belonging curriculum pathway€¦ · for a childs development and the need for sensory and...

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BELONGING

CURRICULUM

PATHWAY Updated Feb 2020

ACHIEVEMENT, BELONGING & CELEBRATION

Valuing every child through fostering

independence, inclusion, trust, respect

and support.

Belonging Curriculum Pathway

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Contents

Learners ……………………………………………………………………………………………………………… 2

Curriculum intent ………………………………………………………………………………………………. 2

Curriculum implementation ………………………………………………………………………………. 2

Communication & interaction ……………………………………………………………………………. 2

Responding…………………………………………………………………………………………… 2

Interacting ……………………………………………………………………………………………. 3

Communicating ……………………………………………………………………………………. 3

Cognition & Learning ………………………………………………………………………………………….. 4

Awareness ……………………………………………………………………………………………… 4

Exploration …………………………………………………………………………………………….. 4

Control ……………………………………………………………………………………………………. 5

Sequence & pattern ………………………………………………………………………………… 5

Sensory / physical development …………………………………………………………………………….. 6

Body awareness ……………………………………………………………………………………….. 6

Handing ……………………………………………………………………………………………………. 6

Moving ……………………………………………………………………………………………………… 7

Standing …………………………………………………………………………………………………… 7

Walking …………………………………………………………………………………………………….. 8

Indoor mobility …………………………………………………………………………………………. 8

Outdoor mobility ……………………………………………………………………………………….. 8

Self-care & independence …………………………………………………………………………… 9

Social, emotional and mental health ………………………………………………………………………….. 10

Making relationships …………………………………………………………………………………….. 10

Self-confidence and self-awareness ……………………………………………………………… 10

Managing feelings and behaviour ………………………………………………………………… 10

Curriculum impact …………………………………………………………………………………………………….. 11

Assessment ……………………………………………………………………………………………………… 11

Recording progress ………………………………………………………………………………………….. 12

Assessment for learning …………………………………………………………………………………… 14

Assessment and moderation cycle ……………………………………………………………………. 14


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Learners

Learners on this pathway have a range of profound and complex needs. All have physical difficulties

linked to a combination of other profound difficulties such as cognitive processing needs, sensory

impairments and complex medical needs. These learners will rely on facial expressions, vocal

sounds, body language and exhibit a range of behaviours to communicate. Learners are at the pre-

formal stage, cognitively operating between within the typically developing age range of 0 months to

18 months for most of their time in school, although some may progress into semi-formal learning

(Achievement Pathway) with support. They will require a high level of adult support for learning

and personal care.

Curriculum Intent

The Belonging pathway focusses on the early communication, physical, social and emotional and

cognitive skills that are the foundation of learning. It places high importance on sensory stimulation

for a child’s development and the need for sensory and multi-sensory approaches to learning

(utilising visual, auditory, olfactory, tactile and kinaesthetic activities). It supports the learner’s

development by employing appropriate approaches that take account of their emotional well-being

and levels of engagement.

Curriculum Implementation

The Belonging pathway is delivered via themed learning; a range of therapeutic interventions; and

sensory stimulation.

Key features:

Object cues – e.g. concrete objects that support the telling of a story

Objects of reference – for key activities during the day

Responsive communication, including intensive interaction

Highly sensory learning environments

Highly engaging activities that motivate and stimulate learners

Sensory motor learning

Slow paced learning and routines that allow time learners to process what is happening

Lots of repetition of learning activities over extended periods in order to embed into long-

term memory.

Delivery of sensory learning sessions and therapies such as: TacPac; Musical interaction;

Hydrotherapy; Physiotherapy; Rebound therapy; Immersive sensory sessions

Communication & Interaction sequence of learning:

Most learners on this pathway will have limited communication. This sequence of learning aims to

develop learner’s ability to express their needs, preferences and feelings. Communication work will

be central to every activity during the school day.

Responding: to everyday activities, care routines, sensory stimuli

Learners will have opportunities to:


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Respond when basic needs and desires are met (eg: stop crying when discomfort is removed or relax when gently rocked)

Respond to stimuli presented in on/off pattern (burst-pause) (eg: still, widen eyes, increased movement)

Respond to nearby person (eg: still to sound of voice or search with eyes or increased movement)

Respond to consistent and predictable social routines (offered in the same order in the same environment on a daily basis) (eg: by relaxing, stilling, widening eyes or mouth, increased movement)

Respond to their own names (stilling, turning, increased movement)

Respond with consistent positive and negative reactions to a range of social activities (eg: smiling or turning head away)

Respond to people talking around them (eg: by looking at the speaker or making sounds)

Respond in different ways to familiar and unfamiliar adults

Respond to sensory cues

Respond to object cues

Respond to objects of reference or pictures

Respond to familiar sounds and early words such as brrrm/ woof/ mum (eg: smile and locate sound )

Respond to familiar sounds and words (and / or signs), showing understanding of their meaning (eg: look at ‘mum’ or the dog)

Interacting: interact and anticipate


Interact with familiar people (eg: smiling, turning, giving eye contact)

Show they can work co-actively with familiar people (eg: join in ‘row the boat’ or allow their

hands to be used for eating)

Show anticipation of familiar social activities and events (eg: start to rock for ‘row the boat’

or lean forward to be lifted up)

Show they have had enough of a social interaction (eg: by turning away or looking down)

Show preference for particular people, objects and activities

Respond with interest in the actions of others close by (eg: make eye contact, turn towards,

reaching out, vocalising)

Engage actively in familiar social activities and events (eg: join in action songs or hold up

arms for coat) make simple meaningful gestures (eg: pointing or using simple signs,

photographs)

Communicating: engage actively, intentionally use voice or movement to express needs and

preferences


Use their voices to join in a ‘conversation’ (eg: babbling)

Communicate intentionally using voice or movement

Communicate intentionally using switches or VOCA

Attempt simple words and phrases in imitation (eg: mamma, woof, all gone, bye bye, more)


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Use a few words appropriately (eg: more, names, yes, no, mum)

attempt to use an object appropriately – spoon to mouth

Cognition & Learning sequence:

Learners will be supported to understand and interpret the world around them through exploration

of objects and patterns in their immediate environment.

Awareness: of people, objects and activities (passive).


Recognise an obvious change happening very close to self (eg: still when hand is massaged or when sees a bright flashing light)

Recognise when a stimulus starts and stops (eg: stills, moves limbs, turns after the stimuli start or stop)

Accept stimuli for an increasing amount of time (eg: will hold objects or allow feet to be in the foot spa)

Respond to a widening range of stimuli (eg: turns to a range of flashing objects)

Anticipate stimuli that occur over and over again (eg: smile before being pushed on the swing after several pushes)

Respond to a range of stimuli that are quieter/ less obvious (eg: smile at quiet singing)

Attend to stimuli further away (eg: hears music a few feet away or smells lunch as the trolley comes in)

Transfer attention from one stimulus to another (eg: look at runnig dog and when it finishes look at moving car)

Attend to stimuli in a busy classroom (eg: watch another child moving around)

Locate a specific stimulus against a busy background (eg: find favourite toy in a box of several toys or turn to name in a noisy room)

Persist in making simple toys do something (eg: keep swiping wobble toys or pressing a

switch to keep the toy active)

Exploration: of objects and materials


Use their senses to register interesting events around them (eg: watch a flashing light, listen to music )

Locate moving stimuli (eg: track a florescent ball or move head towards a walking and talking person)

Turn to objects and sounds that are activated but in one place (eg: turns head to locate flashing light)

Make things happen when they move randomly (eg: sound a hanging bell placed near a moving hand)

Activate toys that provide an interesting effect randomly and without connecting the cause to the effect (eg: pats a BigMac switch when placed near moving hand)

Control: of objects and materials



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Make things move deliberately with gross movement (eg: knock mobile, kick bells splash water)

Make things move deliberately with finer movements (eg whole hand or head to activate switch or swipe objects that give a strong reward)

Persist in making simple toys do something (eg: keep swiping wobble toys or pressing a switch to keep the toy active

Operate a toy that requires a single action (eg: button on Jack-in-thebox, switch for bubble tube)

Activate toys deliberately, using different movements for different toys (eg: shaking bells and banging drum)

Shift attention between different objects/ actions (eg: different actions on an activity centre)

Manipulate objects purposely (eg: empty and fill containers, stacking and building blocks

Press buttons to make toy work (eg: keyboard, musical toys)

Look for favourite objects when sees them hidden (eg: toy in box, under material)

Look for favourite objects in a box of similar items (not deliberately hidden)

Open containers to find objects (eg: lift lid, press buttons, pull top off)

Use objects and materials according to their function (eg: brush for hair, spoon to mouth)

Sequence & pattern: early problem solving


Take turns in repetitive games where adult stops to wait for a response (eg: Intensive Interaction, action songs)

Anticipate routine events – see a pattern in the event (eg: action songs, eating, being hoisted)

Recognise familiar places (eg: look up at the lights in sensory room, go straight to a favourite object in classroom)

Explore objects that are used in familiar routines (eg: spoon, cup, hairbrush, drum)

Take turns actively (eg: rolling ball to partner, passing objects backwards and forwards)

Choose between two or more motivating toys

Respond to object cue (eg: sits down for a drink when sees the cup)

Select appropriate resources for a familiar routine (eg: spoon for eating, shaker for musical interaction)

Operate toys that require more than one action to complete (eg: bubble tube controlled by latched switch)

Operate toys that need to be pulled apart and put together (eg: stickle bricks, Duplo)

Follow objects that move within the toy (eg: cars down a slope, balls in a tube)

Put objects into a container one at a time (eg: balls down a tube)

Select preferred objects from a mixture of objects (eg: in a sensory tray

Look at the bottom of tube for the object to appear when it can’t be seen travelling down)

Use objects that require two or more actions to complete (eg: posting shapes or simple form boards)

Use early problem solving for a familiar event (eg: selecting ball to roll down the slope rather than a piece of material)

Solve simple problems where understanding the pattern is important (eg: when there are 4 pegs to a toy and 3 are in place, look for the fourth if out of sight

Sequence &


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Sensory / Physical development sequence:

Learners on this pathway will typically have physical disabilities and may have a limited range of

movements. Many will have a physiotherapy programme or an occupational health programme to

develop their movements. The curriculum pathway for this area aims to support them to develop

body awareness and control of their movements.

Body awareness: awareness and movement of different parts of the body


Show awareness of massage of hands/ feet/ arms/ legs (maybe with aromatherapy oils), and various sensory stimulation on different parts of the body (eg: foot spa, silk material, fan)

Show awareness of a range of total body movements (eg: swinging, floating, rolling)

Show awareness of a range of different body orientations (eg: flat, upside down)

Show awareness of where their body is in space (eg. on top, under)

Show awareness of a range of pace of movement (eg: slow, quick)

Show awareness of different textures touching body (eg. Cold, soft, rough )

Show awareness of their limbs to be moved passively (eg. stretching in physiotherapy)

Move their hands and arms with hand-under-hand support/ hand-overhand support and/ or co-actively (e.g. during physiotherapy)

Show awareness of body awareness songs and games (eg: Heads, Shoulders Knees and Toes or Round and Round the Garden)

Actively move as part of body awareness activities Handling: reaching, grasping, releasing, manipulating


allow objects to be placed in hands

touch a range of objects with hands

reach for objects that are out of reach

bring objects closer

reach and grasp object with different holds

aim feet to touch a target

wipe objects

open and close hands

use palmer grip

squeeze objects

press switch with whole hand

pick up and put down objects

locate and try to grasp small objects

hold onto objects for increasing periods of time

move hands or arms whilst holding objects

hold objects in each hand, bring two objects together

grasp unseen objects (in feely bag)

allow objects to be taken from hand

let go of objects

put down objects

pass objects from hand to hand


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pick up and put down object repeatedly

bring objects to mouth

use hands to manipulate objects by shaking, banging, pushing or throwing

use whole hand or several fingers to press or poke

use index finger to press or poke

raise arms and drop objects

post objects into containers

rotate objects in hands

Moving: sitting, standing, walking, being mobile inside and outside, being mobile in water

Sitting:


Maintain head control

move their heads in all directions

sit in a fully supported position

sit in a chair with sides

sit on a classroom chair (no sides)

sit on a range of different kinds of chairs

sit on a stool, edge of the be

move their limbs in a sitting position

move their trunks in a sitting position

pivot round sideways in a sitting position

push or pull themselves to sitting from lying

Standing:


stand fully supported

stand with hands held or holding on

stand unsupported

move their limbs whilst standing

pivot whilst standing (with less and less support)

pull or push up to standing themselves

stand up from a chair or stool

stand up from the floor

sit down with hands being held or holding on

sit down on chair or stool

lower themselves to the floor from standing


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Walking


walk fully supported (in gait trainer) or facilitated

cruise along class furniture

walk with two hands held

walk pushing a (weighted) walker i.e. frame or v-tech

walk with one hand held, walk unsupported

take steps backwards (eg: to sit on a chair or toilet)

change directions when walking (supported), change directions when walking (unsupported)

walk on different surfaces

walk up and down slopes holding a rail

walk up and down steps holding a rail, walk up and down slopes

walk up and down steps

Indoor mobility:


crawl or bottom shuffle

slide on back/ tummy (maybe in a blanket)

pivot on bottom or knees on floor

roll (eg: across a mat)

rock/ row backwards and forwards (eg; Row Your Boat)

push and pull (people and objects)

bounce (on trampoline)

throw and roll objects (balls, beanbags)

catch objects (from bigger to smaller)

move forwards and backwards

move in and out of objects (eg: tunnel, den, tent)

move slowly and quickly (maybe being pulled in a blanket at different speeds)

move over and under objects/ onto and off objects

Outdoor mobility:


use outdoor wheelchairs

walk outside (using personal equipment)

Run outside (using personal equipment)

use playground/ adventure equipment to swing, slide, rotate, climb, move over a range of different outdoor surfaces (eg: woodland trail, shopping precinct, grass, shingle, cobbles)


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Self-care and independence: eating and drinking, dressing and undressing, using the toilet, brushing

hair, washing

Eating & drinking : NB many Learners on this pathway may be tube fed or will have individual eating

and drinking plans set by the SLTh


show awareness of food and drink (eg: by moving the food around the mouth and swallowing)

be helpful when being supported to eat and drink (eg: by opening the mouth for the spoon/ cup or turning to spoon/ cup)

eat and drink pureed food/ thickened drink, drink a variety of drinks (eg: milk, squash, tea), eat mashed food (usually each food mashed separately)

eat chopped food

eat finger food, use a spoon to eat (maybe move on to using a fork)

use a two handled cup to drink (probably first with a lid, then perhaps a slanted cup before progressing to a conventional open cup)

use a single handled cup to drink, use a beaker (with no handles) to drink

Dressing and undressing


show awareness of being dressed and undressed (eg: by eye or limb movement)

be helpful when being undressed and dressed (eg: relax limbs)

offer limbs (eg: when putting on a coat/ trousers/ shoes

finish taking off clothes once the process has been started by an adult (eg: wriggle out of shoes once they have been loosened/ pull sock off toes after they have been pulled down)

take off their clothes (probably starting with shoes and coats and progressing to other items of clothing)

pull up pants/ trousers (eg: after using the toilet)

Using the toilet: NB many Learners will have a care plan that states the support needed for toileting


show awareness of having their pads changed (eg: by or limb eye movement)

be helpful when having their pads changed (eg: relax limbs or lift bottom)

sit on toilet seats regularly

transfer from chair to toilet or from standing to toilet

use toilet appropriately if taken by an adult regularly

indicate the need to change their wet/soiled nappies (eg: cry with discomfort)

stand to have their pads/ sanitary towels changed

anticipate the toilet when OOR is presented


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Brushing hair


show awareness of having their hair brushed (eg: eye blinking or head turning)

be helpful when their hair is being brushed (eg: holding head up)

hold hairbrushes (but not necessarily brush their hair)

brush someone else’s hair or the hair/ fur of a toy, brush their own hair (probably one side first and then learning to brush all over)

Washing


show awareness of being washed and dried - usually hands, face and bottom – or being showered (eg: by eye or limb movement)

be helpful when being washed and dried (eg: hold out hands or turn up face)

wash and dry their hands

wash and dry their faces

Social, emotional and mental health sequence of learning:

Learners on this pathway are likely to need to develop the expression and understanding of their own mental states and their needs in relation to this.

Making relationships:


watch, react and respond to familiar and unfamiliar people.

show preferences for different people.

showing pleasure and displeasure in response to people

participate in enrichment activities that promote a sense of belonging, sharing and awe, and awareness of different cultures

Self-confidence and self-awareness: Learners will have opportunities to:

make their feelings and needs known

initiate interactions Managing feelings and behaviour: Learners will have opportunities to:

express emotions

show their preferences

be soothed and calmed or excited in response to activities or events


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Curriculum Impact

Assessment

Progress for learners at New Siblands is measured against individual outcomes outlined on

their EHCP. The level of progress a learner is making is measured from their starting point.

‘Evidence for Learning’ provides the platform for us to record individual progress towards

outcomes. Each learner has personal learning goals (PLGs) on the app which break down

the agreed long term outcomes for each EHCP domain into smaller steps. The assessment

frameworks can be the source of medium or short term outcomes, or a learning outcome

may be devised in relation to a learners’ individual need. The learning band descriptors are

not used to ‘level’ learners, and learners do not have to achieve or work towards every

outcome in a learning band. Instead, the frameworks offer a sequenced bank of potential

medium or short term outcomes that can be followed as appropriate for each learner.

EHCP - leaners' long term outcomes are set for four domains

Personal Learning Goals document - long term outcomes broken into smaller steps (short term outcomes)

Progress towards short term outcomes assessed through assessment cycle

Progress towards long term outcomes reviewed at annual review of EHCP meeting

Long term EHCP outcomes maintained or changed at annual review meeting


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Recording progress

Teaching teams record a range of evidence towards targets. This may be video clips,

photographs, or written annotations. Annotations refer to the target the learner is working

on. For many of our learners progress will over a very long period of time so is captured

according to levels of support and levels of mastery of a skill. Engagement indicators also

form an important aspect of assessment for pupils on this pathway, and we will develop our

use of these further in 2020-21.

Annotations on mastery comment on:

from dependent Prompting to independent

Learners complete tasks independently

The learner is provided with support throughout the task. Support may be in the form of physical, gestural or spoken help.

Support is still provided but there is a reduction in the level or frequency of prompting given.

The task is completed with minimal prompting. The learner performs independently but this needs consolidation in order to become consistent.

The learner completes the task independently. Encouragement may be given but no prompting relates directly to the task.

Emerging Developing Securing

We use the following codes to record the level of prompting and may add further more

detailed comments:

ER – experience recorded. This may be used when a learner is not able to engage in

an activity due to health or behaviour reasons

SE – sensory experience

PH – physical help

GH – gestural help

SH - spoken help

NH – no help

from approximate Fluency to accurate

Learners reach a level of mastery combining speed and accuracy.

The skill is approximate and the learner’s behaviour needs considerable shaping in order to accomplish the task.

The learner’s performance is increasingly purposeful and coordinated, but it is not yet sufficiently accurate to effectively accomplish the task.

The skill is sufficiently accurate to meet the requirements of the task but may need refinement. The learner starts and completes the task with little faltering or hesitation.

The skill is smooth, swift and accurate. No further refinement is needed.



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from inconsistent Maintenance to consistent

Learners maintain competency over time through repetition. They remember how to do a task after a break.

The skill has been observed on a single occasion only.

The skill is observed on more than one occasion but only intermittently.

The skill is reliably repeated but may need refreshing after a break.

The skill is consolidated and maintained over time. It is remembered after a break.


from single context Generalisation to many contexts

Learners achieve mastery in different settings or contexts, with different stimuli or with different staff.

The skill is demonstrated in a single setting or context, with limited stimuli or materials and with the same staff.

The skill is repeated but with some variation in setting, context, materials or staff.

The skill is frequently, but not yet consistently, demonstrated in different settings or contexts, with different stimuli or materials or with different staff.

Skills are reliably demonstrated in different settings or contexts, with different stimuli or materials and with different staff.


Engagement indicators are currently:

Responsiveness – do changes in behaviour demonstrate that learners are being

attentive to new stimulus?

Curiosity – are learners reaching out or scanning for the source of new stimulus?

Discovery – are learners searching out new stimulus, reacting or responding in ways

that show they are engaged (such as exhibiting expressions of enjoyment and

excitement)?

Anticipation – how learners predict, expect or associate a particular stimulus that

shows their understanding of cause and effect

Persistence – the extent to which learners sustain attention towards a particular toy

or action and thus beginning to devlop some conceptual understanding

Initiation – the different ways and extent to which a pupil is instigating an event in

order to bring about a desired outcome

Investigation – the extent to which they are actively trying to find out more about a

toy or activity via prolonged, independent experiment.

Training is taking place to ensure we can transition to using the five lenses of engagement

developed by the DfE, which are: exploration, realisation, anticipation, persistence and

initiation.


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Assessment for Learning

Assessment for Learning is the way that we ensure our learners can understand what they

are doing well and what they need to next to make progress. All learners’ successes are

celebrated in order to develop their confidence for learning and willingness to undertake

more challenging learning.

Learners are given instant feedback in a way that is accessible for their level of cognition.

This might be a reward, such as bubbles, a high five, or verbal feedback in simple language,

e.g. ‘good listening’.

Assessment and Moderation cycle

Teachers gather evidence throughout the year that inform assessments. Twice a year there

are assessment points, where we record the number of steps of progress towards medium

term targets is recorded for each area. One step of progress = emerging to developing;

developing to securing etc.

At each assessment point, interventions may be reviewed to ensure they are effective in

supporting progress.

Annotations and teacher judgements are moderated both internally and externally at these

points.

Whole school data is analysed by the school leadership team at the end of each year and

informs priorities for the following year.

*If EHCP outcome is met, new long term outcomes are added at the next annual review meeting

Assessment 1

Moderation

PLGs updated*

Assessment 2

Moderation

PLGs updated*

Whole school data analysis

informs school development priorities for coming year

belonging curriculum pathway€¦ · for a childs development and the need for sensory and...

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