MSI Unit Curriculum - Sense

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MSI Unit Curriculum: Phase 2This way of introducing the activity does far more than simply tell Kieran whatis coming next. It helps him to recognise the items he uses every day, and todevelop new ways of finding out about them. It gives him the experience oftaking turns in a conversation – Liz’s turns involve introducing objects; Kieran’sinvolve exploring them. They use the same primary communication mode(whole-body movements); they both have a genuine interest in the topic, andthey understand each other’s meaning. Perhaps most importantly, Kieran islearning that he can share control of an activity with an adult. He is workingwith Liz to explore the objects, making his own decisions about how and for howlong to explore each one. He is learning that he can affect what happens to him,that his choices are respected and that he can work co-operatively with anotherperson.All Kieran’s learning activities are cross-curricular, to help him to consolidatehis learning and recognise its relevance in different situations (Ownership oflearning). Snack and stand, like his other activities, supports learning across thecurriculum. Some of the links are shown in the diagram opposite.The context of learningThe MSI Unit Curriculum addresses the contexts in which activities occur, as wellas the objectives, strategies and expectations which they embody. At Phase 2,pupils are:• beginning to move from daily to weekly timetables;• working regularly with a wider range of staff than at Phase 1;• becoming more aware of peers sharing an activity;• experiencing different learning environments.These aspects of Kieran’s programme are outlined overleaf.54
MSI Unit Curriculum: Phase 2Cues are used to differentiateand name activities(Communication)Communication goes atthe pupil’s pace(Communication)Pupils are given time to exploreequipment used in daily activities(Conceptual development)Materials are accessible to pupilsthrough their residual senses(Sensory responses)Staff are alert for signs thatpupils can develop their sensoryfunction further(Sensory responses)Teaching sessions incorporatechanges in materials(Conceptual development)Sensory propertiesof pupils’ receptivecommunication modesare optimised(Communication)Pupils locate items theywant(Orientation, movementand mobility)Staff respond to actionsby pupils which changefamiliar routines(Responses to routinesand changes)Kieron: Snack and standCross-curricular linksItems to explore arepresented so pupils canrevisit them easily(Sensory responses)Pupils are givenopportunities toproblem-solve(Ownership of learning)Activities offer turntakingand shared control betweenpupil and staff member(Ownership of learning)Pupils are encouraged to workco-operatively rather thancoactively with staff(Understanding of time and place)Staff find ways of extendingpupils’ range of exploratorybehaviours(Conceptual development)Pupils are given realopportunities to influencewhat happens to them(Communication)Pupils’ efforts andachievements areacknowledged(Ownership of learning)55
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MSI Unit Curriculum - Sense

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