbally.
Add textures, sounds and smells where appropriate to reinforce recall
Use puppets with moveable mouths to make mouth shape as you make letter sound
Use games round a resonance board to have fun with different sounds eg. start a simple beat. Caller chants a pupil’s name to this beat and this is taken up by next adult who extends and accentuates the letter sounds
Provide a range of sensory materials / objects and record the aspects which most interest individual pupils eg. preferred sounds, textures, visual qualities, etc.
Make very simple books for individual pupils appropriate to their needs and interests and wherever possible incorporating media they have shown a preference for eg. if they like very bright shiny objects make a book with a different
shiny shape on each page using shiny, reflective materials.
Expressive
(Including
early Writing
skills)
The pupils will be able to:
To experience and participate in making marks on surfaces
To produce work through mark making using a variety of media and show an awareness that they are creating it
To use a variety of means to record and recall events, experiences and information
To explore print in different formats and for different purposes
To gain access to further elements of writing through use of ICT
To explore mark making on a surface in a left to right direction
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To explore writing their name in a variety of different ways
How we teach it:
Provide a variety of substances for pupil to touch, feel and to move their hands and fingers through eg. thick paint, cornflour and water, shaving foam, wet and dry sand, flour and water paste
Use fluorescent paint on a black baking tray under ultra violet light for a strong visual effect
String dipped in paint and dropped, trailed across paper
Printing with various objects / implements of different shapes and textures
Sponge printing
Roller painting with foam rollers
Use found objects and materials from a visit or outing to make a display
Use pictures, labels, packaging, logos from carrier bags, etc. relating to a recent activity eg. a shopping or cooking activity
Art and craft activities for pupil to interpret their experiences in an art form eg. through collage, painting, printing, etc
Exploring the printed word in as many different formats as possible including:-
Books (picture books, feely books, pop-up books, commercially produced and ‘home made’ books)
Food packaging
Use computer with touch screen and appropriate software programs to produce lines, shapes, patterns and use printer to print out
Use interactive whiteboard and paint programme as above
Build pictures on a computer screen using switches
Making tactile name using pasta, seeds, sand, etc.
Make textured letters from different fabrics
Writing name with fluorescent markers under UV light
Writing name using magnetic letters
Interaction
The pupils will be able to:
Interact with familiar people
Show they can work co-actively with familiar people
Show anticipation of familiar social activities and events
Show they have had enough of a social interaction
Show preference for particular people, objects and activities
Respond with interest in the actions of others close by
Engage actively in familiar social activities and events make simple meaningful gestures
Use their voices to join in a ‘conversation’
Attempt simple words and phrases in imitation
Use a few words appropriately
How we teach it:
Delivered throughout cross-curricular opportunities/real-life opportunities
Cognitive Awareness
(of stimuli -
people,
objects and
activities)
(All functional
senses should
be used)
Recognise an obvious change happening very close to self
Recognise when a stimulus starts and stops
Accept stimuli for an increasing amount of time
Respond to a widening range of stimuli
Anticipate stimuli that occur over and over again
Respond to a range of stimuli that are quieter/ less obvious
Attend to stimuli further away
Transfer attention from one stimulus to another
Attend to stimuli in a busy classroom
Locate a specific stimulus against a busy background
Awareness (of stimuli - people, objects and activities) (All functional senses should be used)
Exploration
(of objects,
materials and
substances)
Use their senses to register interesting events around them
Locate moving stimuli
Turns to objects and sounds that are activated but in one place
Make things happen when they move randomly
Activate toys that provide an interesting effect randomly and without connecting the cause to the effect
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Control
(of objects
and materials)
Make things move deliberately with gross movement
Make things move deliberately with finer movements
Persist in making simple toys do something
Operate a toy that requires a single action
Activate toys deliberately, using different movements for different toys
Shift attention between different objects/ actions
Manipulate objects purposely
Press buttons to make toy work
Look for favourite objects when sees them hidden
Look for favourite objects in a box of similar items
Open containers to find objects
Use objects and materials according to their function
Sequence and
Pattern
(It can be hard
for children
with physical
or sensory
impairments to
show their true
level of
understanding)
Take turns in repetitive games where adult stops to wait for a response
Anticipate routine events – that is see a pattern in the event
Recognise familiar places
Explore objects that are used in familiar routines
Take turns actively
Choose between two or more motivating toys
Respond to object cue
Select appropriate resources for a familiar routine
Assist in putting away resources used in a familiar routine
Operate toys that require more than one action to complete
Operate toys that need to be pulled apart and put together
Follow objects that move within the toy
Put objects into a container one at a time
Select preferred objects from a mixture of objects
Look at the bottom of a sliding/ tumbling toy for the object to appear when it can’t be seen travelling down
Use objects that require two or more actions to complete
Use early problem solving for a familiar event
Solve simple problems where understanding the pattern is important
How we teach it:
Social Emotional Wellbeing Eating and
drinking
Show awareness of food and drink (eg: by moving the food around the mouth and swallowing )
Being helpful when being supported to eat and drink (eg: by opening the mouth for the spoon/ cup or turning to spoon/ cup)
Eat and drink pureed food/ thickened drink
Drink a variety of drinks (eg: milk, squash, tea)
Eat mashed food (usually each food mashed separately)
Eat chopped food
Eat finger food
Use a spoon to eat (maybe move on to using a fork)
Use a two handled cup to drink (probably first with a lid, then perhaps a slanted cup before progressing to a conventional open cup)
Use a single handled cup to drink
Use a beaker (with no handles) to drink
Dressing &
Undressing
Show awareness of being dressed and undressed (eg: by eye or limb movement)
Be helpful when being undressed and dressed (eg: relax limbs)
Offer limbs (eg: when putting on a coat/ trousers/ shoes)
Finish taking off clothes once the process has been started by an adult (eg: wriggle out of shoes once they have been loosened/ pull sock off toes after they have been pulled down)
Take off their clothes (probably starting with shoes and coats and progressing to other items of clothing)
Pull up pants/ trousers (eg: after using the toilet)
Put on their clothes when handed the correct item (probably starting with shoes and coats)
Put clothes on the right part of the body in the correct orientation
Put their clothes on a peg/ on a chair or in a locker
Put clothes on in a sensible order (eg: socks before shoes)
Choose the correct clothes for an activity (eg: coat to go outside, swimsuit for swimming)
Put PE/ swimming kit into a bag
Put socks together/ put shoes together
Recognise basic clothing vocabulary/ sign/ symbol in context (probably coat and shoes)
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Using the toilet Show awareness of having their nappies changed (eg: by or limb eye movement)
Be helpful when having their nappies changed (eg: relax limbs or lift bottom)
Sit on potties or toilet seats regularly (usually after completing a toileting chart to find any patterns in times for urination or defecation)
Transfer from chair to toilet or from standing to toilet
Use toilet or potty appropriately if taken by an adult regularly
Indicate the need to change their wet/soiled nappies (eg: cry with discomfort)
Move to the changing table when shown their nappies
Stand to have their nappies/ sanitary towels changed
Recognise the word/ symbol/ sign ‘toilet’ in context
Indicate a need to use the toilet (eg: go to the door or use sign/ symbol)
Take themselves to the toilet when they need to use it
Flush the toilet
Shut the toilet door
Complete the whole toilet sequence (probably with adult support and prompting each step)
Wipe their bottoms
Cleaning Teeth Show awareness of teeth being cleaned (eg: by eye blinking, pulling a face)
Be helpful when their teeth are being cleaned (eg: opening mouth)
Hold an electric toothbrush in their mouth but probably only on front teeth
Use a conventional brush (or electric toothbrush) (probably on front teeth first, gradually learning to include all teeth)
Put the paste on the toothbrush (beginning with just squeezing the toothpaste but then learning to twist the top off and on)
Swill and spit with mouthwash
Hair Brushing Show awareness of having their hair brushed (eg: eye blinking or head turning)
Be helpful when their hair is being brushed (eg: holding head up)
Hold hairbrushes (but not necessarily brush their hair)
Brush someone else’s hair or the hair/ fur of a toy
Brush their own hair (probably one side first and then learning to brush all over)
Washing and
Showering
Show awareness of being washed and dried - usually hands, face and bottom – or being showered (eg: by eye or limb movement)
Be helpful when being washed and dried/ showered (eg: hold out hands or turn up face)
Wash and dry their hands in the sink / shower
Wash and dry their faces in the sink/ shower
Wash and dry their bodies whilst taking a shower
Complete the whole showering sequence (probably with adult supporting and prompting each step)
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Pre-Formal Skills Progression - Autism
Jabadao Programme
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Autistic Spectrum Pre-Formal
Cognition & Learning Learning to Learn Focus
Awareness
(responsiveness)
What we teach: (Children learn how to)
Recognise when an obvious change is happening
Recognise when stimuli starts and stops
Accepts stimuli for an increasing amount of time
Responds to a widening range of stimuli
Anticipates stimuli that reoccurs
To develop manipulation of objects
To develop actions which make things happen and change
To notice the relationship between materials and events
How we teach it:
Provide opportunities to experience different stimuli
Position yourself so that you can be seen and heard, allowing for sensory loss such as poor hearing/vision.
Use early interaction strategies and follow the lead of the child.
Provide lots of new experiences - encourage the child to explore by modelling
Place an object within reach where the individual can see it, and then wait to see how they respond
Explore a variety of tactile materials
Include all of the senses and provide stimulation for each of the different senses.
Cooperation
(curiosity and
discovery)
Choose between two or more motivating items when offered
To focus attention for brief periods on certain people, voices or
gesture
Looks to adult for instruction
Attend briefly to interactions from familiar people
To cooperate with an adult when they give an instruction
To work for intermittent reinforcement
To wait for delayed reinforcement
Complete reinforcer assessment to determine what pupils are motivated by presenting different objects/activities and noting their preferences.
Pair positive praise with a reinforcer initially so that pupil starts to associate praise with something good.
Use token system (I’m working towards…”) to develop motivation
Joint attention
(persistence)
To react to new activities or experiences
To actively find out more about an object by experimentation
To focus on an activity
To focus on a speaker
To shift attention from an activity to a speaker
To engage in co-active exploration (for example, focusing their
attention on familiar words, songs and gestures when prompted)
Use the motivation of the pupil to encourage engagement
Pair yourself with something reinforcing for the pupil
Ensure the pupil is attending to you
Follow the individual’s focus of attention and join in by “imitating” what they like to do
Include objects or actions which the individual likes to join in with them
Visual
perception skills
To track objects
To reach out for objects
To match single inset piece into matching space
To put shapes/objects into a form box
To match objects to an identical object
Prompt the correct response to enable pupils to learn the skill initially
Use immediate reinforcement so that the pupil learns the correct response and is motivated to repeat this.
Sequencing
(anticipation)
To use objects/toys that require more than one action to
complete
To take turns in repetitive games where adult stops to wait for a
response
To anticipate routine events (for example to see a pattern in the
event)
Recognise familiar places
Explore objects that are used in familiar routines
To follow daily classroom routines
Respond to two sequenced events (token system, now/next)
To be able to transition to next activity
Use objects that require two or more actions to complete
Anticipates another person’s actions in familiar routines
Use early problem solving for a familiar event (for example notice
when something is missing)
Use familiar routines to increase confidence
Pause for 10 seconds or more in familiar routines and watch to see what the individual might do.
Help the individual to learn anticipation through consistent and systematic presentation of objects of reference or object signifiers.
Create opportunities for learner to assist in putting away resources used in a familiar routine.
Use visual schedules so that pupils learn to follow a schedule. Prompt this initially with the aim to fade the prompts.
Create opportunities where pupils need to ask for help and model this immediately
Use signs/gestures to develop understanding of key words.
Give instructions one step at a time.
Use visual prompts to encourage activities.
Use objects and routines that give the individual clues as to what is happening.
Use the concept of start and finish in daily routines and in activities.
Use special interests to encourage attention and interest.
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Imitation
To imitate a range of motor activities
To imitate with a variety of instructions
To imitate a sequence of actions
To imitate repetitions of actions
Break skills down into smaller steps then teach them systematically.
Prompt the correct response to enable pupils to learn the skill initially
Use immediate reinforcement so that the pupil learns the correct response and is motivated to repeat this.
Receptive
labelling
To be able to label reinforcing items/actions
To understand the labels of familiar objects/people/items
Begin teaching a few names of items that are relevant to the pupil
Use repetition to embed these
Use a Multi-sensory approach to learning of identified vocabulary using real objects, actions, signs, pictures, to develop/reinforce understanding.
Create opportunities to reinforce this in different situations and activities
Control
(Investigation)
Make things move deliberately with gross movement
Make things move deliberately with finer movements
Persist in making simple objects/toys do something
Manipulate objects purposely
Look for favourite objects in different places
Use objects and materials according to their function
Break skills down into smaller steps then teach them systematically.
Prompt the correct response to enable pupils to learn the skill initially
Use immediate reinforcement so that the pupil learns the correct response and is motivated to repeat this.
Numeracy
readiness skills
To respond to range of different stimuli.
Responds to objects being counted into hand (tracks items as
their being placed in the hand)
Reaches for objects
Interacts with a sets of objects
Imitates gross motor movements (clapping hands, putting arms
up, stomping feet, etc.)
Imitates fine motor movements (putting hand in fist, pointing, etc.)
Points to a specific object/picture
Builds/reduces towers
Cooperates in having fingers touched and folded during counting
activities (finger games and number rhymes).
Break skills down into smaller steps then teach them systematically.
Prompt the correct response to enable pupils to learn the skill initially
Use immediate reinforcement so that the pupil learns the correct response and is motivated to repeat this.
Communication and Interaction Expressive
language
(including pre
reading and
pre writing)
What we teach:
To look towards people and attend briefly
To respond to requests for interaction
To initiate interaction with a familiar adult
To be able to shift gaze between people and objects
To use body language/natural gesture to communicate
needs/wants
To use communication to gain the attention of a member of staff
To request desired objects, food etc by indicating (pointing,
pulling, body language etc)
To request for something by exchanging a symbol/ signing
/vocalisation
To show persistence in communicating with an adult
To be able to discriminate between an array of symbols to make
a request
To be able to Indicate refusal through single word, sign, gesture or
vocalisation
To be able to request help through gesture or other actions (for
example bringing an item to a member of staff when they need
help)
To be able to demonstrate when they do not want to complete
an activity or action
To request or seek comfort from an adult
How we teach it:
Create opportunities for communication
Hold preferred items in view and wait for child to request (in whatever means appropriate to the child)
Pause in activities to allow child to request to continue
Provide tangibles in small pieces to create more opportunities to request
Use symbols/pictures in the environment and in all activities so pupils begin to relate them to objects
Use a range of different activities to practice the skills
PECS phase 1
• 2 person prompt procedure
• Teaching - Pick up, reach, release
• Wait for student to initiate before
physically prompting
• Provide open hand after student has reached.
• Physical prompter remain silent
• Label reinforcer then give it within ½ second
PECS phase 2
• Teaching –
• Travel to communicative partner
• Traveling to PECS book to get picture
• From room to room with book
• Physical prompter used.
• Use gradual steps to move further away.
• Student needs own book.
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To use single words/symbols in familiar everyday routine situations,
(e.g. break time, lunch time)
To be able to communicate with less familiar adults and peers
To be able to communicate in different locations and situations
To be able to make marks on paper
To be able to colour between lines
• Can teach “come here” if student cannot travel.
• Start using in more functional situations allowing opportunity to practice.
PECS phase 3
Phase 3a
Simple Discrimination
• Teaching recognition of symbol using a highly preferred item V’s non preferred item.
• Needs to be quickly reinforced
• Use 4-Step Error Correction Procedure
• Vary the pictures of the non preferred and use different reinforcers.
Phase 3b
Conditional Discrimination
• Student to demonstrate that they understand which picture they are using for the item they want.
• Check their actions match the request by allowing them to take the item.
• Starting to locate pictures in their book
• Use 4-Step Error Correction Procedure
4 Step error correction
1. Model
2. Practice
3. Distract
4. Repeat
Receptive
language
What we teach:
To respond to their own name
To follow an instruction to do a preferred activity
To follow instructions in routines
To follow an instruction to do a simple motor action
To follow a one-step instruction
To follow varied instructions (e.g. show me the… can you find
the… touch the…)
To be able to anticipate another person’s actions in familiar
routines
To be able to accept “no” in certain situations
To follow situational cues in familiar activities
To respond to visual cues (symbols/photographs/pictures)
To develop understanding of 1 key word, (for example ‘It’s
lunchtime’, ‘Get your coat’
To develop understanding of 2 key words in context (for example
‘Give me the scissors and the pen’ when these have been used in
an activity and are visible on the table)
Use the pupil’s name to help focus attention
Do not force eye contact as this can be more distracting for some pupils as they will be processing what they are looking at rather than what they are
hearing.
Decide on vocabulary to be used in instructions and ensure that all staff regularly model its use in a range of contexts.
Use and repeat single functional words so the individual can gradually link the word to its meaning.
Label the experiences that you notice the individual attending to e.g. “that’s a CAR”.
Use comments and descriptions rather than questions.
Give instructions one step at a time.
Keep voice at a moderate level of tone and volume.
Use visual prompts to encourage activities.
Use visual schedules to support transitions and give a clear structure to the day
Use visual supports for the structure of an activity so that pupils can process what is happening and what is coming next.
Provide opportunities in functional activities
Social
Interaction
What we teach:
To initiate and respond to a social greeting (may be done non-
verbally)
To communicate consistent preferences and responses (for
example a reaching out to a favourite member of staff for a
particular activity)
To respond to a social game/activity
To take turns with in a structured activity
To remember learned responses over short periods of time (for
example, showing pleasure when playing social games with
sensory cues).
To follow an instruction/visual to wait for a specified time
To wait appropriately for turn or during transition
To share emotion using facial expression/vocalisation
To show they have had enough of a social interaction
To request a social game
To recognise a familiar routine
To engage in a joint activity
Use the pupil’s name as this helps to focus attention.
Turn-taking activities with one other peer in structured activities, e.g. a simple rule-governed game.
Encourage playfulness with turn-taking interactions “initiate, stop, observe, and then respond”.
Label and reflect emotions in context by saying, “Ooh sad!” whilst modelling a sad face and tone of voice.
Embed lots of opportunities to practice throughout the curriculum
Always greet and say good bye to pupils
Respond to any attempts at interaction
Use visual schedules to support transitions and give a clear structure to the day
Use symbols for “my turn” to support the understanding of when it is their turn and the symbol for “wait” to develop understanding
Provide opportunities in functional activities
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Social emotional Wellbeing Personal Skills
Toileting
What we teach:
To respond to prompt (visual/verbal) to use the toilet
To remain dry on toileting schedule
To use the toilet appropriately
To independently use familiar toilet
To recognise the word/symbol/sign in context
To request to use toilet
To close the door when in the toilet
To identify male/female toilets
How we teach it:
Use visual supports to prompt when they are going to the toilet.
Use visual prompts as appropriate for the structure of the task
Dressing
What we teach:
To accept support when being dressed and be helpful (for
example putting arm out for coat)
To put clothes on
To take clothes off
To put shoes on and off
To tie shoes
To be able to adjust clothing when needed
Model and prompt how to complete skills
Plan how to fade prompts and increase independence
Use task cards to support understanding of the steps to take (2 – 4 steps) and to develop independence.
Use task cards alongside verbal and physical prompts initially then fade this over time
Provide opportunities in functional activities
Eating
What we teach:
To accept help with eating if needed
To eat finger foods
To drink from variety of cups
To eat with a spoon or fork
To cut food with a knife
To sit while eating
Model and prompt how to complete skills
Plan how to fade prompts and increase independence
Use task cards to support understanding of the steps to take (2 – 4 steps) and to develop independence.
Use task cards alongside verbal and physical prompts initially then fade this over time
Provide opportunities in functional activities
Grooming
What we teach:
To wash hands
To dry hands
To brush teeth
To brush hair
To wash face
To dry face
To wash body in the shower
To dry body
Model and prompt how to complete skills
Plan how to fade prompts and increase independence
Use task cards to support understanding of the steps to take (2 – 4 steps) and to develop independence.
Use task cards alongside verbal and physical prompts initially then fade this over time
Provide opportunities in functional activities
Independence Skills Following
Routines
To follow daily classroom routines
To follow simple rules and limits using visual and verbal prompts
To work independently on leisure activities
To wait appropriately during transitions
To wait appropriately for turn during activities
To work independently on set activities
To receptively follow instructions to engage in classroom routines
How we teach it:
Provide opportunities in functional activities
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Self-Management Emotional
regulation
What we teach:
To express basic emotions
To be able to calm when comforted by adults
To respond to requests for interaction
To imitate facial expressions
To share negative emotion to seek comfort
To share positive emotion to seek interaction
Label and reflect emotions in context by saying, “Ooh sad!” whilst modelling a sad face and tone of voice.
Use symbols/pictures to label emotions in context
Teach pupils to request for a break when needed, prompting this initially when you can see they need a break.
Physical and Sensory Social Play and
Leisure
To engage in solitary play for extended periods
To play alongside an adult
To initiate a game (for example moves hands to prompt a known
song, takes object to staff for known game)
To engage actively in a joint attention game (bubbles, actions
songs, puzzle)
To engage in a turn taking activity (for example take turns building
a tower)
To initiate joint attention play with a range of toys/games
To take turns in a game with peers (for example throwing and
catching, playing skittles)
To follow visual prompts for play – to imitate an action or
sequence
To follow instructions on how to play a game or with toys/objects
To initiate play with other peers
To be able to cope when other children do not want to continue
playing
How we teach it:
Provide opportunities for pupils to practice
Provide lots of different opportunities and experiences
Observe the pupil initially to get to know what they like
Join in with the pupil and copy their actions and sounds
Build on the pupils actions and sounds, when the pupil stops and looks, add to the actions and comment on the play
Encourage requesting by pausing or completing the activity in a short burst then allowing them time to request more
Wait and respond to what the pupil does
Initiate a new activity briefly then revert to a preferred activity
Teach skills like turn taking and requesting in a structured situation also then transfer these skills
Prompt the pupil to use skills in different situations
Provide different opportunities for the same skills
Developmental
play
To play with tactile materials (for example playdough, sand,
water)
To explore toys/activities in the environment
To relate toys/objects unsystematically (for example piles object
up, bangs objects together)
To relate objects in a more systematic manner (for example pegs
in board, nests toys, puzzle)
To construct using blocks etc
To use an object intentionally to produce cause and effect play
(for example rolls ball to know skittles down)
How we teach:
Use the pupils interests and motivations
Demonstrate and teach the appropriate use of toys/objects
Build in generalisation at each stage
Introduce a new toy/object followed by time to play with a preferred object (use token system or now/next) to try to increase the range of things To
engage with
Provide routine and visual structure
Provide opportunities for repetition
Provide reward and praise
Organise the environment and introduce toys/objects to try to stimulate
Label what the pupil is doing, or using to reinforce the name of object/toys and the actions
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Motor Skills Pupils will be able to:
Briefly focus on objects held in front on eyes.
Watch and follow moving person
Reach for an object
Release an object
Searches for an object that has been covered/hidden
Grasps and releases object easily and automatically
Stacks objects graduated in size
Twists and turns to be able to open jars, doors, etc
Turns knobs to be able to turn something on/off
Provide opportunities in functional activities
Provide opportunities to practice in different situations
Use rewards to motivate pupils if needed
Create fun opportunities to develop skills
Sensory
Preferences
To be able to:
Express likes and dislikes of sensory experiences through
gesture/facial expression
Indicates “more” or “finished” in relation to a sensory experience
(for example signing, using symbol to request)
Can request preferred sensory items from a range presented
Communicates if they like or do not like a new sensory experience
through vocalisation/symbol
How we teach:
Provide lots of different sensory experiences
Include all of the senses
Embed communication strategy to request
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Semi-Formal Skills Progression - Autism
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Autistic Spectrum Semi-Formal
Cognition & Learning Learning to Learn
Visual skills
What we teach: (Children learn how to)
To develop skills to match
To develop understanding of “same”
To develop understanding of different
To arrange items in a continuum - ordering by size, quantity, sequence etc
To follow picture sequences
Imitation
To imitate motor sequences using multiple objects
To imitate motor movement without verbal prompt
To spontaneously imitate others
To develop skills to delay imitation
Receptive
labelling
To label a range of items
To label a range of actions
To label pictures of actions
Categorising To develop skills to sort by function (what they are used for)
To develop skills to sort by their feature (for example colour)
To develop skills to sort by class (category or group they belong to)
To sort two familiar objects into two piles or categories e.g. swimming trunks, towels/knives, forks
To put like with like when sorting several objects e.g. when tidying up put scissors with scissors, pens with pens, glue with glue, etc.
To identify things that ‘go together’, e.g. bowl and spoon, sponge and shower gel
To select item with two characteristics
To select items using prepositions
To select items using pronouns
To select picture of location or activity in scene
To select pictures of emotions
To identify the ‘odd one out’ or the different one within a group of familiar objects or pictures
Numeracy To sequence numbers up to 10 and match numbers
To count numbers
To match quantity to quantity
To match quantity to number and number to quantity
To count out a set quantity
To identify spatial patterns
To identify rhythmical patterns
Pre - Writing
To trace lines, shapes letters and numbers
To copy straight lines
To copy curved lines
To copy letters (with examples)
To copy numbers (with examples)
Technology To take pictures on tablets
To operate a computer
To operate a curser using a mouse
To identify which programme is needed for specific tasks
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Predicting To predict within familiar routine e.g. dressing
To predict within daily activities where relevant objects are visible
To predict beyond the immediate future using knowledge of routine, situational cues
To predict using previous experience and knowledge, thinking skills, ability to recall and situational cues
Problem Solving
To recognise the problem within familiar situations, (e.g. spilled drink, no fork, broken pencil, initially with prompting such “What’s the problem?”
To solve the problem in response to a prompt, e.g. “What do you need?”
To solve the problem of “What do you need?” within familiar activities such as baking, cutting and sticking or painting when some objects are missing but others are present and serve as visual cues
To solve familiar problems e.g. spilled liquid, broken pen
Communication and Interaction Expressive
language
(including
reading and
writing)
What we teach:
To begin to construct a sentence starting with “I want”
To respond to a question “what do you want?”
To ask for help
To make comments
To ask for a break when needed
To respond to forced alternatives/choices, using symbols, signs or words
To refuse/negate with some explanation, e.g. "Don't like …" "No, it's not!"
To respond about what they are going to do, e.g. the next activity, particularly meaningful future events
To repeat something if the listener doesn’t understand
To use appropriate volume
To ask questions
Uses communication to indicate a ‘problem’
To ask questions to gain information
To express feelings
To say how they are feeling during an activity (using visual resources)
To make a choice and give a reason
To give a simple explanation to concrete events in the here and now e.g. "It won’t fit! Why? Because it's too big"
Receptive
Language
To follow an instruction to complete an action
To select between items similar except one attribute
To complete a range of actions
To select picture of specific action
To select associated pictures
To select by function
To select by feature
To select by class
To select all examples of an item
To understand instructions containing 2 key words
To understand instructions containing 3 key words
To understand simple ‘what’ questions (i.e. where the answer is visible)
To understand ‘where’ questions in concrete contexts (i.e. where the answer is visible)
To understands ‘who’ questions within concrete contexts (i.e. where the answer is visible)
To follow a two-step instruction
To follow a short sequence of instructions
To recognise if they have not understood and to ask for help/repetition/clarification
Understands ‘why’ question
Understands ‘how’ question
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Social
Interaction
To be able to tolerate peers
To develop Understanding of non-verbal communication
Engages in a shared task with a peer
To develop skills to have a conversation
Finishes a conversation appropriately
Understands when someone finishes a conversation with them
Understands social rules regarding social physical contact
Maintains appropriate social distance
Listens to another person’s point of view
Recognises what another person is feeling from their facial expression/tone of voice
Social Emotional Wellbeing Grooming
To complete basic self-help skills
Can blow nose
Can comb/brush hair
Uses deodorant
Can wash face
Can dry face
Can wash body in the shower
Can dry body after showering
Can identify appropriate toiletries
Can brush teeth using toothpaste
Eating Carry plate with food to table
Keeps table clean when eating, cleans area after spilling food
Cleans table after eating
Can open food wrappers
Can open and close screw top bottles
Can open canned drinks
Stands appropriately in the line to wait for food
Expresses choice for lunch
Eats with peers
Dressing
Can identify clothes worn for different weather
Can identify clothes worn for different locations
Can identify clothes worn for particular activity
Cleaning Wipes tables
Dust surfaces
Sweeps and uses dust pan
Mops the floor
Vacuums carpets
Understanding
Group
Instructions
sit appropriately in small group
sit appropriately in large group
attends in a group
raises hand to get teacher attention
follow group instructions to do all do same receptive response
follows group instruction with discrimination
raise hand to answer question
takes turns during instruction
Raises hand to answer or request help
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Responds to group instruction that require a discrimination
Receptively follows instructions delivered by various adults
Understands non-routine school events
Transitions
Adapts to changes in schedule
Transitions between in-class activities
Can order and follow visual schedule
Understands concept of schedules that vary from day to day
Follows morning and end of school day routines
Meal
preparation
Preparing Drinks
To identify cold/hot tap
Selects a clean glass or cup (washes if necessary)
Makes a choice of drink
Estimates adequate measurement of squash and fills with water to required level.
Clears away after task
Prepares Breakfast cereal
Selects a clean bowl and spoon (washes if necessary)
Makes choices as to what cereal they will have for breakfast.
Fills bowl with adequate quantities of cereal, milk and sugar
Tidies up after task and washes dishes
Prepares sandwich
Selects correct chopping board and appropriate kitchen utensils
Selects correct items to make a sandwich e.g. bread, butter etc...
Uses knifes appropriately and safely to spread butter and to cut sandwich
Makes choice of sandwich filling
Cleans up after themselves.
Uses microwave
Uses the microwave safely, i.e. doesn’t put metal objects into it, selects appropriate microwave proof equipment
Can set the microwave to the correct time and power setting.
Uses oven gloves to remove hot items
Ensures microwave is left clean
Coping with
change
Follows directions from multiple staff
Remains calm when Schedule is changed, preferred items, activities are restricted, told ''No'' or asked to wait
Remains calm during suddenly occurring or unexpected events
Remains calm when there is a change in common routine
Remains calm when missing required items
Remains calm when having trouble performing difficult or multiple step tasks
Social
Awareness
Returns appropriate greetings
Says ''Thank you''
Says ''Excuse me''
Waits for break in conversation before interrupting
Health and
safety
Labels things that could be hot
Differentiates between a friend, acquaintance and stranger
Responds to smoke detectors and fire alarms
Reports pain level on visual chart
Community
Participation
Receptively identifies safety and community signs
Expressive identifies safety and community signs
Receptively identifies people in the community who could help
Expressive identification of people in the community who could help
Can identify personal information and share
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Road Safety Can walk safely on the pavement
Receptively identifies traffic/street signs
Expressive identification of traffic/street signs
Identifies pedestrian crossings and understands symbols
Identifies traffic lights and how to use them
Can cross roads safely
Shopping Can make purchase from a vending machine
Creates shopping list (symbols/pictures/written)
Purchases items from shopping list
Demonstrates appropriate behaviour in the shop
Identifies own shopping trolley
Can make a purchase in a shop
Physical and Sensory Leisure skills will play interactively with other students
plays interactively with a variety of peers
engages in interactions while playing with others
Plays simple ball games
Follows directions from peers
Plays interactive motor games
Plays board games with peers
Fine Motor skills Attempts scribble but strokes are not controlled
Scribbles with pencil/crayon, sometimes loses contact with paper
Scribbles and maintains contact with paper
turn pages of book 1 page at time
colour within boundaries
open/close ziplock bags
snips with scissors
cuts across paper with scissors
trace lines with finger
squeeze glue from bottle
remove wrappers
roughly copy shapes and patterns
fold a piece of paper in half
cuts out shapes
accurately copy shapes and patterns
Gross motor
skills
Uses one hand consistently in activities
Makes stirring movement
Sorts objects of two colours
Sorts collection of two dissimilar objects
Folds paper/material in half
Opens and closes pegs and places them onto something
Inserts small objects into specific hole, e.g key into lock
43 | P a g e
Communication & Interaction
English/Literacy Expressive
Language/spea
king
Pupils will be able to:
Start to repeat, copy and imitate an increasing repertoire
of words, signs, OOR and/or symbols.
Use the above to make simple requests for an object or a
person
Can begin to express likes/dislikes, about things that are
familiar to them through a communication strategy
applicable to them
Name a few familiar objects
Start to link ideas and concepts through developing short
sentence structure using simple adjectives eg ‘I want …’
‘big dog’ ‘red car’
Explore the use of utterances and range of volume to
emphasise points
Begin to understand simple questions and can follow
simple requests when key words are emphasised (1-2 step
instructions)
Greet somebody in an appropriate way – wave, ‘hello’,
hold out hand..
To copy actions/sounds of others during role-play/drama
Pupils will be able to:
Take part in some sort of role-play
Initiate short conversations and can enquire curiously
although often without purpose through simple
questioning
To begin to use some question words eg ‘What?’ ‘Who’
Increasingly use time related vocabulary including days
of the week, ‘yesterday’ etc.
Turn-take is beginning to be understood
Use longer and more complex sentences and the use of
plurals, nouns, prepositions, adverbs are being used
frequently – sentences may be formed using sequences
of symbols
Use words like ‘in’ and on’, ‘up’ and down’, ‘over’ and
‘under’
Expand upon typical answers to questions; more
descriptive phrases are used.
Tone is developing when expressing emotions – “s-aaaa-
d”, “HAPPY!”
Respond using 2-3 key words/signs/symbols for a range of
purposes
To find and use communication aids (eg PECs books, My
Choice pad) without prompting
Pupils will be able to:
Interact more in a role play scenario. It is
becoming more creative and expressive.
Use more noticeably complex sentences
using 4 or more key words; descriptive
language is used more frequently. Ideas
are linked using ‘and’ and ‘because’
Respond logically and in a way that can
be understood to friends and staff
questions about a personal event –
“What did you do yesterday?”
To use a range of purposeful questions
words including ‘how?’ and ‘why?’ when
enquiring about different subjects– “What
do I need this for?”
Able to articulate stepped instructions to
their peers
Increasingly use language to express
emotions – “Ramjit is making me feel sad
today…”
Pupils will be able to:
Maintain a conversation using
questions; there is a desire to
continue a conversation through
logical enquiry
Begin to justify their opinion using
descriptive, logical terminology – “I
like the taste of this because it is
sweet. I like sweet things”
To ask a question to find out specific
information about something they
are interested in – “why are you
wearing a tie today?”
Use written and spoken language
increasingly for pleasure as well as
being purely functional.
Use language to describe events
including recent learning activities,
birthdays etc.
Use language to convey imagination
and creativity – begin to form stories
and events
Respond to others in role play that
uses imagination and creativity
Pupils will be able to:
Maintain attention in conversations
staying on topic and initiating and
responding to comments.
Conversations can last several minutes
and are always on appropriate and
purposeful
Begin to interpret text – using a written
piece to convey facts and recall events
To communicate clearly, with confidence
and control – some ‘public speaking’ is
possible
Retell stories, ordering events and using
story language when verbally prompted
to do so without the need for additional
prompting – “Tell me what you did at the
weekend?”
To begin to make vocabulary choices to
enhance meaning or to include relevant
details
To adapt speech to show an awareness
of purpose and audience
How we teach it: PECs
Aided Language display
Colourful Semantics ‘who, doing’
Derbyshire/Language Steps 1-2 word level
Big Book of Story Sharing – Nicola Grove
Interactive Story Telling – Keith Parks
Aided Language display
Colourful Semantics ‘who, doing, what’
Derbyshire/Language Steps 2-3 word level
(PECs attributes and Phase 6)
Aided Language display
Colourful Semantics ‘who, doing, what, where’
Language Steps 4 word level
(To use communication aids to make spontaneous comments)
Barrier games
Listening &
Responding &
Social
Interaction
Pupils will be able to:
listen to and concentrate fleetingly on spoken language –
visual props are likely to be needed to maintain interest
Use vocalising, body language, gesture, signing or symbols
to respond to a question about something familiar – eye-
pointing to a picture of themselves when their name is
stated
Respond increasingly consistently and accurately to a
two-step instruction – “Sit on the chair”
Pupils will be able to:
Begin to enjoy stories and show an interest for periods of
time - visual props are less likely to be needed to
maintain interest
Comment on stories during the story-telling
Become increasingly curious with stories and learned
anticipation; responses are consistent with familiar
stories/songs – sing the verses as well as chorus
Pupils will be able to:
Pupils begin to listen to stories and
respond more consistently to increasingly
complex questions – Visual props are not
needed to maintain engagement
Make requests for a story, piece of music
poem from a range that they have
engaged with before – their repertoire of
choice increases
Pupils will be able to:
Listen with enjoyment and respond to
stories, songs and music even when
unfamiliar
Begin to make up their own stories,
songs, rhymes and poems
Sustain attentive listening, asking
questions about the content,
responding accurately to questions
Pupils will be able to:
Listen with sustained concentration,
building vocabulary that through listening
to and reading new texts and using them
in the right context
Comment on how sound, words or pieces
of music are arranged and presented
Semi-Formal Skills Progression – Primary
Secondary SLD
Formal Skills Progression – Primary
Secondary SLD
44 | P a g e
Demonstrate some basic understanding of the pictorial
representation of negative forms – indicate towards a
picture of an ‘unhappy face’
Some evidence of anticipation to familiar stories/songs –
starts to sing the chorus
Turn-take in very basic games when prompted to wait
(through sign or verbal instruction)
Communicate effectively in some unfamiliar environments
– indicate ‘yes’ or ‘no’ when in the community
Take turns during simple conversations – able to respond
at appropriate points
Greet a familiar person appropriately – wave, handshake,
‘hello’…
Listen to music for enjoyment – making a request for a
particular piece
Understand the use of simple prepositions – ‘on/in/under)
Understand comparisons – ‘bigger, taller, longer’
Respond increasingly consistently and accurately to a 3-
4-step instruction – “Sit on the chair then get your book
from your bag”
Work for short periods on a task with a peer appropriately
– calm, structured, appropriate eye-contact, positioning
(where applicable)
To show active listening skills
Apply the use of prepositions within
increasing contexts
Demonstrate comprehension of text by
accurately answering questions about
something they have listened to
Work for longer periods with a peer and in
small groups; taking turns in discussion,
responding appropriately to simple
requests
Respond to more difficult questions
‘Why?’
Extend their vocabulary, exploring
meanings and the sounds of new
words that are completely unfamiliar
Negotiate with others and make
plans; ability to compromise
Take turns to speak, listen and use others
people’s opinions to inform choice and
amend thoughts or ideas
Explain views to small groups about
different topics
How we teach it: See above
Reading Pupils will be able to:
Explore reading by turning pages
Recognise that objects can be represented by
photographs
Imitate sounds of some letters that are familiar – some
early letter recognition is apparent
Recognise some basic words and symbols that they have
exposure to frequently
Listen to a story read by an adult
Look at/respond to pictures in a boog eg ‘Find the dog’,
make a ‘moo’ sound when they see a cow
Pupils will be able to:
Pupils can read a few familiar words or recognise a few
symbols.
Match sounds or groups of letters
Convey some interest in reading and elements of
anticipation when being read to is evident.
Distinguish between text/symbols/pictures.
Recognise own name – (doesn’t necessarily have to
speak it out loud) but they can link name to themselves
Recognise letters form own name is books and in the
environment
Track the text left to right
Pupils will be able to:
Recognise more letters of the alphabet
(including sound – see speaking), symbols
and words.
Recognise that further words/symbols
have meaning (apart from their own
name) – such as reading and
understanding their visual timetable
Sequence pictures from a story
Begin to read a few familiar words or
short symbol phrases/sentences
Pupils will be able to:
Use reading for pleasure in
increasingly complex books.
Understanding more complex words
is apparent – CVC, CCVC and
CVCC etc.
Answer simple questions about a text
when given a choice
To retell stories giving information
about beginning, middle and end
Pupils know phonic sounds and can
use to sound initial letter in unfamiliar
words
Learning from reading by
communicating what happens next
in familiar stories
To interpret visual information to to
answer literal questions
Pupils will be able to:
To decode and read familiar and
unfamiliar words in simple texts using their
phonics knowledge
To read short phonically decodable
books
Check the text makes sense when
reading
Make inferences based on what is being
said and done
Listen to a range of poems and stories at
a level beyond which they can currently
read
How we teach it:
Symbols Making Sense
Sensory stories
Headsprout Early Reading
Interactive Story Telling – Keith Parks
Headsprout Early Reading
Bug Club reading scheme Pink – yellow
Symbols Making Sense
Fresh Start phonics/reading
Interactive Story Telling
Writing Pupils will be able to:
Convey that they understand that symbols mean
something
Use increasingly controlled mark-making leading to using
a ‘writing tool’ to trace over important words such as their
name and patterns (straight lines, curves etc.)
Label pictures using symbol symbols
To use single symbols on a sentence strip
Pupils will be able to:
Produce or write their name in letters or symbols. They
can sometimes over-write accurately to form letters
Some recognition of separate words when writing
(leaving spaces) and sequencing of words and letters
becomes more logical and consistent
To label a picture with symbol/word caption
Pupils will be able to:
Becoming aware that writing has a range
of purposes. Increasing awareness of how
text is arranged on a page. Some use of
upper & lower case or more varied use of
symbols symbols
To create an ‘I want’ sentence + an
attribute eg ‘I want a green grape’
Pupils will be able to:
Use speech to help them compose,
rehearse and recall a sentence
To use spaces between words when
writing and increased use of linking
words such as ‘and’
Use basic punctuation to help
structure written sentences
Pupils will be able to:
Continue to orally compose a sentence
before writing
Write uses some appropriate use of
adjectives
Begin to punctuate sentences using a
capital letter, full stop, question mark and
exclamation marks
45 | P a g e
To begin to create ‘I want’ sentences
To combine two symbols to label a picture or respond to
a question
To write first name in writing or by wordprocessing
Use a range of sentence starters to make
a comment eg ‘I see ….’ ‘I hear….’
Attempt to write simple
captions/phrases from interpreting
pictures
To spell phonetically regular CVC
words
To write a few high frequency or
tricky words
To use communication devises to
make a spontaneous comment
To add the suffixes ‘s’ or ‘es’ ‘ing’ ‘er’ and
‘ed’ where no change is needed in
spelling
Write a sequence of simple sentences
Spellphonetically regular words
containing first 40 phonemes (Phase 2
and Phase 3 sets 6&7 of Letters and
Sounds)
Spell year 1 common exception words
How we teach it:
See Expressive Language Fresh Start
Handwriting without Tears
Cognition & Learning
Maths/Numeracy Number Pupils will be able to:
Take ‘one’ in learned situations – e.g. a biscuit.
To demonstrate understanding the concept of ‘many’
and ‘few’ i.e. chooses many crisps rather than one or two.
Experience 1:1 correspondence in everyday situations.
Make sets with one and lots of objects.
Use number names in everyday situations.
Have an increasing awareness of number activities and
counting i.e. copying actions during a song
Pupils will be able to:
Demonstrate an understanding of 1:1 correspondence in
everyday situations.
Count five objects by touching one at a time, arranged
in a line and randomly – including 1p coins.
Demonstrate an awareness of none / zero / nothing / nil.
Make sets up to 5 on request.
Match sets to numerals 0 – 5.
Respond to key vocabulary e.g. number, how many,
count, same number as etc.
Pupils will be able to:
Count objects reliably to 10 including
objects placed randomly.
Recognise numerals 0 – 10.
Recognise that the number of objects in
a set is not affected by their size or
position.
Combine two small sets and count the
total with adult prompts.
Take away a number of objects from a
set and count the remainder with adult
prompts.
Use ordinal numbers e.g. 1st 2nd 3rd
Pupils will be able to:
Sequence numbers 0 – 10.
Begin to record numbers to 10.
Begin to use the vocabulary “add” and
“take away” in practical situations.
Pupils will be able to:
Count, read and order numbers
from 0 to 20.
Record numbers from 0 to 10 and
associate these with the number of
objects counted.
Understand the operations of
addition and subtraction and use
the related vocabulary.
Add and subtract numbers when
solving problems involving up to 10
objects in a range of contexts.
How we teach it:
Measure Pupils will be able to:
Explore objects with marked difference in overall size.
Experience working with an adult to explore the length of
a range of objects.
Select big and little objects on request.
Experience working with an adult carrying out activities /
performing actions quickly and slowly starting and
stopping abruptly.
Experience carrying out activities according to simple
time vocabulary ‘fast / slow, go / stop / wait’, with adult
support.
Experience working with an adult filling and emptying a
variety of containers with a range of materials.
Experience working with an adult lifting a range of objects
/ materials with clear contrast in weight.
Demonstrate early understanding of weight e.g. braces
self to lift heavy item.
Pupils will be able to:
Select the bigger and smaller of two objects where the
difference is not great.
Make an object longer, and shorter on request.
Experience carrying out activities for a length of time
measured by standard / non-standard measures.
Join in sequencing symbols / photos in time order.
Select the ‘heavy / light’, ‘full / empty’ items.
Compare 2 different weights using balance scales with
adult support.
Experience using standard / non-standard measures of
volume with adult support – scoopfuls, spoonfuls, cupfuls
etc.
Compare contrasting volumes and describes as “full /
empty / the same”.
Pupils will be able to:
Begin to use non-standard units to
measure length and height.
Begin to use non-standard measures of
time e.g. hand claps.
Use a range of apparatus to measure
weight with adult support.
Pupils will be able to:
Compare two everyday objects by size
i.e. uses vocabulary bigger, smaller, the
same.
Begin to order objects by height using
direct comparison.
Use simple time vocabulary e.g.
playtime, dinner time, home time.
Compare the capacity of two
containers using the vocabulary of
volume – more, less, the same.
Pupils will be able to:
Compare two lengths, by direct
comparison.
Compare two objects / masses by
direct comparison.
Know in order the days of the week.
Name tomorrow / yesterday.
Say the months of the year in rote.
Know in which month their birthday
occurs.
Read time to the hour on an
analogue clock.
46 | P a g e
How we teach it:
Geometry Pupils will be able to:
Search for objects and object permanence is becoming
more prevalent.
Indicate ‘the same’ object / picture as one shown.
Demonstrate an understanding of cause and effect
through interacting with objects in the environment.
Complete a sequence of actions / activities that creates
a pattern.
Select an object / picture from a small set and find
another to match it.
Group or sort sets of objects for a single attribute i.e.
colour, size, shape or function.
Solve simple problems of quantity by making a small
number of sets equal in size.
Place objects into containers and take them out.
Build / stack at least 2 objects.
Post items according to their shape by trial and error.
Experience 2D shapes in a range of practical situations.
Experience 3D shapes in a range of practical situations.
Pupils will be able to:
Search for objects that are not in their usual place.
Sort objects randomly into a group from one larger group
and identify / name the criteria chosen.
Copy a simple pattern / sequence of two elements using
one criterion e.g. colour, shape, rhythm.
Recognise a sequence / pattern in a familiar situation
and use objects or items to respond appropriately.
Copy a simple sequence / pattern of more than two
elements using one criterion i.e. colour, shape, size, and
rhythm.
Identify the object that does not belong to a category
involving two attributes e.g. colour and shape, colour
and size.
Estimate which set has more / less or is bigger / smaller.
Manipulate 3D shapes.
Begin to respond to instructions containing direction and
movement words, signs, symbols – forwards, backwards,
up, down, sideways.
Begin to pick out named shapes from a collection.
Begin to explore the properties of 2D and 3D shapes e.g.
corners, straight, flat, curved, solid with adult prompts.
Pupils will be able to:
Create a simple pattern using a range
of given resources.
Use number labels / numerals to the
value of 10 to count objects / actions
within everyday situations.
Estimate that they need more / less of
an object / material in order to match a
given quantity.
Name the 2D shapes square, circle,
triangle and rectangle.
Begin to describe the properties of
shapes e.g. flat, curved and solid.
Identify shapes in the environment / real
life activities e.g. my plate is round.
Pupils will be able to:
Begin to identify if 1 object costs or
measures more than another using and
recognising simple coins and vocabulary
of measurement.
Describe how a problem was solved
using practical exemplars of addition
and subtraction for instance.
Identify the common elements of shapes
and patterns, for instance all flat, solid.
Create patterns / pictures using 2D
shapes.
Identifies and describes 3D shapes in the
environment e.g. “The washing machine
is a cuboid with circle door”.
Use vocabulary “between, in front of, in
the middle, next to” to describe position.
Pupils will be able to:
Continue and create simple spatial
patterns, e.g. red cylinder, blue
cube, red cylinder.
Recognise directional symbols such
as arrows.
Sort and describe 3D and 2D
shapes in terms of their properties
and positions.
How we teach it:
Statistics
Pupils will be able to:
Sort objects by given criterion.
Records data through pictures – e.g. sun
/ rain.
Observe the use of lists.
Extracts some information from a
pictogram.
Extracts some information from a bar
graph.
Pupils will be able to:
Sort categories by quantities and count
how many objects there are in each
category.
Sort objects using more than one
criteria.
Understands what information they are
to collect.
Collects own data and discusses
information collected.
Interpret and construct simple
pictograms, tally charts, block graphs
and tables.
Answer questions about results.
How we teach it:
47 | P a g e
Cognition and Learning
Science Working
Scientifically
Skills across the
strands of
*Classification
*Research
*Comparative/
Fair Testing
*Observation
over time
*Pattern Seeking
Pupils will be able to
Observe and Measure
Say something about the object when asked about it.
Touch and explore the object
When given an object, find another one like it.
Recording
Show where they found a minibeast or object.
Show what they did.
Use the objects to record with e.g. with help makes a pile
of materials that were wet.
Interpreting
Describe or show simply what they did.
Consider, with help, if their simple statement was correct.
Finding out which becomes Ideas , Evidence and
Evaluation
Carry out a simple ‘finding’ task e.g. “Find an object what
makes a noise.”
General Working Scientifically
Can explore objects and materials
Can observe the results of their actions
Can show awareness of environmental changes
Can sort simply
I can statements for Semi Formal Science
- I have my own ideas
- I test my ideas
- I notice similarities and difference
- I use my senses and look closely
- I use equipment and tools carefully
- I can create simple representations of people
and objects
- I can talk about things like plants, animals,
natural and found objects
- I begin to use science words
- I question why things happen
Pupils will be able to
Observe and Measure
Observe one feature “ The ice is cold” “The sand is
yellow”
Say if something changed when asked about it.
Make sets using a very general category e.g. cars
Recording
Gather things together or cut up similar things from a
catalogue e.g. make a leaf collection
Use the objects to record with e.g make a pile of
materials that feel wet and a pile of materials that are
not wet (dry)
Interpreting
Describe simply what they did “I poured the water”
Consider, with help, if their general statement was
correct e.g. “You thought woodlice would be in the grass
– where were they?”
Finding out which becomes Ideas , Evidence and
Evaluation
Can find information from a book with help.
Carry out a more complex ‘finding’ task e.g. find an
object that makes a loud noise.
General Working Scientifically
Can explore objects and materials appropriately
Can observe changes in materials and begin to predict
outcomes
Can sort objects into two obvious groups
I can statements for Semi Formal Science
- I have my own ideas
- I test my ideas
- I notice similarities and difference
- I use my senses and look closely
- I use equipment and tools carefully
- I can create simple representations of people
and objects
- I can talk about things like plants, animals,
natural and found objects
- I begin to use science words
- I question why things happen
Pupils will be able to
To Ask Scientific Questions –
Be able to ask a yes/no questions to aid
sorting.
Ask one or two simple questions linked
to a topic.
Identify the question to investigate from
a scenario or choose a question from a
range provided.
Ask a question about what might
happen in the future based on an
observation.
Ask a question that is looking for a
pattern based on observations.
To plan an enquiry –
Identify the headings for the two groups
(It is….., it is not……)
Choose equipment to use, decide what
to do and what to observe or measure
in order to answer the question.
To make a prediction –
Ask pupils what they think may happen
based on experience or be a guess.
To observe closely –
Be able to compare objects based on
obvious, observable features e.g. size,
shape, colour, texture etc.
Make observations linked to answering
the question.
To measure precisely/ accurately-
When appropriate measure using
standard units where all the numbers
are marked on the scale.
To gather/ record results –
Record data in simple prepared tables,
pictorially or by taking photographs
Record data in simple prepared tables
and tally charts.
To present results –
Sort objects and living things into two
groups using a basic Venn diagram or
simple table.
Present what they have learnt verbally
or using pictures.
Pupils will be able to
To Ask Scientific Questions –
Be able to ask a range of yes/no
questions to aid sorting.
Ask a range of questions linked to a
topic.
Ask a range of relevant questions linked
to a topic.
To plan an enquiry –
Be able to put appropriate headings
onto intersecting Venn and Carroll
diagrams.
Choose a source from a range
provided.
Decide what to change and what to
measure or observe.
Decide what to measure or observe.
Decide how often to take a
measurement.
Decide what to measure or observe.
To make a prediction –
Use results from an investigation to make
a prediction about a further result.
To observe closely –
Be able to compare objects based on
more sophisticated, observable features.
Present observations in labelled
diagrams.
Make a range of relevant observations.
Be able to compare objects based on
obvious, observable features e,g. size,
shape, colour, texture.
Make observations linked to answering
the question.
To measure precisely/ accurately
Measure using standard units where not
all the numbers are marked on the
scale, take repeat readings where
necessary.
Measure using standard units where not
all the numbers are marked on the
scale. Use dataloggers to measure over
time.
Measure using standard units where not
all the numbers are marked on the
scale.
Pupils will be able to
To Ask Scientific Questions –
Be able to ask a range of yes / no
questions to aid sorting and decide
which ways of sorting will give useful
information.
Ask a range of questions recognising
that some can be answered through
research and others may not.
Ask a range of questions and identify
the type of enquiry that will help to
answer the questions. Ask further
questions based on results.
Ask a range of questions and identify
the type of enquiry that will help to
answer the questions. Ask further
questions based on results.
Ask a range of questions and identify
the type of enquiry that will help to
answer the questions. Ask further
questions based on results.
To plan an enquiry –
Identify specific clear questions that will
help to sort without ambiguity.
Choose suitable sources to use.
Recognise and control variables where
necessary
To make a prediction –
Use test results to make predictions for
further investigations.
To observe closely –
Be able to compare objects based on
obvious observable features e.g. size,
shape, colour, texture etc.
Make observations linked to answering
the question.
To measure precisely/ accurately
Measure using standard units using
equipment that has scales involving
decimals.
To gather/ record results –
Record data in simple prepared tables,
pictorially or by taking photographs.
Record data in simple, prepared tables
and tally charts.
48 | P a g e
Present what they learnt verbally, using
pictures or block diagrams.
Present what they learnt verbally or
using pictures.
Present what they learnt verbally.
To interpret results –
Talk about the number of objects in
each group i.e. which has more or less.
Be able to answer their questions using
simple sentences.
Answer their question in simple
sentences using their observations or
measurements.
To draw conclusions –
Students are expected to make
observations which will help them to
answer questions.
I can statements for Formal Science
- I perform simple tests
- I can compare things. I sort
and group them.
- I observe closely
- I use simple equipment to
make measurements.
- I gather and record simple
data in different ways
- I talk about what I have found
out
- I use simple scientific
language
- I ask questions
- I recognise that questions can
be answered in different ways.
To gather/ record results –
Prepare own tables to record data
To present results –
Sort objects and living things into groups
using intersecting Venn and Carroll
diagrams
Present what they learnt verbally or using
labelled diagrams
Present data in bar charts
Present data in time graphs
Use ICT packages to present data as a
scattergram.
To interpret results-
Spot patterns in the data particularly
two criteria with no examples e.g. there
are no living things with wings and no
legs
Be able to answer their questions using
simple scientific language.
Refer directly to their evidence when
answering their question
To draw conclusions –
Draw simple conclusions when
appropriate for patterns e.g. a flying
insect with no legs might always crash
land.
Where appropriate provide oral or
written explanations for their findings.
To evaluate an enquiry -
Suggest improvement e.g. a wider
range of objects – only looked at British
trees. Suggest new questions arising from
the investigation.
Suggest limitations e.g. only had one
book. Suggest new questions arising
from the investigation.
Suggest improvements e.g. the method
of taking measurements. Suggest new
questions arising from the investigation.
Suggest improvements e.g. need to
make observations more regularly.
Suggest new questions arising from the
investigation.
Suggest improvements e.g. needed a
bigger sample / wider range. Suggest
new questions arising from the
investigation.
I can statements for Formal Science
Prepare own tables to record data,
including columns for taking repeat
readings
To present results –
Create branching databases (tree
diagrams) and keys to enable others to
name living things and objects.
Present what they learnt in a range of
ways e.g. different graphic organisers
Choose an appropriate form of
presentation including line graphs.
Choose an appropriate form of
presentation including scatter graphs.
To interpret results
Be able to talk about the features that
objects and living things share and do
not share based on the information in
the key.
Be able to answer their questions using
scientific evidence gained from a range
of sources.
Be able to answer their question,
describing causal relationships.
Be able to answer their questions,
describing the change over time.
Be able to answer their questions
identifying patterns
To draw conclusions –
Be able to use data to show that livings
things and materials that are grouped
together have more things in common
than with things in other groups
Provide oral or written explanations for
their findings.
To evaluate an enquiry –
Be able to explain using evidence that
the branching database or classification
key will only work for the living things or
materials it was created for.
Be able to talk their degree of trust in
the source they used.
Explain their degree of trust in their
results e.g. precision in taking
measurements, variables that may not
have been controlled and accuracy of
results.
I can statements for Formal Science
- I perform simple tests
- I can compare things. I sort
and group them.
- I observe closely
49 | P a g e
- I perform simple tests
- I can compare things. I sort
and group them.
- I observe closely
- I use simple equipment to
make measurements.
- I gather and record simple
data in different ways
- I talk about what I have found
out
- I use simple scientific language
- I ask questions
- -I recognise that questions can
be answered in different ways.
- I use simple equipment to
make measurements.
- I gather and record simple
data in different ways
- I talk about what I have found
out
- I use simple scientific language
- I ask questions
- -I recognise that questions can
be answered in different ways.
Emotional, Mental & Social Health
PSHE, SEAL & Citizenship Understanding
ourselves and
leading a
healthy lifestyle
Pupils express their feelings, needs, likes and dislikes using
single elements of communication (words, gestures, signs
or symbols?
Pupils explore physical activities and choose preferred
activity
Pupils access media for pleasure e.g. iPad /computer
Pupils play/work independently
Pupils aware of care routines with familiar adults
Pupils are able to complete simple personal hygiene
routines
Pupils communicate feelings and ideas in simple phrases
Pupils experience healthy life choices e.g. eating and
exercise.
Pupils can communicate ideas and feelings in simple
phrases
They can make some healthy life
choices
Pupils recognise their own growth from
young to old and the changes i.e.
human cycle
Pupils identify different changes and
how that affects their lives e.g. moving
home, losing a toys, pets, friends etc
Pupils can identify things that that can
do now and what they can do later in
life
Pupils can ask for help when necessary
Pupils can make healthy lifestyle choices
and explain why
Pupils take responsibility for their
personal hygiene routines.
Pupils understand the changes their
body goes through
Pupils aware of the effects cooking can
have on health e.g. frying/boiling
Pupils record and analyse their own
lifestyle and can identify the heathy /
less healthy elements
Pupils understand the need for a
balanced lifestyle e.g. exercise/rest,
spending/saving
How we teach it:
Rewards sessions – Identifying likes and dislikes e.g. building blocks, ipad, games, books
Explore simple games in small groups
Explore activities outside, climbing frames, sports, games.
Free-flow carousel of activities
Opportunities to shower after swimming
Cooking sessions promoting hygiene of self
Drama activities around feelings and emotions
Fitness sessions in different environments – park, playground, fitness suite, aerobics etc
Pupil decisions linked to rewards sessions to promote healthy choices
“Options” lessons to identify healthy activities.
Devise and follow fitness programme over time
Devise, follow fitness programmes and record different parameters over time e.g. weight, calories
Drama activities based around different ages e.g. baby, teenager, parent, old age
Cooking activities comparing different methods of cooking food
Exercise and food diary to be kept and analysed over time.
Exploring
relationships
Pupils engage in parallel activity with several others
Pupils allow interaction with an adult when necessary e.g.
personal care
Pupils take part in work or play involving two or three
others
Pupils maintain interactions and take turns in a small
group with some support
Pupils respond to the feelings of others
Pupils respond to others in group situations, playing or
working in a small group cooperatively
They may show concern for others [for example, through
facial expressions, gestures or tone of voice, and
sympathy for others in distress and offer comfort
Pupils accept and respond to social interaction
Pupils have an understanding of public and private
Pupils move, with support, to new activities which are
either directed or self-chosen.
They make purposeful relationships with others in group
activities and attempt to negotiate with them in a variety
of situations [for example, if other pupils wish to use the
same piece of equipment]
Pupils recognise familiar adults and aware that they can
help
Pupils are aware of others peoples needs
Pupils join in a range of activities in one-
to-one situations and in small or large
groups
They understand agreed codes of
behaviour which help groups of people
work together, and they support each
other in behaving appropriately [for
example, while queuing in a
supermarket]
They are often sensitive to the needs
and feelings of others and show respect
for themselves and others
Pupil explore a wide range of personal
relationships in different settings e.g.
home, school, friends, family.
Pupils know who to ask for help in
school or at home
They show some consideration of the
needs and feelings of other people and
other living things [for example, offering
food to a visitor or watering a classroom
plant].
Pupils aware of risk associated with
relationships and trust.
Pupils explore appropriate touch and
“consent”
Pupils identify negative behaviours in self
and others e.g. selfishness, violence
Talk about others and their feelings
Pupils understand right and wrong in
terms of relationships and who to speak
to for help in the wider community.
Pupils understand and recognise
changes that happen to our bodies
50 | P a g e
How we teach it:
Free-flow carousel of activities.
Group activities based around play e.g. over/under relays, construction, drama
Free-flow carousel of activities
Simple games of cards, snakes and ladders etc.
Identify public/private places in school and the community – visits to local swimming baths, the park etc
Sharing activities e.g. snack time, ipad
Rule setting in classrooms – create videos/poster of the rules inc good rules/ bad rules and impact of these rules e.g. on
feelings of others
Identify known adults and pupils around school. Identify the relationship to them.
NSPCC and buddy to explore people that help us
Dress up/drama activities based on people in the community.
Growing plants, vergetables etc and caring for them.
Looking after caterpillars, chicks etc
NSPCC and Buddy to identify risks to self from others and appropriate touch
Drama based activities based on feelings and emotons and the impact these have on self and others
Visits to local police fire, train stations and local shopping centres to identify people that help us
Identify who can help us in school and their specific roles. (NSPCC)
Living in the
wider world
Pupils follow familiar routines and take part in familiar tasks
or activities with support from others
They show an understanding of ‘yes’ and ‘no’, and
recognise and respond to animated praise or criticism.
They begin to respond to the feelings of others [for
example, matching their emotions and becoming upset].
Pupils follow basic class rules
Pupils combine two elements of communication to
express their feelings, needs and choices
They join in discussions by responding appropriately
(vocalising, using gestures, symbols or signing) to simple
questions about familiar events or experiences
Pupils experience different environments e.g. indoor /
outdoor
They carry out routine activities in a familiar context and
show an awareness of the results of their own actions
Pupils actively engage in different environments and
explore the different properties e.g.
temperature/weather.
Pupils identify “clean” and “dirty” aspects of the
environment
Pupils understand rules and attempt to follow them
They judge right and wrong on the basis of the
consequences of their actions
Pupils recognise who helps them in the community and
those that have helped them grow
Pupils can dress themselves for an activity e.g. swimming
Pupils can identify right and wrong
They choose, initiate and follow through
new tasks and self-selected activities
They understand the need for rules in
games, and show awareness of how to
join in different situations
They show a basic understanding of
what is right and wrong in familiar
situations. They can seek help when
needed [for example, assistance in
fastening their clothes]
They treat living things and their
environment with care and concern.
Pupils explore a range of environments
and their effect on the wider
community
Pupils aware of different job roles in the
community and why they are needed
Pupils understand why we have rules
and know what is fair.
Pupils can identify specific clothes for
specific roles/subjects
Pupils access career-related tasks in
school and the local community.
Identify options when they get lost in the
community
Discuss safety in the community e.g.
water safety, crossing the road
Pupils can identify clothing for practical
subjects
Pupils understand emotions and employ
strategies to support themselves
Pupils understand the importance of
telling the truth and being fair -
understand the impact of different
media.
Pupils access work situations and
understand the meaning of work.
Pupils dress / pack a bag according to
different environments
Pupils access community facilities they
enjoy
Pupils can use public transport safely
Pupils plan a route to a specific place in
the community using public transport
How we teach it:
Drama based on feelings, emotions and the impact on others
Choices activities choosing snack, what to cook, what to play, where to go on trips
Communication café
Outdoor play in the community, watch plays, dramas, sport in the community
Explore the school grounds, what is dirty – litter picking
Identify family members and how they help us e.g. siblings, parents
View scenarios and discuss right and wrong
Games based lessons, identifying rules and playing by them
Practice changing and getting prepared for different aspects of the day e.g. PE, going outside, lunchtime.
Dressing up as community figures. Drama based activities.
Work experience within school – jobs around the school e.g. recycling, photocopying etc
Explore the community – where to get help near your home
Crossing the road and water safety lessons in the community. Identify different places to cross a road and which is safest.
Explore coping strategies for anger, sadness e.g. meditation, breathing, relaxation
Use timetables and maps to plan routes locally. Follow them to a venue
Visits to charities, local shops, leisure centres etc to identify different careers
Pack a suitcase to different environments e.g. hot, cold, raining
Use public transport to visit local community
Choices activities choosing snack, what to cook, what to play, where to go on trips
Cognition & Learning
Humanities Geography Pupils extend the skills to help them explore the world.
They handle artefacts and materials given to them, for
example, looking at the postal worker’s bag and letters,
or using a bin to collect litter.
They know that certain actions produce predictable
results, for example, pushing the button will make the fire
engine siren sound.
They know familiar places and people and what they are
there for, for example, park,
school, police person, and use gestures, signs, symbols or
single words to show that
they know them.
Pupils consolidate a sense of place and direction, for
example, they can follow set
routes around familiar places.
They show their awareness (through gestures, signs,
symbols or words) of significant differences between
specific physical/natural and human/made features of
places, for example, ‘cars here’ on a noisy street, ‘cars
gone’ in the park.
They can answer simple questions about places and
people, for example,
‘Who can help us?’
Pupils understand the differences
between the physical/natural and
human/made features of places.
They use pictures or symbols to show
familiar places and what they are for,
such as making simple plans and maps
of familiar areas.
They show what they think about
different people and environments and
answer simple questions about places
and people, for example, ‘What can
you buy in this shop? ‘What can you do
Pupils communicate their preferences
about the physical/natural and
human/made features of places.
They begin to use symbols to represent
direction, and can represent and record
key features of a place using models or
symbols.
They are aware of their role in caring for
their own environment, for example,
watering plants in the classroom or
garden, picking up litter.
Pupils recognise the physical/natural
and human/made features of places,
for example, identifying buildings and
their uses.
They use simple geographical language
to communicate their ideas about
various locations, functions and roles.
They use resources given to them and
their own observations to respond to
simple questions about places and
51 | P a g e
They start to sort and classify objects in terms of simple
features or properties, for example, pebbles or rocks
found on a local walk, according to colour or size.
in the park?’ people. They recognise simple symbols
or representations on maps
and plans.
They show some understanding of
environmental awareness and how it
relates to their own lives and they
express their views on features of the
environment
which they find attractive or
unattractive.
How we teach it:
History
Pupils recognise themselves and other people in pictures
of the recent past.
They link the passage of time with a variety of indicators,
for example, weekend activities, summer holidays or
seasonal changes.
They use single words, signs or symbols to
confirm the function of everyday items from the past, for
example, ‘cup’, ‘bed’, ‘house’
Pupils know they took part in past events and they listen
and respond to familiar stories about their own past.
They begin to communicate about activities and events
in the past, for example, saying or signing ‘baby toys’, in
response to personal items from their own early
childhood.
With some prompting or support, they answer simple
questions about historical artefacts and buildings, for
example, identifying a bowl as being made out of wood.
Pupils recognise and make comments
about themselves and people they
know in pictures of the more distant
past.
They recognise some obvious
distinctions between the past and the
present in their own lives and
communicate about these, for
example, noting their attendance at a
different school in the past.
They begin to pick historical artefacts
out from collections of items, for
example, identifying old plates,items of
clothing or hand tools.
Pupils begin to recognise some
distinctions between the past and
present in other people’s lives as well as
their own and communicate about
these in simple phrases and statements.
They listen to and follow stories about
people and events in the past as well as
events in their own lives. They sort
objects to given criteria, for example,
old toys and new toys.
Pupils indicate if personal events and
objects belong in the past or present.
They begin to use some common
words, signs or symbols to indicate the
passage of time, for example,
now/then, today/yesterday.
They can recount episodes from their
own past and some details from other
historical events with prompts, for
example, past school or local events.
They answer simple questions about
historical stories and artefacts.
How we teach it:
Religious Studies Pupils use single elements of communication, for
example, words, gestures, signs or symbols, to express their
feelings. They show they understand ‘yes’ and ‘no’.
They begin to respond to the feelings of other, for
example, matching their emotions and laughing when
another pupil is laughing.
They join in with activities by initiating ritual actions or
sounds. They may demonstrate an appreciation of stillness
and quietness.
Pupils respond appropriately to simple questions about
familiar religious events or experiences and
communicate simple meanings.
They respond to a variety of new religious experiences,
for example, involving music, drama, colour, lights, food,
or tactile objects.
They take part in activities involving two or three other
learners. They may also engage in moments of individual
reflection.
Pupils express and communicate their
feelings in different ways. They respond
to others in group situations and co-
operate when working in small groups.
Pupils listen to, and begin to respond to
familiar religious stories, poems and
music, and make their own contribution
to celebrations and festivals. They carry
out ritualised actions in familiar
circumstances.
They show concern and sympathy for
other in distress, for example, through
gestures, facial expressions or by
offering comfort. They start to be aware
of their own influence on events and
other people.
Pupils listen and follow religious stories.
They communicate their ideas about
religion, life events and experiences in
simple phrases.
They evaluate their own work and
behaviour in simple ways, beginning to
identify some actions as right or wrong
on the basis of the consequences.
They find out about aspects of religion
through stories, music or drama, answer
questions and communicate responses.
They may communicate their feelings
about what is special to them, for
example, using role play. They begin to
understand that other people have
needs and to respect these. They make
purposeful relationships with others in
group activity.
Pupils listen attentively to religious stories
or to people talking about religion. They
begin to understand that religious and
other stories carry moral and religious
meaning.
They are increasingly able to
communicate ideas, feelings or
responses to experiences or to retell
religious stories.
They communicate simple facts about
religion and important people in
religions. They begin to realise the
significance of religious artefacts,
symbols and places.
They reflect on what makes them
happy, sad, excited or lonely. They
demonstrate a basic understanding of
what is right and wrong in familiar
situations.
They are often sensitive to the needs
and feelings of others and show respect
for themselves and others. They treat
living things and their environment with
care and concern.
How we teach it:
Sensory & Physical Needs Physical Development/Physical Education Physical
Education
Pupils’ will be able to :
Perform single actions (for example, rolling, running,
jumping or splashing)
Pupils will be able to:
Explore a variety of movements showing some
awareness of space.
Pupils will be able to:
Move with some control and coordination
[for example, they travel under and over
climbing equipment]
Pupils will be able to:
Express physical needs.
Pupils will be able to:
Move fluently within a space.
Consistently track an object
52 | P a g e
Respond to simple commands [for example, stop, go,
run, walk ,sit & stand]
Recognise familiar pieces of equipment [for example,
a ball or hoop]
Show awareness of cause and effect [for example,
knocking down skittles].
Take part in simple warm up activities.
Link two actions in a sequence [for example, crawling
and walking, or climbing and jumping]
Copy simple shapes. (for example straddle, pencil,
tuck).
Follow simple instructions although they may need
the support of symbols or other prompts.
Bend and flex from hips to pick items up off the floor.
Squats to pick up item safely.
Show some awareness of obstacles and move
around them.
Send lacking direction (for example throw a bean
bag or large ball).
Understand some basic concepts [for example, taking
big and little steps in movement activities or placing
big and small balls in different baskets]. Take turns with
a partner or in a small group
Recognise and collect, on request, familiar pieces of
equipment [for example, a mat to lie on or a hoop to
jump into].
Receive a large ball sent to them over short distance.
Work in pairs or small groups cooperatively, although
they may need support to follow instructions and keep
on task
Move in a variety of ways [for example, slowly and
quickly].
Link movements in a simple sequence, although they
may require support to do this.
Recognise small and large apparatus and use it with
some basic control.
Express themselves through repetitive and simple
sequences & movement patterns.(for example in
gymnastics)
Control and coordination skills are developing [for
example, they can kick or throw a large ball towards a
target or partner]
Listen to instructions and stop and start with some
accuracy.
Work closely in pairs, trios or small groups
Share and wait their turn
Indicate that they are aware of the changes that
happen to their bodies when they are active.
Follow and imitate sequences and
patterns in their movements
Use equipment in a variety of ways.
Use small and large apparatus safely.
Link movements to create a sequence
which they are able to repeat with
support.
Hold a shape for 3 seconds.
Work in a space and be aware of
themselves and others
Know that games have rules and be able
to play to them.
Play simple or modified games, although
they may require support to keep score
and follow the rules of the game.
Name some parts of their body.
Recognise the changes that happen to
their bodies when they are active.
Show awareness of space and others in
that space.
Help set up or put away equipment safely
with some support.
Send in different ways (for example, throw
underarm, overarm, kick and strike). In
desired direction.
Students to lead stretching or heart raising
part of warm up for a partner or small
group.
Bounces a ball and catches it.
Makes several bounces of the ball before
catching it.
Throw a ball/beanbag with direction.
Catch a ball thrown to them over 3m
away.
Throw a ball in the air and catch it.
Move a ball within a space safely.
Avoid collisions.
Recognise changes in their bodies when
they exercise.
Lead part of a warm up.
Describe some basic rules.
Move in line with a ball to intercept it.
Retrieve an object.
Throws underarm with some accuracy
over longer distances.
Throws overarm with some accuracy over
longer distances.
Kicks a ball with direction.
Kicks a moving ball.
Hits a ball bowled at them.
Starts to understand hitting into space (For
example cricket, rounders).
Choose a variety of ways to hit, kick or
throw an object.
Move with a ball in set area (for example,
dribble ball in basketball, move ball along
floor with feet in given area).
Engage in competitive (both against self
and against others) and co-operative
physical activities, in a range of
increasingly challenging
situations.(modified games)
Travel in a variety of ways (for example
roll, jump, climb, skip)
Show control & coordination when
travelling & remaining still.
Link movement and shapes together to
perform a short sequence that they are
able to repeat.
Simply describe what they have done.
Say what they liked about another
students work.
Help put equipment in and/or out for the
lesson with support.
Know why it is important to be active
Understand how to recover after exercise
Knows what happens to their bodies
when they exercise
Consistently intercept an object
Consistently catch an object.
Show accuracy when sending/striking an
object.
Decide when and where to run (for
example in Cricket or rounders).
Pupils should continue to apply and
develop a broader range of skills, learning
how to use them in different ways and to
link them to make actions and sequences
of movement.
They should develop an understanding of
how to improve in different physical
activities and sports
Learn how to evaluate and recognise
their own success.
Use running, jumping, throwing and
catching in isolation and in combination.
Play competitive games, modified where
appropriate [for example, badminton,
basketball, cricket, football, hockey,
netball, rounder’s and tennis]
Apply basic principles suitable for
attacking and defending.
Explain a rule to another students.
Develop flexibility, strength, technique,
control and balance [for example,
through athletics and gymnastics]
Develop a sequence of gymnastic moves
including shape, travel, jump and
balance incorporating them into a
sequence they can refine & repeat.
Take part in outdoor and adventurous
activity challenges both individually and
within a team.
Compare their performances with
previous ones and demonstrate
improvement to achieve their personal
best.
Take part in competitive sports and
activities outside school through
community links or sports clubs.
Understand how to recover after exercise.
How we teach it:
Warm up activities such as moving around a space
and when the music stops students freeze, or return to
a spot on the floor, to encourage waiting, listening,
awareness of others etc.
Carousel of activities for example:
Moving around following instructions, ‘stop’ ‘go’
‘change direction’ ‘touch the floor’ etc
Moving around space and calling ‘stop’ and get
students to reach out-they must not be able to touch
others.
Students to lead heart raising part of
warm up for a partner or small group.
Carousel of activities based on the skills
necessary to play a modified game of for
Students to lead some of stretching or
part of warm up for a partner or small
group.
Play small sided modified games.
Students to lead stretching and or heart
raising part of warm up for a partner or
small group.
Develop their own PEP for use in fitness
room or hall.
53 | P a g e
Throwing to a target
Skittles
Boccia
Cup throw
Throw to a member of staff.
Catch a ball/bean bag a member of staff has thrown
to you
Use different size balls to roll at different targets
varying the distance.
Using different size balls to throw and catch.
Moving students closer to and further away from the
targets.
Activities based around play e.g. over/under, through
and on.
Making basic shapes such as tuck, straddle and pike.
Different ways of travelling such as crawling, sliding,
hopping, jumping etc.
Develop a sequence with 4-6 elements of which is
repeated. Use staff support or sequence builders.
Relays, running straight, slalom, diagonal.
Sports day off site.
Warm up activities such as duck, duck, goose to
encourage waiting, turn taking, listening etc.
Rob from the nest.
Students to collect some familiar equipment at start of
lesson- pictures can be used for students to identify it.
Throwing and catching to staff or to a partner.
Vary size of ball and throwing distance.
Work in small groups passing ball around circle.
Count number of passes in 30 seconds.
Stations based on dribbling a ball on the spot, in an
area, up and down sports hall.
Hit a ball off a ‘T’ with their hand, a bat or racket.
Work in pairs or small groups.
Develop rolls such as pencil, egg, teddy bear, and
forward.
Develop a gymnastic sequence which the student can
refine and repeat with support of sequence builder.
Kick a ball towards a target or space.
Encourage students to run on spot or around area for
few mins and get them to feel their chests to recognise
their hearts are beating faster.
Sports day off site.
example cricket, rounders ,boccia,
football, basketball etc.
Mini competitions with a partner, small
group or whole group- who can do the
most in? or is more accurate etc
Play modified games of football, cricket,
boccia, rounders…
Introduce basic terminology for games
such as ‘Foul’ ‘Howzat’ ‘Bowl’, ‘Shoot’ etc
Participate in internal and external
competitions for example boccia,
athletics, swimming.
Develop a sequence in gymnastics that
involves holding balances for 3 seconds-
use sequence builders if needed.
Refine the gymnastic movements.
Help to put mats out and away for the
lesson.
Running activities such as Relays or
Hurdles done in sports hall or outside on
track.
Sports Day off site.
Introduce more rules and vocabulary
relevant for the modified game.
Take students to watch sporting activities.
Visit external venues.
Visit the park and play modified games.
Orienteering on and off site.
Competitions internal and external.
Develop a sequence in gymnastics that
involves holding balances for 3 seconds-
use sequence builders if needed.
Students to watch other student’s
sequences and say what they like and
what they think could be better.
Use cardiovascular equipment in fitness
studio.
Circuits in hall- star jumps, squats, sit ups
etc.
Take students outside to run on track or
take off site to experience an athletics
track.
Sports day off site
Visit external gym.
Record personal attainment in fitness.
Take students to climbing wall on and off
site.
Problem solving activities.
Team building activities.
Leading activities for younger students.
Sports Day off site.
Swimming Swimming Pupils will be able to:
Enter the pool from poolside with staff support.
Exit the pool safely with support.
Keep themselves buoyant in the water using
swimming aids.
Leave the side of the pool with support.
Use different body parts to splash in the water (for
example hands or legs).
Bob up and down holding the side of the pool
getting their faces wet.
Kick their legs to help propel themselves around the
pool.
Move their arms to help propel themselves around
the water.
Move around and across the pool with staff support.
Interact with water toys.
Takes part in simple swim games.
Move towards objects independently.
Blow bubbles in the water.
Pupils will be able to:
Enter the pool from poolside with independently.
Exit the pool safely.
Propel themselves around the pool when using a
swimming aid (for example arm bands /woggle or
float)
Put their faces in the water for 5 seconds.
Kick their legs on their front and on their backs.
Use a float to help them float on their backs.
Describe how the temperature of the water feels.
Play simple swim games with support.
Pupils will be able to:
Understand the need to be careful
around the pool area.
Enter the water safely from the side of the
pool using the steps.
Uses arms and legs to propel themselves
around the pool independently.
Work in the pool aware of where others
are.
Move towards things independently.
Swim across the pool independently (with
or without aids)
Play simple swim games.
Use floats to help buoyancy while
practicing strokes.
Pupils will be able to:
Swim unaided on their front or backs.
Swim 5m on their front or backs.
Push and glide on their fronts.
Push and glide on their backs.
Swim through a part submerged hoop.
Tread water for short period of time.
Perform a star float.
Perform a tuck shape.
Swim front crawl with developing
technique.
Pupils will be able to:
Swim unaided 10m+.
Swim with good body position front crawl.
Swim with good arm action front crawl.
Swim with good leg kick front crawl.
Swim with developing breathing
technique front crawl.
Swim back stroke with good body
position.
Swim backstroke using arms.
Tread water for 30 seconds+.
Swim under water Swim through fully
submerged hoop.
Collect sinkers from the bottom of the
pool.
Push and glide on back with arms
stretched above head and roll onto front.
Return to a standing position from a star
float on their backs.
Turn 360 degrees whilst lying on their
back.
.
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How we teach it:
Pupils to turn on to stomachs and lower self into pool-
with support.
Pupils use swimming aids to help them take feet off
the floor and propel themselves around, for example,
woggle, arm bands, arm discs, floats.
Play swim games encouraging students to bob up
and dawn in the water.
Use toys to encourage students to move around to
collect them from either in the pool or from pool side.
Use demonstration to show students what you want
for example blow bubbles.
Pupils turn on to stomach and lower self into pool from
side independently.
Swimming games to help build confidence.
Collecting things from side of pool.
Reducing level of aids needed to help them to stay
afloat.
Using large floats to help water confidence.
Crossing the pool focusing on specific area of a stroke
for example, leg kick front crawl.
Students enter and leave pool via the
steps.
Reduce level of aids needed to keep
afloat.
Use egg flips to encourage students to
‘blow the water away’
Ask students questions about pool safety.
Focus on isolated actions necessary to
improve technique of a specific stroke.
Distance swimming for awards
Swimming off site.
Students select way to enter and leave
the pool.
Focus on whole stroke development.
Completing recognised swimming criteria
for awards(see ASA)
Swimming through hoops.
Collecting sinkers from the bottom of
pool.
Treading water competitions.
Participating in external competitions
Visit external pool.
Swimming off site.
Survival skills.
Distance swimming for awards
Participating in external competitions
Visit external pool.
Go to a ‘water world’.
Swimming off site.
Music Music – Based
on ‘Sounds of
Intent’
Pupils will be able to:
R3A recognises and responds to the repetition of
sounds
R3B recognises and responds to a regular beat
R3C recognises and responds to simple patterns
formed through regular change
R3D responds to musical sounds used to symbolise
other things
P3A intentionally makes simple patterns through
repetition
P3B intentionally makes simple patterns through a
regular beat P3C intentionally makes simple patterns
through regular change
P3D uses sound to symbolise other things
I3A shows awareness of own sounds being imitated
I3B imitates the sounds made by another
I3C recognises own patterns in sound being imitated
I3D imitates simple patterns in sound made by
another (through repetition, regularity and/or regular
change)
Pupils will be able to:
R4A recognises and responds to distinctive groups of
musical sounds - 'motifs'
R4B recognises and responds to musical motifs being
repeated or varied
R4C recognises the coherent juxtaposition of different
musical motifs
R4D responds to musical motifs being used to symbolise
other things
P4A (re)creates distinctive groups of musical sounds
('motifs')
P4B links musical motifs by repeating or varying them
P4C juxtaposes different musical motifs coherently
P4D uses musical motifs to symbolise other things (for
example in 'sound stories')
I4A produces musical motifs in the expectation that
they will stimulate a coherent response
I4B imitates distinctive groups of musical sounds -
'motifs' - made by others (as in 'call and response')
I4C responds to others by using different musical motifs
coherently (as in 'question and answer')
I4D interactions form coherent patterns of turn-taking,
with the possibility of some simultaneity
Pupils will be able to:
Pupils will be able to:
R5A attends to whole pieces of music, becoming familiar with
an increasing number and developing preferences
R5B recognises prominent structural features (such as the
choruses of songs)
R5C responds to general characteristics of pieces (such as
mode, tempo and texture)
R5D responds to pieces through connotations brought about
by their association with objects, people or events in the
external world
P5A performs short and simple pieces of music, potentially of
growing length and complexity, increasingly 'in time' and
(where relevant) 'in tune'
P5B improvises on familiar pieces of music, varying the original
material in simple ways
P5C creates short and simple pieces of music, potentially of
increasing length, complexity and coherence, whose general
characteristics may be intended to convey particular moods
or feelings, and which may be linked to external associations
P5D has the physical capacity to produce short and simple
pieces of music, potentially evolving to meet the needs of
material of growing complexity and length
I5A performs simple pieces simultaneously with others, sharing a
common part
I5B performs with others, using increasingly developed
ensemble skills and maintaining an independent part
I5C improvises with others, repeating, varying and/or building
on the material that is offered in simple ways
I5D improvises with others, consciously offering material for
them to use
Pupils will be able to:
R6A develops a mature response to music, engaging with pieces
as abstract ‘narratives in sound’
R6B becomes familiar with an increasing number of styles and
genres and develops preferences
R6C becomes familiar with different performances of pieces and
styles of performance and develops preferences
R6D becomes aware of how music as an abstract narrative in
sound relates to other media (words, movement, etc) to create
multi-modal meaning
P6A plays or sings expressively using familiar conventions of
performance, at the highest level producing original
interpretations
P6B improvises on music in a familiar style or styles to convey
desired effects, at the highest level producing original versions of
existing pieces (as in ‘jazz standards’)
P6C composes pieces in a familiar style or styles to convey
desired effects, at the highest level producing original material
judged to be of intrinsic musical value
P6D technical proficiency develops to meet the demands of a
widening repertoire
I6A is aware of, and emulates the expressivity of others’ playing or
singing in ensemble performance
I6B contributes own expressivity to others’ playing or singing in
ensemble performance
I6C improvises with others with stylistic coherence, sharing and
developing material in increasingly sophisticated ways
I6D develops increasingly advanced ensemble skills, managing
material of growing technical and musical complexity as part of a
group
Dance Dance Travels with some confidence in a variety of ways –
walking, crawling, rolling, running etc
Performs single actions, rolling, jumping etc
Repeats activity to refine skills
Aware of basic concepts – small and big steps or
movements for example
Moves freely and confidently
Waits for turns patiently
Moves through travelling backwards,
sideways and forwards with confidence.
Experiments with moving in different ways
Uses equipment/Props in a variety of ways
in a movement context
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Responds to music using whole body gestures
Start to move rhythmically to music
Can bend and flex from hips
Shows awareness of obstacles
Sending and receiving movement – action and
reaction
Basic awareness of cause and effect
Takes part in warm up activities
Performs movements with some confidence
Moves within the space available
Stops and starts dance activity with control
Turns without loosing balance
Responds to up and down with body movement
Links two actions together
Follows simple instructions with support
Takes part in warm up activities
Leaps
Hands work in opposite directions
Understands movement terms – stop, go,
up, down, fast, slow and action words
Jumps up and down 2-2
Jumps forwards and back 2-2
Has some understanding of direction.
Imitates movement using simple rhythms
Uses arm and leg gestures independently
Has some understanding of performance
Makes sharp turns while travelling
Sideways jumps 2-2
With support links movement in simple
sequence
Adjust technique to task
Watches others perform with some
interest
Works in pairs
Works in small groups
Uses different parts of the body singularly
Works with others to put away and set up
equipment’s/props
Explores basic body actions
Stops suddenly while running/travelling
without falling.
Travels with effort and speed
Moves using simple rhythms
Explores basic body
actions in dance
Turns through 360 degrees on spot
Spins
Moves with objects/props rhythmically
Makes different shapes with body while in
touch with ground
Describes how they feel after activity
Has developed more sense of
performance and appreciation of others
moving.
Aware of parts of body in relation to
whole
Names some parts of their body
Shows and awareness of the direction
and movement of others
Knows that games and warm up
exercises/classroom tasks have rules
Attempts to abide by rules
Imitate movement
Aware of space and aware of others
Uses equipment/props safely
Runs/travels with control and direction
and control of speed
Uses movement to express feelings
Changes movement with music
Combines movements using different
parts of the body
Dance contains a variety of movement
Repeats series of combined actions
Watches and discusses movement
Aware of heart after exercise
Expresses physical needs
Recognises changes to body when active
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Curriculum Subject Statements
Creative/Independent Curriculum The school has a dedicated Art room, Dance Drama Studio, Music room and an Independent Living Skills Centre. Children from across the school have access to specialist lessons led by curriculum specialists to inspire
and enable children to develop their creative and expressive skills. The curriculum is further enriched through opportunities to access external creative experiences such as Art galleries, musical productions and
theatre.
Where appropriate, Post-16 learners take part in a travel training programme run specialist Travel Trainers. The carefully structured programme which begins with workshops, allows children to be assessed according to
their independence and social awareness skills. Over the year this develops, for some children, into individual travel training opportunities with one trainer. This programme prepares children for independent travel and
is beginning to enable a number of young people access to their wider community.
PSHE The PSHE curriculum is designed to enable pupils to develop their independence, interaction skills and knowledge of relationships as they grow up. The NSPCC has worked closely with the school to embed a
programme called ‘Safe Circle’ that supports parents and teachers to educate pupils about how to keep safe and who to go to if they need help or support.
Enriched Curriculum The school is committed to promoting a healthy lifestyle. In order to promote independence, socialisation and essential components of fitness, the school provides a range of clubs:
• Football
• Cooking
• Walking
• Gardening
• Dance
• Cricket
• Bike
• Gym club
• Basketball
• Music
• Swimming
A series of opportunities are in place for residential trips across the school including an overnight stays, external residential trips including a ski-trip to France. The children get the opportunity to engage in physical
activities and social group activities throughout their time at Calthorpe. Community engagement is at the heart of our curriculum; allowing learners to become increasingly aware and proactive in their communities
and have the opportunity to generalise learnt skills in real-life settings such as a shopping centre, restaurant or library.
Reading
At Calthorpe Academy we believe that students’ abilities to read, understand and respond to all types of written communication should be maximised so that they reach their full potential. Pupils of all abilities should
be given a wide and varied experience of literature and a genuine enjoyment of books should be encouraged both during literacy lessons, in other curriculum areas and through events and activities beyond the
classroom. Developing functional communication skills is the centre point of our curriculum, for some of our pupils the focus may be learning to recognise and read symbols and pictures as a way of developing their
functional communication skills.
We aim to ensure that:-
• Students are able to recognise/respond to and interpret photographs/pictures/signs and symbols/words in order to make sense of the world around them.
• Students are encouraged to share books and ‘read’ for enjoyment.
• Students are taught to value books and reading materials, including computer based programs and the internet.
• Students develop as readers in a stimulating environment.
• Students are involved in choosing from a selection of reading material.
• Students are encouraged to develop their reading skills through expressive and receptive language (S & L) with a focus on developing understanding.
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• ICT is used as a means of enabling students to access the curriculum and to reinforce and extend their skills and learning.
• There is access to a wide range of high quality, stimulating and appropriate reading resources.
• The student’s level of achievement is regularly assessed and individual needs recognised and used in planning.
• Parents and carers are encouraged and enabled to support their child’s reading development.
• The school library is regularly upgraded and provides a special, stimulating environment where students are encouraged to enjoy books. This academic year the library area is being redesigned to make it more
accessible to our students and money has been spent to restock the shelves to provide resources to meet the needs of all our learners.
• All classrooms have a reading area where pupils have the opportunity to read for pleasure.
Reading at Calthorpe will look very different from lessons in a mainstream or MLD school and across the different departments within Calthorpe. Children working at P levels 1 to 7 are not yet readers, but are acquiring
the pre reading skills necessary to start reading.
The following are examples of the skills and processes children need to be competent with before accessing the printed word and teachers will be developing these skills in literacy, numeracy and across the
curriculum.
• Vocabulary including alternative augmentive (spoken/signed/symbols). Knowing the names of things, feelings concepts and ideas. Connecting words to objects (Derbyshire Scheme)
• Visual/sensory discrimination. The ability to determine differences between objects pictures or symbols by sight. The ability to discriminate items from a background. The ability to remember for immediate recall
the characteristics of a given object or form. Understanding letters are different from each other.
• Auditory discrimination, recognising and differentiating between everyday sounds leading to matching sounds to objects hearing and creating rhyming sounds, knowing the sound a letter makes.
Sequencing, being able to copy, continue and create patterns leading to being able to understand, tell and recall stories. Talking about experiences in chronological order.
• Matching, one to one correspondence – matching objects, pictures, symbols and text. Knowing things that go together.
• Motor skills developing arm, hand and finger control on both sides of the body leading to being able to hold a book appropriately and turn pages,
• Concepts of print, how to handle books, holding them the right way up, turning pages, exploring pictures beginning to learn that words can tell a story, knowing print goes from left to right, top to bottom
• Memory, activities to develop the ability to retain information over short periods of time.
When students are secure in these skills (levels P 7-8 of the P scales) it may be appropriate for them to follow a reading scheme. For some students Symbols Making Sense, which uses Makaton symbols and also
provides opportunities for developing comprehension, may be the most appropriate scheme.
Other students will benefit from ‘mainstream’ reading schemes where they will develop a sight vocabulary and a range of decoding skills. In addition to following a reading scheme students should also follow a
phonics programme. Students working at P level 7 and above are given regular reading tests administered by the Literacy co-ordinators and results are recorded on a whole school data base. Reading books can or
will be allocated by the Literacy Co-ordinators on request or through the students reading tests.
Each teacher will be expected to keep reading records/reading experience logs for all students. This will indicate the date, the text and a comment which focuses on students responses e.g. ‘Ali showed pleasure
when the cat appeared’ ‘Sarah was able to point to the first word on the page.’
All students should have a reading record, they do not have to be readers, they can have stories, poems and information books read to them. Where possible students should be encouraged to select their own books
and be involved in the process of reading.
This year Calthorpe will be involved in an exciting project working with Warwick and Bangor University to deliver ‘Headsprout’, an on line reading scheme that has been adapted to be more accessible for students
with learning disabilities. We will be trialling it across the school with pupils who although not yet readers have acquired some of the pre-requisite needed to become readers.
Reading Schemes used at Calthorpe
Reading scheme Suitable for
Bug Club – Pearson Foundation, KS 1 and 2 and emergent
readers in KS3
Rapid Reading – Pearson KS 4 and more able readers in KS3
Symbols Making Sense – JSM Whole school
PM levelled readers – Nelson Whole school
Assessment of reading at Calthorpe
Early Literacy Skills tests/reading tests (PM Benchmark) are undertaken twice yearly. These tests are analysed and evaluated and feedback is given with indicative next steps in learning/new targets
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Phonics
We use the Letters and Sounds phonic scheme as a starting point for delivering phonics. It is supplemented with material from other schemes such as Jolly Phonics and Phonic Bug.
We aim to deliver adapted Phase One activities to most of our primary aged pupils. Pupils have the opportunity to experience and share in phonics activities from within Phase One, these often take the form of music
based lessons where pupils are able to explore and respond to sounds.
Some pupils will be able to progress to Phase 2, where they will be introduced to letter sounds, blending and segmentation and some may progress to higher phrases.
Pupils working in KS3, KS4 and KS5 will not be required to follow a phonic programme. However, phonic skills should be reinforced throughout Teaching and Learning activities and some pupils may benefit from
continuing with regular phonic sessions. The Read Write Inc ‘Fresh Start’ phonic scheme is used with gifted and talented pupils in KS3 and 4.
We are aware that in addition to developing phonic skills our pupils also benefit from being taught word recognition skills.
The phonic screening check undertaken by all mainstream Year 1 pupils is beyond the range of most of our pupils and therefore they are dis-applied. Pupils who do meet the requirements will be entered for the test.
Numeracy
Mathematics is a beautiful subject which has its own unique place in the curriculum at Calthorpe Academy. Through the teaching of Mathematics, our aim is that we offer our learners a variety of enjoyable and
functional opportunities to enable them to acquire the skills that will equip them for life beyond Calthorpe. These mathematical experiences provide our learners with powerful ways to describe, analyse and make
sense of the world around them. In addition Mathematical experiences allow our pupils to function as independently as possible through understanding of relationships, patterns and changes in number, quantity,
space, shape and measure.
Our aims in mathematics are:
• Develop and build on existing skills
• Set challenging targets with high expectations for all pupils
• Develop our learners understanding through inclusive, engaging and motivating learning activities and experiences that demand their active participation
• Explore enrichment opportunities outside the curriculum to enhance pupils’ enjoyment of mathematics.
• Encourage the development of the basic skills of mathematics that are vital for the life opportunities of our children
• Provide positive environments which nurture holistic development including smooth transitions and mathematical progression
• Develop the minds of our learners and those highly valued cognitive skills. Maintain effective and consistent parental partnerships.
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Key stage 1 Key stage 2 Key stage 3 Key stage 4 Pre-Formal Curriculum
Age 5-7 7-11 11-14 14-16
Year groups 1-2 3-6 7-9 10-11
Core subjects
English ✓ ✓ ✓ ✓ Communication
Mathematics ✓ ✓ ✓ ✓ CL
Science ✓ ✓ ✓ ✓ CL
Foundation subjects
Art and design ✓ ✓ ✓ SPN
Citizenship-PSHE-SMSC ✓ ✓ SEWB
Computing ✓ ✓ ✓ ✓ CL SEWB
Design and technology ✓ ✓ ✓ SPN
Languages ✓ ✓ Communication
Humanities ✓ ✓ ✓ SEWB
Music ✓ ✓ ✓ SPN
Physical education ✓ ✓ ✓ ✓ SPN