Moderate Learning Difficulties


  • Present information in small chunks

  • Keep language simple, clear and precise

  • Ask the pupil to repeat instructions back

  • Keep to a regular routine

  • Scaffold the learning, ensuring opportunities for independence

Problems acquiring basic numeracy and literacy skills

  • Allow additional time for students to process information and instructions.

  • Make use of writing frames

  • Ensure phonics are overtaught

  • Embed the concept of place value, number bonds to ten and times tables first

  • Ensure new teaching is revisited

  • Use pre teach or precision teach

An inability to generalise learning and apply it to new situations.

  • Use concrete and visual objects in lessons

  • Ensure that new concepts are explicitly talked about in different scenarios

  • Use prompts, visually, verbally or written

  • Recap prior learning at the beginning of each lesson

Language difficulties

  • Use examples of safe and unsafe items and situations.

  • Link new vocabulary to already learnt and understood words – use visual cues to help

  • Keep language clear and concise

  • Correct mispronunciations by repeating the sentence and enunciating correctly

Poor and fine gross motor skills

  • Provide activities and games to promote motor skills.

  • Provide alternative means of recording eg: labelled pictures, diagrams, flow charts and mind maps

  • Provide easy use scissors

  • Consider using pen / pencil grips

  • Use verbal prompts to prepare for any motor skill use - shout the name before throwing a ball; use a cue word for finder spacing etc

Emotional and Behavioural difficulties

  • Use paired learning with appropriate role models.

  • Correct but use a restorative approach

  • Be consistent in boundaries

  • Use a buddy approach so the students feels included.

  • Agree on a time out strategy

  • Use the incredible 5 point scale so the pupil can identify their emotional response