Sensory Experiential Bases (SEB) - Year 7 -14

The Experiential Pathway is a highly personalised multi-sensory curriculum for students with profound, multiple and / or complex learning, physical and / or medical needs.
Students on this pathway usually stay at Redwood from Year 7 – 14 and are grouped according to age and / or level of needs. Class sizes are small (between 6 and 8 students) and there is a high level of adult support to give the students the best opportunities to engage and achieve their goals and aspirations.

The curriculum focuses on 4 core areas of development.

Communication

Non-symbolic Communication:
Gestural, Pointing

Symbolic Communication:
Objects of Reference, Photographs/pictures/symbols, Words, Signing, Communication aids, ICT

Social Communication
Social responding, Conversational turn-taking, Imitation, Shared attention, Initiating communication

Communicating Needs and Wants
Communicating a choice/preference, Refusing/rejecting

Information & Concepts
Following instructions, Concepts

Reading
Single symbol/word vocabulary, Response to books and text, Phonics, Reading for meaning, Understanding narrative

Writing
Motor Skills, Regulating Behaviour, Sentence building, Assisted story-telling, Recording information

Thinking Skills

Pre-symbolic
Response to stimuli
Acting on the environment
Cause and effect
Object permanence
Early problem solving

Patterns
Matching
Sorting
Sequencing

Number
Numerals
Cardinal number
Ordinal number

Reasoning Skills
Observation
Planning
Predicting
Evaluating

P.S.E.D

P.S.E.D - Personal, Social and Emotional Development - 

Emotional Development
Expressing needs and wants
Awareness of actions, feelings of others and environment
Understanding or yes and no and right and wrong
Responses to praise and criticism
Awareness of consequences

Attention Control
Single tasks
Switch between two tasks
Many tasks

Working with Others
Solitary activities
Parallel activities
Co-operative activities
Turn-taking
Co-operation with others
Effective relationships

Independent Living Skills
Familiar routines
Anticipation of next steps
Routine activities
Initiating new experiences and activities
Problem-solving
Accessing the school, local and wider community
Independent choice making

Physical
Development

Motor Activities Training Programme (MATP)
Youth Sports Trust programme focusing of 4 areas:-
Upper body – reaching, grasping, pushing,  pulling and striking
Lower body – kicking,
Fine motor- manipulation and dexterity
Gross motor – movement and co-ordination

Hydrotherapy Splash
Muscle relaxation
Stretching
Symmetry
Weightlessness

Rebound Therapy
Movement
Digestion
Balance

Mobility
Maintain range of movement and symmetrical posture through standing, supported walking and specialist seating as required

Movement & Dance
Speed, tempo, rhythm, pace and timing
Shape and space
Spatial awareness
Interaction

Relaxation
Well-being
Self- awareness

The 4 core areas of development encompass a wide and diverse range of cross-curricular subjects through the thematic and multi-sensory approach to learning.

Students are set up to 8 personalised learning intentions per term and the EHCP outcomes an play an integral part in the creation of learning intentions.

The curriculum content provides the individual students with the maximum opportunities to develop their skills in a safe and secure environment whilst also providing them with stretch and challenge to enable them to reach their full potential. 

Mapping and Assessing Personal Progress (MAPP)

The curriculum follows the Mapping and Assessing Personal Progress (MAPP) framework and is broken down into 4 areas of achievement.

Independence

Doing things more on your own with less prompting

Fluency

Getting better at doing something with increased speed and accuracy

Maintenance

Doing something more often or reliably and maintaining it over time

Generalisation

Doing things with different people and in different places