CURRICULUM ACCESS
| Provision |
|
| Curriculum |
Full access to the National Curriculum. Specifically identified specialised targets are addressed within subject areas to provide a relevant and realistic curriculum. |
| Staffing |
Staff skilled in delivering a range of specialised targets within a planned, relevant curriculum context. |
| Resources |
Materials designed to support the development of emergent targets leading towards or at the beginning of the National Curriculum. |
Environment
and Facilities |
Access to alternative settings in order to address SEN within a meaningful and realistic curriculum context. |
| Examples |
|
| Assessment |
|
| Follows the curriculum with content significantly reduced across all subject areas. Meets the age related CRISP criteria set out in the
NC/P-level table at Band 5. |
| Examples |
|
| Example |
Thread
1 - Band 5 |
| Early Years Provision
Criteria |
| Staff
are skilled at identifying specific targets on which to
focus across the range of development. The early years
curriculum is amplified by a small steps approach
involving assessment through teaching with careful daily recording of children’s
responses and structured adult support to ensure
progress, with parental involvement. Although
communication skills are emphasised, the use of a
profile helps focus on all aspects of development. |
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| Example |
Thread 1 - Band 5 |
| Early Years Assessment Criteria |
| Thomas (3:2) attends
playgroup with his mother and also the Health Centre
Assessment Group. He is showing delayed development in play,
communication and fine motor skills, though his mobility
skills are satisfactory. He is not yet able to point to body parts in a
big picture though he is sitting with an adult to look at a book for a
couple of minutes. He turns the pages two or three at a time if not
helped. He uses his own words for ‘mum’ and
‘Kerry’, his little sister and also uses a few
gestures. |
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| Example |
Thread 1 - Band 5 |
| Key Stage 1 Provision Criteria |
| All
curriculum areas are modified to offer opportunities for
over-learning new skills by presentation through a
variety of approaches and media. Finely graded records, derived directly from the
modified curriculum, allow staff and students together
to record progress daily and plan the teaching approach
accordingly. |
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| Example |
Thread 1 - Band 5 |
| Key Stage 1 Assessment Criteria |
| Robert (Y2) needs consistent
individual support to follow routines and settle to
activities. He is still using only two-word speech and gesture and it
is difficult to talk to him about anything other than
the here-and-now. He is able to hold a crayon and scribble but with no
representation. He shows pleasure, but not for long, at having a picture
book read to him and, when asked to identify a specific
part of a picture, he points to the relevant part. He
counts up to five objects in a line. |
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| Example |
Thread 1 - Band 5 |
| Key Stage 2 Provision Criteria |
| In
science the topic work on teeth and dental care has
involved sorting pictures of foods into those that
encourage decay and those that don’t. Children have
brought toothbrushes and toothpaste to school and have
developed simple charts to show which toothpaste they
like best. This has helped extend counting skills. The
vocabulary to describe tastes is also being extended. |
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| Example |
Thread 1 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Amy
(Y6) enjoys shared reading of favourite books with an
adult and is beginning to recognise familiar words in
simple, familiar texts. She enjoys talking about things
in her immediate, direct experience but does not provide
much detail. New vocabulary for topics has to be
introduced gradually and supported by frequent
repetition. She can point to numerals up to five and use them
to label a set of objects. |
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| Example |
Thread 1 - Band 5 |
| Key Stage 3 Provision Criteria |
| Subject teachers have adapted the
curriculum to make it more meaningful to the students,
to ensure over-learning and to emphasise practical
activities. In Maths students look at what to buy from
the supermarket to make a balanced diet but keep within
budget. In science, a project on looking after pets
provides opportunities for extending vocabulary and
carrying out simple measurement. |
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| Example |
Thread 1 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Debbie
(Y7) finds it difficult to express her thoughts and
ideas or to demonstrate in clear vocabulary what she has
learned after a lesson. She can read simple texts with
support but is not an independent reader. She is able to
use simple counting skills to measure effects in
science, such as the number of seeds that have come up,
and can record in lessons provided the format is
carefully designed. She is learning to sort animals that sleep at
night from animals that sleep during the day. She enjoys
using a word processor to redraft work. She is still
awkward with scissors and cannot draw accurately. |
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| Example |
Thread 1 - Band 5 |
| Key Stage 4 Provision Criteria |
| The
school provides a range of vocational and examination
courses with opportunities for certification at varying
levels. Extended periods of work experience are
carefully matched to students’ needs and there are
opportunities to attend link courses with local
colleges. In English, role play is used to practise
making telephone calls and remembering messages.
Provision is made for alternative means of recording
across subjects, such as tape recorders. Specialist IT
software is used to help raise skill levels. |
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| Example |
Thread 1 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Nivedita
(Y10) is beginning to listen to others in class and
respond appropriately. She can read familiar words in
simple texts and is developing consistent knowledge of
letters and sound-symbol correspondence. In geography,
her teachers report that she can follow and contribute
some ideas orally and can use geographical vocabulary
(hill, town, motorway) but is limited in her ability to
record in more than a few simple words and phrases. |
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