| Curriculum |
|
|
|
|
In 2004 our curriculum continued to be shaped by the question “What would a rich quality lifestyle look like for our children in adulthood?” Through a process of backward mapping and parent consultation a curriculum was created to best meet the needs of all students. Each teacher provided a range of scaffolded activities that could be classified by the following categories: Literacy Self-esteem => risk taking Independence => personal care, self management / self direction, mobility Social Skills => understanding relationships Numeracy => budgeting Choice making Perseverance Rules, roles, regulations Health, physical safety, psychological health Work skills General Knowledge of self & community In 2004 a curriculum co-ordinator was appointed and one day a fortnight allocated for furthering curriculum development. New Basic and Special Rich tasks continued to be the philosophy behind curriculum development. This was supported by the school membership in the Special Education Curriculum Consortium. By the end of term 4, 2004 booklets were completed and combined in a package that included examples of work units, our report proforma, and individual education plan proforma. Our six monthly IEP meetings and our twice yearly written reports to parents provided timely and accurate information on each student’s progress. Many parents accessed both administration and teaching staff for daily progress reports and/or to provide information which assisted staff to provide optimal working environments for their students. In the 2004 parent survey 94.7% of parents were satisfied with what their children were learning at this school, and 94.7% were satisfied with the quality of the teaching. Pleasingly, parent responses to all survey questions about the quality of teaching , reporting and parents opportunity to discuss their child’s progress were above the state average. |
