This page outlines some ways cognition and learning needs may present at the Targeted + Level of the Graduated Approach.

Needs Descriptors 

Attainment and Progress

There is evidence of increasingly significant difference in meeting age related expectations for multiple areas of cognition and learning.

 Key stage 1 and 2

The learner is likely to be working within Pre-Key Stage standards.

 Key stage 3 and 4

The learner is likely to be working within Key Stage 1/ 2 standards.

Curriculum Access

The CYP is able to independently participate in some very limited group/classroom/setting activities. Needs support to access many aspects of learning including starting a task and maintaining attention.

 The CYP may:

• have difficulties with:
• processing, organising and coordinating spoken or written language.
• sequencing and organising the steps to complete tasks.
• problem solving and developing concepts.
• visual and/or auditory perception.
• motor skills and/or handwriting.
• phonological processing
• verbal short-term memory
• verbal processing speed
• working memory
• have differences in:

➢ independence
➢ play and leisure.
➢ understanding physical and emotional wellbeing.
➢ understanding the world around them.

• require ongoing personalised intervention and reasonable adjustments.
• have limited independent learning strategies.
• have co-occurring conditions.
• have significant difficulties with the pace of the curriculum and require daily adjustments e.g., to the presentation of information, scaffolding of tasks, assistive technology,
• be aware of their difficulties, show signs of frustration and lack confidence and self-esteem.

Links

• Removing Cognition and Learning Barriers
• Training and Resources

 

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