the semi-formal curriculum · the semi-formal curriculum recognises that many of the young people...

The semi-formal curriculum

The Semi-formal Curriculum for school staff November 2019

& other professionals

Enjoy and Achieve @ www.fountaindale.notts.sch.uk


WHAT IS MEANT BY THE SEMI-FORMAL CURRICULUM? The semi-formal curriculum recognises that many of the young people have a range of severe and complex learning difficulties and disabilities; and it is this combination of two or more challenges that the curriculum is designed to meet by a personalised learning approach based on:

becoming literate communicators and early readers

becoming mathematical and scientific thinkers

the acquisition of early learning skills

personal emotional and social development and mental well-being

which encompasses

the development of thinking skills

play (emotional, cognition and social dimensions)

creative learning

movement


OUR LEARNERS Our learners

Our learners are learners who have a range of severe and complex needs; all have physical

difficulties linked to a combination of other severe difficulties such as cognitive processing

needs, sensory needs or complex health needs. They are cognitively operating between

within the typically developing age range of 18 months (P4) – 60 months (P8) for most of their

time in school; though we would expect some to progress onto a formal curriculum.

It is important to recognise that there are many differences in individual profiles of this

group of learners, and these may well be spikey learning profiles; but broadly they can be

expected to move through developmental milestones if they have the sensory, physical and

cognitive ability to do so. However, it is important to remember that this group of learners do

not have delayed development as this suggests, given time, they can ‘catch up’ with their

typically developing peers.

This group of semi-formal learners struggle with all

areas of thinking:

cognition (thinking and understanding)

problem solving (acting upon understanding)

metacognition (thinking about thinking) They have difficulties with, for example, sensory processing and perceiving sensory patterns, memory, generalising and problem solving.

Our learners like order, structure, routine and

certainty in their learning. The challenge is to move

away from this restricted learning diet and provide opportunities for the learners to think and

problem solve as independently as possible.

For further information go to: http://complexneeds.org.uk/modules/Module-2.3-The-curriculum-

challenge/All/m07p080b.html

MORE ABOUT SEMI-FORMAL LEARNERS A PROFESSIONAL DEVELOPMENT SOURCE FOR SCHOOL STAFF

Early thinking skills include:

Using intuition.

Predicting and anticipating.

Remembering.

The understanding of cause and effect.

Linking objects, events and experiences.

Thinking creatively.

Thinking about thought processes.

QCA 2009

http://complexneeds.org.uk/modules/Module-2.3-The-curriculum-challenge/All/m07p080b.html

http://complexneeds.org.uk/modules/Module-2.3-The-curriculum-challenge/All/m07p080b.html


The following section is based on a range of sources but principally that of Penny Lacey; it is intended to form part of the school’s induction programme or for ongoing staff professional development.

Learning Needs As noted above, it is important to recognise that there are many differences in individual profiles of our semi-formal learners. We must recognise that they may face challenges with information processing: that they may have sensory and auditory processing difficulties, sensory processing (integration) and perceiving sensory patterns. They often have difficulties with their working memory, in generalising and problem solving.

Information Processing

Our semi-formal learners are similar to all learners in that they take information through their

senses; below is a basic diagram of the information processing model.

Using that information relies on ‘properly functioning areas of the brain, which then interpret

the information and make sense of it by connecting it to existing knowledge.’ (National Center

for Learning Disabilities 2008).

If our learners have difficulties in processing that information they may encounter some of

these difficulties:

Sensory Memory

Information

Forgotten

Short Term Memory

Forgotten

Transferred

Consolidated

Long Term Memory

Retrived

Forgotten

½ to 3 seconds Less than a minute Days, months, years


Visual Processing

Processing Area Skill Possible difficulties observed

Visual discrimination Using the sense of sight to notice

& compare the features of

different items to distinguish one

item from another.

Seeing the difference between 2

letters or shapes.

Noticing the similarities &

differences between certain

colours, shapes or patterns.

Visual figure ground

discrimination

Discriminating a shape or printed

character from its background.

Finding a specific bit of

information on a printed page full

of words & numbers.

Seeing an image within a

competing background.

Visual sequencing The ability to see & distinguish

the order of symbols, words or

images.

Using a separate answer sheet.

Staying in the right place while

reading a paragraph – they may

skip lines or read the same line

over and over.

Reversing or misreading letters,

numbers and words.

Understanding maths equations.

Visual motor processing Using feedback from the eyes to

coordinate the movement of

other parts of the body.

Writing within lines on a piece of

paper.

Copying from a board or book.

Participating in sports that require

well-timed & precise movements

in space.

Visual memory Long term: the ability to recall

something seen some time ago.

Short term: the ability to

remember something seen very

recently.

Remembering the spelling of

familiar words with irregular

spelling.

Reading comprehension.

Using a calculator or keyboard

with speed and accuracy.

Visual closure The ability to know what an

object is when only parts of it are

visible.

Recognising a picture of a familiar

object from a partial image; for

example a car with its wheels

missing.

Identifying a word with a letter

missing.

Recognizing a face when on a part

is missing (such as the nose).

Visual Processing

Processing Area Skill Possible difficulties observed

Spatial relationships The ability to understand how

objects are positioned in space in

relation to oneself. This involves

the understanding of near and far

(distance) as well as the

Getting from one place to

another.

Spacing letters and words on

paper.

Judging time.


relationship of objects and

characters described on paper or

in a spoken narrative.

Reading maps.

Auditory Processing

Auditory discrimination The ability to notice, compare and

distinguish the distinct and

separate sounds in words.

(required in reading)

Learning to read.

Distinguishing differences

between similar sounds. (EG

seventy & seventeen)

Understanding spoken language,

following directions and

remembering details.

Seems to hear but not listen.

Auditory figure-ground The ability to pick out important

sounds from a noisy background.

Distinguishing meaningful sounds

from background noise.

Staying focused on auditory

information being given; for

example instructions.

Auditory memory Long term: the ability to

remember something heard a

long time ago.

Short term: the ability to recall

something heard very recently.

Remembering people’s names.

Following multi-step directions.

Recalling stories or songs.

Auditory sequencing The ability to understand and

recall the order of words.

Confusing numbers such as 74

and 47.

Confusing lists and other types of

sequences.

Recalling the correct order of a

series of instructions.

Watch this short video to understand what information processing is: https://youtu.be/zCLotWLfjd0 https://www.youtube.com/watch?v=vPgSwTOpixE (auditory processing disorder) https://www.youtube.com/watch?v=464wT_ose6M&safe=active (visual processing disorder) This group of learners learn best when learning is related to their own experiences. Some may learn through structured play; others will learn more effectively through functional activities; and yet others will respond to a topic-based approach. You may wish to carry out additional research into dyslexia (language processing), dyscalculia (difficulties in the area of maths), dysgraphia (affects spelling, putting thoughts into writing or motor aspects of writing) and dyspraxia (motor skill development)

Working Memory

https://youtu.be/zCLotWLfjd0

https://www.youtube.com/watch?v=vPgSwTOpixE

https://www.youtube.com/watch?v=464wT_ose6M&safe=active


Memory is part of information processing. Our semi-formal learners can struggle with the

demands of our classroom learning environments for many reasons. This includes having a

smaller working memory than typically developing children. Dr Joni Holmes (Working Memory &

Learning Difficulties 2012: http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/09/Working-memory-and-learning-

diffculties.pdf) states that ‘working memory enables us to store information in our minds for short periods of

time and use it in our current thinking. It is a kind of mental workspace that we use for many aspects of our

everyday life, including reading comprehension, mental arithmetic and planning a series of thoughts or

actions. For children, it appears to play a crucial role both in supporting learning and in maintaining

focused behaviour in the classroom.’

For typically developing children, working capacity increases up to the age of 15 years when

it achieves adult levels. For our semi-formal group of learners who have an atypical

development trajectory they will have a smaller working memory capacity. They hold fewer

words, numbers and ideas at any one time; they find following a set of complex instructions

difficult to remember when working in class.

Research suggests that our semi-formal learners are not only characterised by a smaller working memory but also by a severe lack of development in working memory skills such as paying attention and making sense of spoken language. Research by Hulme and McKenzie (1992) also suggests that a short-term memory store, as part of working memory process, is likely to place limitations on other cognitive skills, for example in reading and maths. ‘Observat ions of children in the classroom, combined with teacher reports, have highlighted the major signs

of a working memory difficulty. These include: poor academic progress, difficulties following multi-step

instructions, failing to complete common classroom activities that require large amounts of information to

be held in mind, problems keeping their place in demanding and complex activities such as writing.’ (Holmes

2012).

‘Learning is a step-by- step process that relies on the successful completion of individual learning activities

for the accumulation of knowledge. Children with working memory impairments often fail in the classroom

because the working memory loads of each activity exceed their capacities. When the working memory

system fails, children forget what they are doing and this can lead to inattentive behaviour. The end result

is frequent lost learning opportunities, and consequently slow rates of educational progress.’ (Gathercole &

Alloway, 2008).

Although the working memory is smaller, research on the brain shows that it has greater

capacity for changing (plasticity) through learning new things. Current thinking focuses on

two approaches. The first approach focuses on accelerating learning for children with

memory problems by adapting the environment; the second attempts to train working

memory function.

As a school our semi-formal learners need activities to be designed in such a way to enable

an increase in memory capacity. We need to reduce memory loads in the classroom by

http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/09/Working-memory-and-learning-diffculties.pdf

http://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/09/Working-memory-and-learning-diffculties.pdf


breaking tasks and instructions down into smaller steps, frequently repeating important

information, re-presenting information and by encouraging the use of memory aids. We need

to help our learners use their prior knowledge when learning new information as this

promotes that learning.

As practioners we need to be able to recognise indicators of working memory failure and

understand the need to monitor the child for signs such as memory overload.

Remember many of our semi-formal learners have difficulty with information processing and

will require personalised approaches to overcome identified difficulties.

See also https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-

guide.pdf

Generalisation Typically developing learners can learn a skill or fact in one context and then have the capacity to recall and use that fact or skill in another context. This places high processing demands on the learner on making connections between the original context and the new one. This is a process our semi-formal learners find particularly difficult and therefore requires the teaching of the same skill or fact in many different contexts.

Problem Solving

Our semi-formal learners not only have difficulties with generalisation but also have

particular difficulties in problem solving.

They not only have to develop the ability to generalise a skill but they also need to develop

an understanding of when to use that skill in new and novel situations and combine it with

other skills to solve the problem.

Problem solving needs to be specifically taught to this group of learners and can be broken

down into the following elements.

Perception

of problem

https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf

https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf


Our semi-formal learners need many opportunities to practise different elements if they are

to become better problem solvers through structured teaching.

To achieve this we need to engage learners in solving real problems and provide as many

opportunities as possible to generalise these elements to other problems.

Teaching Thinking Teaching our learners to think is guided partly by developmental psychology, partly by neuroscience and partly by philosophy. McGuiness (1998) pointed to three models for delivering thinking skills:

focussing on general thinking skills targeting subject-specific learning such as in maths; or infusing the skills across the curriculum

McGuiness concludes each can be effective as long as there are plenty of opportunities to transfer skills to new contexts. Our curriculum provides such opportunities through subject-specific learning such as maths*1 or through the topics by encouraging mathematical thinking, thinking scientifically and early learning skills. Lacey argued that teaching a vocabulary for talking about thinking is important. But, so is using play to show thinking in action. She thought that children who struggle with spoken language require plenty of opportunities to see thinking as well as hear it.

1 The delivery of areas of learning such as mathematical thinking and literate communicators may be delivered through subjects or through themes dependent on the needs of the learners in particular semi-formal classes.

Evaluation

of the strategy adopted

Thinking

about a problem & its solution

Action

trying out a strategy


Play is a vital pathway for learning and the nature of that play develops through different overlapping stages; parallel, associative and co-operative. However, early stages of play, such as solitary play will be present. Many learners may have developed ‘learned helplessness’ (Maier & Seligman) and there is some evidence that suggests that they will simply ‘give up’ when faced with a task that requires effort. Lacey has suggested that ways of dividing the task into smaller steps may be necessary, particularly at the beginning as problems need to be easily solved to counter that ‘learned helplessness.’ This requires staff working with our semi-formal group of learners to become ‘challengers’; to have expectations and present the learner with demands and challenges so they become familiar with thinking and problem solving; and even start to look for a problem to solve.


THE SEMI-FORMAL CURRICULUM STRUCTURE

Assessing Learning

Play

Communication &

Literacy

Early Learning

Skills

Mathematical & Scientific

Thinkers

Literate Communicators &

early readers

Early Skills Developers

Mathematical Thinking & Problem Solving

Thinking Scienctifically

Cognition, Communication & Literacy

Reading

Early Learning Skills

Interacting with technology

Self motivation

Assessing Learning

Thinking Skills

Mathematical Thinking

Thinking Scientifically

Play (Social & Emotional Development)

Semi Formal Route map

- Cognition

Semi Formal Route Map

- Communication and

Social

Topics & Themes Subject Specific Learning


The core learning

Computer Studies Sensory Learners Literate Communicators Mathematical Thinkers Problem Solvers Maths English Science

The delivery of the core learning will be driven by the needs of the learners in a particular class. In

some classes the core learning will be focussed through themed weeks or as an integral part of a

topic; other classes may deliver it through timetabled slots during the week, especially if the

students are undertaking accredited courses or moving towards the formal curriculum.

The assessment of the core learning will be through ongoing teacher assessments and progress is

recorded on the Semi Formal Route Map.

Themes

The semi-formal curriculum delivers much of its learning through a thematic approach rather than following national curriculum foundation subjects. The themes encourage a broad understand of foundation subjects within contextualised learning appropriate to the needs of this group of learners. Assessment of the themes is through ongoing teacher assessments and achievements recorded using the Semi Formal Route map that enables progress to be monitored over time.

A sample planning page is shown below.

Mathematical

Thinking &

Problem Solving

Cognition,

Communication &

Literacy

Focus Book

Topics


See topic booklets for detail

Learning Plans

Learning Plans are the planning tool used by

teachers to personalise learning intentions

for individual pupils they teach.

English Maths PE Geography, History, Languages & RE Science Art & Music PHSE


Learning

Plans

Planned

Learning

Goals

Observed

Learning

Review

of

Learning

What am I going to learn?

What have I learnt? What am I going to learn

next?


A typical day in a semi-formal

classroom (younger pupils)*2

The day begins with the pupils encountering a self-directed play session that is focussed on the theme and the focus for the week. How does this look in the classroom? In one class the teacher and class team provided a range of sensory ‘toys’/toys (see pre-formal

curriculum document for the school’s understanding of what a toy is) that enabled their pupils to play, explore and develop their skills; linking that play to the theme of colour and the focus book ‘Elmer’. Staff acted as play partners; playing alongside/with the pupil to encourage the development of their play and their learning. It is also a time that staff can use to work with pupils on a 1:1 basis as part of the classes intervention programme. The session before morning break is social interaction time which provides an opportunity for the pupils to develop their communication skills through a structured approach loosely based on the theme. Morning break is a time for pupils to develop their social skills, their independence, their numeracy and communication skills; it is an opportunity for their personal and social development. This is followed by a freely chosen play session; play is under the control of the child and he/she determines how to play, how long that play is sustained for and who to play with. The final session before lunch is devoted to focussed core learning; with one core area being the focus for a week linked to the theme and shared story. The first session after lunch is social interaction time and the communication activity is focussed on lunch-time activities. This session ends with a song. The rest of the afternoon is focussed on the theme/topic and is designed to encourage pupils’ thinking skills and early learning skills. It is in these sessions that movement is encouraged through PE and for some class/individual swimming sessions. It is important that this learning takes place in an environment that is matched to the pupils need:

it is ‘an environment that is rich and full of opportunities for learning through play (free play)’ (Learning through play – little book; Penny Lacey)

it is an environment that the pupils understand; one teacher in school involves the pupils in his class in creating that environment so they can begin to have an awareness of how it relates to the theme.

2 There is some variation in the typical day dependent on the postural and learning needs of the learners – some students will, for example, be following accredited courses.


Play

For our semi-formal learners play is still an important ingredient in their curriculum diet.

Play opportunities motivate, supports learning, enables skill development and the development of

concepts. It develops language/communication skills and consolidates learning.

How does play typically develop?

As children develop then the types of play

evolves too. These types of play are

associated with, but not restricted to,

specific age groups in neuro-typically

developing children.

We would expect most of our semi-formal

learners to be moving from parallel play into

the next stage. This does not mean that

earlier stages of play, such as solitary play,

are no longer experienced.

1 2 3 4 5 6

Associative Play

There is no formal organisation to play Children have similar goals

Desire to play with the same types of toys & may exchange toys

Co-operative Play

Play has organised group goals with at

least one leader to the group. Children

are in or out of the group.

ASSESSING PLAY

In natural contexts

The value of play cannot be

emphasised strongly enough.

Source: Department for Children, Education &

Lifelong Learning & Skills – Welsh Assembly Play route-map from the pre-formal curriculum

Parallel Play

Plays alongside others with similar toys. There is a lack of engagement

http://www.healthofchildren.com/P/Play.html


Pre-formal Semi-formal Formal curriculum

Early Development

Solitary Parallel Associative Cooperative Socio-dramatic

Unoccupied play

Sensorimotor play

May engage in parallel play near others.

Engages in separate activities, but shares ‘toys’

Successfully enters into play with other children.

Advanced group skills

Observant play: notices →briefly → with interest

May play with similar ‘toys’

May play together in loosely structured activities.

Play has an organised structure. Is a group leader(s)

Friendship skills – understanding feelings

Usually plays alone for brief periods → sustained periods

Does not play with other child.

Will ‘talk’ with each other and comment on each other’s play.

Will communicate with others.

Higher level role play

Plays with one ’toy’ …. → range of ’toys’

Does not influence other child’s play/ behaviour.

Will express ideas for activities.

Improvisation

Engages in play briefly →to sustained periods

May be observant of other child’s play.

Acknowledges actions and accomplish-ments.

May copy how others are playing.

Negotiates roles and sets up events.

Will respect other children’s property.

More willing to share and ask to share.

Response to Interventions: facilitated, spontaneous & interactional


ASSESSING THE SEMI-FORMAL CURRICULUM

The semi-formal curriculum is assessed through the Semi Formal Route maps; Communication, cognition and social; these provide information on pupil progress. The school has also developed a document that moves from R4L into the Semi formal route map.

the semi-formal curriculum · the semi-formal curriculum recognises that many of the young people...

Documents