SEND Considerations in Curriculum Planning and Learning Outcomes
This document ensures that every subject leader considers the needs of SEND students when planning their curriculum and learning outcomes, fostering an inclusive and accessible learning environment.
Differentiated resources, including adapted tools (e.g., ergonomic brushes, textured materials).
Alternative ways to express creativity, such as digital art or sculpting.
Scaffolded instructions with step-by-step guidance.
Sensory-friendly environments for students with sensory processing difficulties.
We are able to adapt resources as necessary (eg enlarging imagery)
Clear and structured scripts for students with processing difficulties.
Flexible roles and non-verbal participation options.
Small group work to support confidence building.
Alternative ways to assess performance (e.g., recorded submissions).
Adaptive software and assistive technology.
Clear, step-by-step instructions.
Alternative methods of coding (e.g., block coding for accessibility).
Support with problem-solving strategies.
Multi-sensory teaching approaches (e.g., manipulatives, visuals, and real-life examples).
Scaffolding and breaking down complex problems.
Extra time and access to number lines or visual aids.
Regular formative assessments to track progress.
Hands-on learning opportunities and practical experiments with adaptations.
Accessible worksheets with clear language and diagrams.
Visual aids and video demonstrations.
Alternative ways to record findings (e.g., voice recordings, mind maps).
Differentiated texts with varied reading levels.
Shared reading in class or audio texts.
Visual prompts and graphic organisers for writing tasks.
Film sections/ viddies to support understanding.
Sentences stems and key words offered.
Talk before writing.
Teaching of spelling, grammar, and comprehension.
Paired and group work, including shared writing.
Writing is modelled
Visual timelines and storyboards to aid understanding.
Alternative formats for assessments (e.g., presentations, mind maps).
Simplified text versions with key points highlighted.
Opportunities for role-play to bring history to life.
Living graphs as a means of establishing changes over time
Symbols used to represent concepts
Use of multimedia inputs to lessons to broaden the access to content
Pre-prepared notes that require students to categorise (using a key)
Move towards content that is better suited to all
Use of tactile maps and interactive resources.
Accessible fieldwork opportunities with adjustments.
Simplified case studies with key takeaways.
Visual organisers to structure learning.
Clear explanations of abstract concepts using real-life examples.
Visual aids to support theories and key ideas.
Structured writing templates for essay tasks.
Powerpoints with Dyslexic friendly fonts and background
Alternative assessment formats
Applying theories and research to neurodivergent learning and explain why the differences 'may' occur in how we learn
Case studies with differentiated reading levels.
Scaffolding for coursework and extended writing.
Practical, real-life application of concepts.
Clear instructions for coursework tasks.
Powerpoints with Dyslexic friendly fonts and background
Adapted physical activities to ensure inclusivity.
Clear, simple instructions with visual demonstrations.
Use of technology for movement analysis.
Support in understanding theory concepts with visual aids.
Use of assistive music technology and alternative notation systems.
Flexible performance options (e.g., digital instruments, simplified arrangements).
Structured practice routines and scaffolded learning.
Sensory-friendly environments for students with sensitivities.
Braille and raised letters are available for keyboards
Noise cancelling headphones or ear protection
Managing equipment to make the room as comfortable as possible
HOD speaks to students directly to understand what their individual needs
Multi-sensory teaching methods (songs, games, visuals).
Vocabulary banks and sentence structures for support.
Use of voice recordings for speaking tasks.
Alternative assessment methods beyond written work.
Adapted tools and equipment for accessibility.
Step-by-step guidance with visual and written instructions.
Scaffolding of complex design processes.
Alternative project formats
Students have the information to decide which manufacturing processes to use to best support them in their projects.
Support with planning and sequencing tasks.
Accessible kitchen tools for students with fine motor difficulties.
Visual step-by-step guides for recipes.
Alternative methods of demonstrating understanding (e.g., video tutorials).
Students have the information to decide which manufacturing recipes to use to best support them in their projects.
Use of Individual Education Plans (IEPs) and EHCP targets.
Regular feedback and check-ins with students.
Access to teaching assistants or peer support.
Sensory considerations and flexible seating arrangements.
Regular communication with parents and SEND specialists.