LEARNING ACTIVITIES
| Provision |
|
| Curriculum |
Individualised programmes used to support access to lesson content across all subjects. |
| Staffing |
Staff skilled at developing individualised programmes within a specialised approach, to enable students to access lesson content across all subjects. |
| 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 groups of students to experience essential teaching
programmes. |
| Examples |
|
| Assessment |
|
| Works successfully on specific tasks, which are matched to individual needs in all subject areas, given specific strategies with an adult sharing organisation of resources for most tasks. |
| Examples |
|
| Example |
Thread
4 - Band 5 |
| Early Years Provision
Criteria |
| The nursery uses the early years curriculum as a basis for meeting the needs of children as identified by more detailed assessment checklists. Activities are identified and coded according to the curriculum. Activities that require sharing, for example, can be readily identified and strategies to encourage this are planned. |
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| Example |
Thread 4 - Band 5 |
| Early Years Assessment Criteria |
| A comprehensive developmental checklist was used to assess Nazirs’ (3:10) current skill level and to determine priority areas for his individualised programme. His priority is to develop social communication skills and to use language to make contact with other children. |
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| Example |
Thread 4 - Band 5 |
| Key Stage 1 Provision Criteria |
| Teachers have selected teaching materials that are visually very clear with simple pictures and drawings in books and uncomplicated practical materials. The introduction of new learning is carried out in a teaching area with lower distraction and unnecessary materials are removed. |
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| Example |
Thread 4 - Band 5 |
| Key Stage 1 Assessment Criteria |
| Sam (Y2) is holding a favourite book, turning the pages and retelling a version of the story from memory by pointing and saying single words. He requires learning materials to be very clear and free from distracting content as much as possible. He finds it difficult to scan pictures for visual information if they are too detailed. Tasks are designed that work on one element at a time and he works best when surplus materials are removed from the table. |
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| Example |
Thread 4 - Band 5 |
| Key Stage 2 Provision Criteria |
| The school is able to develop and use materials that match the student’s level of representational understanding. Lessons are based on direct personal experience and incorporate combinations of sensory activities. Students work on a systematic and individual progression from the use of concrete to representational to linguistic materials. |
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| Example |
Thread 4 - Band 5 |
| Key Stage 2 Assessment Criteria |
| Jamil (Y6) can join in a discussion about a topic from personal experience, (recently the class have done a traffic survey). He is able to use simple line drawings of cars, buses and lorries to stick onto the survey sheet to record the numbers. |
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| Example |
Thread 4 - Band 5 |
| Key Stage 3 Provision Criteria |
| The curriculum is modified across all subjects to provide smaller step teaching sequences, with more visual and practical supplementary learning materials. The language of instruction is carefully prepared to match the comprehension of the students, who are given a wide range of methods to demonstrate their learning. |
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| Example |
Thread 4 - Band 5 |
| Key Stage 3 Assessment Criteria |
| Linda (Y9) finds it very difficult to grasp the language and concepts of new topics across the curriculum. She works best when she receives individual or small group teaching with explanations that are short, supported by visual materials, require practical responses and can be reinforced by supplementary materials. She needs to achieve retention of new learning before moving on. |
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| Example |
Thread 4 - Band 5 |
| Key Stage 4 Provision Criteria |
| Within a small group, following modified programmes based on the National Curriculum, students have individualised programmes. These operate across all subjects and allow, for example, a student to have substantially increased access to computer-assisted recording and to specialised software to develop skill levels. |
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| Example |
Thread 4 - Band 5 |
| Key Stage 4 Assessment Criteria |
| Julie (Y10) finds it hard to follow multi-part instructions and to make connections between her existing knowledge and skills and new tasks. She is able to demonstrate and record her learning provided the task does not require handwriting. She can make marks, colour in, underline, draw simple shapes or use a computer with a roller ball. |
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