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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