QFT - Teaching Strategies
- Ensure that the pupil’s one page profile includes the pupil’s physical and/or medical conditions, and any treatments the young person has received, and the implications for access and learning.
- Plan teaching and learning opportunities to include the targets and outcomes that the pupil with physical and/or medical needs are working towards.
- Ensure the recommendations from specialist support services are being used to develop effective curriculum delivery for the young person.
- Support the young person to be independent in the majority of self-help skills/activities.
- Ensure teaching and learning opportunities are suitably adapted to take into account physical and/or medical needs.
- Be familiar with any medical care plans of the young people they teach and know what to do if there is a concern.
- Adjust the sensory and physical demands of the curriculum where required, in order to improve access differentiated through: task, outcome and teaching materials as appropriate.
- Provide appropriate levels of intellectual challenge and support for all pupils.
- Ensure teaching resources are age appropriate, inclusive and relevant – consider use of pictures and content that includes diverse groups of children, young people and adults, including those with a physical ability.
- Use flexible and varied questioning strategies for learners.
- Modify your responses to individual children on the basis of need.
- Depending on the pupil’s learning profile consider the following:
- Your positioning when talking to the young person (e.g. facing the young person).
- Do you need to gain the attention of the young person before speaking?
- Are shorter, rather than longer sentences required?
- Is more time to complete tasks required and incorporated into curriculum planning?
- Are learning resources accessible e.g. font size and type?
- Does teaching need to be adapted and delivered through distributed practice (little and often) and interleaved learning (mixing old and new learning)?
- Provide opportunities to demonstrate learning in a variety of ways, such as the use of alternative methods of recording and the use of appropriate ICT e.g. Clicker; Dragon Dictate etc.
- Provide opportunities for flexible groupings and pairings to support social inclusion and independence.
- Work as part of a team with any teaching assistants you have in the classroom.
- Share planning with support staff allowing sufficient time for support staff to prepare any resources in advance.
- Discuss any physical and medical concerns with the SENCo and/or the senior leadership team when required.
- If there are any changes in physical and/or medical needs gain further advice when appropriate.