ORGANISATION OF TEACHING GROUP
| Provision |
|
| Curriculum |
A mixture of whole class, smaller group and some individual teaching to provide additional support for access to the curriculum via a specialised approach. |
| Staffing |
Staff able to organise an appropriate mix of whole class, group and individual teaching to access curriculum through a specialised teaching approach. May be required to manage additional support. |
| Resources |
Specialised teaching approaches and materials in priority curriculum areas, including, as appropriate, sign language and / or symbols which can be used flexibly to access the curriculum. |
Environment
and Facilities |
Flexible arrangement of the teaching and learning environment and facilities to enable students to access basic skills and rehearse them within different contexts. |
| Examples |
|
| Assessment |
|
| Learns with whole class, smaller group and individual teaching, which provides specialised and intensive tuition in priority curriculum areas. |
| Examples |
|
| Example |
Thread
3 - Band 4 |
| Early Years Provision
Criteria |
| In some areas of the curriculum, for example, ball games, painting and free choice activities, the child can engage on a whole class basis. In any curricular activity that involves listening to instructions or more interactive learning with adults, small group work is needed to allow simplified spoken language augmented by gesture and modelling. New tasks need to be carefully demonstrated with some individual prompting. |
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| Example |
Thread 3 - Band 4 |
| Early Years Assessment Criteria |
| Mohammed (3:2) can use a few single words to express some of his needs. He can communicate simple choices, likes and dislikes using combinations of pointing, gesture, sounds and occasional consistent personal ‘words’. He occasionally responds to simple commands, such as ‘sit down’. He enjoys playing with large toys, riding his bike, climbing etc. His physical skills are age appropriate. He has a palmar grasp when using crayons, etc, and is able to perform circular scribbles. Mohammed recognises some pictures of objects in a book and can turn pages. |
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| Example |
Thread 3 - Band 4 |
| Key Stage 1 Provision Criteria |
| Planned into the teaching day is time to allow students to work using ICT to improve fine motor / hand control skills. Some daily individual teaching to help improve pencil skills is also required. Speaking and listening work is usually planned to take place in a small group, as is guided reading in the Literacy Hour. Multiple-response and other means of differentiated recording help students to work within the whole group. |
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| Example |
Thread 3 - Band 4 |
| Key Stage 1 Assessment Criteria |
| Jeremy (Y2) is able to find familiar words in simple texts and he is able to write a few simple words without copy. Letters are often reversed and he is working at improving letter formation. He is able to respond to teaching in the whole group when the routines are familiar, when he is consolidating learning and when not required to write from memory. When he is being taught something new, he usually needs small group and, sometimes, individual teaching, such as needing prompts to trace over patterns or letters. |
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| Example |
Thread 3 - Band 4 |
| Key Stage 2 Provision Criteria |
| By using a range of methods to allow students to record their responses to lessons, such as completing diagrams, using drawings, sequencing key words, the teacher enables students to participate within whole group activities. In addition, smaller group work consolidates the development of basic literacy targets and allows for more frequent guidance. New literacy skills are often introduced individually. |
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| Example |
Thread 3 - Band 4 |
| Key Stage 2 Assessment Criteria |
| Francis (Y6) is now able to copy all letters and most simple words. He can produce regular letter-like patterns and copy simple shapes. He forms lower case letters correctly but is not yet joining letters. He is enjoying using a simple voice recognition programme on the computer and seeing how his speech gets turned into writing. His teacher is encouraging him to try out the programme with simple words that he can read and then to try sentences. |
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| Example |
Thread 3 - Band 4 |
| Key Stage 3 Provision Criteria |
| Whole class teaching is appropriate where teaching and learning materials only deal with the literal and simple. Any complex learning concepts are taught in small groups with some individual verbal instruction and simplified written materials. Students are encouraged to write by using a small steps approach, e.g. Cloze procedure, work sheets of not more than four sentences etc. |
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| Example |
Thread 3 - Band 4 |
| Key Stage 3 Assessment Criteria |
| Maria (Y8) has a growing sight vocabulary of common words but struggles with more unusual phonic patterns. She is unable to reflect on meanings beyond the obvious and literal. She can write a passage of up to four sentences, with occasional use of full stops and capital letters. She has great difficulty in talking about abstract concepts and needs encouragement to talk about imaginary ideas. She is largely unaware of the listener’s needs. |
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| Example |
Thread 3 - Band 4 |
| Key Stage 4 Provision Criteria |
| Whole class teaching is appropriate where teaching and learning is dealing with oral or graphic material, or when the literacy materials have been suitably differentiated. Pre-tutoring has also been found to be useful to build confidence. Students with similar literacy skills may work in smaller groups during some lessons, focusing on specific targets. Assessment and individual planning will need to be one-to-one. |
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| Example |
Thread 3 - Band 4 |
| Key Stage 4 Assessment Criteria |
| Steven (Y11) is now able to listen to his own speech, when trying to write, to pick up the sounds within words. His attempts to record these sounds as combinations of letters is not yet consistent. He is using a spelling machine and a spell-checker. He is better at recognising the words he’s looking for. He is able to use the ICT facilities on a planned basis for practising skills and for re-drafting his work. He working on re-reading his own writing for meaning and punctuation. |
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