Consistency in Pedagogy
Consistency in Pedagogy across the ASC and SLD strands of Kingsweston School
Kingsweston School is a large organisation over a number of sites. A high proportion of pupils across all the sites have been identified as being on the autism spectrum. Pupils from Key Stage 2 onwards are placed on the basis of a best fit of needs to curriculum and context. Further information can be found in the Curriculum Statement. A consequence of this arrangement is that whilst each pupils curriculum offer is bespoke, they are embedded within a context suitable either for those likely to be working towards GCSE and Entry Level qualifications (the ASC strand) or those whose accreditation outcomes will be a match to their more complex learning needs (the SLD strand). It should be noted however that the SLD strand curriculum offer is suitable for those with complex learning difficulties and autism.
The curriculum across the ASC strand of Kingsweston School has been designed to ensure that pupils receive their curricular entitlement in a way which is meaningful to their:
- Stage of learning
Pedagogy is the act of teaching - together with its attendant discourse of educational theories, values, evidence and justifications. It is what one needs to know, and the skills one needs to command, in order to make and justify the different kinds of decisions of which teaching is constituted.
Such a definition requires that our pedagogy is informed by knowledge and understanding in relation to pupil needs and abilities. Given that our school comprises learning needs related to autism and severe learning difficulties then these are the two key strands around which our pedagogical approaches are designed, enhancing the learning experience for the pupils and ensuring a degree of whole-strand consistency. The charts below outlines the key features of these approaches which share much in common but have some differences too.