How can cognition and learning needs be supported by Quality First Teaching ?

Teachers to consider the following:  

• Is the teaching and learning suitably matched to skill levels, including attainment and language?  
• Is the teaching and learning appropriately differentiated to take into account motivation levels? 
• Are the demands of the curriculum adjusted, if required, in order to improve access through differentiating by: 
  • Task? 
  • Outcome? 
  • Teaching materials? 
• Are there a range of opportunities provided for young people to experience success? 
• Are there opportunities for young people to explore their different skills and interests? 
• Are there opportunities to apply taught literacy and numeracy skills across the curriculum? 
• Are appropriate levels of intellectual challenge and support for individuals consistently provided?   
• Are the following factors considered in curriculum planning: 
  • Different levels of cognitive ability including language skills 
  • Attention 
  • Tolerance of errors 
  • Social and emotional development  
• Is vocabulary explicitly taught to support the development of young people’s spoken and written language? (see How can Speech and Language needs be supported by Quality First Teaching for resource signposting) 
• Are young people explicitly taught how to organise and effectively manage their learning independently? 
• Are metacognitive strategies taught to young people including how to plan, monitor and evaluate their own learning?

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