Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.
Children have a learning difficulty if they:
a) have a significantly greater difficulty in learning than the majority of children of the same age;
b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age.
Quality First approaches are used to enable all children to access the Geography curriculum. At St Philip’s, we ensure that all of our children with SEND have the entitlement to broad, balanced and relevant Geography teaching. All teaching and support staff are aware of the National Curriculum Inclusion Statement, and with advice from and the support of the SENCO, class teachers match the learning objectives to the needs and abilities of individual pupils. They use a range of strategies to develop the pupils’ knowledge, understanding and skills including the use of ICT. Where appropriate, materials are modified or support is provided to enable pupils with SEND to access the learning or the assessment processes.
Our Geography curriculum:
Encourages pupils to enjoy learning and prepares them for life as a long-term goal
Uses pathways and specialist approaches with clear purpose
Is age-appropriate and responsive to pupils' specific needs, with targets from pupils’ SEND support plans or education, health and care (EHC) plans
Considers parents' priorities for pupils
Includes targets set by other professionals, such as speech and language therapists or occupational therapists
Promotes literacy, numeracy and good communication at all times
Leaders make sure that the Geography curriculum and individual lessons include activities and tasks that are very closely matched to the needs of all pupils.
Wherever appropriate, children with SEND access discreet subject knowledge and have clear subject specific learning objectives that are planned in a progressive and cohesive way.
At St. Philip's, we ensure all pupils can access resources and information at a level that is suitable and engaging for them. For instance, pupils who have difficulty reading standard maps have access to alternatives if required. The tool Digimaps allows for maps to be enlarged and simplified, also giving the option to use either a printed map or an interactive map on the screen. A simplified map reduces the amount of information presented at once, allowing pupils to focus on their key learning without unnecessary extra detail, whilst the digital version can be used on either an individual screen or the interactive class board to adjust the size and scale.
|AREAS OF NEED||ADAPTATION|
|Communication and Interaction|
Use of photos or visual clues linked to unit
Key word mats or word banks - visual clues with key words
Scaffolding for tasks
Modelling and over learning of key vocabulary
|Cognition and Learning|
Small group support with Teacher/TA
Headphones and iPads used to rewatch presentations or videos before starting tasks
Different versions of maps available, physical and digital at different scales and complexities
Regular revision of key concepts and vocabulary
|Social, Emotional and Mental Health|
Close links with PSCHE , British values and Christian values
Respect and tolerance for diverse cultures worldwide
Units adapted if needed in response to pupils
Understanding interconnectedness, local and global relationships
|Sensory and/or Physical|
Coloured paper and background on interactive board
Enlarged and simplified texts and maps
Digital mapping tools used to dynamically adjust scale and simplicity of maps
Laptops used to record work in alternative ways
Headphones and iPads used to rewatch presentations or videos before starting task