Formal Curriculum

Brand New From EQUALS

For pupils working consistently and over time below age related expectations, especially those who struggle with Literacy and Numeracy

Published September 2020

EQUALS is proud to announce the inception of it’s brand new Formal Curriculum. This Curriculum has been specifically written for pupils working consistently and over time below age related expectations, especially those who struggle with literacy and numeracy.

 You can also order by emailing admin@equalsoffice.co.uk

Cost: £343 for all 7 schemes of work for members and £1,043 for non-members
or £59 for individual schemes of work for members and £149 for non-members

 
To obtain a preview and for further information please contact Paul Buskin by emailing paul@equalsoffice.co.uk or ring 0191 272 1222
 


 

Taken together, the seven in-depth and detailed schemes of work consisting of Maths, English, Independence, The World About Us, Outdoor Schooling, Physical Well-Being and Play & Leisure, form a broad and balanced holistic curriculum that fully meets the needs of pupils struggling within a conventional National Curriculum model.

The schemes of work are non-key stage specific, so that pupils work at levels appropriate to their developmental stage.

As both engagement and motivation are at the heart of each scheme of work, issues relating to challenging behaviour and pupils’ mental well-being are intrinsically woven into the fabric of the whole curriculum from the word go.

The Equals Formal Curriculum has been designed for that very small percentage of the school population, perhaps as low as two per cent (Einfeld and Emerson, 2001) who have learning difficulties to such a degree that they are consistently working at levels considerably below their age-related peers for all of their academic lives across all or most academic areas. In England, such pupils will probably be regarded as having moderate learning difficulties (MLD) or more likely, severe learning difficulties (SLD).

Some, perhaps many, of this population may also have a diagnosis of an autistic spectrum condition (ASC), but it is the level of the individual’s learning difficulties that is of concern here. That is, the existence of autism may affect how the pupil is taught, but the existence of this severity of learning difficulty will affect what the pupil is taught.

Irrespective of the existence of an additional ASC, Imray and Colley (2017) regard the term SLD as encompassing, to a greater or lesser degree:

  • Communication difficulties
  • Difficulties with abstract concepts
  • Difficulties in concentration and attention
  • Difficulties with both short term and long term memory
  • Difficulties with sequential memory
  • Difficulties with working memory
  • Inefficient and slow information processing speed
  • Insecure general knowledge
  • Poorly developed strategies for thinking and learning
  • Difficulties with generalisation and problem solving. (Imray and Colley, 2017, p38)

They further assume that children and young people experiencing such difficulties will be working, consistently and over time, at academic levels below or at the earliest levels of the UK National Curriculum.


 

MAPP (Formal) – Mapping and Assessing Personal Progress

The Equals’ Formal Curriculum is supported by MAPP (Formal) – Mapping and Assessing Personal Progress a brand new and bespoke assessment schema specifically written for pupils engaged with subject specific learning but working consistently and over time below age expected levels. MAPP (Formal) moves away from a tick box agenda, taking a unique, lateral view of progress which offers individual learning intentions and evidence of real progress across a range of indicators.

Taken together, the Curriculum and Assessment schemas fall perfectly into line with Ofsted’s new inspection framework, in addressing the need for all schools to be fully engaged with the three I’s of Intent, Implementation and Impact for all pupils.

 

 


 

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What Our Members Say
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We have thousands of satisfied members since we began in 1994

Peter Imray

“Lets focus on things that matter”.

“For those with a profound learning difficulty (PMLD), learning is best done when the learner is placed in the centre of the curriculum”.

Priory Woods School – Middlesbrough

“The Semi-formal Curriculum meets the needs of our special children and we feel more able to promote what the children need rather than being constrained by subject areas”.

“Freedom to be creative and concentrate on individual needs with a focus on independence”.

Pedagogy, Curriculum and Assessment of Pupil Progress for Children and Young People with SLD and PMLD

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“Information about different kinds of assessment models”
“Thought provoking ideas on SLD curriculum”
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