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

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Inclusive Planning And Assessment Of The Curriculum - Session Two

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

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