Universal: Cognition and Learning
This page outlines some ways cognition and learning needs may present at the Universal Level of the Graduated Approach. There are also details of some model provision and strategies that may be useful at this level.
On this page, you can find:
Needs Descriptors
Early Years
Attainment and progress
• The child is generally meeting expected milestones.
Curriculum Access
• The child is able to follow instructions with some prompts if needed.
• The child is able to access all activities as expected for developmental stage.
• The child is generally meeting expected milestones.
Curriculum Access
• The child is able to follow instructions with some prompts if needed.
• The child is able to access all activities as expected for developmental stage.
Primary
Attainment and Progress
• The child is generally working within or marginally below age-related expectations.
• Some difficulties with learning may include some misconceptions and/or taking longer to understand new concepts.
• Difficulties may be specific to one aspect of learning.
Curriculum Access
• The child completes most learning tasks independently.
• The child is generally working within or marginally below age-related expectations.
• Some difficulties with learning may include some misconceptions and/or taking longer to understand new concepts.
• Difficulties may be specific to one aspect of learning.
Curriculum Access
• The child completes most learning tasks independently.
Secondary
Attainment and Progress
• The young person is generally working within or marginally below age-related expectations.
• Some difficulties with learning may include some misconceptions and/or taking longer to understand new concepts.
• Difficulties may be specific to one aspect of learning.
Curriculum Access
• The young person can complete most learning tasks independently.
• The young person is generally working within or marginally below age-related expectations.
• Some difficulties with learning may include some misconceptions and/or taking longer to understand new concepts.
• Difficulties may be specific to one aspect of learning.
Curriculum Access
• The young person can complete most learning tasks independently.
Model Strategies and Provision
- Modelling- I do, we do, you do, WAGOLL
- Working walls
- Alphabet strips, Phoneme mats, Key word mats
- Chunk instructions and information
- Teach sequencing as a skill
- Check understanding e.g. Learners to repeat back instructions, metacognitive strategies
- Visual cues
- Explicit links to prior learning
- Processing time
- A variety of recording methods
- Scaffolding e.g. Writing frames
- Manipulatives/concrete resources
- Visual timetables/ timetables
- Use IT programs and apps.
- Whiteboards and pens/ jotters to support memory
- Texts which reflect interest and age range
- Text presented clearly (font size, font type, background)
- Dual coding e.g. diagrams and pictures to add meaning
- Carefully consider reading aloud expectations
- Teach and model memory techniques
- Minimise copying from the board
- Reduce distractions
Links
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