University of Edinburgh
 

Curriculum for Excellence

Presented on Friday 25 February 2011

Sensory Support Service

Alison Attwood

"Curriculum for Excellence aims to achieve a transformation in education in Scotland by providing a coherent, more flexible and enriched curriculum from 3-18, firmly focused on the needs of the child and young person and designed to enable them to develop the four capacities."
Building the Curriculum 3

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Getting familiar with the language of C for E

  • NLC is in the process of rolling out polices and procedures in implementing C for E and associated legislation, strategies and frameworks.
  • SHANARRI 'wellbeing indicators' - used by health authorities, social work et al. Feed into Curriculum for Excellence experiences and outcomes for 'Health and Wellbeing'. Same language - creates a more coherent service delivery.
  • Example of wall display at Knowetop. Samples of literacy and numeracy 'I can' statements:
    I can statements
  • 'I can...' statements will be used in ASPs, CSPs
  • Using the language within the framework

The Support Framework

  • Context of Support
  • Knowetop Visual Impairment Unit
  • Peripatetic Service

Knowetop Visual Impairment Unit

  • School Background
  • Unit/Resource Base Setup
  • Staff

Support for Inclusion

  • Consultation, advice and support to staff, pupils and parents
  • In-Service training
  • Prepare appropriate resources enlarged print, Braille, tactile diagrams
  • Training in use of Hi-tech and Lo-tech aids
  • Work together with other agencies -

Functional Vision Clinic

  • Joint assessment each discipline brings their knowledge and understanding of the child
  • Parents share their wealth of experience of their child in a relaxed environment
  • One appointment under one roof
  • Enables better support of child in school

Low Vision Clinic

  • Initially this was a project funded by the Eye Care Review. Funding provided for orthoptists and teachers to prescribe Low Vision Aids. (Training was delivered by Optima Low Vision Services)
  • NHS Lanarkshire and Education (NLC and SLC) working together to refer and assess children for LVAs.
  • Teachers then support the use of these aids in school, in the community and at home.

Circle Time gave the pupils

  • The chance to understand their eye condition.
  • The language and ability to describe their eye condition to other people and explain how it affects their sight.
  • An awareness and understanding of the low vision services that are available and the professionals they are likely to meet.
  • The ability to understand the importance of clarity, colour and contrast.
  • The importance of general and task lighting.
  • An understanding of magnification and how it can be achieved.
  • An appreciation that enlarged printed material is not always viable, possible or appropriate.

Active Learning!

  • Enabling the children to understand when to use their low vision aids and how to maintain them.
  • To give the children the confidence to use their low vision aids in school, at home and in everyday life.

Low vision aids are an excellent resource for our children.

Curriculum for Excellence Experiences and Outcomes

Mental and Emotional Wellbeing -

I understand that there are people I can talk to and that there are a number of ways in which I can gain access to practical and emotional support to help me and others in a range of circumstances.
(HWB 0-3a/HWB 1-3a/HWB 2-3a)

Social Wellbeing -

I make full use of and value the opportunities I am given to improve and manage my learning and, in turn, I can help to encourage learning and confidence in others. (HWB 0-12a/HWB 1-11a/HWB 2-11a)

Working Together and Having Fun!

  • Horse Riding at Bishopbriggs
  • Echolocation with Dan Kisch and 'Viisibility'
  • Ice Skating at the Time Capsule, Coatbridge.

Most recently we have been involved with VIScotland and Grounds for Learning

The Importance of facilitating spontaneous and creative play

Caroline Standring, G for L, and Dr David Feeney, VIScotland have interviewed pupils and staff (VI and Mainstream) re their thoughts on the following

questionnaire

Money has been allocated from Grounds for Learning and together with school funds a wonderful new outdoor classroom and playground environment will be created which will meet the needs of all pupils!

  • Also - We are working with schools and class teachers to implement NLC's Active Literacy and Active Numeracy.
  • Creating a Sensory Support Service Web Page to be accessed through Glow (NLC.
  • ) Working with L and T Scotland on the Books for All Project.

Through such initiatives we are aiming to fulfil the principles of C for E

  • Challenge and enjoyment
  • Breadth
  • Progression
  • Depth
  • Personalisation and choice
  • Coherence
  • Relevance

Supporting our children from the early years to positive, sustained destinations enabling them to be

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