Differentiation (according to the needs of the pupils) is the key to curriculum of Greenfields School in that we respond to each pupil's needs through observation, assessment and the identification of needs. These actions result in us preparing appropriate individual education plans (IEPs), developing teaching strategies and identifying resources/materials to help pupils achieve success.

Relevance (to their specific circumstances) in the curriculum must be ensured by offering age appropriate curricular suited to each pupil's needs, ability, interests and aptitudes. Since most of our pupils remain at early stages of the National Curriculum for the entirety of their school careers we must ensure that as they progress through the schoolteachers adopt methods, approaches and attitudes more suited to their development and maturity.

the Education Reform Act (1988) that brought about the implementation of the National Curriculum and the notion of entitlement to a range of similar educational opportunities. The National Curriculum sets out to provide a curriculum that offers:

Breadth of coverage (access to a wide range of experiences). Severe learning difficulties must not be seen as a reason for a narrowing of the educational experience.

Progression. Work is currently ongoing to ensure that the schemes of work being prepared will embed this principle firmly into our planning and practice. Flexibility is also seen as important so that we can respond our students' needs in terms of pace, depth and final post school choice/option/route. Stronger links are being forged with the Careers Service, local Further Education providers as well as Social Services to match the skills/abilities/needs of our students to options available.

Balance (distribution of experiences). We must ensure that adequate planned time is given to the delivery of the National Curriculum and the enhanced curriculum therefore fulfilling DfEE expectations in meeting the individual needs of our children and young people. These individual aims are specifically reported upon at each pupil's/young person's annual review.

Integration.
As the spotlight turns on Social Inclusion Greenfields School will actively seek to develop and extend opportunities for our pupils to:
· To share activities with Key Stage peers within the school setting.
· To share activities with their mainstream counterparts.
The aim, in both instances, would be to:
· To provide our pupils with age appropriate role models· To allow them to work within larger groups than is normally possible
· To enable them to develop their social and communication skills in an integrated setting.
As a first step pupils from Class 1 are being included into some of the lessons of their age equivalent peers plus they take their lunch in the hall along with the rest of the school. Subject to their needs over the lunchtime break some will also join activities organised for senior school pupils in the hall or outside.
Existing Inclusion Activities. Key Stage 4 and Post 16 students work alongside drama students from South Tyneside College for one half term per year