FE – Curriculum – Pedagogy

Our curriculum is deeply considered and is delivered using a myriad of approaches, strategies and flexibility which will differ from class to class in order to best meet the needs of the pupils.

Teaching Approaches

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Whole class & small group teaching
  • Most lessons consist of an introduction where expectations of behaviour are explicitly shared.
  • Opportunities to work in groups of varying size.
  • Clearly taught ‘learning to learn’ skills where pupils have opportunities to listen, wait, anticipate, take turns and participate.
  • Opportunities to generalise and consolidate skills across sessions based in school and in the community.
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Total Communication
  • Use of objects of reference and visuals to support pupils with transition around and outside of school.
  • Access to objects, photographs, symbols and sign (Makaton) to support receptive & expressive language.
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Personalised Learning
  • High expectations for pupils.
  • Whole class teaching should be differentiated and it may be appropriate for some pupils to access alternative activities at this time.
  • Personalised learning outcomes.
  • Home learning opportunities that are set on a planned basis and consolidates learning across different settings
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Multi-sensory teaching
  • Multi-sensory teaching strategies are used to support pupils to access activities (visual, auditory, touch, smell, taste and movement).
  • Tasks are selected in which pupils develop skills and understanding through play, exploration, investigation and enquiry.
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Small Step Target Setting
  • Explicit teaching of new skills, building in fluency and accuracy.
  • Scaffolded learning opportunities to support pupils to make progress.
  • Appropriate, purposeful and functional learning outcomes are identified.
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Positive Learning Environment
  • Well organised classroom that is welcoming and engaging.
  • Creative activities are appropriately resourced and inspire learning.
  • Staff are well deployed to support the needs of pupils and encourage independence.
  • A predictable familiar routine is established.