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PROVIDING SUFFICIENT OPPORTUNITIES TO LEARN

For students with complex, profound and multiple learning difficulties to:

  • be engaged in their learning

  • generalise their learning

  • practice what they know

  • make progress and encounter success

  • demonstrate new learning


students need highly personalised learning, using specific teaching approaches where experiences are integrated and curriculum areas are prioritised. Student engagement is the key to personalised learning. Teachers focus on what they teach and how they teach, finding learning pathways that students respond to best. "Students’ time in school is precious; students are unlikely to learn incidentally". (Imray & Hinchcliffe, p49).


    


Effective practice ensures:

  • Experiences are planned to ensure repetition with variety

  • Students’ learning intentions are individualised

  • Individual motivators and sensory preferences are used to engage students

  • Lessons are differentiated to meet individual student needs

  • Student Baseline information is gathered from a range of sources

  • The use of tools such as the Happiness Audit or Engagement Profile to gather data on student engagement

  • E copies of the Student Baseline Information Sheet and Happiness Audit created to keep the document live, accessible and easy to update e.g. google docs, on school server

  • Students are assessed on what they know and how they best learn using Quest for Learning or a similar  assessment tool

  • Appropriate assessment activities are planned for students using the data gathered from the Student Baseline Information sheet

  • Students have learning intentions that are relevant, achievable and are a planned focus across all learning contexts/ areas.  

  • Students are given opportunities to generalise what they know and what they are learning.

  • Students have limited, focused and relevant learning intentions

  • E learning and assistive technology is used to support students to demonstrate what they know and what they are learning


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