we are all
• Understand the reasons
why some pupils
• Understand that gifted and
talented pupils also have
• Understand ideas
connected to preferred
• An awareness that many
reasons for educational
special needs can be
overcome by the teacher’s
• They have poor language skills;
• They have difficulty understanding the teacher;
• They do not have good learning role models;
• Pupils who make
slow progress are
distracted and can
also demonstrate offtask behaviour.
• The most common
problem reported by
teachers is when pupils
Talk Out Of Turn –
when they should be
listening or working.
In order to halt the downward spiral of
low self-esteem and lack of
achievement, work must be designed
specifically for these pupils.
What can we do to make the learning
for these pupils more effective?
• Concentrate on the key concepts or ideas
• Pay attention to the big picture and show how ideas fit
• Pay attention to developing the key skills of literacy and
numeracy in every lesson.
• Ensure the curriculum relates to the life experiences of pupils.
• Use ‘assessment for learning’ to help pupils understand what
they are aiming for and what a high-quality response looks like.
• Use a structured approach to lesson design, planning lessons as
a series of episodes. Lower-attaining pupils will generally
benefit from having lots of starters and plenaries that review
learning at regular intervals within each lesson.
Use a high proportion of interactive teaching
in all lessons, including:
• clear presentations and demonstrations;
• appropriate challenge.
All require good quality planning!
Planning for Progression
Take the programme of study for your curriculum area and any schemes of
work that have been produced. Look across the grades to see how the big
concepts in your area are developed. Record the sequence of development
as shown in the example for energy in Science:
Why should all teachers
• Through language we make and revise meaning.
• Reading enables us to learn from sources beyond our immediate
• Writing helps us to sustain and order thought.
• Literacy supports learning. Pupils need vocabulary, expression and
organisational control to cope with the cognitive demands of the
• Responding to higher-order written questions encourages the
development of thinking skills and enquiry.
• Better literacy leads to improved self-esteem, motivation and
behaviour. It allows pupils to learn independently. It is
Lower-attaining pupils often have difficulty in
processing data or describing patterns because of
poorly developed numeracy skills. They do not
easily transfer these skills from mathematics
lessons and do not make links between the
numeracy skills used, for example, in PE to those
used in science.
Tell the story of
What could it
‘Numeracy is a proficiency which is developed mainly in mathematics but
also in other subjects……Numeracy also demands understanding of the ways
in which data are gathered by counting and measuring, and presented in
graphs, diagrams, charts and tables. Handling data is of particular relevance
to all subjects.’
Why can these pupils cause
the teacher problems?
What to do?
• Increase the pace of learning, e.g. by expecting pupils in an
English class to read the book they are studying for
themselves, or that pupils in a mathematics class will not need
to repeat standard calculations.
• Increase the breadth of learning, e.g. by engaging pupils in a
social studies lesson in exploring an issue in a range of
regional contexts, rather than simply in one.
• Increase the depth of learning, e.g. by considering in a science
lesson how tests of effects work in different circumstances.
• Devise projects and tasks which are exciting and intrinsically
• Model more advanced ways of thinking through talking aloud
while working through a problem, so that pupils can appreciate
how to solve it.
• Plan opportunities for pupils to work in different groups,
explain their ideas and listen to others for a purpose.
• Show pupils how to tackle complex tasks, using their
knowledge and experience to approach a new activity.
• Keep alive pupils’ belief in their own capabilities.
What works for…..
diagrams, charts, pictures, films, and written directions, to-do lists,
assignment logs, and written notes.
talking to students, regulating voice tone, inflection, and body
language, reading directions aloud, speeches, presenting and
requesting information verbally.
participating in a science experiment, drama presentation,
debate, field trip, dance, or other active activity.
Individual Education Plan
Action for pupil 1
Action for pupil 5
Action for pupil 7
Action for pupil 2
Action for pupil 3
Action for pupil 8
Action for pupil 4
Action for pupil 9
Action for pupil 6
Action for pupil 10
Individual Education Plan
Relate to the subject skills / expectations
Must be data driven
Must be SMART. Inform parents
At least 2 times in the semester
Relate to new data
ST must review each IEP