The semi-formal curriculum is designed for our pupils with severe learning difficulties who require experiences and opportunities which promote the development of functional skills, communication, emotional well being, confidence and independence. It is important for these pupils that achievable aspirations for transitioning to their adult lives remain at the heart of our curriculum and time is dedicated to ensuring a progression of skills throughout school. Our pupils learn differently and therefore our approach should not be based on breaking down small steps within linear models and assessment tools or those designed for neurotypical learners.
Within these, all pupils will have areas for development, strengths, learning preferences and individual interests. It is not intended that these domains are taught discreetly, (although this may be the case for some areas within ‘My Creativity’ and ‘My Physical & Sensory Needs’) but rather that they will help us to acknowledge that much of the work we do has far reaching benefits and that a range of outcomes can be achieved within one lesson. Planned activities should provide opportunities for pupils to develop skills across different domains, for example, a visit to a café would include aspects of ‘My Wider World’, ‘My Communication’, ‘My Thinking and Problem Solving’ and ‘Myself’.
In the moment teaching