| Curriculum | Pre-formal Sensory & Engagement | Semi-formal | Formal | Nurture |
|---|---|---|---|---|
| Early Years Topic related 3D model making, using junk, fabrics, clay, glue, paint. Sensory play with water, sand, gel balls , foam, cornflour, Lego and brick model building. Wooden train set and construction toys. Inc Mr Potato head. Attention Autism | • Soft play, large foam shapes. • Experiencing textures and properties of materials through sensory play. • Books like “that’s not my…..” • Experience Attention Autism sessions. | • Free building with Lego and other construction toys. • Creating topic related 3D models • Junk modelling • Learning how to connect/ join materials together • Making Design choices e.g. with “Mr Potato Head” | • Developing topic models by selecting materials to make patterns etc. • Learning about shapes • Comparing and ordering sizes • Quantities needed • Learning how to connect/ join materials together • Making Design choices e.g. with “Mr Potato Head” | • Selected activities of particular interest to the individual pupil using communication to build self-esteem and confidence. • Free building with Lego and other construction toys, encouraging sharing when appropriate. |
| Junior Topic related 3D model making, using junk, fabrics, clay, wood, glue, paint. Sensory play Forest School Lego and brick model building. Wooden train set and construction toys. Develop design related knowledge and vocabulary ICT art and design programmes e.g. Busy Things | As above using repetition to build confidence and discovery. • Sensory play using topic related items • Encourage student choice through communication but also incorporate a variety of sensory experiences to develop confidence and knowledge of the world. • Sound and light sensory experiment. • Motorised Switch toys | As above, and using elements of pre-formal and Formal curriculum according to individual’s needs. • Use communicate in print instructions • Encourage independence • Encourage design choices • Experimentation through trial and error • Experiencing Forest School • Use ICT such as Busy Things or Tate Kids to encourage design choices in art and design. | As above and developing – • Increased variety of materials. • Introduction to simple measurement • Encouragement to use imagination. • Encourage to test whether design is strong, how it can be improved etc. • Following instructions • Documentation of findings • Experiencing Forest School | • Selected activities of particular interest to the individual pupil using communication to build self-esteem and confidence. • Free building with Lego and other construction toys, encouraging sharing when appropriate. |
| Middle Topic related 3D model making, expanding methods of construction and materials. Trips and experiences of local places, art and design. Residentials Forest School Forces, motion and magnets | As above using repetition to build confidence and discovery. Encourage student choice through communication but also incorporate a variety of sensory experiences to develop confidence and knowledge of the world. • Encourage exploration and independence. • Sensory play using topic related items • Experiencing Forest School • Sinking and floating | As above, and using elements of pre-formal and Formal curriculum according to individual’s needs. • Use Communicate in Print instructions • Encourage independence • Encourage design choices using word mat or similar. • Use ICT such as Busy Things or Tate Kids to encourage design choices in art and design. • Experiment through trial and error. E.g. building paper bridges, how to make them stronger, how many toy cars will they support before collapsing! • Encourage prediction of results. | • Develop design related knowledge and vocabulary • Draw ideas, follow plans. • Encourage creativity, independent selection of materials and tools for the job. • Choose suitable materials for the job with awareness of the environment. • Increased dexterity gives opportunities to try more complicated projects. • Learning about design through the ages • Measuring more accurately • Encourage prediction of results. | • Selected activities of particular interest to the individual pupil using communication to build self-esteem and confidence. • Drawing from main curriculum and adapting to pupils needs. • Use ICT such as Busy Things or Tate Kids to encourage design choices in art and design if appropriate for individual. |
| Seniors Topic related 3D model making, expanding methods of construction and materials. Trips and experiences of local places, art and design. Residentials College experiences Increased ICT skills Mini Enterprise Forest School Links with science learning about gears, pulleys, cams, levers and linkages also Electrical circuits, lights, motors and buzzers. Links to accreditation through Functional Skills and ASDAN | Exploration of materials and cause and effect, through sensory time and carrying out art and DT projects suited to each students ability including IT and computer games. Science links - Cause and effect exploration learning about • Gears, pulleys, cams, levers and linkages. • Electrical circuits, lights, motors and buzzers. | As above, and using elements of pre-formal and Formal curriculum according to individual’s needs. Using suitable communication and methods of support for developing understanding. • Encourage independence in construction and testing. • Encourage creativity and pupil led design choices using word mat or similar. • Introducing styles through design and designers. Awareness of old and new. Suitability for user. | • Mini enterprise – design projects to sell. Consider cost, function, safety, appeal, environment, user of product. • Research ideas. Be creative. • Making power points, choosing layouts and fonts that appeal or tell a story. • Advertising and the power of design choices • Being aware of the environmental impact when designing things – suitable for recycling etc. • Measurement and capacity, estimating coverage. | If design, graphics or DIY is of interest to a particular pupil, mini enterprise projects can be developed in line with the nurture curriculum to build confidence, self-esteem, social interaction skills and mental resilience. |
| Post 16 Preparing for Adulthood Employment skills Living Skills DIY Lifestyle –healthy living and eating Community – designing areas suitable for others etc. Functional Skills Enterprise | Exploration of materials and cause and effect, through sensory time and carrying out art and DT projects suited to each students ability including IT and computer games. | As above, and using elements of pre-formal and Formal curriculum according to individual’s needs. Using suitable communication and methods of support for developing understanding. • Encourage independence in construction and testing. • Encourage design choices using word mat or similar. • Pride in quality of work. | • Bike repair shop • Café • Plants and horticulture. • Considering others in making and working projects. • Design products/services to sell. Consider materials, function, safety, appeal, cost, environment, user of product. • Research ideas. | Living and employment skills can be developed through design and graphic projects in line with the nurture curriculum to build confidence, self-esteem, social interaction skills and mental resilience. |
Specialists in Education