6 Evidence Set 1: Personalised Learning A World Of Learning at Lucas Gardens School Annotation Set 1.1 Staff regularly provide feedback to students and families about progress made and identify next steps for learning. Students with moderate or severe intellectual disabilities can find it difficult to understand their own learning journey, so staff work hard to provide instant, relatable feedback. Feedback is given immediately to students through verbal praise, visuals and the use of Key Word signs or gestures. Staff use the Positive Behaviour Learning (PBL) visuals to reinforce good work, or instant ‘high fives’ after achieving a goal. (1.1.6) Staff regularly communicate with families to provide feedback on learning and progress made towards specific learning goals. (1.1.7) 1.1.6 Photos of students receiving feedback during learning activities 1.1.7 Teacher/ parent communication and feedback re progress
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Evidence Set 1: Personalised Learning A World Of Learning at Lucas Gardens School
Annotation Set 1.1 Staff regularly provide feedback to students and families about progress made and identify next steps for learning. Students with moderate or severe intellectual disabilities can find it difficult to understand their own learning journey, so staff work hard to provide instant, relatable feedback. Feedback is given immediately to students through verbal praise, visuals and the use of Key Word signs or gestures. Staff use the Positive Behaviour Learning (PBL) visuals to reinforce good work, or instant ‘high fives’ after achieving a goal. (1.1.6) Staff regularly communicate with families to provide feedback on learning and progress made towards specific learning goals. (1.1.7)
1.1.6 Photos of students receiving feedback during learning activities 1.1.7 Teacher/ parent communication
and feedback re progress
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