Page Contents
Curriculum
- Learning is accessible and engaging.
- The language and experiences involved are small, manageable, and logical steps.
- The differentiation of tasks can be supported by the use of task planners and the use of targeted questions.
- The use of additional adults is planned to maximise their impact on learning, bearing in mind the need to promote independence where possible.
- Use word webs, concept and topic webs, and word families to illustrate new or key vocabulary.
- In Early Years, staff plan open-ended activities based on their observations of the child or young person's (CYP) motivators, interests, and skills.
- Staff use age or developmentally appropriate methods of communication to ensure that the CYP understands what is being communicated to them.
- Appropriate visual resources, communication aids, signs and gestures are used to reinforce spoken language.
- The CYP is given time to process information before being invited to respond in a communication style that is accessible to them.
- Language and vocabulary learning opportunities are built into lessons, which are reinforced and revisited.
- Strategies to support language needs are embedded in classroom practice.
- Learning is carefully adapted, considering individual CYP’s previously acquired knowledge, skills, and experiences. Flexible and personalised approaches to learning are used effectively.
- Multi-sensory teaching approaches (auditory, visual, and kinaesthetic) are used.
- CYP is given opportunities to explore and engage in play and learning activities.
Glossary
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