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Teaching Approaches
We use a variety of techniques and approaches at the Chiltern School in our teaching and learning, all with the needs of the individual child at the heart of what we do.
Our core approaches are described in more detail below. Should you have any questions relating to our teaching and learning methods, please do not hesitate to get in touch with the school.
MOVE
The programme is designed to develop maximum independent physical movement, thus promoting a wide range of life experiences. Benefits of the approach are the improvements in cognitive development, communication skills, health and social inclusion. Greater mobility increases the ability to take an active role in school, home and the wider community. Movement is seen as the foundation for learning.
MOVE IS:
- a philosophy
- functional, useful, measurable progress for setting life goals
- a collaborative effort between families and professionals – “It takes a team to move”
- a programme that offers assistance for people with a singular disability to complex disabilities
- a structured programme based on assessment and accountability
- a top down approach that helps develop skills beyond the highest skills an individual already possesses
- embedded into existing curricula and activities
- cost-efficient and effective
MOVE IS NOT:
- a cure
- a developmental, bottom-up model
- limited to people with multiple disabilities
- appropriate for individuals who can already sit, stand and walk
- a pull-out, stand-alone programme
- seeking to replace other services
- a therapy
- an equipment-based program
- a "meaningless" exercise programme
Intensive Interaction
Intensive Interaction is a practical approach that supports early levels of development. It is a process that aims to enable communication and social interaction for people with varying disabilities. It occurs between a skilled communicator and an emergent communicator, offering the adult an opportunity to be part of the young person’s world and for adults to be ‘in-tune’ and create positive connections.
The fundamentals of communication are designed to develop and support communication and early interaction. At The Chiltern School we use these intents to flow naturally through our bespoke curriculum frameworks and into the school environment.
TACPAC
Tacpac is a sensory communication resource using music and touch to help communication and social skills. There is a compatible link between the sensory world of touch and the sensory world of music and Tacpac focuses on aligning these sensory forces.
Fundamentally we are looking for the pupils to feel special, have fun and relax! In addition we are looking for signs of communication.
The teacher intentionally communicates verbally and non-verbally through the mediums of touch and music, taking the learner on a physical, emotional and sensory journey through 6 activities in a safe and secure relationship during which communication takes place on many different levels.
Attention Autism
Attention Autism is a four stage learning intervention model, designed by Gina Davies (Specialist Speech and Language Therapist). These sessions aim to provide our pupils with “an irresistible invitation to learn.”
The aims of Attention Autism are:
- To engage attention
- To improve joint attention
- To develop shared enjoyment in group activities
- To increase attention in adult-led activities
- To encourage spontaneous interaction in a natural group setting
- To increase non-verbal and verbal communication through commenting
- To build a wealth and depth of vocabulary
- To have fun!
- Attention Bucket (to focus attention)
- Attention Builder (to sustain attention)
- Interactive game (to shift attention)
- Individual activities (to focus and sustain attention in a group, then transition shifting attention to an individual activity and then refocus on the group)
Attention Autism is used at The Chiltern School to teach all areas of the curriculum in an engaging and highly motivating way. The sessions establish the essential skills of listening and joint attention, as well as being part of a group, as essential building blocks for future learning.