Semi-Formal Curriculum

Name of curriculum:

Semi Formal Curriculum

Who is it for?:

The learners accessing the semi-formal curriculum are those who have Severe Learning Difficulties (SLD). They have begun to work on subject specific content but through a model, detailed below, that ensures this is through a curriculum that is both fully accessible to and relevant for, each individual pupil.

Defining characteristics of learners with SLD are:

  • Communication difficulties
  • Difficulties with abstract concepts
  • Difficulties with working memory
  • Difficulties with concentration and attention
  • Poor general knowledge
  • Difficulties with sequencing
  • Difficulties with thinking and problem-solving
Imray and Hinchcliffe (2014)

How is it organised?

The Curriculum is organised into four main learning areas:

  • My thinking and problem-solving

Developing pupils’ cognition skills and their ability to apply learnt knowledge to overcome new problems

  • My wellbeing

Ensuring pupils are developing sustainable strategies to maintain good mental and physical health

  • My independence

Promoting pupils ability to make autonomous choices and to carry out tasks with reduced support, commensurate with their need

  • My communication and interaction

Equipping students with the necessary skills, to become effective communicators to an increasing range of people

How will the curriculum be taught

  • Study fewer things in greater depth (Oates 2013)
  • Wellbeing as a core curriculum strand
  • Learning to learn and learning to learn tools are fundamental and will need to be taught out of context with an emphasis on repetition.
  • Cross curricular delivery/thematic delivery
  • Process based learning activities rather than subject lessons (‘shopping’ as opposed to ‘Mathematics’)
  • An increased emphasis on generalisation
  • Effective interdependence
  • Class level curriculum delivery flexibility and co-production of ideas with pupils