Curriculum Content
Teachers to consider the following:
- Is the teaching and learning suitably matched to skill levels, including attainment and language?
- Is the teaching and learning appropriately differentiated to take into account motivation levels?
- Are the demands of the curriculum adjusted, if required, in order to improve access through differentiating by:
- Task?
- Outcome?
- Teaching materials?
- Are there a range of opportunities provided for young people to experience success?
- Are there opportunities for young people to explore their different skills and interests?
- Are there opportunities to apply taught literacy and numeracy skills across the curriculum?
- Are appropriate levels of intellectual challenge and support for individuals consistently provided?
- Are the following factors considered in curriculum planning:
- Different levels of cognitive ability including language skills
- Attention
- Tolerance of errors
- Social and emotional development
- Is vocabulary explicitly taught to support the development of young people’s spoken and written language? (see How can Speech and Language needs be supported by Quality First Teaching for resource signposting)
- Are young people explicitly taught how to organise and effectively manage their learning independently?
- Are metacognitive strategies taught to young people including how to plan, monitor and evaluate their own learning?