CURRICULUM ACCESS
| Provision |
|
| Curriculum |
The National Curriculum provides the context in which individual targets are identified that focus on the developmental needs of the student. |
| Staffing |
Staff skilled in the development and delivery of an individual age-appropriate educational programme referenced to the National Curriculum. |
| Resources |
Age-appropriate concrete objects of reference are used across all curriculum areas, such as a cup to support the concept of 'drink'. |
Environment
and Facilities |
Specialised facilities to allow for complex needs to be met within a meaningful and realistic curriculum context. |
| Examples |
|
| Assessment |
|
| Encounters a range of learning experiences, linked to subject areas of the school curriculum, leading to the acquisition of some basic skills. Meets the age related CRISP criteria set out in the
NC/P-level table at Band 6. |
| Examples |
|
| Example |
Thread
1 - Band 6 |
| Early Years Provision
Criteria |
| The
nursery provides specialist facilities for looking after
children’s daily care. There is space to allow
children to practise movement at floor level and durable
and safe play materials for children who mouth and bang
to explore. All staff are fully experienced working with
a developmental curriculum and an assessment through
teaching approach. Parents/carers are fully involved in
programmes to ensure maintenance and generalisation of
what is learned. |
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| Example |
Thread 1 - Band 6 |
| Early Years Assessment Criteria |
| Mary
(2:10) attends nursery four mornings. She has
developmental delay across all areas. She is using her
voice to attract attention and will stop an activity
when her name is called. She enjoys exploring toys by
mouthing and banging. She turns her face away when being fed food she
does not like or has had sufficient. She needs support
when she sits and doesn’t yet get into sitting
position from lying down. She is developing the skill to grasp toys within
her visual field. |
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| Example |
Thread 1 - Band 6 |
| Key Stage 1 Provision Criteria |
| Staff
are particularly skilled at gaining, maintaining and
extending student attention, by a combination of
materials, rewards and changes to activity. Developing the children’s response to teaching
is seen as a key target. Pre-level one materials and
targets are employed across the curriculum. The functional value of responses from the
student is extended by a programme of consistent reward. |
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| Example |
Thread 1 - Band 6 |
| Key Stage 1 Assessment Criteria |
| Jonathan
(YR), although walking, is still unsteady on his feet
and cannot kick or throw a ball or move round the room
carrying toys. He has a short attention span for any
activity but he can bang two objects together and he can
clap his hands, but not yet in imitation. He points with
his index finger and vocalises but it is not always
clear what he wants or, indeed, whether he is making a
demand or initiating contact/interaction. |
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| Example |
Thread 1 - Band 6 |
| Key Stage 2 Provision Criteria |
| The
teaching area is laid out for a pre-level 1 curriculum
with large play equipment, water, sand, easy access to
outside climbing frames and to changing area/toilets.
Staff are working as a team on the understanding of
‘loud’ and ‘quiet’ across a number of subjects,
especially music and science. Staff use a wide variety of sound sources, timbre
and pitch to ensure generalisation of ‘loud’ and
‘quiet’. |
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| Example |
Thread 1 - Band 6 |
| Key Stage 2 Assessment Criteria |
| Edward
(Y4) is able to make a few of his needs known to adults
using single words and gestures. He tries to communicate with the other children
when playing and will play with some materials in the
home corner. He enjoys painting with a brush but is still
messy. He is unable to put on items of clothing without
assistance but helps with washing and drying his hands. |
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| Example |
Thread 1 - Band 6 |
| Key Stage 3 Provision Criteria |
| As
part of science, students working in pairs with an adult
are testing whether batteries work in a torch, using a
simple modified battery tester, which allows students
with poor hand-eye co-ordination to insert and remove
the batteries. The approach is carefully planned to use
torches with easy battery access and involving sorting
the batteries into ‘dead’ and ‘live’ groups. |
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| Example |
Thread 1 - Band 6 |
| Key Stage 3 Assessment Criteria |
| Joe
(Y9) has been working on sorting objects into equal
sets. He is learning to lay the table for four people
ensuring that he selects the correct number of knives
and forks before setting them out. He has already
learned place settings using place mats with the positions stencilled on them
and now is learning to do without that visual prompt. If
the learning stages are not finely graded, Joe becomes
easily discouraged. |
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| Example |
Thread 1 - Band 6 |
| Key Stage 4 Provision Criteria |
| The
school provides a pre-level one curriculum that focuses
on preparing students for life-skills. All self-care and independence skills are taught
across different settings to promote generalisation of
learning. For example, students are taught how to make
fruit squash using cups and mugs of different sizes and
shapes, so that they learn to estimate the amount of
juice required. |
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| Example |
Thread 1 - Band 6 |
| Key Stage 4 Assessment Criteria |
| Mary (Y11) learns best when
learning is practical, is directly related to her own
needs and progresses in small steps. She is learning
to recognise symbols for men and women used for public
conveniences. Staff have collected 10 separate sets of
male / female symbols as used in various locations. The
programme includes: sorting symbols into sets of male /
female; and using the symbols to portray the numbers of
females and males in the class. The programme
contributes to Mathematics Attainment Target 4: Handling
Data. |
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