The standard special-needs curriculum
A complete, year-long framework for students with developmental and special educational needs: five age groups, seven developmental domains, and goals, activities and progress measures your teachers can pick up straight away.
How to use this curriculum. Each age group below sets developmentally-appropriate goals across all seven domains, with practical classroom activities and a simple way to see progress. Teachers work through the goals at each student’s own pace, and pick the age group that matches where the child is now rather than their birthday. It’s a standard, research-based framework, and a strong starting point we’re glad to tailor to your students.
Early Foundations · 2–4 years
Laying the very first bridges to connection — holding attention, first words or signs, trust, and the simple joy of learning side by side.
Communication & Language
Learning goals
- Turn to their own name and to the little everyday words they hear all the time — “stop”, “more”, “bye”.
- Ask for something they want — a toy, a lift up — with a word, a sign, a picture or a clear gesture.
- Do what you ask in a one-step instruction when you back it up with a gesture or a picture, like “give me the cup”.
- Take one small turn back and forth with you in sound play, a song, or a game of peekaboo.
Classroom activities
- Hold a favourite toy or snack where the child can see it but not grab it, so there’s a real reason to ask — however they can.
- Say the same short phrases through the day’s routines — “shoes on”, “open the box” — so the words come round again and again in context.
- Sing action songs and rhymes, then pause just before the key word and wait, leaving room for a sound or a gesture to slip in.
Measure progress: Keep a rough weekly tally of the words, signs and pictures the child uses and understands, and watch whether that little collection is creeping upward.
Social & Emotional Development
Learning goals
- Come to a familiar grown-up for comfort, and take it, when they’re upset or unsure.
- Share a moment with you by glancing between your face and something they’re interested in.
- Cope with short, predictable partings when the routine around them feels warm and safe.
- Show feelings you can read — happy, cross, excited — clearly enough for you to respond to.
Classroom activities
- Give each child one steady key person who greets them the same way every day, so a secure, predictable bond has time to grow.
- Follow the child’s lead in play and chat warmly about whatever’s caught their eye, building up little shared moments of pleasure.
- Keep a photo of a parent or a familiar comfort object to hand, to settle the child through partings and changes.
Measure progress: Watch how quickly and easily the child settles with a familiar adult over the day, and notice any shift in how they come for comfort and take it.
Play & Social Interaction
Learning goals
- Explore toys and materials with a bit more purpose, rather than only mouthing or throwing them.
- Play happily beside another child, with a grown-up nearby to keep it going.
- Copy a simple thing you’ve shown them — stacking a block, feeding a doll.
- Enjoy a bit of to-and-fro, rolling a ball back or posting shapes in turn.
Classroom activities
- Put out cause-and-effect toys — pop-up boxes, things that light up or make a sound — that answer back when the child acts and make them want another go.
- Sit in close during play, show one simple action at a time, then pause invitingly and give the child a chance to copy.
- Roll a ball or post shapes between the two of you, so taking turns becomes something the child can actually see happening.
Measure progress: Note the spread of toys the child plays with on purpose, and whether they’ll take a turn or copy an action when you help.
Cognitive & Academic Readiness
Learning goals
- Find a hidden toy, and grasp that things still exist even when they’re out of sight.
- Match or sort familiar things by one obvious feature — colour, or what they are.
- Look at, or point to, everyday objects and pictures in a book when you name them.
- Stay with a shared activity or story for a short spell that slowly stretches.
Classroom activities
- Play easy hiding games — pop a toy under a cloth and cheer the child on to find it — to build memory and a bit of problem-solving.
- Set out a sorting tray with two clear groups, say cars and bricks, and show the child where each one goes, one at a time.
- Share a sturdy picture book every day, naming and pointing to familiar pictures, and inviting the child to point along with you.
Measure progress: Watch for the child finding hidden things, matching a familiar item, and sticking with a shared task a little longer as the weeks go on.
Gross & Fine Motor Skills
Learning goals
- Walk steadily and start to climb, squat and push back up to standing with more confidence.
- Pinch up small objects between thumb and finger.
- Stack a few blocks and drop large pieces into an inset puzzle.
- Make marks on paper with a chunky crayon, held in the fist or the fingers.
Classroom activities
- Set aside a safe, cushioned corner with low steps and tunnels for daily climbing, crawling and balancing.
- Leave out chunky crayons, fat paint brushes and big paper for free mark-making, cheering the child on as they go.
- Bring out posting toys, large beads and simple inset puzzles to practise picking up and placing small pieces.
Measure progress: Follow the new physical steps as they show up — steadier walking, a neater pinch, taller towers — across each term.
Self-Help & Independence
Learning goals
- Hold a cup, and get a spoon or finger food to their mouth with fewer misses.
- Join in with dressing by holding out an arm or a foot.
- Help pop one toy into the box when you ask.
- Notice a wet or dirty nappy — an early sign on the way to toileting.
Classroom activities
- Let the child feed themselves often, with easy finger foods and an open or lightly weighted cup — and take the mess as part of the deal.
- Talk your way through dressing — “arm in”, “push through” — pausing so the child can do their bit.
- Sing the same short, cheery tidy-up song at the end of play, so packing away turns into a familiar, shared routine.
Measure progress: Jot down how much of each self-care routine the child manages alone, and make a fuss of every step they take with less help from you.
Behaviour, Attention & Self-Regulation
Learning goals
- Come back down with your help after getting upset, using comfort or something calming.
- Follow a simple, predictable routine when it’s cued with a picture or an object.
- Stay with a favourite activity for a short stretch that grows over time.
- Wait a tiny moment for something they want, with you right alongside them.
Classroom activities
- Keep the day’s rhythm calm and steady, and flag changes early with a picture, an object or a gentle heads-up.
- Set up a cosy calm-down corner with soft, soothing bits the child can use with you when it all gets too much.
- Use a short “first this, then that” with objects or pictures, so waiting and changes are easier to see coming.
Measure progress: Notice what tends to set the child off and how long they take to settle with help, watching for steadier, easier calming over time.
Emerging Learners · 4–5 years
Moving on from single words and playing alone into short sentences, games shared with others, and the first building blocks of learning.
Communication & Language
Learning goals
- Put two or three words, signs or pictures together to ask or comment — “want more juice”.
- Follow a simple two-step instruction inside a routine they know.
- Answer everyday “what” and “where” questions about what’s in front of them.
- Use words, or whatever system they’re on, to say hello, say no, and ask for help.
Classroom activities
- Say phrases a touch longer than the child’s own, and feed their words back a little fuller — they say “car”, you say “fast car”.
- Slip in playful two-step instructions during activities — “get the ball and give it to Sara” — with a picture to help where it’s needed.
- Keep choice boards and communication cards to hand so every child has a dependable way to ask, refuse and comment.
Measure progress: Note how long the child’s messages usually are and what they’re for, and whether two-step instructions are landing more reliably over time.
Social & Emotional Development
Learning goals
- Name or point to simple feelings — happy, sad, angry — in themselves and in other people.
- Play near, and for a short while with, another child when a grown-up helps it along.
- Start to take help and comfort from a wider circle of familiar adults, not just one.
- Show the first flickers of empathy, like noticing when a friend is upset.
Classroom activities
- Use feelings faces, mirrors and simple stories to put names to emotions as they crop up through the day.
- Set up little paired activities where you quietly coach sharing, turn-taking and kind words between two children.
- Show caring yourself and name it warmly — “you helped your friend, that was kind” — so empathy gets seen and valued.
Measure progress: Watch for the child naming basic feelings and managing short, happy exchanges with another child when you help.
Play & Social Interaction
Learning goals
- Join in a short pretend sequence — feeding a doll, then tucking it into bed.
- Take turns in a simple game with two or three players when you prompt them.
- Sit in on a familiar group activity like circle time for a short while.
- Share or swap a toy with another child, with a little help.
Classroom activities
- Put out themed play sets — kitchen, doctor, garage — and act out short pretend sequences the children can copy and run with.
- Teach simple turn-taking board or movement games, using a “my turn / your turn” picture to make the pattern clear.
- Keep circle time short, predictable and hands-on, with songs and props that pull everyone in.
Measure progress: Track how long and how rich the child’s play gets, and how well they take turns and stay part of a small group.
Cognitive & Academic Readiness
Learning goals
- Match and name a few colours and simple shapes.
- Count a small pile of objects, one number per thing, up to around five.
- Sort objects by one feature, and start to spot a pattern.
- Show curiosity about books, print and mark-making as things that carry meaning.
Classroom activities
- Weave counting into the day — steps, cups, children — so number means something and comes round often.
- Play colour and shape sorting games, then simple repeating patterns like red, blue, red, blue for the children to copy and carry on.
- Share lively stories with repeated lines, letting children turn the pages and chime in on the bits they know.
Measure progress: Note which colours, shapes and early number skills the child shows, and whether their pull towards books and print is growing.
Gross & Fine Motor Skills
Learning goals
- Run, jump off two feet, and kick or throw a ball with more control.
- Thread big beads and finish simple inset or interlocking puzzles.
- Hold a crayon with the whole hand, or an early three-finger grip, and start to copy lines and circles.
- Snip along a thick line with child-safe scissors when you help.
Classroom activities
- Run daily movement games — obstacle courses, jumping targets, ball play — to build strength, balance and coordination.
- Bring out threading, peg boards, playdough and tongs to strengthen the small hand muscles that writing later leans on.
- Show pre-writing strokes — lines, circles, crosses — in sand, in paint and on paper, praising the effort more than the neatness.
Measure progress: Track the new big-movement skills alongside the child’s developing grip and control in drawing and cutting.
Self-Help & Independence
Learning goals
- Eat on their own with a spoon, start on a fork, and drink from an open cup.
- Take off easy clothes, and help with putting them back on.
- Wash and dry their hands with reminders, following a picture sequence.
- Take part in toilet training inside a warm, consistent routine.
Classroom activities
- Build predictable self-care routines with picture step-charts for handwashing, dressing and toileting.
- Give children plenty of time and gentle nudging to dress and undress themselves during the real routine.
- Keep toileting routines steady and positive, working with families and praising every small step forward.
Measure progress: Record how independently the child handles eating, dressing, handwashing and toileting, and where you can start easing the help back.
Behaviour, Attention & Self-Regulation
Learning goals
- Follow a short picture timetable through the main parts of the day.
- Wait a little while, and take “first, then” with less upset.
- Stay with an adult-led task for a few minutes when you help.
- Reach for one simple thing — a calm space, a breath, a comfort item — to start settling when upset.
Classroom activities
- Put a clear picture timetable up and point to it often, so the child can see what’s coming next and feel safe.
- Teach a simple calming routine — “stop, breathe, squeeze” — and rehearse it at calm times so it’s ready when the storm hits.
- Lean on steady, positive behaviour support — clear expectations, specific praise and gentle redirection, not punishment.
Measure progress: Watch how well the child follows the picture routine and which calming strategies settle them, noting quicker recovery as time goes on.
Foundation Stage · 5–7 years
Stepping into proper school learning — early reading, writing and number, side by side with friendships, group routines and self-regulation.
Communication & Language
Learning goals
- Use sentences, or their own system, to tell you what happened, ask questions and share what they need and think.
- Follow a two- or three-step instruction in the classroom.
- Answer, and start to ask, “what”, “where”, “who” and simple “why” questions.
- Hold a short conversation, staying roughly on topic when you help.
Classroom activities
- Use “show and tell” and picture-sequence retelling so children practise sorting their ideas and sharing them in sentences.
- Teach the question words directly, with pictures and games, then coach children to both answer them and ask them.
- Give small groups a talking task with clear roles and picture turn cues, to build conversation and listening.
Measure progress: Note how long, clear and purposeful the child’s sentences are, and how well they follow multi-step classroom instructions.
Social & Emotional Development
Learning goals
- Spot and name a wider range of feelings in themselves and in others.
- Start to make and keep a friendship with a child they like.
- Understand and stick to simple, fair classroom rules about being kind and sharing.
- Ask an adult or another child for help when they need it.
Classroom activities
- Use emotion scales and social stories to help children join a feeling to what caused it and to what might help.
- Set up cooperative games and partner tasks that pay off when children share, encourage and work things out together.
- Model and rehearse simple lines for asking for help, joining in and sorting out small squabbles.
Measure progress: Watch the child’s friendships, how they name and handle feelings, and how they ask for help and keep to shared rules.
Play & Social Interaction
Learning goals
- Join in cooperative, imaginative play with a small group.
- Follow the rules of a simple game, and cope with both winning and losing.
- Chip in ideas to shared play, and go along with other children’s ideas too.
- Stay with a group activity like circle time or a class project.
Classroom activities
- Set up rich role-play corners tied to a topic — a shop, a hospital, a post office — that invite cooperative, imaginative play.
- Teach simple rule-based games, and talk through how to cope with losing beforehand, praising effort and good sportsmanship.
- Give a small group a shared goal — a model, a display, a little show — with clear roles so every child has a part.
Measure progress: Track how the child cooperates, keeps to the rules of a game, and handles winning and losing in group play.
Cognitive & Academic Readiness
Learning goals
- Know most letters and their sounds, and start to blend sounds to read simple words.
- Write their name, form plenty of letters, and write simple words or captions.
- Count reliably to twenty, recognise the numerals, and add and take away small amounts using objects.
- Sort, group and describe simple patterns and everyday shapes.
Classroom activities
- Do structured, hands-on phonics every day, tying each sound to a letter through seeing, saying, hearing and doing.
- Use real objects and number lines so children build adding and taking away from something they can touch.
- Guide early writing with letter-formation models, word banks and sentence frames to lean on.
Measure progress: Track letter-sound knowledge, early reading and writing, and number skills against small, clearly set steps.
Gross & Fine Motor Skills
Learning goals
- Balance, hop, skip and catch a ball with more control.
- Hold a pencil in a working grip and form letters more accurately.
- Cut along straight and curved lines with scissors.
- Manage classroom tools — glue, rulers, construction sets.
Classroom activities
- Build daily physical activity and fundamental-movement games in, to grow balance, coordination and core strength.
- Run short, regular hand and handwriting warm-ups — finger exercises, tracing, playdough — before any writing task.
- Teach safe scissor and tool use step by step, reaching for adapted equipment wherever it helps.
Measure progress: Track big-movement coordination and the child’s pencil control, letter formation and cutting accuracy across each term.
Self-Help & Independence
Learning goals
- Manage toileting and handwashing on their own.
- Dress and undress, coats and shoes included, with less and less help.
- Look after and keep track of their own belongings and kit.
- Follow classroom routines like lining up and getting ready for a task.
Classroom activities
- Put picture checklists up for arrival, tidy-up and pack-up, so children can follow them through on their own.
- Practise fastenings — zips, buttons, shoes — through games and real moments like getting ready to go outside.
- Hand children small classroom jobs — monitors, helpers — to build both independence and a sense of belonging.
Measure progress: Record how independently the child manages self-care, belongings and daily routines, easing the prompts back step by step.
Behaviour, Attention & Self-Regulation
Learning goals
- Sit and stay with a group task for a longer stretch, with your help.
- Keep to classroom expectations and answer agreed signals.
- Catch the early signs of frustration and use a calming strategy they’ve been taught.
- Wait for a turn, and take small changes to the routine in their stride.
Classroom activities
- Use clear picture expectations, timers and consistent signals, so children can see what good listening and behaviour look like.
- Teach a small set of calming strategies — breathing, a break card, a calm corner — and rehearse them often.
- Warn children of changes ahead of time, and use positive behaviour support to back up calm, focused choices.
Measure progress: Watch the child’s attention span, how they use calming strategies, and how they handle waiting and changes to the routine.
Primary · 7–9 years
Bedding in core reading, writing and maths while building independence, friendships and confident self-management.
Communication & Language
Learning goals
- Explain an idea, retell what happened in order, and give reasons, in sentences or through their own system.
- Follow a longer, multi-step instruction and hold on to the key bits.
- Ask and answer a range of questions, “why” and “how” among them.
- Change how they talk for different listeners, and join in a group discussion.
Classroom activities
- Give children discussion frames and sentence starters so they can explain, back up and build on each other’s ideas.
- Play barrier and instruction games where children give and follow multi-step directions exactly.
- Rehearse simple social scripts for different moments — asking a teacher, chatting with friends — and act them out.
Measure progress: Note how clearly the child explains and orders their ideas, and how well they follow longer instructions and join in discussions.
Social & Emotional Development
Learning goals
- Name feelings and what set them off, and start to say how they might handle them.
- Keep a friendship going, and see another person’s point of view when you help.
- Sort out small fallings-out with words and strategies they’ve agreed.
- Build a growing, honest picture of their own strengths and the bits to work on.
Classroom activities
- Teach clear lessons on feelings, coping strategies and problem-solving, then coach them into use in the real moment.
- Use shared projects and small social groups to practise seeing another view, meeting halfway and making up.
- Hold short, regular check-ins where children think about how they’re feeling and set one small goal.
Measure progress: Watch how the child handles feelings, keeps friendships going, and sorts out conflicts with less stepping-in from you.
Play & Social Interaction
Learning goals
- Play cooperative games with rules, negotiating and taking fair turns.
- Work with a partner or small team toward a shared goal.
- Include others and respond flexibly when plans change.
- Take part in structured clubs, sports, or shared-interest groups.
Classroom activities
- Offer team games and cooperative challenges that require planning, negotiating roles, and adapting when things change.
- Set up interest-based clubs (games, art, building) so children connect over shared enjoyment with light adult support.
- Coach inclusive play explicitly — how to invite others in, share ideas, and handle disagreement fairly.
Measure progress: Track how the child negotiates, cooperates in a team, and includes others across games and group activities.
Cognitive & Academic Readiness
Learning goals
- Read fluently at their level and show understanding by answering questions about a text.
- Write simple, organised sentences and short pieces with basic punctuation.
- Add, subtract, and begin multiplication and division within meaningful numbers.
- Apply number and reasoning skills to solve simple, practical problems.
Classroom activities
- Use guided reading with comprehension questions and visual organisers to build both fluency and understanding.
- Scaffold writing with planning frames, word banks, and clear models, then gradually reduce the support.
- Teach maths through concrete materials and real-life problems before moving to pictures and then symbols.
Measure progress: Track reading fluency and comprehension, writing organisation, and number skills against small, clearly defined steps.
Gross & Fine Motor Skills
Learning goals
- Take part in team games and physical activities with developing coordination and stamina.
- Write legibly for a sustained period with a comfortable grasp.
- Use tools and equipment accurately across subjects such as art, science, and technology.
- Develop everyday skills such as tying laces and using cutlery well.
Classroom activities
- Provide regular physical education and active games that build stamina, coordination, and teamwork.
- Continue targeted handwriting and fine-motor practice, offering pencil grips, sloped boards, or typing where helpful.
- Teach the safe, accurate use of subject tools step by step, adapting equipment to each child's needs.
Measure progress: Track coordination and stamina in physical activity alongside handwriting endurance and accurate tool use.
Self-Help & Independence
Learning goals
- Organise their own equipment, work, and belongings across the school day.
- Manage personal care, dressing for weather and activities independently.
- Follow a simple plan or checklist to complete a multi-step task.
- Begin to manage money, time, and simple choices in practical situations.
Classroom activities
- Teach the use of checklists, timetables, and labelled trays so children organise their own work and materials.
- Practise real-life independence tasks — packing a bag, changing for PE, following a recipe — with fading support.
- Use structured practical activities (a class shop, timing an activity) to build early money and time skills.
Measure progress: Record how independently the child organises themselves and completes multi-step tasks using plans and checklists.
Behaviour, Attention & Self-Regulation
Learning goals
- Sustain attention on independent and group work for a growing period.
- Recognise their own emotional signals and choose a calming strategy independently.
- Follow expectations across different settings and cope with transitions.
- Begin to take responsibility for choices and repair after a mistake.
Classroom activities
- Chunk tasks with clear goals, timers, and movement breaks to help children sustain and return to focus.
- Coach a personal toolkit of self-regulation strategies and a discreet way to ask for a break when needed.
- Use restorative, supportive approaches so children reflect on behaviour, make amends, and try again.
Measure progress: Observe attention span, independent use of regulation strategies, and how the child manages transitions and repairs mistakes.
Upper Primary · 9–11 years
Deepening academic skills and independence while preparing socially and emotionally for the move toward secondary and beyond.
Communication & Language
Learning goals
- Express opinions, explain reasoning, and give short talks using sentences or their communication system.
- Understand and use more abstract language, including simple idioms and inference.
- Follow and take notes from longer spoken instructions or explanations.
- Adapt communication confidently for different people and social situations.
Classroom activities
- Run structured debates, presentations, and group problem-solving so children explain, persuade, and respond to others.
- Teach inference and figurative language directly through discussion of stories, comics, and real situations.
- Practise self-advocacy scripts so children can explain their needs, ask questions, and seek help clearly.
Measure progress: Note how well the child explains reasoning, handles abstract language, and adapts communication across situations.
Social & Emotional Development
Learning goals
- Understand and manage more complex feelings and the pressures of friendships.
- Show empathy and take others' perspectives more independently.
- Recognise unkindness or bullying and know how to respond and seek help.
- Reflect on personal strengths, set goals, and cope with setbacks.
Classroom activities
- Teach lessons on friendships, peer pressure, and online and offline safety, with role-play and real discussion.
- Use structured reflection and goal-setting so children track their own progress and build a realistic self-image.
- Coach problem-solving and help-seeking for social difficulties, making clear who to go to and how.
Measure progress: Observe how the child manages complex feelings and friendships and how independently they seek help and set goals.
Play & Social Interaction
Learning goals
- Take part in and help organise team games, clubs, and shared projects.
- Negotiate roles, compromise, and lead or follow as a situation requires.
- Build friendships around shared interests and include a range of peers.
- Handle competition, disagreement, and changing group dynamics constructively.
Classroom activities
- Give small groups genuine responsibility for planning and running an activity, event, or project together.
- Support interest-based and peer-mentoring clubs where children lead, collaborate, and welcome newcomers.
- Debrief group activities to reflect on cooperation, leadership, and how disagreements were handled.
Measure progress: Track how the child negotiates roles, leads and follows, and manages competition and conflict within groups.
Cognitive & Academic Readiness
Learning goals
- Read a range of texts fluently and summarise, infer, and find information.
- Plan, write, and edit longer pieces for different purposes and audiences.
- Work confidently with larger numbers, fractions, measures, and multi-step problems.
- Apply thinking and study skills to research, plan, and present work.
Classroom activities
- Teach reading strategies — skimming, questioning, summarising — across subjects, not only in reading lessons.
- Scaffold the full writing process (plan, draft, edit) with checklists, then gradually hand it over to the child.
- Set real-life problem-solving tasks in maths and support research projects that build planning and study skills.
Measure progress: Track reading comprehension, extended writing, and problem-solving against small, clearly defined steps.
Gross & Fine Motor Skills
Learning goals
- Take part in a range of sports and physical activities with coordination and stamina.
- Write or type fluently enough to record longer pieces of work.
- Use tools and equipment accurately and safely across the curriculum.
- Manage practical life tasks that need coordination, such as simple cooking or crafts.
Classroom activities
- Offer varied physical activities and personal-best challenges that build fitness, coordination, and confidence.
- Support fluent recording through handwriting practice and, where needed, secure keyboard and assistive-technology skills.
- Teach practical, hands-on projects (cooking, design, science) that develop safe, coordinated tool use.
Measure progress: Track physical coordination and stamina alongside fluent recording and safe, accurate use of tools and equipment.
Self-Help & Independence
Learning goals
- Organise their belongings, homework, and time with growing independence.
- Manage personal care and health routines appropriate to their age.
- Plan and carry out multi-step tasks and follow them through to completion.
- Practise practical life skills such as handling money, travel awareness, and staying safe.
Classroom activities
- Teach organisation and time-management systems — planners, checklists, reminders — and coach their daily use.
- Build life-skills sessions covering money, road and online safety, and personal care linked to real situations.
- Give children genuine responsibilities and multi-step projects that they plan, manage, and complete themselves.
Measure progress: Record how independently the child manages time, belongings, and personal care, and completes multi-step tasks.
Behaviour, Attention & Self-Regulation
Learning goals
- Sustain focus on longer and more demanding tasks with increasing independence.
- Use a personal set of self-regulation strategies to manage stress and frustration.
- Take responsibility for behaviour and understand its impact on others.
- Prepare for and cope with change, including the transition toward secondary school.
Classroom activities
- Teach planning, goal-setting, and self-monitoring so children manage longer tasks and notice when to refocus.
- Help each child build and use a personal regulation toolkit and a clear, agreed way to ask for support.
- Use transition programmes, visits, and social stories to prepare children for the move to secondary school.
Measure progress: Observe sustained focus, independent use of regulation strategies, and how the child prepares for and copes with change.
Need it tailored to your students?
This standard curriculum stands on its own, but no two schools or groups of students are quite the same. If you have particular needs or requirements, we assess your students, build or adapt the curriculum around them, and train your teachers to deliver it, as a proper consultancy engagement, online or in person.
Talk to us about a custom curriculum