MSI Unit Curriculum - Sense

MSI Unit Curriculum: Phase 1Pupils are given frequentopportunities to experience cause andeffect, with effects immediately andreliably following causes(Ownership of learning)Pupils’ emergent sensorypreferences (eg: for particularcolours, textures and/or frequencies)are identified and encouraged(Sensory responses)Pupils have a designated space inthe classroom which is designedto reflect their personal sensorypreferences(Understanding of time and place)Reactive physical environmentsare used to emphasise theboundaries between pupils and theirenvironments(Orientation, movement and mobility)Pupils’ sensory responses arelogged, together with details ofthe context of the response(Sensory responses)Pupils’ repetitive behaviours areclosely observed and analysedto give information about theirinterests and preferences(Conceptual development)Staff attribute intentionto pupils’ actions whereappropriate(Ownership of learning)Objects are presented ina consistent place andmanner and may beanchored to help pupilsexplore them(Conceptual development)Pupils follow daily timetables to helpthem begin to perceive their world aspatterned and predictable(Responses to routines and changes)Saima: interactive space.Cross-curricular linksPupils have their owndesignated space in theclassroom with clearboundaries. Staff reinforceand develop any attempts tonavigate this environment(Orientation, movement andmobility)Pupils work throughout theday with main (and support)keyworkers, whose priorityis to establish a securerelationship with the pupil(Responses to routines andchanges)Pupils’ ways of expressingacceptance, rejection andwithdrawal are noted andalways responded to(Communication)People and items arepresented slowly and clearlyto pupils, in familiar, quietenvironments(Sensory responses)37