Strategies to deliver the curriculum
Teachers use a range of strategies to deliver the curriculum depending on the needs of the group and individuals within it. The balance of approaches and the actual approaches used reflects pupil needs, interests and abilities to ensure that there are no barriers to learning and achieving.
Approaches and Strategies
This gives a broad overview of the approaches and strategies used at St Giles. This is not an exhaustive list, it is provided to show the range that may be used for individuals.
|School Organisation||· Small Classes with high levels of staff support – depending on the needs of pupils in the class · Personalised objectives, differentiated groupings, paired and small group teaching, individual timetables where required, flexible learning opportunities · Use of specialised areas – hydrotherapy pool, soft play area, sensory garden, sensory trail, multi-sensory room and library|
|Communication||· Overall communication – offering pupils access to a number of approaches to communication including, Verbal interaction, Makaton signing and symbols, ICT, Assistive and Augmentative Communication (AAC) aids, Picture Exchange Communication · System (PECS), objects of reference · Intensive Interaction · Pupil views · Communication Passports · Working in close collaboration with Speech and Language Therapists (SALT)|
|Cognition||· Personalised Learning – IEPs, Intervention Strategies, individualised target setting in Medium Term planning · Sensory approaches · TEACHH approach · Creative Curriculum approach · Thinking Actively in a Social Context (TASC) · Comprehension and Thinking Skills (CATS) · ‘Talk for Writing’ creative approaches to embedding learning. Incorporating Child Development ‘next steps’ in knowledge, skills and understanding. · Assessment for Learning (AfL) – Levelled Annotation sheets, personalised target setting · Use of Blooms Taxonomy to develop critical thinking · Broad range of tracking and assessment matched to learning profiles e.g. SOLAR, B Squared, Small Steps, Routes for Learning · Visits, visitors, themed days e.g. World Book Day, National E Safety Day. Homework|
|Sensory Processing / Modulation, Attention, Perception||· Sensory diets for some young people with ASD, and following advice from Hearing Impaired (HI) and Visually Impaired (VI) Services, and from Occupational Therapists (OTs) for pupils where appropriate · Use of Sensory Room for specialised curriculum work|
|Social, Moral, Spiritual Development||· Paired and team work · Themed days – National Bullying Day, Red Nose Day · Whole school events – coffee mornings, music events, plays · Age and needs appropriate play areas · Links with the community e.g. Sure Start · (Social and Emotional aspects of learning) SEAL, whole school and Primary Assemblies · Values Based Assemblies · PSHE is taught throughout the school as a discrete subject|
|Physical Development||· Working in close collaboration with physiotherapists · Following advice from OTs re fine motor skill development · Appropriate outdoor areas · Physical Literacy activities (therapeutic physical development activities) e.g. Hydrotherapy, Positioning, Rebound Therapy, TACPACs, Multi-Sensory Massage|
|Behaviour Management||· Individual Behaviour Management Plans and strategies · Working in close collaboration with LA Educational Psychologist and Community · Nursing Team for Learning Disabilities · Team Teach training re Positive Handling|
|Independence||Understanding what you are learning/expected to do Choice Reflection Asking for appropriate support when needed Research skills Accountability Homework|
|Working with Parents||· EHC Plan and Annual Review discussions. · Termly Parent Evenings and open-door policy. · Homework. · Sharing termly lesson content incorporating ideas for home support. · Sharing IEPs and gaining parent views on learning priorities. · Regular Newsletters and Snippets flier.|