EQUALS Formal Curriculum and Assessment
Presenters – Peter Imray and Mike Sissons
Formal Curriculum and Asssessment
Whole Day Workshop – 9th July 2020
For SENDCos, Mainstream School Leaders and Teachers
For pupils working consistently and over time below age related expectations,
especially those who struggle with Literacy and Numeracy.
NCVO, Central London.
Cost: Only £149+VAT per delegate for members and £249+VAT for non-members.
EQUALS members save £100+VAT per delegate. If you are not a member, we have some new members special offers.
Equals (a not-for-profit national charity, working with and for pupils with learning difficulties for over 25 years) 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.
Taken together, the seven in-depth and detailed schemes of work consisting of My Maths, My English, My Independence, The World About Me, My Outdoor School, My Physical Well-Being and My Play, 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 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.
MAPP – Mapping and Assessing Personal Progress
The Equals’ Formal Curriculum is supported by MAPP (Formal) 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.
Peter Imray is a freelance trainer, advisor and writer with over 30 years experience of working with children, young people and adults with learning difficulties. He is the author of a number of books and articles, including Inclusion is Dead: Long Live Inclusion, published by Routledge in 2017, which argues that curriculum models for children with complex needs must be different, rather than differentiated, if pupils are to make lasting progress.
Mike Sissons has taught children and young people with profound, severe and moderate learning difficulties in a number of local authority schools and a Barnardo’s residential school. His main roles have been as a teacher, assistant head teacher and deputy principal. Additionally, he has delivered outreach support to pupils with complex learning difficulties in mainstream schools and has helped coordinate the North Yorkshire communication aids project, assessing need and providing training. As a teacher his primary interest has been in the areas of drama and music, whilst as a senior leader he has had responsibility for curriculum development, assessment and for data.