Working with partners across the sector and the UK, RNIB have developed a suite of 12 PowerPoint resources and an accompanying training manual focusing on the 11 different key areas of the CFVI, plus an overview PowerPoint.

These resources can be used by specialists working with Children and Young People with Vision Impairment (CYPVI) in the field of VI education to support training to key stakeholders and to encourage and support the embedding of the CFVI within all settings.

Get your copies now at: www.rnib.org.uk/cfvi

The Curriculum Framework for Children and Young People with Vision Impairment (CFVI) was developed to support children and young people with vision impairment access an appropriate and equitable education.

We are pleased to announce the launch of our CFVI Parent and Carer Guide, which has been produced to help parents and carers understand and use the CFVI when talking to professionals about a child’s education.

The CFVI can be used to enable parents and carers to understand the pathways of support for their child and the services who may be involved in providing that support within a given nationwide context. This increased understanding of the key areas of learning for children and young people (CYP) with vision impairment along with the common language and shared vocabulary that the CFVI provides, should enable parents to feel more comfortable and confident when meeting professionals to discuss a child’s progress and participation in education and the wider world.

The guide is written by and for parents and carers and provides information about how to best use the CFVI to advocate for CYP with vision impairment, including first-hand experiences and example questions that can be adapted for use in meetings with the professionals who form a key part of a child’s education journey.

Download your copy now at: www.rnib.org.uk/cfvi

 

Following the very successful development and launch, in March 2022, of the UKs first Curriculum Framework for children, young people with vision impairment (CFVI) we are delighted to be entering phase 2, of a three-year implementation phase.

The initial funding for the Development Phase (September 2020 – August 2022) has enabled RNIB in partnership with the Vision Impairment Centre for Teaching and Research (VICTAR) at University of Birmingham, the professional association of the Vision Impairment Education Workforce (VIEW), and Thomas Pocklington Trust (TPT) to develop the Curriculum Framework for Children and Young People with Vision Impairment (CFVI) and accompanying resource hub, but this is only the beginning of the work. This resource will have a huge positive impact on the lives of children with a vision impairment across the UK and we need, therefore, to continue the work and ensure sector UK wide implementation.

The embedding of the CFVI within the UK sector and official guidance will provide a formalised sector-agreed best-practice curriculum framework which identifies and secures the needs of CYP with VI and provision to meet them, allowing parents to easily identify the support their children need and ensuring CYP can celebrate the progress of their skills, and recognise the unique abilities that equip them for their future.

This is a closed Facebook group primarily for professionals in education, health and social care working with deaf children and their families. It is a place where professionals can provide feedback to us about our work, and a space for professionals from different disciplines to come together and discuss topics relating to working with deaf children. Professionals can join the group here.

From September 2021, the engagement model replaced P-scales 1-4 as the teacher assessment tool for assessing pupils working below the standard of the national curriculum tests and not engaged in subject specific study.

Schools will have been conducting assessments regularly throughout the year and this summer will need to report which pupils have been assessed using the engagement model, at the end of key stage 1 (KS1) and key stage 2 (KS2).  Schools are not required to submit any other data to DfE about the progress of these pupils, only which pupils have been assessed. Further information on what is required and how to report this data, can be found in the assessment and reporting arrangements for KS1 and KS2.

Curriculum guidance for professionals and families is available from partner SI organisations.

These are free of charge and can be downloaded from their websites.

For example:

RNIB: https://www.rnib.org.uk/services-we-offer-advice-professionals-education-professionals/guidance-teaching-and-learning

NDCS: https://www.ndcs.org.uk/documents-and-resources/

Helping Your Deaf Child to Develop Maths Skills (5-11 Year Olds)

As part of our NatSIP/NDCS supporting achievement publications there is also

Supporting the achievement of deaf children who use English as an additional language (EAL)

 

The Department for Education have just published the final pre-key stage standards at KS1 and KS2 for use from the 2018/19 academic year.

DfE colleagues thank NatSIP partners who helped reveiw the standards on behalf of the SI sector. T

Described by its principal author, Dr Heather Murdoch, as a Toolkit with attitude this document provides extensive support materials for those implementing the Victoria School MSI Curriculum, or considering its implementation for CYP with MSI.

The toolkit examines the practical issues, policies and procedures needed to successfully implement the Victoria School MSI Curriculum, and offers a range of worked examples and case studies.

The following documents are available folder here in the NatSIP Document Library: