Calthorpe Academy Curriculum Programme · Calthorpe Academy – Whole Academy Curriculum Overview Managing health appointments Transition from paediatrics to adult health Self-medication

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

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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


- Cognition & Learning


- Social & Emotional Wellbeing

29. Autism Pre-Formal Summary

30. Pre-Formal Autism Curriculum – What and How we Teach

- Cognition & Learning


- Communication & Interaction




- 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


- Communication & Interaction/English/Functional Literacy




- 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).

http://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

19 | P a g e

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

20 | P a g e

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


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


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


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


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


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


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)

23 | P a g e

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


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)


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)


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)


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


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

28 | P a g e

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)

29 | P a g e

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.



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




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).




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.

33 | P a g e

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


34 | P a g e

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


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






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






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:


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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

36 | P a g e

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 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

38 | P a g e

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

39 | P a g e

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

40 | P a g e

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

41 | P a g e

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

42 | P a g e

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


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


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


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…”


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


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


Colourful Semantics ‘who, doing, what’

Derbyshire/Language Steps 2-3 word level

(PECs attributes and Phase 6)


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


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”


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 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


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


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 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


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


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


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


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


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’


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


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


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


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.


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


Sequence numbers 0 – 10.

Begin to record numbers to 10.

Begin to use the vocabulary “add” and

“take away” in practical situations.


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.


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”.


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.


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.


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.


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.


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.


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.


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


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.


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


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


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.



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.


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.


Use results from an investigation to make

a prediction about a further result.



more sophisticated, observable features.

Present observations in labelled

diagrams.

Make a range of relevant observations.


obvious, observable features e,g. size,

shape, colour, texture.


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.



scale. Use dataloggers to measure over

time.



scale.



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.










Identify specific clear questions that will

help to sort without ambiguity.

Choose suitable sources to use.

Recognise and control variables where

necessary


Use test results to make predictions for

further investigations.



obvious observable features e.g. size,

shape, colour, texture etc.


the question.

To measure precisely/ accurately

Measure using standard units using

equipment that has scales involving

decimals.


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.


Prepare own tables to record data


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


simple scientific language.

Refer directly to their evidence when

answering their question


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.


Prepare own tables to record data,

including columns for taking repeat

readings


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.


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


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.




and group them.

- I observe closely

49 | P a g e



and group them.

- I observe closely


make measurements.




out

- I use simple scientific language

- I ask questions

- -I recognise that questions can



make measurements.




out

- I use simple scientific language

- I ask questions

- -I recognise that questions can


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


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)


Explore a variety of movements showing some

awareness of space.


Move with some control and coordination

[for example, they travel under and over

climbing equipment]


Express physical needs.


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.


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.


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.


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.


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.

.

54 | P a g e

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’


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)


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



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


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

Documents

Calthorpe Academy Curriculum Programme · Calthorpe Academy – Whole Academy Curriculum Overview Managing health appointments Transition from paediatrics to adult health Self-medication