Anna

I believe in the transformative power of education. As an experienced educator specialising in teaching young people with Special Educational Needs (SEN), my philosophy centres around providing young people with a greater sense of their own autonomy by gaining confidence in themselves. My philosophy is inclusive, engaging, and supportive. I understand that every student is unique. Therefore, my approach to education is underpinned by the development, writing and delivery of bespoke schemes of work, ensuring that each learner’s individual needs, interests, and abilities are met with empathy and creativity.

Understanding the Learner

The foundation of my teaching philosophy lies in a deep understanding of each student’s strengths, challenges, and learning preferences. I take the time to build strong relationships with my students, their families, and support networks. This collaborative approach allows me to gather valuable insights into their educational and emotional needs, which informs the design of bespoke schemes of work.

Bespoke planning and Differentiation

To me, writing schemes of work is an art that requires careful planning, creativity, and flexibility. I begin by consulting with everyone involved, including the young person.  I then design differentiated activities that cater specifically to each individual learner’s style, ensuring that the learner can access the curriculum and achieve their potential. Most recently I designed and adapted Entry Level Functional Skills, English and Maths for a young PMLD student, who has quadriplegic cerebral Palsy. We have worked together so he could achieve a greater sense of autonomy by gaining a qualification.

        Planning:

• The Initial Assessment: This is the foundation to understanding each student’s starting point and identify their strengths and areas for improvement.
• Goal Setting:  This is essential when working with young people, their care providers, and support teams. Setting realistic and meaningful short-term and long-term goals it provides everyone with the same aim.
• Customised Resources: As each learner is unique, it is important to develop and source resources that cater to each young person’s specific needs and interests. All resources are thoughtfully designed to cater to each student’s unique needs, ensuring that learning is accessible and engaging for everyone, incorporating multi-sensory activities, tactile resources, visual aids, and interactive technology, to enhance engagement and understanding.
• Assistive Technology:   I am fully trained to teach and deliver eye-gaze technology to facilitate communication and participation. Tools such as eye-gaze technology, communication devices, and adaptive software support non-verbal students and those with PMLD in accessing the curriculum.

Inclusive and Dynamic Delivery

Delivering schemes of work is where the magic happens. I believe in creating a dynamic and inclusive classroom environment where every student feels valued and motivated to learn. My teaching strategies are rooted in positive reinforcement, patience, and adaptability. I use a variety of instructional methods, including:

·        Interests and passions: Linking lessons to a young person’s interests and passions makes learning more relevant and meaningful.

·        Assessment: Using learner friendly assessments to monitor progress and adjust teaching methods, planning or changing short- and long-term goals accordingly.

·        Assistive Technology: Utilising tools such as eye-gaze technology, communication devices, and adaptive software to support non-verbal students and those with PMLD in accessing the curriculum.

·        Sensory Integration: Incorporating sensory activities that cater to the needs of students with PMLD, helping them engage with the learning materials through tactile, auditory, and visual stimuli.

·        Eye-Gaze Technology Integration: Implementing eye-gaze technology to facilitate communication, interaction, and learning for students with limited mobility,