{"id":31,"date":"2025-03-12T11:23:31","date_gmt":"2025-03-12T11:23:31","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/?page_id=31"},"modified":"2026-03-02T19:31:07","modified_gmt":"2026-03-02T19:31:07","slug":"broad-general-education","status":"publish","type":"page","link":"https:\/\/blogs.glowscotland.org.uk\/fi\/rosslynschoolrationale\/curriculum\/broad-general-education\/","title":{"rendered":"Broad General Education"},"content":{"rendered":"

Broad General Education; Early Years – S3<\/span><\/h3>\n

Broad General Education<\/span><\/strong><\/p>\n

Rosslyn School BGE Pedagogy<\/strong><\/p>\n

\n

Our pedagogy is grounded in the belief that every learner can progress when teaching is responsive, meaningful and anchored in relationships. Teaching at Rosslyn School is intentional, evidence\u2011informed and designed to meet the diverse and complex needs of our learners from 3 to 18 years.<\/p>\n

Core Learning Priorities<\/strong><\/h2>\n

Central to our daily practice is a strong pedagogical focus on:<\/p>\n

    \n
  • Literacy and English Language<\/strong><\/li>\n
  • Numeracy and Mathematics<\/strong><\/li>\n
  • Health and Wellbeing<\/strong><\/li>\n<\/ul>\n

    These areas form the foundation of all learning, ensuring that learners develop the communication, understanding, emotional literacy and life skills required for independence and participation.<\/p>\n

    Principles of Learning and Teaching<\/strong><\/h2>\n

    Our pedagogy is built on the following principles:<\/p>\n

    Learner\u2011Centred Design<\/strong><\/h3>\n

    Learning is personalised and rooted in the developmental stage, interests, communication needs and sensory profile of each learner. Teachers design learning experiences that meet individual needs while ensuring access to all curriculum areas in a planned experiential\/progressive way.<\/p>\n

    Engagement Through Meaningful Contexts<\/strong><\/h3>\n

    We believe that engagement is achieved when learning is:<\/p>\n

      \n
    • relevant<\/li>\n
    • motivating<\/li>\n
    • purposeful<\/li>\n
    • new or challenging at an appropriate level<\/li>\n<\/ul>\n

      Staff work collaboratively to select and adapt experiences and outcomes that make sense for each learner, ensuring that activities are engaging, enjoyable and accessible.<\/p>\n

      Consistent, Predictable Structure<\/strong><\/h3>\n

      Predictability supports readiness to learn. Our pedagogy incorporates:<\/p>\n

        \n
      • clear routines<\/li>\n
      • visual structures<\/li>\n
      • communication supports<\/li>\n
      • sensory regulation opportunities<\/li>\n<\/ul>\n

        These elements help learners understand expectations and reduce anxiety, creating optimal conditions for participation.<\/p>\n

        High\u2011Quality Interactions<\/strong><\/h3>\n

        Professional interactions are a central component of teaching at Rosslyn. Staff:<\/p>\n

          \n
        • use attuned, warm, responsive communication<\/li>\n
        • scaffold learning through modelling, prompting and encouragement<\/li>\n
        • embed AAC, Signalong, gesture, objects of reference and other communication tools<\/li>\n
        • prioritise relational connection as a foundation for learning<\/li>\n<\/ul>\n

          These interactional strategies are essential to supporting understanding, reducing distress, and building trust.<\/p>\n

          Holistic and Multi\u2011Sensory Learning<\/strong><\/h3>\n

          Our teaching incorporates sensory experiences to support processing, understanding and engagement. Multi\u2011sensory pedagogy ensures learning is accessible, meaningful and developmentally appropriate for all learners.<\/p>\n

          Collaborative Planning and Reflective Practice<\/strong><\/h3>\n

          Teaching is strengthened through teamwork. Staff plan together, share expertise, reflect on learner progress and adjust approaches based on observation, evidence and professional dialogue.<\/p>\n

          Progression Across the Curriculum<\/strong><\/h3>\n

          While core areas anchor daily learning, all curriculum areas are delivered through planned, progressive experiences that broaden knowledge, promote curiosity and support the development of the four capacities\u2014adapted meaningfully for our context.<\/p>\n

          \n

          Pedagogical Aim<\/strong><\/h2>\n

          Our pedagogy aims to ensure that every learner:<\/p>\n

            \n
          • experiences success<\/li>\n
          • develops essential skills for learning, life and work<\/li>\n
          • communicates in ways that are understood and respected<\/li>\n
          • feels safe, valued and motivated<\/li>\n
          • is supported to progress at their own pace<\/li>\n
          • engages in learning that is joyful, purposeful and appropriately challenging<\/li>\n<\/ul>\n<\/div>\n

            Providing motivating and engaging activities is the key to participation and learning. At Rosslyn we do this is a personalised way delivering the curriculum through: relevant, motivating, and new contexts. We take the lead from the learner and record significant observations, setting next steps in a more responsive way, thus ensuring there is pace and challenge for all.<\/span><\/p>\n

            KEY ELEMENTS OF OUR HIGH QUALITY PROVISION:<\/span><\/strong><\/p>\n

            PRACTICE<\/span><\/strong><\/p>\n

            Evidence and Research Based Approach<\/span><\/strong> – We have been reviewing the guidance and national standards for ELC. The guidance in Realising the Ambition: Being Me, has supported our understanding of responsive planning and play in particular. We have reflected on what we know about PMLD and the research based approach found in the Routledge Companion. This has impacted our pedagogy throughout the school.<\/span><\/p>\n

            Co-created Vision<\/span><\/strong> – Our school vision and values were created in 2020 and reviewed with all stakeholders. This vision includes our ELC setting, and families continue to have opportunities to provide feedback on the impact of this as they transition into and through the Early Years.<\/span><\/p>\n

            Shared Thinking <\/span><\/strong>– As we develop the ELC provision we consult with all stakeholders to ensure their feedback impacts how we deliver the curriculum. Transition into a specialist provision can be a daunting experience for families and it is important that we listen to their needs and respond. Our Entrance Review is approximately 12 weeks after starting. Staff report under the headings off: <\/span>Interaction, Experiences (curriculum activities), and Spaces (using school facilities). <\/span>This allows us the opportunity to ensure we have a shared approach to how we develop the milestones through responsive and intentional planning.<\/span><\/p>\n

            Partnerships<\/span><\/strong> – We have a number of partners and therapists that input significantly in the Early Years. These include:<\/span><\/p>\n