A minority of pupils will have particular learning and assessment requirements
which go beyond the provisions described in sections A and B and, if not
addressed, could create barriers to learning. These requirements are likely
to arise as a consequence of a pupil having a special educational need or
disability or may be linked to a pupil's progress in learning English as
an additional language.
- Teachers must take account of these requirements and make provision,
where necessary, to support individuals or groups of pupils to enable
them to participate effectively in the curriculum and assessment activities.
During end of key stage assessments, teachers should bear in mind that
special arrangements are available to support individual pupils.
Pupils with special educational needs
- Curriculum planning and assessment for pupils with special educational
needs must take account of the type and extent of the difficulty experienced
by the pupil. Teachers will encounter a wide range of pupils with special
educational needs, some of whom will also have disabilities (see paragraphs
C/4 and C/5). In many cases, the action necessary to respond to an individual's
requirements for curriculum access will be met through greater differentiation
of tasks and materials, consistent with school-based intervention as set
out in the SEN Code of Practice. A smaller number of pupils may need access
to specialist equipment and approaches or to alternative or adapted activities,
consistent with school-based intervention augmented by advice and support
from external specialists as described in the SEN Code of Practice, or,
in exceptional circumstances, with a statement of special educational
need. Teachers should, where appropriate, work closely with representatives
of other agencies who may be supporting the pupil.
- Teachers should take specific action to provide access to learning for
pupils with special educational needs by:
- providing for pupils who need help with communication, language
and literacy
- planning, where necessary, to develop pupils' understanding through
the use of all available senses and experiences
- planning for pupils' full participation in learning and in physical
and practical activities
- helping pupils to manage their behaviour, to take part in learning
effectively and safely, and, at key stage 4, to prepare for work
- helping individuals to manage their emotions, particularly trauma
or stress, and to take part in learning.
Examples for C/3a - helping with communication, language and literacy
Teachers provide for pupils who need help with communication, language
and literacy through:
- using texts that pupils can read and understand
- using visual and written materials in different formats, including large
print, symbol text and Braille
- using ICT, other technological aids and taped materials
- using alternative and augmentative communication, including signs and
symbols
- using translators, communicators and amanuenses.
Examples for C/3b - developing understanding
Teachers develop pupils' understanding through the use of all available
senses and experiences, by:
- using materials and resources that pupils can access through sight,
touch, sound, taste or smell
- using word descriptions and other stimuli to make up for a lack of first-hand
experiences
- using ICT, visual and other materials to increase pupils' knowledge
of the wider world
- encouraging pupils to take part in everyday activities such as play,
drama, class visits and exploring the environment.
Examples for C/3c - planning for full participation
Teachers plan for pupils' full participation in learning and in physical
and practical activities through:
- using specialist aids and equipment
- providing support from adults or peers when needed
- adapting tasks or environments
- providing alternative activities, where necessary.
Examples for C/3d - managing behaviour
Teachers help pupils to manage their behaviour, take part in learning effectively
and safely, and, at key stage 4, prepare for work by:
- setting realistic demands and stating them explicitly
- using positive behaviour management, including a clear structure of
rewards and sanctions
- giving pupils every chance and encouragement to develop the skills they
need to work well with a partner or a group
- teaching pupils to value and respect the contribution of others
- encouraging and teaching independent working skills
- teaching essential safety rules.
Examples for C/3e - managing emotions
Teachers help individuals manage their emotions and take part in learning
through:
- identifying aspects of learning in which the pupil will engage and plan
short-term, easily achievable goals in selected activities
- providing positive feedback to reinforce and encourage learning and
build self-esteem
- selecting tasks and materials sensitively to avoid unnecessary stress
for the pupil
- creating a supportive learning environment in which the pupil feels
safe and is able to engage with learning
- allowing time for the pupil to engage with learning and gradually increasing
the range of activities and demands.
Pupils with disabilities
- Not all pupils with disabilities will necessarily have special educational
needs. Many pupils with disabilities learn alongside their peers with
little need for additional resources beyond the aids which they use as
part of their daily life, such as a wheelchair, a hearing aid or equipment
to aid vision. Teachers must take action, however, in their planning to
ensure that these pupils are enabled to participate as fully and effectively
as possible within the National Curriculum and the statutory assessment
arrangements. Potential areas of difficulty should be identified and addressed
at the outset of work, without recourse to the formal provisions for disapplication.
- Teachers should take specific action to enable the effective participation
of pupils with disabilities by:
- planning appropriate amounts of time to allow for the satisfactory
completion of tasks
- planning opportunities, where necessary, for the development of
skills in practical aspects of the curriculum
- identifying aspects of programmes of study and attainment targets
that may present specific difficulties for individuals.
Examples for C/5a - planning to complete tasks
Teachers plan appropriate amounts of time to allow pupils to complete tasks
satisfactorily through:
- taking account of the very slow pace at which some pupils will be able
to record work, either manually or with specialist equipment, and of the
physical effort required
- being aware of the high levels of concentration necessary for some pupils
when following or interpreting text or graphics, particularly when using
vision aids or tactile methods, and of the tiredness which may result
- allocating sufficient time, opportunity and access to equipment for
pupils to gain information through experimental work and detailed observation,
including the use of microscopes
- being aware of the effort required by some pupils to follow oral work,
whether through use of residual hearing, lip reading or a signer, and
of the tiredness or loss of concentration which may occur.
Examples for C/5b - developing skills in practical aspects
Teachers create opportunities for the development of skills in practical
aspects of the curriculum through:
- providing adapted, modified or alternative activities or approaches
to learning in physical education and ensuring that these have integrity
and equivalence to the National Curriculum and enable pupils to make appropriate
progress
- providing alternative or adapted activities in science, art and design
and design and technology for pupils who are unable to manipulate tools,
equipment or materials or who may be allergic to certain types of materials
- ensuring that all pupils can be included and participate safely in geography
fieldwork, local studies and visits to museums, historic buildings and
sites.
Examples for C/5c - overcoming specific difficulties
Teachers overcome specific difficulties for individuals presented by aspects
of the programmes of study and attainment targets through:
- using approaches to enable hearing impaired pupils to learn about sound
in science and music
- helping visually impaired pupils to learn about light in science, to
access maps and visual resources in geography and to evaluate different
products in design and technology and images in art and design
- providing opportunities for pupils to develop strength in depth where
they cannot meet the particular requirements of a subject, such as the
visual requirements in art and design and the singing requirements in
music
- discounting these aspects in appropriate individual cases when required
to make a judgement against level descriptions.
Pupils who are learning English as an additional language
- Pupils for whom English is an additional language have diverse needs
in terms of support necessary in English language learning. Planning should
take account of such factors as the pupil's age, length of time in this
country, previous educational experience and skills in other languages.
Careful monitoring of each pupil's progress in the acquisition of English
language skills and of subject knowledge and understanding will be necessary
to confirm that no learning difficulties are present.
- The ability of pupils for whom English is an additional language to
take part in the National Curriculum may be ahead of their communication
skills in English. Teachers should plan learning opportunities to help
pupils develop their English and should aim to provide the support pupils
need to take part in all subject areas.
- Teachers should take specific action to help pupils who are learning
English as an additional language by:
- developing their spoken and written English
- ensuring access to the curriculum and to assessment.
Examples for C/8a - developing spoken and written English
Teachers develop pupils' spoken and written English through:
- ensuring that vocabulary work covers both the technical and everyday
meaning of key words, metaphors and idioms
- explaining clearly how speaking and writing in English are structured
to achieve different purposes, across a range of subjects
- providing a variety of reading material [for example, pupils' own work,
the media, ICT, literature, reference books] that highlight the different
ways English is used, especially those that help pupils to understand
society and culture
- ensuring that there are effective opportunities for talk and that talk
is used to support writing in all subjects
- where appropriate, encouraging pupils to transfer their knowledge, skills
and understanding of one language to another, pointing out similarities
and differences between languages
- building on pupils' experiences of language at home and in the wider
community, so that their developing uses of English and other languages
support one another.
Examples for C/8b - ensuring access
Teachers make sure pupils have access to the curriculum and to assessment
through:
- using accessible texts and materials that suit pupils' ages and levels
of learning
- providing support by using ICT or video or audio materials, dictionaries
and translators, readers and amanuenses
- using home or first language, where appropriate.
