Planning the Curriculum for Pupils with Special Educational Needs: A Practical Guide (Resource Materials for Teachers)

✍ Scribed by Richard Byers, Richard Rose

• Publisher: David Fulton Publishers
• Year: 2012
• Tongue: English
• Leaves: 160
• Edition: 2
• Category: Library

✦ Synopsis

This second edition is revised and updated to take full account of recent developments in special needs. The core of the book focuses on planning for well-differentiated curriculum implementation. It describes a variety of models that explore progression, continuity, relevance and inclusion for pupils with special educational needs. The authors also offer an analysis of curriculum management issues in the light of the theoretical and statutory background since the latest revisions of the National Curriculum and the Code of Practice.

✦ Table of Contents

Front Cover
Planning the Curriculum for Pupils with Special Educational Needs
Copyright Page
Contents
Acknowledgements
Foreword
Chapter 1. The curriculum planning process
Aspects of the curriculum planning process
The legislative position
An inclusive curriculum
Closing comments
Chapter 2. Establishing principles
The whole curriculum
Negotiating curriculum content
Managing the whole curriculum
Chapter 3. Making and applying policy
The relationship between school development planning and policy development
A model for policy development
Using the model
Activity 1: the planning stage
Activity 2: the formulation stage
Activity 3: the implementation stage
Activity 4: the review stage
Policy roles and responsibilities
Governors
SENCOs
Chapter 4. Long-term planning
Breadth, balance and relevance …
… in the whole curriculum
… within subjects
Continuing work
The key skills and other priorities for learning
Continuing skills and processes in the subjects
Discrete units of work
Inter-subject links and linked units of work
Making long-term plans
A plan for Key Stage 1
A plan for Key Stage 3
Closing comments
Chapter 5. Medium-term planning
Progression
Progression as differentiation
Four kinds of progression
Skill development
Entitlement to new content
Age-appropriate contexts
Progress towards functional application
Planning for progression in units of work
Breadth and balance
Aspects of medium-term planning
Objectives – ‘What do I want pupils to learn?’
Key activities and experiences – ‘What will pupils do?’
Assessment opportunities – ‘How will I know when pupils achieve or make progress?’
Other aspects of medium-term planning
Modules
What is a curriculum module?
Module development in practice
Chapter 6. Short-term planning
Activity planning
Differentiation
Group work
Jigsawing
Envoying
Planning for individual pupils
Closing comments
Chapter 7. Meeting individual needs
Individual education planning
What should be in an IEP?
Individual support programmes
The role of the key skills and other priorities for learning
Breadth and balance
Setting targets – pupil involvement
Potential barriers to involvement in target setting
Overcoming barriers to involvement
Chapter 8. Issues in assessment, recording and reporting
Recognising opportunities at the planning stage
Assessment in action
Records of achievement and experience
Accreditation
Closing comments
Chapter 9. Monitoring and co-ordination
What is the purpose of subject monitoring?
Monitoring – ‘I just don’t have the time’
Using a curriculum monitoring diary
Further demands upon curriculum monitoring – whole-school target setting
What enables effective target setting?
Further demands upon curriculum monitoring – taking a more holistic view of pupil progress
Chapter 10. Meeting the challenge
School autonomy
Changing practice
Entitlement to content
Flexibility of access
Inclusion
Concluding remarks
References