Planning for Differentiation using the Milestones for Complex

Planning for Differentiation using the Milestones for Complex Additional Support Needs For Scotland’s learners with Scotland’s educators

Example – Planning for Literacy Experiences and Outcomes Reading I enjoy exploring and playing with the patterns and sounds of language and can use what I learn LIT 0 -01 a, 11 a, 20 a; Listening and Talking – Enjoyment and choice I enjoy exploring and choosing stories and other texts to watch, read, or listen to, and can share my likes and dislikes LIT 0 -01 b, 11 b. For Scotland’s learners with Scotland’s educators

Resource: Hairy Maclary from Donaldson’s Dairy Learning Intention I will respond to the repeating words and phrases in Hairy Maclary from Donaldson’s Dairy, and choose other stories to listen to from the Hairy Maclary range, identifying the story from the cover/props/sounds. I will share my likes and dislikes for characters in the stories. For Scotland’s learners with Scotland’s educators

Success Criteria: Foundation Milestones: I can show an awareness that something is happening by giving more consistent attention to the repeating phrase “…and Hairy Maclary from Donaldson’s Dairy” (using attention props), showing pleasure through a non-verbal or physical response. For Scotland’s learners with Scotland’s educators

Foundation milestones Attention skills Shows a simple reflex response to an individual stimuli Shows a simple reflex response to a range of sensory stimuli, objects, people and/or activities. Shows awareness of something happening: o Gives a quick and fleeting response o Gives inconsistent response o Gives more consistent attention and response. Gives shared attention to a range of sensory stimuli, objects, people and/or activities. Anticipates within familiar routines and situations Shares a consistent response in familiar routines and situations. Shows understanding of a sequence of activities within a familiar routine. Demonstrates extended attention within familiar settings. Demonstrates extended attention within unfamiliar settings. Preference and choice Shows pleasure/displeasure through: o Non-verbal or physical response o Verbal response. Accepts or rejects in response to sensory stimuli, objects, people and/or activities Indicates preferences in response to sensory stimuli, objects, people and/or activities Consistently shows and expresses preference to sensory stimuli, objects, people and/or activities. Communicates basic needs that enables them to be understood by others (for example, more/again/finished/enough/stop) Makes a choice using: o Real objects o Photos o Symbols. For Scotland’s learners with Scotland’s educators

Success Criteria: Foundation Milestones: I can show an awareness that something is happening by giving more consistent attention to the repeating phrase “…and Hairy Maclary from Donaldson’s Dairy” (using attention props), showing pleasure through a non-verbal or physical response. For Scotland’s learners with Scotland’s educators

Pre Early Milestones: I can show an interest in the story ‘Hairy Maclary from Donaldson's Dairy’ and show an interest anticipate and respond to the repeating phrase “……and Hairy Maclary from anticipate and respond Donaldson's Dairy”, demonstrating my likes and dislikes for Hairy Maclary and demonstrating my likes and dislikes Scarface Claw. I can recognise Hairy Maclary on the cover of 1 other book. recognise Hairy Maclary on the cover For Scotland’s learners with Scotland’s educators

Pre-early Milestones Listening and talking Curriculum Organisers Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life. Experiences and Outcomes for planning learning, teaching and assessment I enjoy exploring and playing with patterns and sounds of language, and can use what I learn. LIT 0 -01 a/LIT 0 -11 a/LIT 0 -20 a I enjoy exploring and choosing stories and other texts to watch, read and listen to, and can share my likes and dislikes. LIT 0 -01 b/LIT 0 -11 b I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0 -01 c Milestones to support practitioners’ professional judgement Shows a response to familiar characters, songs, rhymes and/or stories Generates meaningful vocalisations in response to familiar stimuli, objects, people and/or activities Demonstrates likes or dislikes for characters, songs, rhymes and/or stories Anticipates and responds to known events in familiar texts, songs, rhymes and/or stories Joins in with actions, signs and/or movements relating to familiar texts, songs, rhymes and stories Reading Curriculum Organisers Enjoyment and choice - within a motivating and challenging environment developing an awareness of the relevance of texts in my life. Experiences and Outcomes for planning learning, teaching and assessment I enjoy exploring and playing with the patterns and sounds of language and can use what I learn. LIT 0 -01 a/LIT 0 -11 a/LIT 020 a I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes. LIT 0 -01 b/LIT 0 -11 b Milestones to support practitioners’ professional judgement Shows an interest in rhymes, stories and/or text Shows an interest and makes a choice between a familiar rhyme, story and/or text Anticipates or reacts to parts of a rhyme, story and/or text Demonstrates an awareness of the conventions of handling a storybook or text for example: o Turning a page o Left to right o Holding book right way up o Identifying front and back of a book o Knowing the difference between a picture and text Explores a storybook or text in order to find objects, pictures and/or words For Scotland’s learners with Scotland’s educators

Pre Early Milestones: I can show an interest in the story ‘Hairy Maclary from Donaldson's Dairy’ and show an interest anticipate and respond to the repeating phrase “……and Hairy Maclary from anticipate and respond Donaldson's Dairy”, demonstrating my likes and dislikes for Hairy Maclary and demonstrating my likes and dislikes Scarface Claw. I can recognise Hairy Maclary on the cover of 1 other book. recognise Hairy Maclary on the cover For Scotland’s learners with Scotland’s educators

Early Level Benchmarks: I can identify the rhyming word for up to 3 dogs in Hairy Maclary from Donaldson's identify the rhyming word Dairy, anticipating when to join in and filling in the pauses. I can share what I anticipating like/dislike about the characters and choose other stories with the same characters, like/dislike identifying the books by the cover from a selection of up to 3. books by the cover For Scotland’s learners with Scotland’s educators

Early level Benchmarks Reading I enjoy exploring and playing with the patterns and sounds of Enjoyment language and can use what I and choice learn. - within a motivating LIT 0 -01 a / LIT 0 -11 a / LIT 0 -20 a and challenging environment I enjoy exploring and choosing developing an stories and other texts to watch, awareness of the read or listen to, and can share relevance of texts my likes and dislikes. in my life LIT 0 -01 b / LIT 0 -11 b Listening & Talking I enjoy exploring and playing with the patterns and sounds of Enjoyment language, and can use what I learn. and choice LIT 0 -01 a / LIT 0 -11 a / LIT 0 -20 a - within a motivating and challenging environment I enjoy exploring and developing an awareness choosing stories and other texts of the relevance of texts to watch, read or listen to, and can in my life share my likes and dislikes. LIT 0 -01 b / LIT 0 -11 b I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways. LIT 0 -01 c Chooses a story or other texts for enjoyment making use of the cover, title, author and/or illustrator. Engages with and enjoys watching, reading or listening to different texts, including stories, songs and rhymes, and can share likes and dislikes. Hears and says patterns in words. Hears and says rhyming words and generates rhyme from a given word. Hears and says the different single sounds made by letters. Hears and says letter blends/sounds made by a combination of letters. Participates actively in songs, rhymes and stories. Chooses a story or other texts for enjoyment, making use of the cover, title, author and/or illustrator. Engages with and enjoys watching, reading or listening to different texts, including stories, songs and rhymes, and can share likes and dislikes. Engages with stories and texts in different ways, for example, retelling/re-enacting stories and/or using puppets/props. For Scotland’s learners with Scotland’s educators

Early Level Benchmarks: I can identify the rhyming word for up to 3 dogs in Hairy Maclary from Donaldson's identify the rhyming word Dairy, anticipating when to join in and filling in the pauses. I can share what I anticipating like/dislike about the characters and choose other stories with the same characters, like/dislike identifying the books by the cover from a selection of up to 3. books by the cover For Scotland’s learners with Scotland’s educators

Staff would then use the ‘Continuum of Engagement’ and the ‘Types of Support’ assessing learners at the start, and then again at the end of the term. Example: At the start of the term; Moderated by Date Example; Learner A – Foundation Milestones; At the end of the term; Moderated by Date Learner A – Foundation Milestones; Actively engages; Responds by lifting her head up as the Experiences; Notices by lifting her head up as the Hairy Maclary prop (with sound) moves towards her. Has repeated this almost every time the prop and phrase is repeated this more than once. Has smiled as she used. Smiles and laughs consistently as she explores the prop and hears the repeating phrase. Physical, visual, and verbal support. For Scotland’s learners with Scotland’s educators

Staff would then use the ‘Continuum of Engagement’ and the ‘Types of Support’ assessing learners at the start, and then again at the end of the term. Example: At the start of the term; Moderated by Date Example; Learner A – Foundation Milestones; At the end of the term; Moderated by Date Learner A – Foundation Milestones; Actively engages; Responds by lifting her head up as the Experiences; Notices by lifting her head up as the Hairy Maclary prop (with sound) moves towards her. Has repeated this almost every time the prop and phrase is repeated this more than once. Has smiled as she explores used. Smiles and laughs consistently as she explores the prop and hears the repeating phrase. Physical, visual, and verbal support. For Scotland’s learners with Scotland’s educators

Staff would then use the ‘Continuum of Engagement’ and the ‘Types of Support’ assessing learners at the start, and then again at the end of the term. Example: Moderation At the start of the term; Moderated by Date Example; Learner A – Foundation Milestones; At the end of the term; Moderated by Date Learner A – Foundation Milestones; Actively engages; Responds by lifting her head up as the Experiences; Notices by lifting her head up as the Hairy Maclary prop (with sound) moves towards her. Has repeated this almost every time the prop and phrase is repeated this more than once. Has smiled as she explores used. Smiles and laughs consistently as she explores the prop and hears the repeating phrase. Physical, visual, and verbal support. For Scotland’s learners with Scotland’s educators

Staff would then use the ‘Continuum of Engagement’ and the ‘Types of Support’ assessing learners at the start, and then again at the end of the term. Example: At the start of the term; Moderated by Date Example; Learner A – Foundation Milestones; At the end of the term; Moderated by Date Learner A – Foundation Milestones; Actively engages; Responds by lifting her head up as the Experiences; Notices by lifting her head up as the Hairy Maclary prop (with sound) moves towards her. Has repeated this almost every time the prop and phrase is repeated this more than once. Has smiled as she used. Smiles and laughs consistently as she explores the prop and hears the repeating phrase. Physical, visual, and verbal support. For Scotland’s learners with Scotland’s educators

Useful Resources Benchmarks https: //education. gov. scot/improvement/Pages/Curriculum-for-Excellence-Benchmarks-. asp Milestones https: //education. gov. scot/improvement/learningresources/Milestones%20 to%20 support%20 learners%20 with%20 complex%20 additional%2 0 support%20 needs%20 -%20 Literacy%20 and%20 English For Scotland’s learners with Scotland’s educators