Curriculum content and delivery

Class/subject teachers ensure that:

• Teaching and learning opportunities are appropriately differentiated to take into account sensory, physical and/or medical needs and ensure that there are appropriate levels of intellectual challenge and support within the lesson. 
  
  
• The sensory and physical demands of the subject area are adjusted, if required, in order to improve access through:
  
  
  • Differentiating by task, outcome or teaching materials.
    
    
  • Learning resources that are in an accessible font size.
    
    
  • Opportunities for distributed practice and interleaved learning.
    
    
  • Allowing more time to complete tasks and this is incorporated into curriculum planning.
    
    
  • Additional support for personal care, such as dressing and toileting.
    
    
• The following is considered when teaching:
  
  
  • Teachers read aloud when writing on the board.
    
    
  • Teachers ensure that they gain the attention of the pupil before speaking.
    
    
  • Teachers ensure that they face pupils when they are talking to them
    
    
  • Teachers use shorter rather than longer sentences.
    
    
  • Resources are shared equitably so that children/young people with sensory, physical or medical needs are not disadvantaged.
    
    
• 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 motor interventions.
  
  
• Teaching resources are age appropriate, inclusive and relevant.