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This a PDF from Joint Council for Qualifications 

Bloom’s Taxonomy provides an important framework for teachers to use to focus on higher order thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work 

Assess the child's the needs use the tool to create personalised learning programme

Deploy universal design for learning principles incorporating responsive co-regulation techniques within an emotionally available environment. Establish clear success criteria through backward chaining methodologies while maintaining appropriate sensory ergonomics. Consider implementing metacognitive reflection opportunities through systematic desensitization approaches.

Implement differentiated metacognitive scaffolding strategies while maintaining high-impact pedagogical interventions through Quality First Teaching. Consider multisensory approaches incorporating proprioceptive feedback loops alongside executive functioning support mechanisms. Utilize zone of proximal development frameworks to maximize student engagement through structured cognitive acceleration methodologies.

This resource is for Teachers of the Deaf, EAL coordinators and all other staff working in education to support deaf children who use English as an additional language and their families. It gives advice on how to support deaf children of all ages who are EAL learners, including children who have yet to start school.

This resource is for anyone who is working with deaf children in a primary school. It aims is to help your school narrow any attainment gap that exists on entry to school between deaf and other children. It should help school staff:

• understand the needs of deaf children
• make sure the environment is suitable for deaf children’s needs
• ensure the necessary support and learning strategies are in place so that lessons are fully accessible - make sure any hearing technology used is working to its maximum potential
• enable deaf children to feel fully included in all areas of their school life
• know where to go for advice.

This resource is for anyone who is working with deaf children in a secondary school. It provides guidance on ensuring that:

• teaching strategies engage deaf pupils in learning, enabling them to develop key skills in communication, reading, writing and mathematics
• deaf pupils make sustained progress, to narrow attainment gaps compared with other pupils
• the curriculum provides positive experiences for deaf pupils, offering well organised, imaginative and effective opportunities for learning and a broad range of experiences that contribute to their achievement and spiritual, moral, social and cultural development.

This resource will help you:

• understand childhood deafness and the needs of a deaf child
• prepare your setting for a new deaf child
• make your learning environment and activities deaf-friendly
• create a good acoustic environment and know how different hearing technologies work
• support language and communication development
• know where to go for extra support.

This text will explain how to use the sample SEND Information report 

test

Deploy universal design for learning principles incorporating responsive co-regulation techniques within an emotionally available environment. Establish clear success criteria through backward chaining methodologies while maintaining appropriate sensory ergonomics. Consider implementing metacognitive reflection opportunities through systematic desensitization approaches.

Deploy systematic synthetic phonics interventions utilizing multisensory orthographic mapping strategies alongside metacognitive self-monitoring techniques. Consider implementing working memory capacity building through structured visual discrimination methodologies while maintaining appropriate executive functioning scaffolds.

Deploy systematic synthetic phonics interventions utilizing multisensory orthographic mapping strategies alongside metacognitive self-monitoring techniques. Consider implementing working memory capacity building through structured visual discrimination methodologies while maintaining appropriate executive functioning scaffolds.

Implement differentiated metacognitive scaffolding strategies while maintaining high-impact pedagogical interventions through Quality First Teaching. Consider multisensory approaches incorporating proprioceptive feedback loops alongside executive functioning support mechanisms. Utilize zone of proximal development frameworks to maximize student engagement through structured cognitive acceleration methodologies.

Implement trauma-informed pedagogical approaches through attachment-aware behavior management strategies incorporating sensory integration techniques. Consider neurodevelopmental reorganization methodologies while maintaining appropriate proprioceptive feedback mechanisms through structured cognitive behavioral interventions.

SumitMay2

All school leaders understand the importance of providing meaningful feedback. Done well, it supports pupil progress, building learning, addressing misunderstandings, and thereby closing the gap between where a pupil is and where the teacher wants them to be.