Learner Characteristics

Pathway

Communication

Characteristics of learner

Play stage ( Cognitive / Social )

Ability to engage

Developmental level

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 )

Informal – exploration

( CLD / SLD )

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 )

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 )

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.

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 )