Inclusive Planning And Assessment Of The Curriculum - Session Two
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Transcript of Inclusive Planning And Assessment Of The Curriculum - Session Two
Special educational needs and/or disabilitiesTraining toolkit
Session 2
Development and diversity
Inclusive planning and assessment of the curriculum
Session 2Inclusive planning and assessment of the curriculumDevelopment and diversity
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
Session 2Inclusive planning and assessment of the curriculumDevelopment and diversity
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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
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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
Session 2Inclusive planning and assessment of the curriculumDevelopment and diversity
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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
Session 2Inclusive planning and assessment of the curriculumDevelopment and diversity
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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
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Every Child Matters outcomes
− Being healthy− Staying safe− Enjoying and achieving− Making a positive contribution− Achieving economic well-being
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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
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Three principles of inclusion
− Setting suitable learning challenges− Responding to students’ diverse learning needs− Overcoming barriers to learning and assessment for
individuals and groups
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Learning outcomes
You will understand:− how assessment should inform the curriculum− formative and summative assessment
Activity 5
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The cycle of successful curriculum planning
EvaluateWhat more needs
to be done?
PlanWhat is to be achieved?
How will it be done?
ReviewGather a variety
of evidence
ImplementHow will the curriculum
be managed?
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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