CURRICULUM ACCESS
| Provision |
|
| Curriculum |
Full access to the National Curriculum continuum. Depth and balance may be adjusted in order to address a student’s priority special needs. |
| Staffing |
Staff skilled in curriculum design, retaining breadth and balance, while prioritising outcomes to be achieved. |
| Resources |
Specialised resources across all or some curricular areas, appropriately supported by external agencies including special schools and other specialised providers. |
Environment
and Facilities |
Access to alternative settings in order to deliver a full curriculum entitlement. |
| Examples |
|
| Assessment |
|
| Follows the curriculum, with content reduced in all subjects or in those subject areas in which specific difficulties occur that have a major significance for access across the curriculum. Meets the age related CRISP criteria set out in the
NC/P-level table at Band 4. |
| Examples |
|
| Example |
Thread
1 - Band 4 |
| Early Years Provision
Criteria |
| The
nursery uses a checklist covering a wide range of child
development to record children’s progress and to
identify areas on which to focus. This profile is shared with the parent and a
joint programme is devised. A designated adult works with the child briefly
on the targeted areas three or four times a day. The nursery provides a small quiet teaching area
in which this focused work can be carried out. This work
is also rehearsed across a number of activities within
the nursery. |
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| Example |
Thread 1 - Band 4 |
| Early Years Assessment Criteria |
| Jamie (3:4) attends
nursery. When the adult demonstrates actions such as
making engine noises when pushing toy cars and drinking
noises when feeding teddy, Jamie begins to copy some
actions and some sounds, but not when left with the toys
to play alone. He enjoys adult interaction, when
available. Otherwise, he occupies himself with
constructional play, in which he shows good practical
problem solving. He is well co-ordinated. He uses a few simple words and shows some single
word understanding. |
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| Example |
Thread 1 - Band 4 |
| Key Stage 1 Provision Criteria |
| Staff
help children develop and use their own language skills
and imagery to improve visual skills as part of the
early literacy programme. The school has accumulated
specialist multi-sensory resources that provide
additional learning for children with difficulties. There is access to a quiet teaching area when
needed. Specialised software and timetabled access to the
computer help reinforce learning targets. Teachers and
learning assistants have received training in working
with students with learning difficulties. |
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| Example |
Thread 1 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Julie
(Y1) had meningitis at two years and the paediatrician
has been monitoring her progress. In school, despite acceptable communication, play
and movement skills she shows difficulty in maintaining
concentration and in perceptual skills. She is able to
trace letters and copy simple shapes only with physical
prompting. She needs verbal and gestural prompts to match
line drawing pictures and is just beginning to match
letters. She needs a quiet area for this individual
work. |
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| Example |
Thread 1 - Band 4 |
| Key Stage 2 Provision Criteria |
| School
provides a combination of small group and individual
teaching as well as support in the classroom. Students have a structured writing programme,
focusing on writing, use of alternative forms of
recording, spelling and ICT with the intention of
helping the student to develop the use of writing to
convey meaning. Staff are skilled at reinforcing
learning targets from the area of specific difficulty by
using opportunities and materials within other
curriculum subjects. |
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| Example |
Thread 1 - Band 4 |
| Key Stage 2 Assessment Criteria |
| Lenny
(Y5) is beginning to form some letters correctly,
putting a simple sentence together with a few words
spelt correctly and starting some others with the
correct initial letter. He checks that others have
understood him when speaking in class and listens
carefully when the topic interests him. He is now
reading simple texts and enjoys talking about what he
has read. He enjoys practical areas of the curriculum
and is particularly good at general knowledge, sport and
music. His maths skills are better than his literacy
skills. |
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| Example |
Thread 1 - Band 4 |
| Key Stage 3 Provision Criteria |
| For
students with basic literacy difficulties, the school
provides a combination of structured teaching on a small
group basis as well as support within subject areas.
Subject teachers have identified key vocabulary to form
an alphabetical glossary and have taught students how to
use it to aid written work. Students have access to
computers with specialised software and teachers on hand
who have trained in using ICT for students with specific
learning difficulties. |
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| Example |
Thread 1 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Jason
(Y8) takes an active part in class discussions, showing
variety of vocabulary and expression. He quickly
understands ideas and is sensitive to the contribution
of others, but he is not yet able to read a range of
texts fluently and accurately. His written work displays legible but not joined
handwriting. He sometimes uses capital letters and full
stops but not other punctuation. He is able to spell
correctly some monosyllabic but not polysyllabic words
and this limits his ability to express his ideas. In
other curriculum subjects use of audio- and video-
tapes, computer programs and alternative methods of
recording maintain his motivation and success. |
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| Example |
Thread 1 - Band 4 |
| Key Stage 4 Provision Criteria |
| Teachers
of examination courses are fully aware of students with
literacy difficulties. They provide opportunities for
using alternative means of recording and additional help
to access text and to produce written work as a matter
of course. Subject teachers have been trained in meeting
literacy targets from students’ IEPs within their
subject specialism and in the development of specialist
materials. The school provides access to spellmasters
and to word-processing facilities. Specialist IT software is used to help raise
skill levels. |
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| Example |
Thread 1 - Band 4 |
| Key Stage 4 Assessment Criteria |
| Jonathan
(Y10), according to his science teachers, understands
and uses specific scientific language, contributes
significantly to discussion, evaluates the ideas of
others thoughtfully and shows a real interest in the
subject. He is, however, only reading simple texts but
uses a variety of strategies for unfamiliar words. He
shows considerable anticipation of words and uses his
intelligence to extract meaning from only partially
decoded text. He produces legible but not fluent
handwriting and can spell most but not all monosyllabic
words. Spelling shows some awareness of phonetic
pattern. |
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