Development and diversity
Overview of the inclusion statement
Special educational needs and/or disabilitiesTraining toolkit
Session 3
Session 3Overview of the inclusion statementDevelopment and diversity
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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
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Learning outcome
You will understand the implications of the national curriculum inclusion statement for your practice
Activity 1
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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
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The circles of inclusion
Responding to students’ diverse needs
Setting suitable learning challenges
Overcoming potential barriers to learning
Teaching styles
Access
Learningobjectives
= inclusion
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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
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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
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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
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Getting the learning objectives right
Responding to students’ diverse needs
Setting suitable learning challenges
Overcoming potential barriers to learning
Teaching styles
Access
Learningobjectives
= inclusion
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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?
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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
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Percentage achieving five good GCSEs
23 per centStudents with SEN but nostatement
59 per centAll students
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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
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3.4−5.0P8
2.6−3.0P7
2.1−2.5P6
1.6−2.0P5
1.1−1.5P4
0−1P3
0P1−2
Points scoreLevel/grade
Converting levels to points scores
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Converting levels to points scores
252729
4c4b4a
4
192123
3c3b3a
3
131517
2c2b2a
2
7 911
1c1b1a
1
PointsSub-levelLevel
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Converting levels to points scores
373941
6c6b6a
6
313335
5c5b5a
5
PointsSub-levelLevel
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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
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GBelow 2
F2
E3
D4
C5
B6
A (and A* in English)7
A* (in maths)8
GCSE gradeKey stage 3 NC level
Expected progression from KS3 to GCSEs
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Tracking students’ progress
0
5
10
15
20
25
30
35
10 11 12 13 14 15 16 17 18 19 20 21+98765
xx
xxxx
x xx
xx x
xxx
Out
com
e sc
ore
(eg
KS
3 te
st r
esul
t)
Input score (eg KS2 average points score)
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Why has this pupil made so littleprogress?
What factors in the school/setting’s provision led to this pupil making such rapid progress? To inquire further…
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?
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1. ‘Hover’ your pointer over this dot and…….this information
box pops up on the screen to tell you more about the attainment profile for the individual pupil -or group of pupils if one of the larger blobs was selected
… 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…
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School VA line suggests that typically low-attaining pupils in the school have done better than the national median…
…while pupils attaining in the medium range have made progress in line with the national median…
Question: What is proving particularly successful with lower attaining pupils?
School median
line
…and high-attaining pupils have typically done less well than the national median – and, in terms of progress, are among the lowest 25%
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
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Which of these pupils had learning mentors as part of their BESD provision?
Which of these students had learning mentors as part of their BESD provision?
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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
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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
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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