The DDP Hub
Teacher Handbook
How to use the Neurodiversity-Attuning, Strength-Based Curriculum, Frameworks, Medium-Term Plans and Assessment Resources
Print Ready A4 Edition
Purpose of this handbook
This handbook gives teachers, tutors, leaders and support staff a clear operating guide for planning, delivering, adapting, evidencing and assessing the DDP Hub curriculum. It is designed to protect learner dignity, reduce cognitive load, and make curriculum intent visible in daily teaching practice.
Frameworks
Use to understand curriculum intent, sequencing, inclusion design and subject rationale.
MTPs
Use to organise weekly teaching, pacing, adaptations and lesson flow.
Assessment
Use to gather evidence, protect authentic voice and make progress visible.
Quick Start
How to Use the Curriculum Suite
1. Start with the DDP Framework
Read the subject framework first. This tells you the purpose of the subject, the neurodiversity-attuning principles, the sequencing logic and the intended learner experience.
2. Plan from the Medium-Term Plan
Use the MTP to build weekly delivery. It should guide lesson focus, pacing, vocabulary, skill development, adaptive teaching and evidence opportunities.
3. Teach through strengths
Begin with what learners can notice, explain, connect, make or apply. Avoid deficit language. Use regulation, routine and choice as part of teaching, not as separate behaviour management.
4. Assess through evidence
Use assessment mapping to gather varied evidence, including discussion, practical work, written responses, visual products, digital artefacts and supported reflection.
The golden rule
The framework explains why the subject is being taught, the MTP explains how it is sequenced, and the assessment mapping explains how learning is evidenced. Teachers should use all three together, not as separate documents.
Daily teacher workflow
Check the framework intent
Confirm the subject purpose, inclusion expectations and key learner outcomes.
Select the MTP week or sequence block
Identify the learning focus, key vocabulary, prior learning and intended output.
Prepare adaptations before the lesson
Plan visual supports, chunked instructions, reduced copy load, movement breaks, modelling and alternative recording methods.
Capture evidence during learning
Collect work samples, short notes, photos of practical outcomes, learner reflections and staff observations.
Curriculum Architecture
Understanding the Three Core Documents
| Document | Teacher question it answers | How to use it |
|---|---|---|
| DDP Framework | What is the subject trying to achieve for neurodivergent learners? | Use before planning. It gives rationale, values, subject intent, access principles and the strengths-based lens. |
| Medium-Term Plan | What should be taught, in what order, and with what scaffolds? | Use weekly. It supports pacing, sequencing, key concepts, practice opportunities and curriculum coverage. |
| Assessment Mapping | How will we know the learner is making progress? | Use throughout the term. It guides evidence capture, accessible assessment and progress conversations. |
| Curriculum Map or Assessment Suite | How do formal qualification requirements connect to the DDP approach? | Use for GCSE and structured subject pathways. It helps align content, progression and exam preparation. |
What teachers should not do
- Do not treat the framework as a one-off policy document.
- Do not deliver the MTP without considering sensory and executive-function needs.
- Do not use assessment as a punishment for fatigue, anxiety, handwriting difficulty or communication differences.
- Do not remove challenge. Adapt access, not ambition.
What teachers should do
- Use predictable routines, explicit modelling and clear success criteria.
- Offer alternative ways to show learning.
- Record small gains in confidence, independence and self-advocacy.
- Make assessment evidence authentic, not over-produced.
Planning alignment checklist
| ☐ | The lesson links to the DDP framework intent. |
| ☐ | The MTP sequence has been followed or any change has been justified. |
| ☐ | Key vocabulary is pre-taught, displayed or revisited. |
| ☐ | Instructions are chunked and supported visually. |
| ☐ | Assessment evidence can be gathered without creating unnecessary pressure. |
| ☐ | There is a planned route for extension, support and alternative recording. |
Teaching Practice
Neurodiversity-Attuning Delivery
Predictability
Begin with a visible lesson route. Tell learners what will happen, what might change, what they need to produce, and how they can ask for help.
Cognitive offloading
Use worked examples, sentence stems, diagrams, checklists, word banks, visual timers and staged instructions to reduce working-memory load.
Regulation-aware pacing
Plan moments of pause. Avoid long teacher talk, sudden transitions and hidden expectations. Use micro-tasks and review points.
Authentic voice
Let learners show understanding through speech, drawing, practical demonstration, digital work, mind maps or supported written responses.
Recommended lesson structure
| Stage | Teacher action | Reason |
|---|---|---|
| Arrival and settle | Use calm greeting, visual agenda and low-demand start. | Supports safety, transition and readiness. |
| Prior learning | Use retrieval through discussion, image prompt, keyword match or short model. | Builds confidence without overloading memory. |
| Explicit teaching | Model the concept in small steps with one clear example. | Reduces ambiguity and makes success visible. |
| Guided practice | Practise together before independent work. | Allows correction without shame. |
| Independent or paired task | Offer supported choice in output format. | Protects autonomy and authentic evidence. |
| Review and evidence | Capture one clear piece of progress or reflection. | Turns learning into usable assessment evidence. |
Language rule for staff
Use language that describes access, strategy and development. Avoid language that frames the learner as the problem. For example, say “the task needs more structure” rather than “the learner refused to engage”.
Assessment
Using Assessment Without Creating Barriers
Assessment in the DDP Hub curriculum should identify progress, not expose difficulty. Teachers should use assessment mapping to gather a balanced evidence picture across knowledge, application, communication, reflection, independence and confidence.
Evidence can include
- Written work, annotated drafts or scaffolded responses
- Verbal explanation recorded by the teacher
- Practical work, photographs or digital artefacts
- Quiz responses, concept maps or exit tickets
- Self-reflection, peer discussion or supported evaluation
Assessment must protect
- Authentic learner voice
- Reasonable adjustments
- Communication differences
- Processing time and regulation needs
- Evidence of progress over time
Assessment cycle
| Cycle point | Teacher action | Recorded evidence |
|---|---|---|
| Baseline | Identify starting points, access needs, confidence and prior knowledge. | Short diagnostic activity, observation, learner voice note. |
| Formative check | Check understanding during lessons using low-pressure methods. | Exit ticket, mini-whiteboard, verbal response, annotated work. |
| Portfolio capture | Select evidence that shows knowledge, skill and independence. | Work sample, photo, digital file, teacher note. |
| Review | Discuss progress with the learner and identify the next step. | Feedback note, learner reflection, target update. |
Feedback model
Use: “You have shown…”, “This matters because…”, “Your next step is…”, “You can use this strategy to help…”. Feedback should be specific, respectful and usable.
Subject Blocks
Using the Resource Directory
Each subject block in the portal contains the documents needed to support planning, teaching and assessment. Teachers should open the relevant subject block at the start of each planning cycle and check that the framework, MTP and assessment documents are being used together.
| Subject area | Primary teacher use |
|---|---|
| Aesthetic and Creative Art | Use for creative expression, visual communication, personal response and portfolio evidence. |
| Citizenship | Use for social understanding, community participation, rights, responsibilities and GCSE pathway preparation. |
| Combined Science | Use for scientific knowledge, practical enquiry, concept development and accessible assessment. |
| English | Use for reading, writing, spoken language, GCSE curriculum mapping and assessment suite alignment. |
| Mathematics | Use for numeracy confidence, GCSE mapping, application, reasoning and assessment suite planning. |
| Digital Literacy and Online Safety | Use for digital citizenship, online safety, assistive technology and practical digital fluency. |
| ICT and Computer Science | Use for computer science framework, ICT sequencing, digital problem-solving and assessment mapping. |
| PSHE and RSE, KCSIE 2025 | Use for safeguarding-informed teaching, healthy relationships, identity, wellbeing and personal safety. |
For teachers
Use the subject blocks to plan lessons, prepare adaptations, identify evidence opportunities and check curriculum coverage.
For leaders
Use the blocks to review subject quality, consistency, sequencing, compliance, assessment evidence and staff confidence.
Quality Assurance
Monitoring Use Across the School
Weekly checks
- Lessons align with the MTP sequence.
- Adaptations are planned before delivery.
- Evidence is captured in varied formats.
- Learners understand the purpose of the task.
Half-termly checks
- Framework intent is visible in teaching.
- Assessment evidence shows progress over time.
- Staff are using consistent language and expectations.
- Subject coverage is broad, balanced and purposeful.
Learning walk prompts
| ☐ | Can learners explain what they are learning and why it matters? |
| ☐ | Are instructions visible, chunked and accessible? |
| ☐ | Is there evidence of modelling before independent work? |
| ☐ | Are learners able to use alternative recording methods where appropriate? |
| ☐ | Does feedback identify a clear next step? |
| ☐ | Is the classroom environment supporting regulation and attention? |
| ☐ | Is assessment evidence linked to the assessment mapping document? |
Leadership principle
Quality assurance should check whether the curriculum is being used with fidelity and flexibility. Fidelity means the intent and sequence are protected. Flexibility means access is adapted to the learner.
Appendix
Staff Reference Sheet
Before teaching
- Open the subject framework.
- Check the relevant MTP sequence.
- Identify the learning intention.
- Prepare vocabulary and visual scaffolds.
- Plan how evidence will be captured.
During teaching
- Use predictable routines.
- Model before expecting independent output.
- Chunk instructions and pause regularly.
- Offer supported choice.
- Record authentic learner responses.
After teaching
- Update evidence records.
- Note access strategies that worked.
- Identify next steps.
- Adjust pacing where needed.
- Share concerns early with the curriculum lead.
Assessment reminders
- Assess learning, not compliance.
- Use varied forms of evidence.
- Protect learner voice.
- Make feedback specific and kind.
- Use assessment mapping to avoid gaps.
Final staff commitment
We use the DDP Hub curriculum to build confidence, skills, independence and self-advocacy. We adapt access without lowering aspiration. We make progress visible, meaningful and respectful.
Elevated Futures Education
First Floor, 120 London Road, London, SE1 6LF
contactus@elevatedfutures.education | ddphub.co.uk