Educational Approach And Curriculum
The nature of our pupils’ needs clearly has implications for teaching and learning. We recognise these implications and attempt to address them in three main areas
What we teach (curriculum content)
How we teach (Teaching style and approach)
Where we teach (Context of teaching and learning)
At the same time as recognising the special needs and difficulties experienced by children with SEN the individuality of each pupil is considered. At Woodlands we aim for a flexible individualised program of experience and learning for each student.
The national curriculum set out to provide a curriculum, which is broad, balanced, differentiated and relevant. It should be remembered that a curriculum is ‘an organisation of experiences which is designed to meet all of the child’s needs’ (Rita Jordan 1990)
The nature of needs experienced by the pupils at Woodlands means it is essential to supplement the guidelines and content of the national curriculum and curriculum guidance for foundation stage learning with extra emphasis in the following areas, which we are committed to developing:
Language and communication: Pre verbal skills including PECS, listening, comprehension and social skills.
Physical and sensory: Sensory integration, sensory handwriting, multi sensory/interactive teaching and learning.
Independence: Through the TEACCH (see below) system and the development of this into to real-life situations we look to develop the independence of all pupils as much as possible.
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