A specialised curriculum for learners with CLDD.

in-persuit

Our SECOND Curriculum conference!

24 March 2017 – London
 A collaborative day sharing good practise, practical insights and reflections on the implications of the Rochford Review – giving you a sound base to embrace the new changes in your setting.
Our Keynote Speaker will be Richard Aird, OBE!
‘Escaping the culture of national curriculum levels in the pursuit of a specialised curriculum for pupils with PMLD and CLDD’

The following presentations will be given by schools – and by practitioners in pursuit of a specialised curriculum for their learners with PMLD/CLDD.  Each school is at a different point in their journey to to create a perfect curriculum for their pupils and have different priorities and influences.  They will share their successes, lightbulb moments, ‘oh no!’ moments and their next steps.

Fairfield School – Karen Lewis & Lesley Elder.

Fairfields are extremely passionate about the pupils they teach. Ensuring inclusion is at the heart of all they do with the belief all pupils can achieve. This passion and drive gave them the inspiration to create their Curriculum for All. It is designed to meet the diverse needs of all children; from early development to the most able. They aim to provide opportunities for pupils to develop the skills, knowledge and understanding that will enable them to be successful learners throughout their lives. Their session is designed to share the journey they are currently on in shaping their Curriculum for All. They will share the twists, turns, ups and downs and the reality of taking risks at a whole school level.

Wilson Stuart School – Nicci Cutler.

Nici starts with asking ‘what does a student in the PMLD department look like?’  She moves on by exploring what a curriculum for learners with PMLD should include, one which also highlights the importance of movement to engage and routine. Lastly, Nici considers how we can adapt this for learners aged 19-25 & introduces the STRIVE programme.

Fountaindale School – Steve Phillips & Jan Collins.

In the light of Rochford, Steve and Jan examine how teachers can really deliver non-subject based learning.  What adaptations need to be made and why?  How should the learning and teaching space look? They’ll also share why recent developments in neuroscience supports a play based curriculum.

Richard Hirstwood will share a simple target setting & recording system to add accountability to these new changes.  How can we easily evidence the changes in our pupils progress in the light of the implications of Rochford?

When and where?

24 March 2017 – London

Who should attend?

This conference is for senior leaders, middle leaders & classroom practitioners from special and mainstream schools or EYFS settings, who are keen to maximise the potential for changes in the provision of learners with PMLD and CLDD post-Rochford.

Cost?

Early Bird Conference Tickets are £295 plus VAT BEFORE 10 February 2017.

Standard Conference Tickets are £325 plus VAT AFTER 10 February 2017.

Conference notes.

All relevant documents will be available online after the day, unless presented on the day.

Times & housekeeping.

The day will begin with registration from 8.45am with the conference beginning at 9.30am.  We will finish around 4.15pm. All refreshments & lunch are provided.

Keynote Presentation – further details.
‘Escaping the culture of national curriculum levels in the pursuit of a specialised curriculum for pupils with PMLD and CLDD’  – Richard Aird OBE

Synopsis

This workshop has been devised in response to advice from the DfE that schools should develop their own curriculum closely supported by in-school assessment approaches.  The government has discontinued use of national curriculum levels and schools are being given increasing freedom to develop their own approaches to in-school assessment.  In addition the Rochford Review has recommended removal of P levels in the statutory assessment of pupils with SEND and removal also of the requirement to submit assessment data to the DfE for pupils working below the standard of subject specific learning.  These changes provide schools with an opportunity to escape the culture of national curriculum levels, devising instead a specialised curriculum that is more responsive to pupils with PMLD/CLDD and help facilitate beneficial outcomes in all areas of need. Richard Aird OBE was a member of the Rochford Review and during this workshop he will make practical suggestions about how school leaders can design and implement such a curriculum within a pupil centred, whole school management framework. 

Content and Intended Outcomes for Participants

  • Appreciation of how provision for pupils with SEND needs to be embedded in whole school management and improvement planning;
  • An overview of the  idiosyncratic characteristics of pupils with PMLD/CLDD and the particular importance of holistic provision and EHC plans;
  • Interpreting what the term broad and balanced means in the design of a curriculum for pupils with PMLD/CLDD;
  • A good understanding about how curriculum, pedagogy and assessment need to be closely inter-linked; 
  • Suggestions for how teaching and learning can be personalised in order to inform pupil engagement and help deliver beneficial pupil outcomes;
  • Advice about how formative and summative assessment approaches should be combined to monitor pupil progress within the curriculum and EHC plan targets.