Fitri surya rahayu

Step of teaching
Teaching methods
Methodology Our main teaching method has been developed from the principles of Applied
Behaviour Analysis (ABA) including Verbal Behaviour (VB). We believe that this is the best approach
to learning for autistic children.

Teaching staff are trained in: PECS (Picture Exchange Communication System), Signalong and other
augmentative communication strategies ,and positive handling strategies .Regular training by our
Occupational and Speech and Language Therapists enables tutors to incorporate techniques such as
sensory integration, visual strategies and promotion of social communication into all aspects of
teaching.

Curriculum : Our pupil population ranges from Reception to Key Stage 4, but none are able to
access the National Curriculum at an age-appropriate level. The majority function at P Levels
(attainment below Level 1 of the National Curriculum) in most areas. We have therefore designed a
curriculum that meets the needs and abilities of all of our pupils, and can be tailored to suit
individual strengths and weaknesses. The skills we teach are relevant, accessible, functional and
motivating.

Our curriculum accommodates the learning styles and communication systems of all pupils, and we
use visual aids, sign language and reinforcement (reward) systems in different situations to enhance
its delivery.

Our highly specialised curriculum draws on:

 The Early Years Foundation Stage (EYFS) curriculum, (including literacy and numeracy
aspects) and some areas of the Foundation subjects of the National Curriculum (NC)
 The Assessment of Basic Language and Learning Skills (ABLLS) and;
 The Verbal Behaviour Milestones Assessment and Placement Programme (VB MAPP)
The Secondary curriculum is designed to promote learning in functional and ‘real life’ settings and
targets independence to prepare pupils for adulthood. This curriculum is further enhanced by:

 The Award Scheme Development and Accreditation Network (ASDAN)

 New Horizons, Personal Progress and Transition Challenge programmes and;
 The English Speaking Board Curriculum
Most pupils are taught through a combination of 1:1 teaching and small group teaching (with 1:1
support). Morning group sessions cover literacy and numeracy for both Primary and Secondary
levels. Afternoon sessions in Primary focus on a foundation subject and in Secondary on developing
life skills.
There is particular emphasis on the development of speech, language and communication skills, self-
care and social skills throughout the school day.

Individual Educational Plans

Each pupil has an Individual Education Plan (IEP) and the 1:1 teaching works towards specifically
chosen IEP targets in the following areas:

 Speech, language and communication skills

 Social skills
 Literacy
 Numeracy
 Daily living/self care skills
 Motor skills/Health and Fitness
 Play and hobbies/leisure skills
 Listening and attention skills
 Independence skills
 Behaviour
 Group Work
Group work is based on a rotating curriculum and follows topics on a half-termly basis, with NC
subjects/life skills taught at differentiating levels. Lessons are structured to suit the varying abilities of
the pupils.

Visits into the community :Our Secondary pupils work towards their ‘community participation’
targets during weekly outings. These visits are possible as a result of the links we have developed
with the local community and we make regular use of a local educational/outdoor activity centre and
have even formed our own Scout group.

In addition, we are working on building links with local businesses to create opportunities for
vocational experience for our older pupils. For example, we help with housekeeping duties at a
nearby hotel.

Assessment :We continually assess our pupils, using different, yet complimentary systems. These
underpin our target setting and 1:1 work. Data relating to how pupils respond to 1:1 and group
tasks is collected on a daily basis.

Progress is assessed against key developmental targets on the IEPs and measured against attainment
on entry to the school, and within the P Levels, ABLLS, the VB MAPP (Verbal Behaviour Milestones
Assessment and Placement Programme) and ASDAN levels of attainment at Secondary level.
We recently devised and developed a system for graphically representing progress within the P
Levels for key areas of development, such as speech, language and communication skills.