The semi-formal curriculum Page 1
The Semi-formal Curriculum for school staff November 2019
& other professionals
Enjoy and Achieve @ www.fountaindale.notts.sch.uk
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WHAT IS MEANT BY THE SEMI-FORMAL CURRICULUM? The semi-formal curriculum recognises that many of the young people have a range of severe and complex learning difficulties and disabilities; and it is this combination of two or more challenges that the curriculum is designed to meet by a personalised learning approach based on:
becoming literate communicators and early readers
becoming mathematical and scientific thinkers
the acquisition of early learning skills
personal emotional and social development and mental well-being
which encompasses
the development of thinking skills
play (emotional, cognition and social dimensions)
creative learning
movement
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OUR LEARNERS Our learners
Our learners are learners who have a range of severe and complex needs; all have physical
difficulties linked to a combination of other severe difficulties such as cognitive processing
needs, sensory needs or complex health needs. They are cognitively operating between
within the typically developing age range of 18 months (P4) – 60 months (P8) for most of their
time in school; though we would expect some to progress onto a formal curriculum.
It is important to recognise that there are many differences in individual profiles of this
group of learners, and these may well be spikey learning profiles; but broadly they can be
expected to move through developmental milestones if they have the sensory, physical and
cognitive ability to do so. However, it is important to remember that this group of learners do
not have delayed development as this suggests, given time, they can ‘catch up’ with their
typically developing peers.
This group of semi-formal learners struggle with all
areas of thinking:
cognition (thinking and understanding)
problem solving (acting upon understanding)
metacognition (thinking about thinking) They have difficulties with, for example, sensory processing and perceiving sensory patterns, memory, generalising and problem solving.
Our learners like order, structure, routine and
certainty in their learning. The challenge is to move
away from this restricted learning diet and provide opportunities for the learners to think and
problem solve as independently as possible.
For further information go to: http://complexneeds.org.uk/modules/Module-2.3-The-curriculum-
challenge/All/m07p080b.html
MORE ABOUT SEMI-FORMAL LEARNERS A PROFESSIONAL DEVELOPMENT SOURCE FOR SCHOOL STAFF
Early thinking skills include:
Using intuition.
Predicting and anticipating.
Remembering.
The understanding of cause and effect.
Linking objects, events and experiences.
Thinking creatively.
Thinking about thought processes.
QCA 2009
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The following section is based on a range of sources but principally that of Penny Lacey; it is intended to form part of the school’s induction programme or for ongoing staff professional development.
Learning Needs As noted above, it is important to recognise that there are many differences in individual profiles of our semi-formal learners. We must recognise that they may face challenges with information processing: that they may have sensory and auditory processing difficulties, sensory processing (integration) and perceiving sensory patterns. They often have difficulties with their working memory, in generalising and problem solving.
Information Processing
Our semi-formal learners are similar to all learners in that they take information through their
senses; below is a basic diagram of the information processing model.
Using that information relies on ‘properly functioning areas of the brain, which then interpret
the information and make sense of it by connecting it to existing knowledge.’ (National Center
for Learning Disabilities 2008).
If our learners have difficulties in processing that information they may encounter some of
these difficulties:
Sensory Memory
Information
Forgotten
Short Term Memory
Forgotten
Transferred
Consolidated
Long Term Memory
Retrived
Forgotten
½ to 3 seconds Less than a minute Days, months, years
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Visual Processing
Processing Area Skill Possible difficulties observed
Visual discrimination Using the sense of sight to notice
& compare the features of
different items to distinguish one
item from another.
Seeing the difference between 2
letters or shapes.
Noticing the similarities &
differences between certain
colours, shapes or patterns.
Visual figure ground
discrimination
Discriminating a shape or printed
character from its background.
Finding a specific bit of
information on a printed page full
of words & numbers.
Seeing an image within a
competing background.
Visual sequencing The ability to see & distinguish
the order of symbols, words or
images.
Using a separate answer sheet.
Staying in the right place while
reading a paragraph – they may
skip lines or read the same line
over and over.
Reversing or misreading letters,
numbers and words.
Understanding maths equations.
Visual motor processing Using feedback from the eyes to
coordinate the movement of
other parts of the body.
Writing within lines on a piece of
paper.
Copying from a board or book.
Participating in sports that require
well-timed & precise movements
in space.
Visual memory Long term: the ability to recall
something seen some time ago.
Short term: the ability to
remember something seen very
recently.
Remembering the spelling of
familiar words with irregular
spelling.
Reading comprehension.
Using a calculator or keyboard
with speed and accuracy.
Visual closure The ability to know what an
object is when only parts of it are
visible.
Recognising a picture of a familiar
object from a partial image; for
example a car with its wheels
missing.
Identifying a word with a letter
missing.
Recognizing a face when on a part
is missing (such as the nose).
Visual Processing
Processing Area Skill Possible difficulties observed
Spatial relationships The ability to understand how
objects are positioned in space in
relation to oneself. This involves
the understanding of near and far
(distance) as well as the
Getting from one place to
another.
Spacing letters and words on
paper.
Judging time.
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relationship of objects and
characters described on paper or
in a spoken narrative.
Reading maps.
Auditory Processing
Auditory discrimination The ability to notice, compare and
distinguish the distinct and
separate sounds in words.
(required in reading)
Learning to read.
Distinguishing differences
between similar sounds. (EG
seventy & seventeen)
Understanding spoken language,
following directions and
remembering details.
Seems to hear but not listen.
Auditory figure-ground The ability to pick out important
sounds from a noisy background.
Distinguishing meaningful sounds
from background noise.
Staying focused on auditory
information being given; for
example instructions.
Auditory memory Long term: the ability to
remember something heard a
long time ago.
Short term: the ability to recall
something heard very recently.
Remembering people’s names.
Following multi-step directions.
Recalling stories or songs.
Auditory sequencing The ability to understand and
recall the order of words.
Confusing numbers such as 74
and 47.
Confusing lists and other types of
sequences.
Recalling the correct order of a
series of instructions.
Watch this short video to understand what information processing is: https://youtu.be/zCLotWLfjd0 https://www.youtube.com/watch?v=vPgSwTOpixE (auditory processing disorder) https://www.youtube.com/watch?v=464wT_ose6M&safe=active (visual processing disorder) This group of learners learn best when learning is related to their own experiences. Some may learn through structured play; others will learn more effectively through functional activities; and yet others will respond to a topic-based approach. You may wish to carry out additional research into dyslexia (language processing), dyscalculia (difficulties in the area of maths), dysgraphia (affects spelling, putting thoughts into writing or motor aspects of writing) and dyspraxia (motor skill development)
Working Memory
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Memory is part of information processing. Our semi-formal learners can struggle with the
demands of our classroom learning environments for many reasons. This includes having a
smaller working memory than typically developing children. Dr Joni Holmes (Working Memory &
Learning Difficulties 2012: http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/09/Working-memory-and-learning-
diffculties.pdf) states that ‘working memory enables us to store information in our minds for short periods of
time and use it in our current thinking. It is a kind of mental workspace that we use for many aspects of our
everyday life, including reading comprehension, mental arithmetic and planning a series of thoughts or
actions. For children, it appears to play a crucial role both in supporting learning and in maintaining
focused behaviour in the classroom.’
For typically developing children, working capacity increases up to the age of 15 years when
it achieves adult levels. For our semi-formal group of learners who have an atypical
development trajectory they will have a smaller working memory capacity. They hold fewer
words, numbers and ideas at any one time; they find following a set of complex instructions
difficult to remember when working in class.
Research suggests that our semi-formal learners are not only characterised by a smaller working memory but also by a severe lack of development in working memory skills such as paying attention and making sense of spoken language. Research by Hulme and McKenzie (1992) also suggests that a short-term memory store, as part of working memory process, is likely to place limitations on other cognitive skills, for example in reading and maths. ‘Observat ions of children in the classroom, combined with teacher reports, have highlighted the major signs
of a working memory difficulty. These include: poor academic progress, difficulties following multi-step
instructions, failing to complete common classroom activities that require large amounts of information to
be held in mind, problems keeping their place in demanding and complex activities such as writing.’ (Holmes
2012).
‘Learning is a step-by- step process that relies on the successful completion of individual learning activities
for the accumulation of knowledge. Children with working memory impairments often fail in the classroom
because the working memory loads of each activity exceed their capacities. When the working memory
system fails, children forget what they are doing and this can lead to inattentive behaviour. The end result
is frequent lost learning opportunities, and consequently slow rates of educational progress.’ (Gathercole &
Alloway, 2008).
Although the working memory is smaller, research on the brain shows that it has greater
capacity for changing (plasticity) through learning new things. Current thinking focuses on
two approaches. The first approach focuses on accelerating learning for children with
memory problems by adapting the environment; the second attempts to train working
memory function.
As a school our semi-formal learners need activities to be designed in such a way to enable
an increase in memory capacity. We need to reduce memory loads in the classroom by
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breaking tasks and instructions down into smaller steps, frequently repeating important
information, re-presenting information and by encouraging the use of memory aids. We need
to help our learners use their prior knowledge when learning new information as this
promotes that learning.
As practioners we need to be able to recognise indicators of working memory failure and
understand the need to monitor the child for signs such as memory overload.
Remember many of our semi-formal learners have difficulty with information processing and
will require personalised approaches to overcome identified difficulties.
See also https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-
guide.pdf
Generalisation Typically developing learners can learn a skill or fact in one context and then have the capacity to recall and use that fact or skill in another context. This places high processing demands on the learner on making connections between the original context and the new one. This is a process our semi-formal learners find particularly difficult and therefore requires the teaching of the same skill or fact in many different contexts.
Problem Solving
Our semi-formal learners not only have difficulties with generalisation but also have
particular difficulties in problem solving.
They not only have to develop the ability to generalise a skill but they also need to develop
an understanding of when to use that skill in new and novel situations and combine it with
other skills to solve the problem.
Problem solving needs to be specifically taught to this group of learners and can be broken
down into the following elements.
Perception
of problem
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Our semi-formal learners need many opportunities to practise different elements if they are
to become better problem solvers through structured teaching.
To achieve this we need to engage learners in solving real problems and provide as many
opportunities as possible to generalise these elements to other problems.
Teaching Thinking Teaching our learners to think is guided partly by developmental psychology, partly by neuroscience and partly by philosophy. McGuiness (1998) pointed to three models for delivering thinking skills:
focussing on general thinking skills targeting subject-specific learning such as in maths; or infusing the skills across the curriculum
McGuiness concludes each can be effective as long as there are plenty of opportunities to transfer skills to new contexts. Our curriculum provides such opportunities through subject-specific learning such as maths*1 or through the topics by encouraging mathematical thinking, thinking scientifically and early learning skills. Lacey argued that teaching a vocabulary for talking about thinking is important. But, so is using play to show thinking in action. She thought that children who struggle with spoken language require plenty of opportunities to see thinking as well as hear it.
1 The delivery of areas of learning such as mathematical thinking and literate communicators may be delivered through subjects or through themes dependent on the needs of the learners in particular semi-formal classes.
Evaluation
of the strategy adopted
Thinking
about a problem & its solution
Action
trying out a strategy
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Play is a vital pathway for learning and the nature of that play develops through different overlapping stages; parallel, associative and co-operative. However, early stages of play, such as solitary play will be present. Many learners may have developed ‘learned helplessness’ (Maier & Seligman) and there is some evidence that suggests that they will simply ‘give up’ when faced with a task that requires effort. Lacey has suggested that ways of dividing the task into smaller steps may be necessary, particularly at the beginning as problems need to be easily solved to counter that ‘learned helplessness.’ This requires staff working with our semi-formal group of learners to become ‘challengers’; to have expectations and present the learner with demands and challenges so they become familiar with thinking and problem solving; and even start to look for a problem to solve.
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THE SEMI-FORMAL CURRICULUM STRUCTURE
Assessing Learning
Play
Communication &
Literacy
Early Learning
Skills
Mathematical & Scientific
Thinkers
Literate Communicators &
early readers
Early Skills Developers
Mathematical Thinking & Problem Solving
Thinking Scienctifically
Cognition, Communication & Literacy
Reading
Early Learning Skills
Interacting with technology
Self motivation
Assessing Learning
Thinking Skills
Mathematical Thinking
Thinking Scientifically
Play (Social & Emotional Development)
Semi Formal Route map
- Cognition
Semi Formal Route Map
- Communication and
Social
Topics & Themes Subject Specific Learning
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The core learning
Computer Studies Sensory Learners Literate Communicators Mathematical Thinkers Problem Solvers Maths English Science
The delivery of the core learning will be driven by the needs of the learners in a particular class. In
some classes the core learning will be focussed through themed weeks or as an integral part of a
topic; other classes may deliver it through timetabled slots during the week, especially if the
students are undertaking accredited courses or moving towards the formal curriculum.
The assessment of the core learning will be through ongoing teacher assessments and progress is
recorded on the Semi Formal Route Map.
Themes
The semi-formal curriculum delivers much of its learning through a thematic approach rather than following national curriculum foundation subjects. The themes encourage a broad understand of foundation subjects within contextualised learning appropriate to the needs of this group of learners. Assessment of the themes is through ongoing teacher assessments and achievements recorded using the Semi Formal Route map that enables progress to be monitored over time.
A sample planning page is shown below.
Mathematical
Thinking &
Problem Solving
Cognition,
Communication &
Literacy
Focus Book
Topics
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See topic booklets for detail
Learning Plans
Learning Plans are the planning tool used by
teachers to personalise learning intentions
for individual pupils they teach.
English Maths PE Geography, History, Languages & RE Science Art & Music PHSE
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Learning
Plans
Planned
Learning
Goals
Observed
Learning
Review
of
Learning
What am I going to learn?
What have I learnt? What am I going to learn
next?
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A typical day in a semi-formal
classroom (younger pupils)*2
The day begins with the pupils encountering a self-directed play session that is focussed on the theme and the focus for the week. How does this look in the classroom? In one class the teacher and class team provided a range of sensory ‘toys’/toys (see pre-formal
curriculum document for the school’s understanding of what a toy is) that enabled their pupils to play, explore and develop their skills; linking that play to the theme of colour and the focus book ‘Elmer’. Staff acted as play partners; playing alongside/with the pupil to encourage the development of their play and their learning. It is also a time that staff can use to work with pupils on a 1:1 basis as part of the classes intervention programme. The session before morning break is social interaction time which provides an opportunity for the pupils to develop their communication skills through a structured approach loosely based on the theme. Morning break is a time for pupils to develop their social skills, their independence, their numeracy and communication skills; it is an opportunity for their personal and social development. This is followed by a freely chosen play session; play is under the control of the child and he/she determines how to play, how long that play is sustained for and who to play with. The final session before lunch is devoted to focussed core learning; with one core area being the focus for a week linked to the theme and shared story. The first session after lunch is social interaction time and the communication activity is focussed on lunch-time activities. This session ends with a song. The rest of the afternoon is focussed on the theme/topic and is designed to encourage pupils’ thinking skills and early learning skills. It is in these sessions that movement is encouraged through PE and for some class/individual swimming sessions. It is important that this learning takes place in an environment that is matched to the pupils need:
it is ‘an environment that is rich and full of opportunities for learning through play (free play)’ (Learning through play – little book; Penny Lacey)
it is an environment that the pupils understand; one teacher in school involves the pupils in his class in creating that environment so they can begin to have an awareness of how it relates to the theme.
2 There is some variation in the typical day dependent on the postural and learning needs of the learners – some students will, for example, be following accredited courses.
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Play
For our semi-formal learners play is still an important ingredient in their curriculum diet.
Play opportunities motivate, supports learning, enables skill development and the development of
concepts. It develops language/communication skills and consolidates learning.
How does play typically develop?
As children develop then the types of play
evolves too. These types of play are
associated with, but not restricted to,
specific age groups in neuro-typically
developing children.
We would expect most of our semi-formal
learners to be moving from parallel play into
the next stage. This does not mean that
earlier stages of play, such as solitary play,
are no longer experienced.
1 2 3 4 5 6
Associative Play
There is no formal organisation to play Children have similar goals
Desire to play with the same types of toys & may exchange toys
Co-operative Play
Play has organised group goals with at
least one leader to the group. Children
are in or out of the group.
ASSESSING PLAY
In natural contexts
The value of play cannot be
emphasised strongly enough.
Source: Department for Children, Education &
Lifelong Learning & Skills – Welsh Assembly Play route-map from the pre-formal curriculum
Parallel Play
Plays alongside others with similar toys. There is a lack of engagement
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Pre-formal Semi-formal Formal curriculum
Early Development
Solitary Parallel Associative Cooperative Socio-dramatic
Unoccupied play
Sensorimotor play
May engage in parallel play near others.
Engages in separate activities, but shares ‘toys’
Successfully enters into play with other children.
Advanced group skills
Observant play: notices →briefly → with interest
May play with similar ‘toys’
May play together in loosely structured activities.
Play has an organised structure. Is a group leader(s)
Friendship skills – understanding feelings
Usually plays alone for brief periods → sustained periods
Does not play with other child.
Will ‘talk’ with each other and comment on each other’s play.
Will communicate with others.
Higher level role play
Plays with one ’toy’ …. → range of ’toys’
Does not influence other child’s play/ behaviour.
Will express ideas for activities.
Improvisation
Engages in play briefly →to sustained periods
May be observant of other child’s play.
Acknowledges actions and accomplish-ments.
May copy how others are playing.
Negotiates roles and sets up events.
Will respect other children’s property.
More willing to share and ask to share.
Response to Interventions: facilitated, spontaneous & interactional
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ASSESSING THE SEMI-FORMAL CURRICULUM
The semi-formal curriculum is assessed through the Semi Formal Route maps; Communication, cognition and social; these provide information on pupil progress. The school has also developed a document that moves from R4L into the Semi formal route map.
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