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Explorational Curriculum

Introduction

Pupils accessing the Explorational Curriculum at Ysgol Tir Morfa will be at the sensory motor stage of development (developmental age of birth - 2 years) who will need a multi-sensory approach to learning enabling pupils to opportunities to explore and experience the world around them. Pupils in the Explorational Curriculum are described as having profound and multiple learning difficulties (PMLD) and are aged between 3 to 19 years.

Teaching and Learning

Reception to Year 9

Pupils following the Explorational Curriculum who are in the year group Reception to Year 9 follow a thematic approach to learning. Pupils will follow a three year rolling programme incorporating the seven areas of learning; English, Mathematics, Welsh, Personal and Social Development, Creative, Knowledge and Understanding of the World and Physical Development.

Key Stage 3 pupils attend Modern Foreign Language sessions on a half termly basis throughout the year.

Key Stage 4

Pupils in KS4 will be working towards a WJEC qualification in Personal Progress by the end of Year 11. They will be working on gaining Entry 1 award in Personal Progress. Pupils will still be following a thematic approach to learning but may incorporate additional sessions such as community participation and world of work.

Post 16

Pupils at Post 16 age work on an individual timetable based on their individual needs. Pupils continue to build up their WJEC qualification to gain a Diploma in Personal Progress by the age of 19. Pupils also have extended learning opportunities to develop skills learnt in KS4, extending the opportunities for the development of communication and independence skills and providing opportunities for work related learning where possible. This may involve pupils becoming more aware of the world around them and carrying out simple tasks.

Opportunities that are offered specifically to P16 learners include:

  • Undertaking taster sessions in Pengwern College
  • Specific roles within Caffi Morfa
  • Undertaking jobs around school, delivering post, messages etc using AAC devices where appropriate.
  • Increased community opportunities
  • Experiences within own designated sensory garden
  • Inclusion in Post 16 activities where appropriate

Assessment for Learning

Within the Explorational Curriculum, assessment for learning consists of:

  • Questioning Where appropriate, during or at the end of a session pupils are given the opportunity to make decisions about what stimulus they liked or enjoyed. Pupils will often be asked, using real objects to reinforce understanding, what they enjoyed in order for them to make a choice. Pupil’s response may be within their body language, vocalisations, facial expression eye pointing or gestures. Familiar staff will then interpret their responses.

  • Providing feedback to learners Feedback to learners will normally be instant within an activity or session straight after the learner has responded. The response from staff may be a verbal response or some pupils may have a tangible reward.

As well as this, at certain points within the day, such as at the end of the session or at the end of the day, pupils and staff will gather together where staff will feedback to the group about each pupils achievements, this will also be accompanied by verbal praise from the class teacher and a clap to reinforce the reward.

  • Peer and self-assessment Pupils who are following the Explorational Curriculum are not at the stage of being able to self or peer assess. 

Recording

  • All pupils will be assessed using the Routes for Learning Routemap for their communication and cognition skills. This links into to the Literacy and Numeracy Framework and the Digital Competence Framework.
  • All pupils will be assessed using the ‘Switch Progression Map’ to track progress and inform next steps when using switches.
  • The use of B Squared will be considered in IEP target setting for personal and social development. 

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