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


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


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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


10

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


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


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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


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


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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

Inclusive Planning And Assessment Of The Curriculum - Session Two

Education

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