Curriculum Delivery
Teachers to consider the following:
- Are recommendations from specialist support services being used to develop effective curriculum delivery for the young person?
- Is the attention of the young person gained before speaking ?
- Is positioning considered when talking to the young person (e.g. facing the young person)?
- Is content on the board read aloud (don’t speak and write)?
- Are shorter, rather than longer sentences used, as appropriate to the young person?
- Is more time to complete tasks incorporated into curriculum planning, as appropriate to the young person?
- Are learning resources that are in an accessible font size, as appropriate to the young person?
- Is teaching delivered through distributed practice (little and often) and interleaved learning (mixing old and new learning)?
- Are young people 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 (Clicker; Dragon)?
- Do teaching assistants deliver structured evidence-based interventions?
- Are teaching resources are age appropriate, inclusive and relevant?