Curriculum Overview
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Learner Characteristics
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Pathway |
Communication |
Characteristics of learner |
Play stage ( Cognitive / Social ) |
Ability to engage |
Developmental level |
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Pre-Formal - sensory ( PMLD ) |
Pre-intentional
Anticipatory
Intentional - requesting |
Profound and Multiple Learning Difficulties ( PMLD ) |
Cognitive: Unoccupied ( explores without any specific goal ) Some early physical play
Social: Unoccupied (interacts without any specific goal) Solitary Some onlooker behaviour |
Adult initiated engagement initially developing into self-initiation of intentional communication or action on the environment. |
EYFS B-11 months and EY Curricular Goals Steps 1-3
Engagement Model Steps 1-3 and Quest for Learning Key Milestones (encounter/awareness and responsiveness )
Hollywater Levels ( H1 – H6 ) |
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Informal – exploration ( CLD / SLD )
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Anticipatory
Intentional – requesting
Intentional – 1 to 3 key words |
Complex Learning Difficulties ( CLD ) / Severe Learning Difficulties ( SLD )
Complex attention and interaction needs
Inability to tolerate uncertainty
Unable to tolerate others or demands |
Cognitive: Physical play Play with objects
Social: Unoccupied ( interacts without any specific goal ) Solitary Onlooker behaviour |
Fleeting engagement or a lack of meaningful engagement where persistence is good.
Low levels of anticipation, exploration and realisation. |
EYFS B-20 months / 16-26 months and EY Curricular Goals Steps 4-6
Engagement Model Steps 4 - 6 ( focused attention/participation and involvement )
Pre-Key Stage Standards 1 - 3
Hollywater Levels ( H4 – H8 )
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Semi-Formal – exploration and play ( SLD ) |
Intentional – 1 to 3 key words
Intentional – 4+ key words |
Severe Learning Difficulties ( SLD )
Complex attention and interaction needs
Inability to tolerate uncertainty
Will tolerate demand
Independently initiates meaningful engagement across a range of contexts and environments
Subject specific learning in English and Maths |
Cognitive : Physical play Play with objects Symbolic play Pretend play
Social : Parallel Associative |
Fleeting engagement or a lack of meaningful engagement where persistence is good.
Low levels of anticipation, exploration and realisation.
Good self-initiated persistence at play activities. |
EYFS B-20 months / 16-26 months / 22-36 months and EY Curricular Goals Steps 4-9
Engagement Model Steps 4 – 6 ( focused attention/participation and involvement )
Pre-Key Stage Standards 1 - 3
Hollywater Levels ( H4 – H8 )
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Formal ( SLD / MLD ) |
Intentional 4 key words + |
Severe Learning Difficulties ( SLD ) and/or Moderate Learning Difficulties ( MLD )
Accessing subject specific learning in most areas |
Cognitive : Rule-based games
Social : Co-operative play
Able to play at any cognitive / social stage across any context; supporting cross contextual application of skills and knowledge to the real world |
Good persistence at learning activities.
Cross contextually able to apply skills.
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Pre Key Stage Standards 4-6
EYFS 30-50 months / 40-60 months / ELG and EY Curricular Goals Steps 6-9
Hollywater Levels ( H8 – NC levels ) |
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Accreditations ( KS4 – SLD / MLD ) |
Intentional communication with increasing vocabulary |
Severe Learning Difficulties ( SLD ) and/or Moderate Learning Difficulties ( MLD )
Accessing subject specific learning in most areas |
Able to play at any cognitive / social stage across any context; supporting cross contextual application of skills and knowledge to the real world |
Good persistence at learning activities.
Cross contextually able to apply skills.
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Unit Awards
Entry Levels
Duke of Edinburgh Bronze and Silver Awards
Hollywater Levels ( H8 – NC levels )
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Preparation for Adulthood ( Post 16 provision – SLD ) |
Intentional 4 key words +
Focus on developing ability to communicate with others in the community for a range of purposes
Independent communicators |
Severe Learning Difficulties ( SLD )
Complex attention and interaction needs
Inability to tolerate uncertainty
Will tolerate demand
Independently initiates meaningful engagement across a range of contexts and environments
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Cognitive : Physical play Symbolic play Pretend play
Social : Parallel Associative |
Fleeting engagement or a lack of meaningful engagement where persistence is good.
Low levels of anticipation, exploration and realisation.
Good self-initiated persistence at play activities. |
ASDAN Personal Progress Award / Certificate / Extended Certificate / Entry Level 1-3
ASDAN PSD Award / Certificate / Extended Certificate / Entry Level 1-3
Duke of Edinburgh Silver and Gold Awards |
How is our curriculum implemented?
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Provision
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Pathway |
Focus |
Underlying Approach |
Engagement Focus |
Curriculum Areas |
Generalised Outcomes |
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Pre-Formal - sensory ( PMLD ) |
Early Developmental Skills
Early Communication
Therapeutic Input |
Therapeutic sensory based adult led approach to teaching early developmental skills. |
Persistence Anticipation Initiation Exploration Realisation |
EYFS Curricular Goals OR
My Communication My Creativity My World My Thinking My Self My Physical Development My Computing TaSSeLs Rebound Therapy Sensology MOVE Outdoor Learning Immersive Experiences Off-Site Opportunities |
Autonomy across a range of contexts through self-initiated communication or interaction |
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Informal – exploration ( CLD / SLD )
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Sensory Regulation
Communication And Interaction
Tolerating Uncertainty
Engagement: Anticipation
Tolerating Others : Parallel Play |
Low demand play based approach facilitated by motivating environments.
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Persistence Anticipation Initiation Exploration Realisation |
EYFS Curricular Goals OR
My Communication including PSHCE Maths My Sensory Play My Outdoor School My Independence My Physical Well-Being The World About Me Creativity – My Art Creativity – My Music Off-Site Opportunities
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Building a tolerance of others through parallel play. Tolerating low level demands and uncertainty. Ability to meaningfully engage with learning outcomes beyond engagement. |
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Semi-Formal – exploration and play ( SLD ) |
Thinking and Problem Solving
Initiation, exploration and realisation developing into cross contextualisation of learning
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Play based approached facilitated by motivating environments.
Specific teaching of relevant subjects – English and Maths.
Functional play and learning. |
Persistence Anticipation Initiation Exploration Realisation
Realisation developed to the point of cross contextualisation of understanding across all areas. |
EYFS Curricular Goals OR
My Communication including PSHCE Maths My Play And Leisure My Outdoor School My Independence My Physical Well-Being The World About Me Creativity – My Art Creativity – My Music Creativity – My Drama My Thinking And Problem-Solving Off-Site Opportunities
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Ability to functionally apply Communication, Literacy and Numeracy skills. Cross contextualisation of understanding across all areas. |
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Formal ( SLD / MLD ) |
Applying knowledge and skills to a range of contexts.
Subject specific learning – National Curriculum content. |
Timetabled teaching of subjects.
Some play based learning for SLD. |
Persistence at adult and self-initiated learning. |
EYFS Curricular Goals OR
English and Maths Computing Science History and Geography Creativity PE Music RE PSHCE Outdoor Learning Off-Site Opportunities
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Ability to functionally apply Communication, Literacy and Numeracy skills. Functional application of broader understanding and academic progress. |
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Accreditations ( KS4 – SLD / MLD ) |
Applying knowledge and skills to a range of contexts.
Subject specific learning – National Curriculum content. |
Timetabled teaching of subjects.
Option subjects – opportunity to learn life skills in broader context.
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Persistence at adult and self-initiated learning. |
Maths English RE Science ICT Duke of Edinburgh Award Creativity Hospitality / Horticulture / Enterprise Personal Development PE
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Provide pupils with the necessary skills and knowledge so that they are able to go forward into their adult lives prepared for the work environment and capable of being independent and productive citizens. |
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Preparation for Adulthood ( Post 16 provision – SLD ) |
Staged progression from the highly supportive environment of school into their lives ‘ in the real world ’ and beyond.
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Much of their learning will take place out of the classroom in the wider community.
Age appropriate and work related opportunities. |
Persistence at adult and self-initiated learning. |
English Maths Leisure And Recreation Careers And Enterprise Independent Living Community Inclusion Duke of Edinburgh Award
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Young adults who are as independent as possible and able to make choices. Young adults who are able to communicate independently when out in the community. Young adults who are able to access the community safely and learn skills to be independent in the community. Young adults who are aware of their health and their well-being. |
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