The Equals Semi-Formal Curriculum is set in the context of Equals multi-tiered curriculum approach, recognising that differentiation from England’s (or indeed any) National Curriculum is NOT sufficient to meet the needs of pupils and students with profound, complex, severe or global learning difficulties
For these populations, who are all working consistently and over time below or very near the start of their national curriculum, curricula NEED TO be different rather than differentiated, because the way such pupils learn is different, and often very, very different from neuro-typical, conventional developing learners for whom the national curriculum was designed.
This session addresses the issues facing teachers and learners who are unable to master literacy and numeracy to a degree that will enable them to succeed within the National Curriculum. This is not a differentiated model, this is different model, because it recognises that those with SLD learn differently, and if they learn differently, we ought to be teaching them differently and teaching them different things.
