ABSTRACT
As the children move into full-time education, there is a move towards a model that is more rooted in traditional pedagogies, with the main aim being to address gaps in development and improve at tainment. In many ways, the approach to teaching described starts with the traditional and becomes more progressive as the pupils demonstrate competency: a journey from traditional acquisition through to progressive application, within a curved curricular structure that starts off broadly progressive and becomes traditional before returning to the progressive. Once pupils arrived in post-16, the focus becomes more closely linked to the successful application of existing knowledge within functional community-based contexts. Teaching – as well as what is taught – has a fluidity that allows the teachers to maximise the potential of the exceptionally complex children that they work with. The inability to independently apply what has been learned would potentially compromise the value of the education they have received.
