Thread by @PKCKST

How can we scaffold and adapt to support pupils in accessing the curriculum?

Read time: 1 min 30 secs

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We need to consider a few things:

- Types of scaffold
- Knowing when to select which type of scaffold
- Reflecting on our current practice

At the heart of our practice, we consider how to ensure *all children* can access the curriculum. In order to do that, we need to know the types of scaffolds available to us.

Let’s look deeper at each of the three types of scaffold: visual, verbal and written.

Take a moment to reflect:

Which scaffolds are you most confident with?

Which would like to enhance your practice further with?

In our trust, we utilise pre-teaching as a scaffold to support learners in accessing the curriculum. Teachers discuss the most important pieces of knowledge and vocabulary that pupils need to grasp to understand the lesson content.

The knowledge goals in PKC units help us identify which scaffolds to use within a lesson. We passionately believe all pupils should access the same learning. The knowledge goals should not be differentiated for pupils - scaffolding is about adapting support.

At every point within the lesson structure, adaptations can and should be made to enable all pupils to access the lesson.

Let’s have a look at some examples of this across different parts of the lesson:

- Prior learning
- Vocabulary
- Teach
- Independent task

Interested in thorough, well-planned CPD?

Find out more here - primaryknowledgecurriculum.org/cpd/

Here is our upcoming CPD: