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Overview of the inclusion statement

Development and diversity

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Learning outcomes

You will

understand how the national curriculum inclusion statement works

identify learning objectives appropriate for pupils, or groups of pupils, with SEN and/or disabilities, and

know how to base what you expect from pupils with SEN and/or disabilities using accurate assessment and tracking of progress.

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Learning outcome

You will understand how the national curriculum inclusion statement translates into classroom practice.

Activity 1

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Main points from the film clip

Tracking back used to identify an appropriate learning challenge for the group of pupils

Pupils’ contributions were valued

Teaching approaches matched pupils’ learning styles

Good organisation – some pupils supported and some working independently

Planned work based on pupils’ interests.

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Principles of inclusion

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Learning outcomes

You will understand:

the right time to work as a whole class through appropriate changes to teaching styles/approaches and access strategies

the right time for pupils to work on earlier objectives linked to those for the class as a whole

when a pupil may need distinct and different objectives which can still be met through the activities planned for the class.

Activity 2

Learning outcomes (continued…)

You will understand:

the right time for a pupil to work on alternative therapeutic or individual objectives that meet their particular learning physical needs, and

how to draw on curriculum guidance and subject frameworks to identify learning objectives appropriate for pupils who are working below age-related expectations.

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Getting the learning objectives right

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Issues when choosing learning objectives

Same as the class as a whole?

Linked to class topic, but earlier/later in a progression?

Distinct and different but can be met through the planned activities for the class?

Alternative, linked neither to topic nor activities?

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Learning outcome

You will learn how to base your expectations of what pupils with SEN and/or disabilities can achieve on accurate assessment and tracking of progress against predictions derived from national datasets.

Activity 3

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What is a value-added line graph?

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Converting levels to points scores

Level Point score

W 3

1 9

2 15

3 21

4 27

5 33

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Converting levels to points scores

Level Sublevel Points

1

1c

1b

1a

7

9

11

2

2c

2b

2a

13

15

17

3

3c

3b

3a

19

21

23

4

4c

4b

4a

25

27

29

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National transition matrices KS1, 2001 – KS2, 2005

EnglishPercentage of children achieving at KS2

B3 3 4 5 A L4+

W 38 37 22 1 2 23

1 7 35 54 2 1 56

2C 0 11 78 11 1 88

2B 0 1 66 32 0 98

2A 0 0 39 60 0 100

3 0 0 15 85 0 100

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Significance of points

Minimum expected progress of approximately two nationalcurriculum levels or six sublevels over KS2 (12 terms):

two levels or six sublevels = 12 points

1 term = 1 point

average progress roughly – 1 sublevel in two terms

actual progress varies in relation to prior attainment – generally across KS2, it is a little higher than 12 points.

Higher rate of progress needed for individuals to ‘catch up’.

Higher rate of progress required nationally if standards are to be raised.

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Optional tests

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Learning outcomes

You will have an opportunity to:

reflect on key learning points from the session, and

identify key points of action for yourself to consolidate and apply your learning.

Activity 4

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Key learning points

The national curriculum inclusion statement is concerned with learning objectives, teaching styles and access strategies

Pupils, or groups of pupils, with SEN and/or disabilities should have learning objectives matched to their needs

Learning objectives for pupils with SEN and/or disabilities can be the same as those for the class; can be linked to the class topic but earlier in a learning progression; can be distinct and different but encompassed within class activities; or can be alternative and pursued in place of, or in addition to, class activities.

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Key learning points (continued…)

Teachers’ expectations of pupils have a significant influence on their progress

Expectations of what pupils with SEN and/or disabilities can achieve must be based on accurate assessment and tracking of progress

Expectations need to be based on the effective use of data. They need to be pitched as high as possible.