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Overview Of The Inclusion Statement - Session Three
 

Overview Of The Inclusion Statement - Session Three

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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

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    Overview Of The Inclusion Statement - Session Three Overview Of The Inclusion Statement - Session Three Presentation Transcript

    • Development and diversity Overview of the inclusion statement Special educational needs and/or disabilities Training toolkit Session 3
    • Learning outcomes
      • You will:
      • understand the implications of the national curriculum inclusion statement
      • be able to identify appropriate learning objectives for students, or groups of students, with SEN and/or disabilities
      • know how to base your expectations of students with SEN and/or disabilities on accurate assessment and tracking of progress
      • have a basic awareness of how to use fine-grained national curriculum level and P scale assessments to support planning
    • Learning outcome
      • You will understand the implications of the national curriculum inclusion statement for your practice
      Activity 1
    • The three principles of inclusion
      • Set suitable learning challenges
      • Respond to students’ diverse learning needs
      • Overcome potential barriers to learning and assessment for individuals and groups of students
    • The circles of inclusion Responding to students’ diverse needs Setting suitable learning challenges Overcoming potential barriers to learning Teaching styles Access Learning objectives = inclusion
    • Main points from the film clip
      • Challenging learning objectives set for the group
      • Work that built on students’ interests and cultural experiences
      • Use of visual and kinaesthetic teaching approaches
      • Teaching approaches that created a climate where all students felt able to contribute and have their contributions valued
      • Use of approaches for individuals and groups to overcome barriers to learning
    • Learning outcomes
      • You will understand:
      • when it is appropriate for students to work on the same objectives as the class as a whole
      • when you may need to ‘track back’ to identify earlier objectives, linked to those for the class as a whole
      • when a student may need distinct, different objectives that can still be met through the activities planned for the class
      Activity 2
    • Learning outcomes (continued…)
      • You will:
      • understand when it may be appropriate for a student to work on alternative therapeutic or individual objectives
      • be able to draw on curriculum guidance and subject frameworks to identify learning objectives appropriate for students working below expectations for their age
      Activity 2
    • Getting the learning objectives right Responding to students’ diverse needs Setting suitable learning challenges Overcoming potential barriers to learning Teaching styles Access Learning objectives = inclusion
    • Issues when choosing learning objectives
      • Same as the class as a whole?
      • Linked to the class topic but earlier (tracked back) in a progression?
      • Distinct and different but can be met through the planned activities for the class?
      • Alternative, not linked to either the topic or activities of the class?
    • Learning outcome
      • You will learn how to base your expectations of what students with SEN and/or disabilities can achieve on accurate assessment and tracking of progress against predictions derived from national data sets
      Activity 3
    • Percentage achieving five good GCSEs 23 per cent Students with SEN but no statement 59 per cent All students
    • Percentage making two levels’ progress over key stage 3
      • In the top 25 per cent of schools, 50 per cent of students make two levels’ progress from key stage 2 to key stage 3 in English
      • The figure for all schools is only 30 per cent
    • Converting levels to points scores 3.4−5.0 P8 2.6−3.0 P7 2.1−2.5 P6 1.6−2.0 P5 1.1−1.5 P4 0−1 P3 0 P1−2 Points score Level/grade
    • Converting levels to points scores 25 27 29 4c 4b 4a 4 19 21 23 3c 3b 3a 3 13 15 17 2c 2b 2a 2 7 9 11 1c 1b 1a 1 Points Sub-level Level
    • Converting levels to points scores 37 39 41 6c 6b 6a 6 31 33 35 5c 5b 5a 5 Points Sub-level Level
    • The significance of points
      • Minimum expected progress is approximately two national curriculum levels or six sub-levels over KS3
      • Two levels or six sub-levels = 12 points
      • Average progress is roughly two sub-levels or four points a year
      • Actual progress varies in relation to prior attainment
      • Higher rate of progress needed for individuals to ‘catch up’
      • Higher rate of progress required nationally if standards are to be raised
    • Expected progression from KS3 to GCSEs G Below 2 F 2 E 3 D 4 C 5 B 6 A (and A* in English) 7 A* (in maths) 8 GCSE grade Key stage 3 NC level
    • Tracking students’ progress 0 5 10 15 20 25 30 35 10 11 12 13 14 15 16 17 18 19 20 21+ 9 8 7 6 5 x x x x x x x x x x x x x x x Outcome score (eg KS3 test result) Input score (eg KS2 average points score)
    • What factors in the school’s/setting’s provision led to this student making such rapid progress? To inquire further… Why has this student made so little progress?
    • … this information box pops up on the screen to tell you more about the attainment profile for the individual student − or group of students − if one of the larger blobs is selected ‘ Hover’ your pointer over this dot and…
    • The school’s value added line suggests that typically low-attaining students in the school have done better than the national median… … while students attaining in the medium range have made progress in line with the national median… … and high-attaining students have typically done less well than the national median – and, in terms of progress, are among the lowest 25 per cent Question: What is proving particularly successful with lower-attaining students? School median line
    • Which of these students had learning mentors as part of their BESD provision?
    • Learning outcomes
      • You will:
      • reflect on key learning points from the session
      • identify key points of action to consolidate and apply your learning
      Activity 4
    • Key learning points
      • The national curriculum inclusion statement is concerned with learning objectives, teaching styles and access strategies
      • Students, or groups of students, with SEN and/or disabilities should have learning objectives matched to their needs
      • Learning objectives for students with SEN and/or disabilities can be: the same as those for the class; linked to the class topic but from earlier in a learning progression; distinct and different but part of the class activities; or alternative objectives in place of, or in addition to, class objectives
    • Key learning points (continued…)
      • Teachers’ expectations of students have a significant influence on their progress
      • Expectations of what students 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, and need to be pitched as high as possible