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Inclusive Planning And Assessment Of The Curriculum - Session Two
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Inclusive Planning And Assessment Of The Curriculum - Session Two

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Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

Special Educational Needs and/or disabilities: a training resource for secondary undergraduate Initial Teacher Training courses

Published in Education
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  • 1. Special educational needs and/or disabilities Training toolkit Session 2 Development and diversity Inclusive planning and assessment of the curriculum
  • 2. Learning outcomes
    • You will understand:
    • the roles and responsibilities of the national curriculum framework and how flexibility can be used to plan for inclusion
    • the statutory national curriculum assessments
    • how qualifications can support the progress of students with SEN and/or disabilities
    • the different forms and purposes of assessment
  • 3. Learning outcomes
    • You will understand the:
    • position of the National Curriculum within the school curriculum
    • scope for flexibility in teaching the National Curriculum
    Activity 1
  • 4. The school curriculum includes, for example:
    • Every Child Matters
    • how students see others behaving
    • how learning is modelled through teaching
    • routines that are practised in school
    • extra-curricular activities
    • out-of-school activities, such as field trips or school journeys
  • 5. Learning outcome
    • You will understand the roles and responsibilities of school staff in relation to planning teaching and learning for students with SEN and/or disabilities
    Activity 2
  • 6. Learning outcomes
    • You will:
    • assess the importance of ECM to secondary schools
    • consider the specific implications of ECM for students with SEN and/or disabilities
    Activity 3
  • 7. Every Child Matters outcomes
    • Being healthy
    • Staying safe
    • Enjoying and achieving
    • Making a positive contribution
    • Achieving economic well-being
  • 8. Learning outcomes
    • You will:
    • be introduced to the 2008 secondary curriculum
    • understand what you have to teach and how to personalise your approach to planning
    • be familiar with key aspects of the statutory curriculum order on inclusion
    Activity 4
  • 9. Three principles of inclusion
    • Setting suitable learning challenges
    • Responding to students’ diverse learning needs
    • Overcoming barriers to learning and assessment for individuals and groups
  • 10. Learning outcomes
    • You will understand:
    • how assessment should inform the curriculum
    • formative and summative assessment
    Activity 5
  • 11. The cycle of successful curriculum planning Evaluate What more needs to be done? Plan What is to be achieved? How will it be done? Review Gather a variety of evidence Implement How will the curriculum be managed?
  • 12. Two types of assessment
    • Summative used for national data, eg national curriculum tests, P scale assessment, public exams
    • Formative helps the teacher tailor teaching, and helps the student learn by including them in evaluating their own work and giving feedback to develop their strategies for learning
  • 13. Learning outcomes
    • You will understand:
    • the relationship of P scales to national curriculum levels
    • that assessment criteria should not be used as a curriculum
    • how to use, moderate and judge student performance against the P scales
    Activity 6
  • 14. What assessment is statutory?
    • The assessment processes of the SEN Code of Practice
    • Schools’ reporting of data at the end of key stages 1 and 2, based on whole national curriculum levels or whole P scales (key stage 3 testing abolished from 2009)
    • Schools’ reporting of examination results at the end of key stage 4
  • 15. Learning outcomes
    • You will understand:
    • the role of external accreditation at key stage 4, with particular reference to students with SEN and/or disabilities
    • schools’ responsibilities in relation to access arrangements for external accreditation for disabled students
    Activity 7
  • 16. When choosing external accreditation teachers should:
    • consider what they want students to learn before choosing an examination syllabus
    • look at the full range of qualifications and match them to the needs of the learner
  • 17. Accreditation that:
    • provides a structure and framework for planning
    • provides structured choices, allowing for individual aptitudes and interests
    • offers a summative account of what students have achieved
    • provides opportunities and outcomes that learners and staff consider relevant and important
    • supports entitlement
  • 18. Teachers’ duties for access arrangements
    • Check that the syllabus and its assessments are right for the student
    • Check current access arrangements for the year the student will take the award
    • Follow the procedures set out by the awarding body
    • Liaise with the SENCO and school examinations officer to ensure the process is carried out professionally and in good time
  • 19. Learning outcomes
    • You will:
    • reflect on your learning about the curriculum, qualifications and assessment
    • identify key points of action to consolidate and apply your learning
    Activity 8
  • 20. Main learning points
    • An inclusive curriculum is planned from the outset
    • The curriculum is all the learning experiences students encounter
    • An inclusive curriculum can obviate the need for specialist intervention for many students at ‘School Action’
    • Flexibilities in the National Curriculum allow for most learners with SEN and/or disabilities to be included
    • When reviewing the curriculum, a wide range of evidence should be used alongside performance data
  • 21. Main learning points (continued…)
    • Accreditation should build on students’ strengths, interests and learning style
    • Barriers to assessment should be identified in good time
    • Teachers should approach the examinations officer for advice about procedures to be followed in their school
    • Access arrangements should always be checked as soon as possible