Quality First Teaching for pupils with SCD/ASD: (Provided from – Age Weighted Pupil Unit (AWPU) delegated resources) Impact of Condition on Learning Quality Teaching Strategies/Specialised Adaptations Relevant Information/Assessments Mild social difficulties. Able to work on same Whole school awareness and understanding of Effective home/school liaison. tasks as peers with some additional support. Able SCD/ASD and its implications for the curriculum. Students’ pastoral care needs are met. to learn in the whole class group. Interested in Tasks may need to be differentiated by Students have regular opportunities to peers and wants to have friends but needs help level/outcome/pitch/pace and grouping. evaluate their performance in learning with this. Aspects of structured teaching (TEACCH) may be activities. Student responds to planned strategies. helpful. Students’ self-assessment routinely used Student may be developing understanding of Staff are skilled at selecting appropriate to set individual learning targets. their difficulty and can manage their levels of methods and materials into their lesson plans to occasional mild anxiety and sensory needs. This ensure access across the curriculum for student will depend on the student, their age, cognitive with individual needs. ability and their autism. Class teacher will use the First Assess Communication Tool (The FACT+) to inform outcome setting and using the plan, review, assess cycle. Targeted Support for pupils with SCD/ASD: (Quality First Teaching strategies for pupils with SCD/ASD, above, should be implemented and evidenced)
Quality First Teaching for pupils with SCD/ASD: (Provided from – Age Weighted Pupil Unit (AWPU) delegated resources) Impact of Condition on Learning Quality Teaching Strategies/Specialised Adaptations Relevant Information/Assessments Mild social difficulties. Able to work on same tasks as peers with some additional support. Able to learn in the whole class group. Interested in peers and wants to have friends but needs help with this. Student responds to planned strategies. Student may be developing understanding of their difficulty and can manage their levels of occasional mild anxiety and sensory needs. This will depend on the student, their age, cognitive ability and their autism. Whole school awareness and understanding of SCD/ASD and its implications for the curriculum. Tasks may need to be differentiated by level/outcome/pitch/pace and grouping. Aspects of structured teaching (TEACCH) may be helpful. Staff are skilled at selecting appropriate methods and materials into their lesson plans to ensure access across the curriculum for student with individual needs. Class teacher will use the First Assess Communication Tool (The FACT+) to inform outcome setting and using the plan, review, assess cycle. Effective home/school liaison. Students’ pastoral care needs are met. Students have regular opportunities to evaluate their performance in learning activities. Students’ self-assessment routinely used to set individual learning targets. Targeted Support for pupils with SCD/ASD: (Quality First Teaching strategies for pupils with SCD/ASD, above, should be implemented and evidenced)
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