CURRICULUM PLANS
| Provision |
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| Curriculum |
All curriculum areas are planned in detail, incorporating specialised teaching approaches and finely graded assessment. Planning enables skills to be consolidated through use of a variety of media. |
| Staffing |
Staff are skilled at devising individual programmes based on detailed curriculum plans and teaching these within a group. Variation in method and materials enable skills to be overlearned in order to achieve consolidation. |
| Resources |
Curriculum plans are very detailed and include specialised teaching approaches across all areas of the curriculum. Access to an enhanced range of materials to maintain interest whilst the student is acquiring and maintaining new skills. |
Environment
and Facilities |
Specially equipped areas, with storage for learning materials, to enable individual and small group teaching particularly for the acquisition of new learning. Access to ICT equipment such as computers, video-recorders, tape recorders. |
| Examples |
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| Assessment |
|
| Learns across all curriculum areas when the number of curriculum targets is significantly reduced and met through very small carefully planned steps. |
| Examples |
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| Example |
Thread
2 - Band 5 |
| Early Years Provision
Criteria |
| The nursery has a range of programmes that modify the early years foundation curriculum, including specialist assessment forms to chart children’s progress. Skills that are unusually delayed within a child’s profile are included in an individual teaching plan and different approaches may then be tried. |
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| Example |
Thread 2 - Band 5 |
| Early Years Assessment Criteria |
| Nuala (4:2) is making little contact with other children though she watches them playing and sometimes copies their play. She feeds herself using a spoon and is dry during the day. She is still unable to jump or kick a ball. She can make a straight mark on paper with a crayon but needs help to use even fist-grip scissors. |
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| Example |
Thread 2 - Band 5 |
| Key Stage 1 Provision Criteria |
| The teacher is wprking on developing students' awareness of symbols across the curriculum. Students use a concept keyboard to help anticipate the spoken name of objects represented by drawings. Drawings are used round the room to label materials and recognition of symbols and drawings are incorporated in plans across the curriculum. |
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| Example |
Thread 2 - Band 5 |
| Key Stage 1 Assessment Criteria |
| Mel (Y1) is working on holding her pencil in a tripod grip. Without reminders, she reverts to a fist grip. Her writing is characterised by repetitive circular movements and individual marks. Even when encouraged to tell what these marks 'say' she seems not to attach meaning to them. |
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| Example |
Thread 2 - Band 5 |
| Key Stage 2 Provision Criteria |
| Curriculum plans across all subjects include methods of recording to let students show their understanding, despite literacy difficulties. Students are encouraged to record through a variety of ways - putting together picture sequences, using templates, specifically designed response sheets, using colours to record their comprehension as well as using audiotape to record their responses orally. |
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| Example |
Thread 2 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Ahmed (Y6) is drawing some simple shapes and regular patterns and can form one or two recognisable letters. He shows enjoyment of books, holding them and turning the pages appropriately. He shows interest in the pictures and by his questions and comments shows interest in what he hears, but does not follow print with his finger. |
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| Example |
Thread 2 - Band 5 |
| Key Stage 3 Provision Criteria |
| Teachers plan rehearsal of newly acquired skills for students, to maintain their learning. Different subjects enable the same concepts and skills to be tackled using different media. Mathematical skills are reinforced in Technology, in Art, in Music and in Geography. Curriculum plans are drawn up on a grid structure that helps teachers to cross-index basic skills across the different curriculum areas. |
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| Example |
Thread 2 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Billy (Y7) needs work to be reinforced by being presented in a different format but covering the same ground. He is currently working on using numerals to label sets of objects up to five. He helps to set out a required number of chairs round tables. He is also counting out the number of drinks needed for small groups of children. He is working on putting numerals 1-5 in order. |
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| Example |
Thread 2 - Band 5 |
| Key Stage 4 Provision Criteria |
| Teachers are planning oral work across subject areas to try to ensure that students becomes more active in the processes of speaking and listening. All lesson plans include some interactive language element to ensure that contributions increase. All teachers consistently reward spoken contributions so that students feel encouraged. The most interactive part of the lesson is often delivered within a small group. Structured methods are used to promote the retention of learning. |
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| Example |
Thread 2 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Alan (Y10) often needs individual support to listen to instructions and to respond to longer explanations. He has difficulties acquiring the specific vocabulary for new topics. He needs a lot of support and encouragement to talk about ideas beyond direct experience even when using familiar vocabulary. He rarely volunteers information or initiates conversations with his peers or adults. His passivity as a learner is one of the biggest restrictions on his progress. |
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