Pre-formal
Informal
Semi-formal
Formal
Keeping Healthy and Safe
Discrete sessions of story, discovery, culture, stop and go, switch IT, community, cooking, art and music.
Often a continuous provision / low demand model – with smaller activity stations which may include cooking,
Keeping healthy and safe
Community
Computing
PSHE / RSHE / RSE
Community
Computing
My Communication
art, music, discovery, culture, physical education. However, some classes may deliver these sessions in a whole class approach.
1:1 or small group activities for phonics etc. where appropriate.
Discrete sessions of swimming, story, stop and go, community, shopping, music.
Throughout the school day
Throughout the school day
Literacy: Speaking and Listening
Drama
My Body
P.E. including dance and swimming
P.E. including dance and swimming
My World
Discovery
Culture
Community
Computing
Science
Geography
History
RE
Community
Computing
My Creativity
Music
Art
Performing Arts
Music
Art and Design
Design and Technology
Performing Arts
My Independence
Travel training
Cooking
Shopping
Keeping healthy and safe
Travel training
Cooking
Shopping
Keeping healthy and safe
Literacy
Pre-literacy and numeracy skills are covered within all sessions.
Literacy: reading
Literacy: writing
Phonics
Story / Drama
English
Phonics
Performing Arts
Numeracy
Numeracy: number
Numeracy: topic
Maths
Additional programmes and interventions: Music therapy, forest school, ELSA, physiotherapy, occupational therapy, Rebound therapy and hydrotherapy
Pre-formal
Informal
Semi-formal
Formal
Teaching and learning approaches / environments
Real experiences through stimulating sensory provision.
Responsive interactions and environments that are brought to and close to pupils.
Real experiences through classroom provision.
Low demand approach.
Continuous provision model and 1:1 or small group focused activities.
Discrete sessions, which include knowledge and practical skills.
Can include a low demand approach (continuous provision model) and 1:1 or small group focused activities
Traditional discrete ‘formal’ teaching, which include in depth knowledge and practical skills.
Opportunities to acquire skills, practice, generalise and maintain in a cross contextualised approach.
Teaching strategies may include interactive discussions, enquiry-based learning and role play.
An intervention responsive curriculum approach, ensuring we tailor the curriculum to pupils’ individual needs as and when required.
