CURRICULUM PLANS
| Provision |
|
| Curriculum |
Core curriculum areas are planned in detail to incorporate specialised teaching approaches and finely graded assessment. Planning ensures core curriculum skills are consolidated across the curriculum. |
| Staffing |
Staff skilled at: planning individual programmes in core subjects while maintaining a broad and balanced curriculum; incorporating specialised teaching approaches; and incorporating programmes into whole class teaching. |
| Resources |
Curriculum plans across core subjects are very detailed and include: specialised teaching approaches and materials; consolidation of these core skills across other curriculum areas; and use of materials for consolidation in those subjects. |
Environment
and Facilities |
Plans to enable flexible access to specially equipped areas with: storage for learning materials for core skills; ICT equipment e.g. computers, video-recorders, tape recorders; ICT network or paper access for staff to student
IEPs, core subject plans and materials to enable curriculum access. |
| Examples |
|
| Assessment |
|
| In some or all curriculum areas, learns in response to a specialised approach with much more detailed curriculum planning incorporated into whole class planning. |
| Examples |
|
| Example |
Thread
2 - Band 4 |
| Early Years Provision
Criteria |
| Staff at the nursery are skilled at planning the programme to include time for individual targets. For one child, they use an attention programme that begins with the child’s name, the instruction ‘look at me’ and the response of eye-contact before further conversation. Now the child is reliably giving eye-contact on hearing his name and a listening programme is under way. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Early Years Assessment Criteria |
| Marcus (3:3) has had an adenoidectomy and grommets inserted. He is inattentive to speech and sounds, though he can now hear them. He will follow simple instructions only when his full attention has been gained. With help he is then able to fetch a familiar object from its usual location. His speech is indistinct and words are only recognisable in context. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Key Stage 1 Provision Criteria |
| The teacher is incorporating a number of strategies in her curriculum plans. She is using visual imagery to help students to identify letters as 'characters'; she is working on word families, helping students to anticipate sounds; and she is working on 'our favourite story books' to extend the range of books enjoyed by students. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Peter (Y2) has one favourite book that he likes to have read to him but otherwise shows little interest in books or in stories. He is just beginning to recognise that words can rhyme. He is now able to point to examples of writing on labels and packaging. He can select his own name from a choice of names. He will attempt to write his name but even with a copy in front of him, he often omits the middle letter. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Key Stage 2 Provision Criteria |
| One area of applying a specialised approach is in developing phonological skills. Work is focused on recognising visual and auditory patterns in words to improve phonic analysis and synthesis. Some work has been done on the language of phonic analysis – ‘sound’, ‘start with’, ‘end with’, ‘in the middle’. Computer software that reinforces the ability to ‘segment’ words is used. The vocabulary across subjects has been used for examples of words within words. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Key Stage 2 Assessment Criteria |
| Jennifer (Y4) is now able to copy some letters and a few words, working best with guidelines and enlarged materials. She understands that writing conveys meaning and is able to use ‘Breakthrough’ materials to construct words from letters given a copy. She is able to hear that some words start with the same sound and can hear some ‘little words’ in bigger words. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Key Stage 3 Provision Criteria |
| Subject teachers are aware of literacy difficulties and use modified texts and methods of recording as much as possible. Subject departments have developed banks of modified materials, some commercial, some school-developed to supplement teaching and recording materials. Specialised subject vocabulary is provided to the learning support department and used as part of small group and individual teaching programmes. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Martha (Y8) is working towards writing two or three sentences as a means of recording across subjects. She is using full stops more than 50% of the time. She can spell some words correctly and letters are clearly shaped. When reading, she is showing a range of strategies – her own sight vocabulary of common words and use of letter sound knowledge. She enjoys sharing the reading of undemanding new books with a familiar adult. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Key Stage 4 Provision Criteria |
| Students may use some of the available learning support time to improve keyboard skills. Where handwriting and spelling restrict ability to record students have found that using a word-processor allows them to produce much clearer text. Electronic dictionaries and spellmasters are available in class. Subject teachers are planning assignments so as to allow students to word-process work as much as possible. Students have planned access to a printer in school. A learning support homework club allows further access to word processing at the end of the school day. |
Return to Top
| Example |
Thread 2 - Band 4 |
| Key Stage 4 Assessment Criteria |
| Denny (Y10) has specific literacy difficulties but is showing increased enthusiasm for reading, especially for ‘facts’. He now recognises punctuation in text, understands what it does and is using it more in his own writing. He is aware now when his own reading has not made sense and he is using the expectation that texts make sense as a check. His writing shows clear letter formation but still some confusion of orientation. He spells simple monosyllabic words and makes phonetically plausible attempts at longer words. |
Return to Top
|
