ORGANISATION OF TEACHING GROUP
| Provision |
|
| Curriculum |
Mainly smaller class teaching environment, within which individual programmes to be addressed. |
| Staffing |
Staff able to organise the delivery (including managing additional support) of individual teaching programmes based on specialised approaches, within a small class. |
| Resources |
Materials and individual teaching programmes available to address a range of specific skills across all curriculum areas, including, as appropriate, sign language and / or symbols which can be used flexibly to access the curriculum. |
Environment
and Facilities |
Specially equipped areas to enable individual or small classes of students to experience essential teaching
programmes. |
| Examples |
|
| Assessment |
|
| Learns when classes are small with additional support and when individual programmes can be addressed across most if not all the curriculum. |
| Examples |
|
| Example |
Thread
3 - Band 5 |
| Early Years Provision
Criteria |
| The nursery offers an individual toileting and independence programme to establish dressing, but much of the curriculum is taught within a small group approach with opportunities for individual support. Teachers have noted how much more likely children are to participate in language activities when they form part of a small group and see other children communicating. |
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| Example |
Thread 3 - Band 5 |
| Early Years Assessment Criteria |
| Morgan (3:10) can run, walk and jump independently. In fine motor tasks such as constructional play and water play he copes independently in a small group, but needs additional assistance for more precise parts of the task. He is unable to respond to simple one-part instructions without modelling or gesture. His spoken vocabulary is limited to two or three words and some single sounds. He is not toilet trained and cannot dress himself. |
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| Example |
Thread 3 - Band 5 |
| Key Stage 1 Provision Criteria |
| Part of the small group teaching time is structured so that the students are seated in a semicircle. While they can see and interact with each other, their natural focus is on the teacher who sits facing the semicircle and is able to monitor individual concentration and ensure a fair distribution of time and engagement for each student. |
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| Example |
Thread 3 - Band 5 |
| Key Stage 1 Assessment Criteria |
| Bella (YR) has difficulties with social communication and language development. She needs quite frequent prompting to encourage her to stay part of a small group, both physically and mentally. She tends to allow her attention to drift away from the teacher and other students and if not challenged would get up and move away. There are times when she needs to be allowed to work on her own, however. |
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| Example |
Thread 3 - Band 5 |
| Key Stage 2 Provision Criteria |
| The school provides a mixture of small group and individual teaching, with some opportunities for working in a larger group, where Harriet is particularly good at listening and looking and enjoys whole class stories. Most of her learning takes place in a smaller group, but she also needs individual teaching to help her to develop mouse control to operate the computer. |
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| Example |
Thread 3 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Harriet (Y4) has learning difficulties across all areas of the curriculum. She particularly finds tasks requiring physical control very difficult. She enjoys being part of a small group of children and often the other children are better able to follow what she is saying than the adults. Because of her difficulties in fine motor / hand control, she uses a specially adapted roller ball mouse to control the computer. |
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| Example |
Thread 3 - Band 5 |
| Key Stage 3 Provision Criteria |
| Students work independently in a small group on well-rehearsed reading and writing activities but new learning activities require an adult to simplify written and spoken language and to ensure that the method of recording is able to represent adequately what the student has learned. Teaching in larger groups, with support, may be used for some subjects less dependent on basic skills. |
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| Example |
Thread 3 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Sonia (Y7) has a small sight vocabulary and some consonant sounds. She guesses at new words but often inappropriately, relying on the initial sound. She struggles with reading for meaning. With help, she can write very simple sentences. She talks about things of immediate interest, related to the here and now. She finds it hard to recount a sequence of events or actions. |
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| Example |
Thread 3 - Band 5 |
| Key Stage 4 Provision Criteria |
| Working within a smaller group provides opportunity for speaking and listening and ensures that there is a thorough language grounding in all subject areas before dealing with literacy components. Teachers are aware of the target skills for individual students and are able to provide learning opportunities for those skills across the curriculum. |
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| Example |
Thread 3 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Mahmood (Y10) in his teaching group, is now able to recount a sequence of events that happened to him personally. He can listen carefully to others and demonstrates by his questions that he has followed what they have said. He is beginning to understand how a simple sentence can summarise an episode and how his account can be written in a few lines. |
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