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Curriculum content and delivery

Class/subject teachers ensure that:

  • Teaching and learning opportunities are appropriately differentiated to take into account sensory, physical and/or medical needs and ensure that there are appropriate levels of intellectual challenge and support within the lesson. 

  • The sensory and physical demands of the subject area are adjusted, if required, in order to improve access through:

    • Differentiating by task, outcome or teaching materials.

    • Learning resources that are in an accessible font size.

    • Opportunities for distributed practice and interleaved learning.

    • Allowing more time to complete tasks and this is incorporated into curriculum planning.

    • Additional support for personal care, such as dressing and toileting.

  • The following is considered when teaching:

    • Teachers read aloud when writing on the board.

    • Teachers ensure that they gain the attention of the pupil before speaking.

    • Teachers ensure that they face pupils when they are talking to them

    • Teachers use shorter rather than longer sentences.

    • Resources are shared equitably so that children/young people with sensory, physical or medical needs are not disadvantaged.

  • Pupils are given opportunities to demonstrate their learning in a variety of ways, such as:

    • The use of alternative methods of recording

    • The use of appropriate ICT

  • Teaching assistants work as part of a team with the class/subject teacher and are used to deliver structured evidence-based motor interventions.

  • Teaching resources are age appropriate, inclusive and relevant.

 

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