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The curriculum for children with severe and profound learning difficulties at Stephen Hawking School
Author(s) -
RAYNER MATTHEW
Publication year - 2011
Publication title -
support for learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.25
H-Index - 30
eISSN - 1467-9604
pISSN - 0268-2141
DOI - 10.1111/j.1467-9604.2010.01471.x
Subject(s) - curriculum , hawking , national curriculum , curriculum theory , pedagogy , population , emergent curriculum , mathematics education , curriculum development , sociology , psychology , medical education , medicine , curriculum mapping , physics , demography , quantum mechanics , entropy (arrow of time)
The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject‐based approach, in line with the National Curriculum, is the most appropriate way of meeting the educational needs of children working at the earliest stages of development. The staff at Stephen Hawking School, in east London, have been reviewing their curriculum over the past two years to try and meet the needs of their changing population, the needs of the National Curriculum and the suggestions and proposals in both the Rose and Cambridge reviews.