LEARNING ACTIVITIES
| Provision |
|
| Curriculum |
Some or all activities are part of a specialised approach to develop basic skills. |
| Staffing |
Staff skilled at presenting all activities to develop basic skills as part of a specialised teaching approach. |
| Resources |
Specialised teaching approaches and materials in priority curriculum areas, including, as appropriate, sign language and / or symbols which can be used flexibly to access the curriculum. |
Environment
and Facilities |
Flexible arrangement of the teaching and learning environment and facilities to enable students to access basic skills and rehearse them within different contexts. |
| Examples |
|
| Assessment |
|
| Works successfully on basic skills activities, presented as part of a specialised approach with given strategies and helped by adult or peers to share organisation of resources for some activities. |
| Examples |
|
| Example |
Thread
4 - Band 4 |
| Early Years Provision
Criteria |
| Staff encourage representational play by playing alongside the children and modelling the use of materials. Children are encouraged to join in these games in twos and threes. Representation is also encouraged in creative work. Activities are identified that introduce a sequence from the more concrete to the more symbolic, such as moving on from matching cups to saucers to pouring out 'pretend' tea. |
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| Example |
Thread 4 - Band 4 |
| Early Years Assessment Criteria |
| Jamie (3:2) rarely uses toys in a representational way. The toy train set is used to line up the engine and coaches in straight lines, the track is organised the same way. He shows no interest in the play people or the toy cars, but does like large interlocking constructional toys. He constructs the same object with the same colours repeatedly and will get distressed if this is changed. |
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| Example |
Thread 4 - Band 4 |
| Key Stage 1 Provision Criteria |
| Teachers are skilled at developing supplementary visual materials to accompany auditory or language based activities. All lessons are planned to incorporate activities and materials that are visual and / or practical. Language used for instruction is aimed at reinforcing a small but developing vocabulary, with frequent checks for understanding. |
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| Example |
Thread 4 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Narinder (YR) is using only a few single words but has abilities and skills that are often well in advance of his language skills. He produces detailed pictures and drawings and shows practical problem solving skills. He can sequence numbers to 20 and is good at matching shapes even when rotated. He needs opportunities in all subject areas for practical work and to be able to use a range of recording methods. Instructions need pictorial support. |
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| Example |
Thread 4 - Band 4 |
| Key Stage 2 Provision Criteria |
| Teachers are able to provide a balance of activities so as to enable students not only to compensate for areas of difficulty by using their strengths but also to receive opportunities to work on weaknesses. Students with strong visual memory and sight vocabulary skills are helped by wall displays with that vocabulary, but also receive specific focus on phonological skills. |
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| Example |
Thread 4 - Band 4 |
| Key Stage 2 Assessment Criteria |
| Stephen (Y5) has a speech difficulty which has not helped him to develop sound and spelling patterns. He needs a lot of reinforcement to help discriminate ‘onsets’ from ‘rimes’. His teacher is skilled at identifying opportunities across different subjects to help Stephen to listen to and articulate the sounds of words that reinforce the word family being practised. |
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| Example |
Thread 4 - Band 4 |
| Key Stage 3 Provision Criteria |
| Tasks are well defined, carefully sequenced and in small steps. Supportive materials are prepared where possible – such as pictures or audio-tapes. Teachers prepare students for the task by modelling the whole sequence beforehand or by showing a video. Staff are available to organise the equipment for a given task and to give encouragement to stay on task until completion. |
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| Example |
Thread 4 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Tyrone (Y8), in a multi-stage task, e.g. planting a seed, needs each stage explained as a separate task. He finds it easier to manage the task if the sequence of actions is accompanied by diagrams or drawings. Tyrone works best if all the equipment is isolated on the table ready for him to use. |
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| Example |
Thread 4 - Band 4 |
| Key Stage 4 Provision Criteria |
| All staff are careful to give individual instruction where needed to ensure students have the necessary understanding to get started on the tasks. The sequence for an activity is listed on the board as a reminder or else is provided as a checklist on the student's desk so that it can be checked off. Lists of materials required for specific activities are displayed around the room. Photographs of sequences of activities are displayed as reminders. |
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| Example |
Thread 4 - Band 4 |
| Key Stage 4 Assessment Criteria |
| James (Y10) following class instruction, needs individual repetition of the instructions and an opportunity to rehearse them before he is able to start the task. He also needs further prompts if the task has different steps. Sometimes he loses concentration on the task and just comes to a stop. A reminder about what he is doing gets him starting again. |
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