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The School has a responsibility to provide a broad
and balanced curriculum for all pupils. The National Curriculum is
seen as a starting point for planning a school curriculum that meets
the specific needs of individuals and groups of pupils.
There are three principles which are essential to developing a more
inclusive curriculum: |
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- Setting suitable learning challenges.
- Responding to pupils' diverse learning needs.
- Overcoming whole school and subject specific barriers to
learning and assessment for both individuals and groups.
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In addition to the strategies outlined in this
policy the School has worked towards a more inclusive curriculum by: |
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- offering pupils other curricular opportunities outside the
national curriculum, e.g. Speech and Drama;
- taking into account any gaps in a pupil's learning resulting
from missed or interrupted schooling;
- using a spreadsheet based SEN management program to
undertake the construction and implementation of Individual
Education Plans (IEPs) across the curriculum. This programme is
involving all areas of the school in addressing pupils'
individual needs.
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However, this policy is concerned with the
provision of effective learning opportunities for all pupils and
outlines how staff attempt to modify the National Curriculum
programmes of study to provide all pupils with relevant and
appropriately challenging work. |
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Teachers should aim to give every pupil the
opportunity to experience success in learning and to achieve as high
a standard as possible. The National Curriculum programmes of study
set out what most pupils should be taught at each key stage - but
teachers should teach the knowledge, skills and understanding in
ways that suit their pupils' abilities. This may mean choosing
knowledge, skills and understanding from earlier or later key stages
so that individual pupils can make progress and show what they can
achieve. Where it is appropriate for pupils to make extensive use of
content from an earlier key stage, there may not be time to teach all
aspects of the age-related programmes of study.
Good practice would suggest that if successful application of the
three principles of Inclusion are addressed then this should
minimize the need for aspects of the National Curriculum to be
disapplied for a pupil.
For pupils whose attainment falls significantly below the expected
levels at a particular key stage, a much greater degree of
differentiation may be necessary. Special needs should be identified
and barriers to learning and assessment removed as much as is
possible.
For pupils whose attainments significantly exceed the expected
level of attainment within one or more subjects during a particular
key stage, teachers will need to plan suitably challenging work. As
well as drawing on materials from later key stages or higher levels
of study, teachers may plan further differentiation by extending the
breadth and depth of study within individual subjects or by planning
work which draws on the content of different subjects |
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When planning, teachers set high expectations and
provide a variety of opportunities within which all pupils can
achieve some success. Planning should take account of the prior
knowledge and experiences that pupils bring with them to school,
e.g. cultures, languages, interests and abilities can influence the
way in which pupils learn. Teachers plan their approaches to
teaching and learning so that all pupils can take part in lessons
fully and effectively. Whole school and subject specific barriers to
learning and assessment (for both individuals and groups) must be
overcome if pupils are to be enabled to participate effectively in
the curriculum and associated assessment activities. When
identifying and responding to an individual's learning needs we also
identify and try to overcome any barriers to learning and
assessment. |
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Special hardware and software can enable pupils to
practise and improve their basic skills, e.g. visual discrimination,
visual memory, speed and accuracy of silent reading, sequencing,
dose procedure phonics (vowels, blends, digraphs), reversals,
inversions and spelling rules. Pupils with learning difficulties
find the personalised nature of the computer, its vividness and
immediacy highly motivating. Pupils experience greater success and
concentration is improved. Subjects can be introduced and reinforced
in this way. There is also a range of motivating and problem solving
software which develops reasoning skills in both literacy and
numeracy.
The word processor and printer are especially valuable for use with
pupils who find presentation difficult. The screen display can help
in layout organisation and spelling and the flexible choices of size
and lettering of printing ensure that work produced in this way is
motivating and builds confidence. |