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Post-16: Access to Learning

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Hands Grasped

Access to Learning

Learning is reliant on memory processes. Difficulties with memory retention and recall can be caused by difficulties during these three stages:

  1. New knowledge is changed into a form that can be stored.
  2. Retaining this information.
  3. Remembering and recalling this information.

Information is retained in children's memory stores in different ways, predominantly through active learning, repetition, and recall.

Acquiring and retaining new knowledge relies heavily on linking this to prior learning, so it makes sense to the young person. The retention and retrieval of new information increases as they get older as they make more associations with this.

When focusing on preparing for adulthood outcomes, such as life skills, it would be helpful to use visual cues and reminders such as mobile phone notifications, sticky notes, visual sequencing cards.

Teachers are skilled at selecting appropriate methods and materials into their curriculum plans to ensure access across the curriculum for students with individual needs. Simple changes to the ordinary learning environment to support individual differentiation. This may include adapting displays and limiting the volume of surrounding information. Students can access additional study skills support through a Learning Support Unit of equivalent.

Differentiation occurs to reflect the individual needs and ensure effective inclusion and access to the curriculum. A range of personalised supports that could include:

  • Use of visual timetable or schedule.
  • Prompt or instruction sheets.
  • Independent access to physical resources that support learning.
  • Access to alternatives to written recording for students with specific learning difficulties.

Resources and Tips

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Resources