These pupils dependent upon age either have several or moderate learning difficulties and are working below the expectation of the National Curriculum. These pupils learn best when learning is related to their own experience. Some may learn through structured play other will learn more effectively through functional activities, and others will respond to a topic-based approach.
Aims And Objectives
The term ‘Semi Formal Curriculum’ is taken from the work of Penny Lacey 2011. The semi- formal Curriculum at Penn Hall provides meaningful, fun and engaging learning opportunities which enable pupils to reach their potential.
The Semi-formal curriculum is divided into six areas of learning, with the focus around communication and cognition.
My Communication and Literacy
In this area of learning pupils develop their expressive and receptive language skills through speaking, listening and drama activities. Learners have access to a total communication environment, which promotes the use of speech, signs, communication aids and symbols as appropriate to the needs of each child. Stories are used widely and are often presented in a multi-sensory way. A range of techniques are used to enable pupils to communicate, these include – PECs, Intensive Interaction, TAC Pac and Music Therapy. Pupils encounter inclusive literacy and inclusive writing activities. Where appropriate pupils working at P step 7 and above have access to phonic based learning through the Read Write Inc. literacy scheme.
In this area of learning pupils will develop their thinking and problem solving skills. They will be exposed to number rhymes, shape, space and measure through practically based activities.
My World and Me
This curriculum area focuses on practical skills and developing an understanding of the world. Delivered through a topic based approach, this area of learning will encompass Science, Sense of Place (Geography) Sense of Time (History) and the use of technology for access and communication.
My Independence (SMSC)
In this area of learning pupils are developing their skills that help promote positive behaviour and effective learning. It focuses on five social and emotional aspects of learning: self-awareness, managing feelings, motivation, empathy and social skills.
In this area of learning pupils are developing awareness and control of their bodies through a variety of experiences, these may include Rebound Therapy, Soft Play, Sensory Play, PE, Swimming, Outdoor Play. There is close working between Physiotherapists and Class staff to devise individualised programmes where appropriate. As much as possible these will be functional and integrated into the class routine.
In this area of learning pupils explore and play with a wide range of media and materials, as well as providing pupils with opportunities and encouragement for sharing their thoughts, ideas, and feelings through a variety of activities in art, music, movement, and design and technology.
Solar P Steps
THIS SUBJECT ADHERES TO THE RELEVANT POLICY GUIDELINES OUTLINED IN THE SCHOOL GENERAL POLICY DOCUMENT.
COMPREHENSIVE DOCUMENTATION IS HELD BY THE SUBJECT CO-ORDINATOR WHO, FOR THIS SUBJECT IS S. BAGSHAW.