Semi-Formal Curriculum
How is Progress Measured and Recorded?
Semi-Formal learners typically have severe to moderate learning difficulties; for those working within Pre-Key Stage parameters, their progress is measured using Cherry Garden, with other members of this group accessing aspects of the National Curriculum.
Teachers use individual outcomes agreed during Annual EHCP reviews to create personalised learning profiles to be monitored against. Learning is evidenced and tracked using Tapestry. Learners have regular progress meetings to adjust objectives.
Every learner has a Boxall Profile to assess their social, emotional and mental health wellbeing.
Semi-Formal Learning
The curriculum is designed to develop independence and functional life skills, but also build on prior knowledge/abilities. Learners classically have a range of complex obstacles to learning, requiring a curriculum with a consistent approach, incorporating regular repetition and tailored strategies for their learning needs.
We strive to create an engaging, multi-sensory, enabling environment, both in and outdoors. Activities are centred around learners’ own experiences via a theme-based approach, paying particular attention to support any sensory processing difficulties.
Semi-Formal learners access short bursts of focused, adult directed tasks, plus open-ended exploration that is enhanced by adults, as appropriate. Learning is practical, meaningful and fun!
Learning Opportunities
• Sensory regulation activities
• Develop literacy skills
• Phonics - Read, Write Inc programme
• Practical maths skills and maths concepts
• Personal care/hygiene
• Sensory room
• “My Community” - offsite activities
• Fine and gross motor development
• Rebound Therapy
• Swimming
• Turn taking/social skills
Teaching Strategies
• Sensory regulation activities
• A structured and organised classroom
• Visual structures are used to organise tasks and teaching environment
• Structures and routines are formulated to support thinking skills, problem solving, developing independence and other difficulties associated with those who have Autism
• Colourful Semantics
• ‘Total Communication’ approach
• Multi-modal communication - Makaton, symbols, pictures and visual clues
• Safe, inclusive, low arousal environment
• Varied and rich resources about the wider world, cultures, beliefs, arts and music
4 Areas on an EHCP
Individual targets are agreed at Annual Review and cover the following areas:
1. Communication and Interaction
• Expressive communication
• Receptive communication
• Interaction with others
• Increased understanding of what, how and why they are learning
• Increased communication skills for all aspects of self-care, work and relationship skills
2. Cognition and Learning
• Following instructions
• Following routines
• Transitions
• Increasing Independence
• My Communication, Language and Literacy with Early Literacy skills eg phonics
• My Thinking and Problem Solving
• My Care and Independence
• My Expressive Art and Design
• My Physical Development
3. Social, Emotional, Mental Health
• Emotional Expression
• Participates with others
• Accepting strategies and coregulation
• Accepting help
• Developing strategies for managing behaviour and well-being
• My Care and Independence
• PSHE
4. Physical/Sensory
• Adopting strategies for sensory regulation
• Gross motor skills and coordination
• Fine motor skills
• Awareness and increasingly independent during self-care routines
• Participation in sensory input activities
The above is what we consider for Semi-Formal pupils.
• The Boxall Profile • Cherry Garden Maps
