Page Contents
Curriculum
- Learning input and tasks are adapted to ensure that they are meaningful for a child or young person (CYP) - the progress is clear through the curriculum and CYP are taught at the stage they are at.
- Verbal feedback and follow-up are given clearly to move the CYP on.
- Emphasis is removed from non-learning extraneous tasks (e.g., writing the date and learning objective before engaging with the core learning task).
- Where the appropriate, emphasis is on consolidating key learning, knowledge, and skills in literacy rather than accelerating wider progress through the literacy curriculum.
- Consider whether a scribe is appropriate during an assessment to enable a CYP to show their understanding, skills and knowledge.
- Alternatives to recording other than writing are valued and used so that CYP’s understanding, thoughts, ideas and knowledge can be shared and assessed, regardless of their difficulties with handwriting.
- CYP are assessed and grouped according to the subject and not based on their literacy skills.
- CYP are given appropriate challenges.
- Open-ended learning tasks are supported with the option of writing frames or graphic organisers.
- Provide scaffolds for writing if appropriate.
- CYP are taught about metacognition, for example, discussing the most appropriate spelling strategy to use.
Glossary
Click the button below to go to the glossary page.
