LEARNING ACTIVITIES
| Provision |
|
| Curriculum |
All tasks are highly individualised and broken down into very small steps. |
| Staffing |
Staff skilled at planning highly individualised programmes, which break activities
into very small steps, in direct response to the student’s actions. |
| Resources |
Specific individualised programmes and equipment to support specialised teaching approaches, including the establishment of a mode of communication as a channel for teaching and learning. |
Environment
and Facilities |
Dedicated areas within the small class environment to enable students to receive highly individualised learning experiences alongside their peers. |
| Examples |
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| Assessment |
|
| Makes progress in learning when all tasks are highly individualised, broken down into very small steps, taught within a specialised approach and all resources are organised by an adult. |
| Examples |
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| Example |
Thread
4 - Band 6 |
| Early Years Provision
Criteria |
| Staff are able to design specific tasks as part of the learning / assessment cycle and to break down the responses from children into small recordable steps. Access is available to areas free from distraction in order to undertake experimental teaching. |
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| Example |
Thread 4 - Band 6 |
| Early Years Assessment Criteria |
| Helena (4:1) is learning to use eye-pointing to signal her preference for drinks, foods, and toys that make sounds. Staff are noting carefully the direction of her gaze and present the objects sufficiently apart to get a clear signal. Once her choice is clear she is immediately praised and gets the drink or the food or hears the sound the toy makes. |
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| Example |
Thread 4 - Band 6 |
| Key Stage 1 Provision Criteria |
| Teachers are skilled at recording student responses in sufficient precision as to identify preferences for visual, auditory, tactile, and olfactory properties of materials and to use the information to select teaching materials that are intrinsically attractive to the student. Teachers incorporate the materials into very finely graded learning sequences. |
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| Example |
Thread 4 - Band 6 |
| Key Stage 1 Assessment Criteria |
| Charlotte (Y1) returns to repetitive activities such as scribbling or flapping her hands if she does not have attention from another person. Staff are assessing her to discover whether there are particular stimulus materials which will hold her attention for longer when she is on her own. |
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| Example |
Thread 4 - Band 6 |
| Key Stage 2 Provision Criteria |
| Staff provide multi-sensory learning experiences to introduce and reinforce targets. Tasks and materials are carefully selected on the basis of observations and records of previous learning and are modified according to how the student responds to them. |
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| Example |
Thread 4 - Band 6 |
| Key Stage 2 Assessment Criteria |
| Laura (Y6) is learning to recognise her name. A multi-sensory / multi-media approach is being used, that includes tracing, cutting out, assembling, colouring, copying and sticking At the moment she is copying over the teachers print script with a thick pencil following verbal and gestural encouragement. |
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| Example |
Thread 4 - Band 6 |
| Key Stage 3 Provision Criteria |
| Equipment is available and may be individually modified for a student to enable feedback to be gained through the senses. The school uses specially designed or adapted equipment or programmes to enhance ICT access. |
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| Example |
Thread 4 - Band 6 |
| Key Stage 3 Assessment Criteria |
| Assad (Y7) can use a switch-operated toy or respond to a touch screen programme. Assad particularly likes loud, bright patterns on the screen. His teachers are now using an experimental teaching approach to assess Assad’s preferences for sounds. |
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| Example |
Thread 4 - Band 6 |
| Key Stage 4 Provision Criteria |
| All tasks need to be carefully analysed into sequential steps. The steps are taught carefully and then combined into the overall process. Specifically difficult aspects are identified beforehand and rehearsed so that the student experiences success. |
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| Example |
Thread 4 - Band 6 |
| Key Stage 4 Assessment Criteria |
| Abbas (Y11) is learning to make himself a cheese sandwich. With adult help he is now able to insert the cheese, put the covering piece on top and finish the sandwich. The next step will be to help him to spread the butter. Then he will be taught to grate the cheese.
Staff have found that a picture sequence of the actions with verbal and gestural prompts help Abbas to learn.
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