3a and b – Know about personal amplification and other technology for access to sound
| Objective | Initial | Emerging | Developing | Secure | Extension |
| To understand how the hearing system works | I show an awareness of different parts of the body and can indicate where my ears are | I know there are 3 main parts to the ear: outer, middle and inner | I can label some of the parts of the ear: ear lobe, ear canal, eardrum, cochlear | I can label more parts of the ear: ear lobe, ear canal, eardrum, malleus, incus, stapes, (or hammer, anvil, stirrup) cochlea, auditory nerve | I can label the different parts of the ear and explain how sound travels |
| To be aware of how sound affects the hearing system | I can show that I use my ears for hearing/ listening | I am aware that there is a difference between sounds – loud/quiet | I can describe the different sounds – loud/quiet, high/low | I understand loudness and pitch I can explain the speech banana | I understand where in the cochlear different pitches are stimulated |
| To know the different types of hearing loss and the different effects they might have on the hearing system | I can notice others with a hearing loss – hearing aid or cochlear implant users | I understand there are different types of hearing loss | I understand that a permanent/sensori- neural hearing loss can be further affected by a cold, catarrh | I can describe a conductive and sensori neural hearing loss | I understand that there are different treatment and surgical interventions (e.g. middle ear implants, BC implants, grommets, ear wax removal etc) that can change how the sounds reach the brain |
| To know the different levels of hearing and own audiogram | I can identify loud and quiet sounds | I know that an audiogram is plotted when I have my hearing tested and that it shows the different levels of hearing | I know approximately where my hearing levels are and can plot my hearing levels with support I know if there is a difference in the level of hearing in my ears | I know and can plot the levels of each of my ears on an audiogram I can explain this to someone | I can explain fully the audiogram and my own hearing levels |
| To understand own hearing loss and the cause | I can indicate if my ears are sore | I know it is important to tell an adult if my ears are sore or if I have a headache | I know the degree/level of my hearing loss | I know why I’m deaf and can tell someone the level of my hearing loss | I can talk about how my hearing loss and what effects this might have on my future |
| To understand how own hearing loss affects listening | I accept my hearing devices most of the time | I understand that I need my hearing devices to help me hear | I am aware of different ways I can personalise my equipment. I know that my hearing devices help me hear different sounds better | I can use the audiogram to show which sounds I can hear better with my hearing devices | I can explain the different situations where my hearing devices help, but can identify times/situations where I need additional support |
| To understand the role of ToD and other professionals | I can recognise the photo of the ToD and anticipate their visit – I know their name, (not necessarily their role!) | I know that the ToD will check my hearing aids/cochlear implants and ALD. My ToD likes to read with me. | I know that I can ask the ToD about my hearing aids/cochlear implants and ALD | I know that the ToD sees other CYP with different levels of deafness.I know the ToD is a teacher. | I understand more about the role of the ToD. That they have additional training and that they work with a range of other Deaf CYP. |
| Objective | Initial | Emerging | Developing | Secure | Extension |
| To know that hearing devices support my listening | I can sit still whilst hearing aid (HA)/ cochlear implant speech processor (CI) is placed in situ | I can assist an adult to put my earmould in my ear or my coil back on my head | I understand that a listening check happens and can assist with this | I can hand the transmitter to an appropriate adult for each listening situation | I can explain good/bad listening situations and know what equipment I need to support this |
| Awareness of own listening devices HA, CI, Bone Conduction Hearing Device (BCHDs) | I can inform an adult when the coil/HA has come off their CI | I attempt to put my HA/CI back in situ by myself | I can turn on the HA/CI with support/prompt from and adult | I can put my HA/CI in my ears, I can explain and fix it if they are not fitting correctly | I can explain to the audiologist the fit of my earmoulds and request amendments as appropriate |
| To know the difference between listening devices working and not working | I am beginning to alert an adult if the HA/CI is not working | I understand that the battery needs to be checked and maybe changed | I can tell an adult if the HA/CI is not working properly I can use a puffer to remove condensation | I can clean my ear moulds and am aware of when I may need to use the puffer to clear the tubing. I can charge and change my batteries | I can clean and re-tube my ear moulds.I am independent in charging and changing my processor batteries and can change hug fittings etc |
| To understand that hearing devices have value and need to be cared for | I can hand HA/CI to an adult if they fall out | I can take off my HA/CI and know they need to be stored in a safe place | I can put my HA/CI in the same (safe place) place when I take them off | I know what I need to use a dry box/bag for and do so appropriately | I can care for my HA/CIs independently. I am aware of the value of my equipment I know about different technology in different environments, eg in school, at home, and in the outside world, that links with their personal amplification |
| To understand the impact an Assistive Listening Device can have for me | I accept the ALD being attached to my hearing aids or Cochlear Implant | I look around when the ALD is turned on and an adult says my name | I know when my ALD is being used and report if the mute button is still on | I can request the muting/unmuting of the ALD in different situations I use the ALD for group sessions | I can explain how my equipment, ALD etc should be used in different situations I can make suggestions to others |
| Awareness of sound quality | I can recognise sounds versus no sound | I can indicate when or what I am hearing is good (clear) or bad (not clear) | I can use some terms to describe the sounds. I can hear crackly, whistling, fuzzy | I can use some more complex terms to describe the difference between sounds intermittent, interference, popping etc | I can explain to the audiologist about my listening experience and request additional programmes for different listening situations |