Curriculum content and delivery

Class/subject teachers ensure that:

• Teaching and learning opportunities are appropriately differentiated to take into account hearing impairment and that there are appropriate levels of intellectual challenge and support within the lesson. 
  
  
• The sensory demands of the subject area are considered and adjustments made in order to improve access through:
  
  
  • Differentiating by task, outcome or teaching materials.
    
    
  • Opportunities for distributed practice (little and often) and interleaved learning (mixing old and new learning).
    
    
  • Allowing more time to complete tasks and this is incorporated into curriculum planning
    
    
  • The use of alternative communication such as signing and specific equipment, such as FM radio aid systems
    
    
  • The use of written/visual cues and context to assist understanding
    
    
  • Consideration of the amount of verbal instruction that is given - short sentences are used rather than long, complex ones.  The pupil's name is used before asking a question or giving an instruction
    
    
  • Pre and post tutoring of new vocabulary with concrete examples used when possible
    
    
  • Ensuring teachers do not cover their faces with their hands and travel around the classroom while they are talking
    
    
  • Ensuring subtitles are used when showing TV or DVD programmes
    
    
• Pupils are given opportunities to demonstrate their learning in a variety of ways, such as:
  
  
  • The use of alternative methods of recording.
    
    
  • The use of appropriate ICT.
    
    
• Teaching assistants work as part of a team with the class/subject teacher and are used to deliver structured evidence-based interventions.
  
  
• Teaching resources are age appropriate, inclusive and relevant.