English and children with physical impairment at P level 5

Be clear about cognitive ability versus physical ability. Ensure that if you are assessing the pupil’s understanding, you do not require them to carry out a task they cannot physically do.

 You can:

• Find a way of assessing understanding based on what you know the pupil can do. If you ask them to match symbols, for example, the child needs to be able to clearly refer to the one they mean. Check by asking if this is the one they mean. There are opportunities for these skills to be practiced across the all aspects of the curriculum.
• Use big books and story sacks with packs of photographs, objects and words. Provide a wide range of activities using such resources to explore texts.
• Start to develop mark making through the use of large movements - in sand, with paint, or on white boards.