Planning for Inclusion/Document
2 Lesson design – planning for inclusion
Principles that underpin inclusive teaching and learning
Effective inclusive teaching occurs when:
•pupils are clear what they will be learning, what they need to do and what the criteria are to judge when the learning has been achieved;
•links are made to learning elsewhere in the curriculum or in intervention groups, helping pupils transfer their knowledge and understanding in different contexts;
•lesson starters and introductory activities create links with prior knowledge and understanding, are active and enjoyable and create success;
•there are frequent opportunities for purposeful talk, for learning through use of talk partners or structured small-group tasks with supportive peers;
• pupils are encouraged to ask questions to clarify understanding;
•pupils have personal targets which they own and are working towards in the lesson;
•the teacher models the process, explaining what they are doing, thinking and questioning aloud;
•homework or pre-learning is referred to and used to move pupils forward within the lesson;
•strategies for active engagement through a range of different styles are used at various points throughout lessons;
•lessons conclude with plenaries that support pupils in reflecting openly on what they’ve learned and how this fits with what is coming next.
It is not possible, nor necessary, to attempt to employ all of these strategies all of the time, but it is essential to know what needs to be done to accommodate the learning of all pupils within each class. This decision will depend upon the profile and needs of the class.
Now look at an example of a lesson which exemplifies some of the above principles and features in action.
| Observing an inclusive lesson |
| If you have access to the DfES Science Pedagogy videos, watch video sequence 4b of a Year 9 science lesson that exemplifies an effective inclusive lesson. Alternatively, see if you can arrange an observation, or find alternative Digital Video footage online.
|
How can we plan to include all of our pupils?
Inclusive classrooms can be achieved through careful lesson design. We are now going to consider the steps involved in designing inclusive lessons. In the science lesson that you have just seen, the teacher designed the lesson carefully, considering a number of important factors. These are shown in the model on the next page.
Factors affecting lesson design
Learning objectives and intended outcomes
How has the teacher modified these where necessary for some pupils?
Pedagogic approaches
What teaching models has the teacher selected that meet the needs of all pupils?
Teaching and learning strategies and techniques
Do you have enough time to engage in professional development? Are you able to focus on teaching and learning as a priority for development? What outcomes are you setting?
Conditions for learning (climate for learning and classroom organisation)
How has the teacher taken these factors into consideration when designing an inclusive lesson?Holding pupils into the pace of learning
Care must be taken to ensure that groups of pupils are not simply following a parallel curriculum or being rendered dependent by a lack of opportunity or ineffective support. The principles of inclusion within the Strategy are integral to lesson design. This enables all pupils to be held within the pace of learning through the setting of high expectations for all and by targeting additional support so that all pupils are able to access the main body of the lesson at an appropriate level.
This can be represented diagrammatically as follows:
Range of activities to support the objectives
Pupils with a range of learning needsConsider these specific examples of how this can be done:
Before the lesson
• Set up some pre-teaching
This ensures that, where appropriate, pupils have the opportunity to receive extra teaching before their peers, so that they can seek clarification or practise key skills.
You can:
• set a specific homework task for a group of pupils that provides them with work to do that will be covered in whole-class teaching in the next lesson;
• deploy a teaching assistant to work with a group to pre-teach a concept, support their reading of a text, or discuss key information in the lesson before it is taught with the whole class.
During the lesson
• Target the support of other adults
Develop a short-term plan that shows what additional adults are required to do and which pupils they should focus on. This can significantly enhance the quality of support that pupils receive.
You can include:
• key information to be secured;
•specific language support to be offered – key vocabulary, phrases or sentence structures;
• guidance on which groups to support at specific stages of the lesson.
•Set clear expectations and learning outcomes for individual pupils or groups
This supports the learning of all pupils, but some pupils and groups will benefit from regular and explicit reinforcement so that they can see where they are making progress and experience a sense of achievement in small steps.
You can:
•refer explicitly to learning objectives at key moments in the lesson through the use of ‘mini-plenaries’ so that pupils are regularly reminded of the purpose and point of what they are doing;
• ensure that learning objectives are visible in the classroom;
• ask pupils to think and talk about not just what they are working on but how
they are thinking and learning.
• Actively engage all pupils
Use resources and materials that enable pupils to join in at their level of challenge. The aim is to ensure that pupils can achieve the lesson objective rather than provide work that keeps them busy but is unchallenging.
You can:
• provide modified tasks;
• provide additional support (‘scaffolding’) so that pupils can complete tasks, for example writing and speaking frames; vocabulary or phrase and sentence starters; wall posters that remind pupils of the steps they can take if they are ‘stuck’.
• Use specific teaching strategies and techniques
Select a range of teaching strategies to meet the range of learning styles and needs of pupils in your class
In lesson starters:
• seat pupils with a ‘buddy’ or talk partner;
• pitch questions appropriately so that every pupil is able to respond, and encourage pupils to explain their reasoning;
• vary activities so that pupils are able to work using their preferred learning styles and train pupils in the ground rules of each learning style so that they are able to extend their repertoire.
In the main development of the lesson:
• plan where and how you will group and seat pupils for specific learning purposes;
• plan opportunities to teach pupils in guided groups where you will be more able to offer specific support and teaching at the individual level of need.
In the plenary:
• follow up on the learning outcomes you established at the start for individual pupils as well as for groups.
After the lesson:
• provide opportunities for over-learning. Set up opportunities for some pupils to repeat and secure the learning that they received in a lesson; this can be done through homework and/or extra classes.
Choosing a class and your focus group
Now, select a class and a small focus group of approximately four pupils who may need additional consideration to be fully included in your lessons. This group will be your focus group for all the tasks and activities in the rest of this unit. Use photocopies of the form in appendix 1 to list the focus group and their particular learning needs. Later in this unit, you can add the strategies and techniques you will use to enhance their learning.
Next, refer back to the diagram showing the factors affecting lesson design and make some notes about what you already know about how each of the pupils responds positively to learning under the following four headings:
• learning objectives and intended outcomes;
• pedagogic approaches (teaching models);
• teaching and learning strategies and techniques;
• conditions for learning.
| Groups of pupils
|
Strategies to consider that may help include pupils |
| White working-class boys | • Seat students in mixed pairs, allowing different strengths of boys and girls to complement each other, e.g. to develop boys’ reflective skills while working in pairs asked to consider questions.
• Focus on teaching and learning strategies, e.g. by developing questioning techniques to ensure a gender balance in participation; setting short, sharply focused tasks with tight deadlines; maintaining a brisk pace; using a variety of activities in lessons and adopting lively interactive activities. • Focus on literacy across the curriculum, e.g. by using writing frames to encourage more detailed record keeping, analysis and reflection by boys; developing departmental literacy action plans focused on boys; using diagnosis and corrective reading recovery programmes for those with poor literacy skills (often boys). • In English, identify texts to appeal particularly to boys. • Encourage pupils to plan and record their ideas using a variety of diagrams and charts. |
| Black boys of African
Caribbean heritage
|
• Be clear with groups about the learning objectives of the lesson and reiterate at key points.
• Have high academic and social expectations underpinned by clear setting of targets with individual pupils. • Actively involve the boys’ parents in target setting and progress reviews, wherever possible. • Maintain a consistent approach to work and behaviour. • Use resources which include positive representation of Black Caribbean individuals and groups, and texts which have particular appeal. |
| Pupils from Roma or traveller families | • Use resources which pupils can relate to, e.g. in English and PSHE. use texts that raise awareness of traveller culture and lifestyle.
• Pair pupils with others in the classroom who will offer peer support for curriculum access if needed. • When families have relatively predictable patterns of movement, use school-based distance learning, differentiated for individuals, to minimise the effects of discontinuity. • Choose knowledge, skills and understanding from earlier or later key stages, so that individual pupils can make progress and show what they can achieve. • Provide resources and homework that can be completed at home. • Provide pupils with clear information about what has been covered and what is planned to be covered. • Group new arrivals with ‘buddies’ who can support and recap previous work. • Revisit progress of pupils more frequently, and ask them how current work fits into previous work. • Use tailored homework activities designed to prepare pupils who have missed parts of a course. |
| Pupils who have arrived at school after the normal point of entry | • Assess pupils’ prior attainment and curriculum coverage as soon as possible, even when records and samples of work are available.
• Group new arrivals with ‘buddies’ who can support and recap previous work. • Revisit progress of pupils frequently, and ask them how current work fits into previous work. • Set up pre-teaching so that pupils have knowledge of what is to be covered in a particular lesson. • Use tailored homework activities designed to prepare pupils who have missed parts of a course. |
| Pupils from refugee or asylum-seeking families | • Assess pupils’ prior attainment and curriculum coverage as soon as possible, preferably in their first language.
• Use resources which pupils can relate to, e.g. in English and PSHE use texts that raise awareness of cultural issues. • Group new arrivals with ‘buddies’ from a similar background who can support and recap previous work. |
| Girls who are in a minority in a class or group | • Group girls together in smaller groups so that boys are not in a majority.
• Set girls collaborative activities and involve them in discussion work. • Target questions in a class at particular pupils, so that boys aren’t allowed to dominate. |
| Pupils designated as gifted or talented | • Increase the pace of learning, e.g. by expecting pupils in an English class to read the novel they are studying for themselves, or that pupils in a mathematics class will not need to repeat standard calculations.
• Increase the breadth of learning, e.g. by engaging pupils in a geography lesson in exploring an issue in a range of regional contexts, rather than simply in one. • Increase the depth of learning, e.g. by considering in a science lesson how tests of effects work in different circumstances. • Devise projects and tasks which are exciting and intrinsically worthwhile. • Model more advanced ways of thinking through talking aloud while working through a problem, so that pupils can appreciate how to solve it. • Plan opportunities for pupils to work in different groups, explain their ideas and listen to others for a purpose. • Show pupils how to tackle complex tasks, using their knowledge and experience to approach a new activity. • Keep alive pupils’ belief in their own capabilities. |
| Designing inclusion into your lessons |
| Use your current subject scheme of work to make changes in the lesson design (short-term planning) for your focus-group pupils, over three or four lessons. Use the following checklist to help you to consider how pupils will access and be included in the learning, rather than what pupils will do.
• How will you seat and group all pupils, and in particular your focus group? For what purpose? Additional adults
• How will you maximise and build on prior knowledge? • How will you appeal to the range of pupils’ learning styles? • What resources and displays will you utilise?
• What strategies will you use to actively engage pupils? • How will you pace and time these strategies and activities to suit all? • What kinds of questions will you use and how will you direct these for individual pupils?
• How will you help pupils to reflect on what they have learned?
|
Case Study
Year 7 art – lesson design
Context
A mixed-ability Year 7 class is having a double lesson in art. The class includes two pupils with SEN working at P level 4 with a teaching assistant and three pupils identified as ‘gifted and talented’ pupils for art. The lesson is an ‘investigating and making’ one from a unit based on printed designs.
Groupings
Pupils are seated in groups of five. The teacher has planned for the teaching assistant to work with the pupils who have SEN in a group with three other pupils. The TA has been told in advance about the lesson objectives and expected outcomes, as well as the kinds of question that can prompt pupils’ thinking.
Starter
The teacher recaps on prior learning objectives, using the drawings of halved fruit made by pupils from observation during the previous lesson. For homework, pupils have collected samples of repeat-pattern printed papers and fabrics. They come forward to pin their samples to a display board, indicating where the pattern is repeated and how the fabric might be used.
Objectives:
• to make a design block from the fruit drawing, creating relief through pressing into a polystyrene tile;
• to investigate at least three different ways the block can be used to create repeat patterns in one colour on lengths of lining paper.
Development – modelling
The teacher models the process of inking and printing directly from the halved fruit and from a block she has cut prior to the lesson. She demonstrates the printing process, referring to the raised and indented parts in linking key vocabulary, and talks the class through the decisions she is making regarding the half-drop repeat she has chosen to try. She emphasises the differences between repeat patterns and random designs. She asks pupils to suggest other ways in which she could have used the block for repeat patterns. She uses a ‘no hands’ rule that allows her to direct the specific questions she has planned to individual pupils. Sometimes she asks pupils to think and to talk through responses with a partner before she takes answers. She asks pupils to think about criteria for a successful repeat pattern and writes these on a flipchart.
The teaching assistant has a similar finished block for the pupils who have SEN, to enable them to feel the relief of the raised and incised parts. She also has some prints already made with the block on paper. She asks the pupils to indicate which part of the block makes the mark on the paper. The teacher sets clear assessment focuses for the two pupils:
‘Marcus will be able to show us which part of the block is the raised area – relief – that prints. Fawsia will show us where her pattern repeats.’
Application and investigation
Pupils then begin work in groups of five. The teacher has planned to work with one table, guiding two pupils who she thinks will need greater support when applying ink, and sets an expectation that the three gifted and talented pupils try to work together at the same table:
‘Create a series of overlapping images using your drawings to impress parts of the design onto three tiles. Use three tones of the single colour to create a single image. Think about how the blocks can be used in different ways to create repeated patterns on printed paper or fabric.’
The teaching assistant will work with the two pupils who have SEN within a group. She will monitor their learning about relief printing and repeat patterns using fruit halves and blocks on which she guides them to draw, press and indent.
Plenary
In groups, pupils are asked to assess their own work against the criteria, to explain the most successful features of their pattern repeats and to suggest what medium the design might lend itself to, for example wallpaper, carpet, fashion clothing, curtaining, upholstery, bed linen, etc. The teacher asks some pupils with whom she has not worked directly, for example those who have SEN, to share their assessments and to show the finished prints with the class. She helps them consider how they will use what they have learned in the next lesson when they will be considering the effect of colour in printed designs.
| Reflection |
| How does the planning for this lesson compare with the planning you did for your subject and focus pupils in the task above? Reflect upon and note the following:
|
.
Now consider how the English teacher adapted a medium-term plan to meet the needs of his group in the following case study.
Case study'''Case study 2
Year 8 English
Having found the medium-term plan for Holes by Louis Sachar on the Key Stage 3 website, the teacher read the text and decided that it would be suitable for his Year 8 group. He thought it would be particularly suitable
as his group contained a number of boys who were underattaining, partly because of lack of engagement, and also some able Black African girls who had expressed a wish to discuss some issues of race that had been troubling them.
Having studied the medium-term plan, he decided that although the plan and the text would address the issue of engagement for his underattaining boys, he would need to make some minor adjustments in order to meet the declared needs of his Black African girls. As a result, he planned to amend and extend lesson 5 in the sequence to last two lessons, in order to provide the opportunity to discuss Zero’s role in the text in more depth, and to explore some related issues about race. His adaptations are recorded in the italic annotations to the original lesson plan:
Stage 2: text investigations 2: lesson 5
Key question: How does Sachar develop his characters?
Note: The class needs to have read chapters 5–12 before this activity. This could be done in class, for example by the teacher or in guided reading groups, set for homework or partially narrated by the teacher, depending upon the class.Starter
What’s in a name? Pupils (and teacher) contribute nicknames of friends or family.
Class discuss how the nickname originated and developed.
The teacher relates this to the nicknames of the ‘campers’ and uses it as a method to introduce the key question. This is key in relation to ‘Zero’ …
his name carries many connotations.
Introduction
The teacher rereads chapter 5, focusing upon character development. He discusses how characters are developed through action/ narration/ dialogue/ description, focusing on Zero and how the other characters treat him and, more importantly, how he reacts.
The teacher marks examples of the methods on OHT and summarises, using quotations on a flipchart. Particular emphasis is placed upon paragraphs and sentence groupings, to reflect this new objective (which is shared with the class).
Review of key question.
Development: character investigations
Each guided ability group has a specific character or characters to investigate. They are following the key question for their character, using the flipchart to guide them. The investigations range from one chapter to the whole text so far.
The level of difficulty of the investigation will depend upon the ability of the group.
The teacher supports two specific groups of boys. (He has decided to group the underattaining boys in two single-sex groups, so that he can focus work closely with them.)
Plenary
Groups share one finding adding, if possible, whether this was revealed through narration, description, dialogue or action. The teacher places a particular emphasis on the group working on Zero. Any new methods are added to the flipchart outlining Sachar’s methods.
The teacher summarises the findings so far and reviews the key question.
Homework
The teacher displays the following quote on an OHT:
‘I’m not stupid,’ Zero said, ‘I know everybody thinks I am. I just don’t like answering their questions.’ (page 99)
Pupils were then asked to reflect upon the following questions in relation to Zero:
How does he react to the way other characters treat him? What would you do if you were in his shoes?
As a result, what advice would you give him?
Lesson 6
Introduction.
Detailed feedback on questions considered for homework. In-depth discussion about the answers to question 3. Development: class debate
Class debate focusing on ‘why the other characters in the text considered
Zero to be stupid’.
The teacher divides the class into the same groups as those for lesson 5 and asks them to consider the question from the point of view of their character. He asks them to select evidence from the text to support their views. (Again, he works with the two groups of boys, particularly focusing on their speaking and listening skills.) Each group is also asked to select a spokesperson who will present their case during the debate.
After twenty minutes, the class is reconvened and three or four of the most able speakers are invited to chair the debate.
Each group is then asked to present their case, followed by an opportunity for questions/debate.
Finally, the group chairing the discussion sum up the main points of the discussion and the class, as a whole, frame an answer to the initial question.
As you will now be aware, one of the aspects of the climate for learning you will need to consider for your focus pupils is that of their preferred learning style.
In your planning, you will need to consider ways of accessing and developing the full range of learning styles for pupils so that they may:
• convert learning tasks to a method that will help them to learn more readily;
• endeavour to extend their learning repertoire over time.
| Considering learning styles |
| Consider what you know about the preferred learning styles of your pupils.
|
Case study 3
Helping pupils see ‘the bigger picture’
As teachers, we are acutely aware of where we are leading pupils and the intended end result of our teaching, but how often do we convey these intentions to our pupils? This understanding of the ‘bigger picture’ is important for all pupils, but is especially important for those who enter the school after standard admission to the key stage. It can also help to include those who are frequently absent.
It is helpful for pupils to be able to see ‘the big picture’ into which their current learning fits and to be able to locate their current lesson in the scheme of work. Consider the following case study.
Case Study
Year 10 mathematics
This idea comes from a mathematics teacher in a school which is trying to support the learning and improve the attendance of some pupils whose attainment is weak as a result of poor attendance. Helen is using a visual map of the week (but it could be the term or the topic) to show pupils what they will get from attending the lessons and to hold them into the learning when they are absent from some lessons in the week. The teacher refers to the map at the beginning and end of the lesson and also appends sticky-note reminders related to attendance such as: Sophia absent, to sit with Jake on Tuesday; Jerry and Ahmed – request extra support on Wednesday.
Simultaneous equations
This approach supports all pupils, but especially those who have regular absences or who have joined the school after the beginning of the unit. This transparent communication of planning is also extremely useful to teaching assistants and other support staff: understanding how the lesson fits into the overall scheme of work will enable them to support their pupils far more successfully.Summary of research
Extract from Evaluating educational inclusion: guidance for inspectors and schools
(2000) Ofsted.
Educational inclusion is more than a concern about any one group of pupils such as those pupils who have been or are likely to be excluded from school. Its scope is broad. It is about equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment and background. It pays particular attention to the provision made for and the achievement of different groups of pupils within a school. Throughout this guidance, whenever we use the term different groups it could apply to any or all of the following:
• girls and boys;
• minority ethnic and faith groups, Travellers, asylum seekers and refugees;
• pupils who need support to learn English as an additional language (EAL);
• pupils with special educational needs;
• gifted and talented pupils;
• children ‘looked after’ by the local authority;
•other children, such as sick children, young carers, those children from families under stress, pregnant school girls and teenage mothers;
• any pupils who are at risk of disaffection and exclusion.
Educationally inclusive schools
An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and well-being of every young person matter. Effective schools are educationally inclusive schools. This shows, not only in their performance, but also in their ethos and their willingness to offer new opportunities to pupils who may have experienced previous difficulties. This does not mean treating all pupils in the same way. Rather it involves taking account of pupils’ varied life experiences and needs.
The most effective schools do not take educational inclusion for granted. They constantly monitor and evaluate the progress each pupil makes. They identify any pupils who may be missing out, difficult to engage, or feeling in some way to be apart from what the school seeks to provide. They take practical steps – in the classroom and beyond – to meet pupils’ needs effectively and they promote tolerance and understanding in a diverse society. For special schools, there is an additional dimension because their policies on inclusion must now include planning for a changing role alongside increasingly inclusive mainstream schools.
Extract from Evaluating Educational Inclusion, www.ofsted.gov.uk/
publications/index.cfm?fuseaction=pubs.displayfile&id=459&type=pdf.
© Crown copyright. Used with permission.
Appendix 1
Lesson design for inclusion: self-reflection and proposals
To decide your next steps in making your classroom more inclusive and to raise the attainment of all pupils, you will need to:
• identify the focus group of pupils who are currently underperforming;
•know exactly who the individual pupils are, which classes and year groups they are in and how many pupils are involved;
• know what their learning needs are in your subject;
•acquaint yourself with existing systems of support available within your classes and the department;
•be aware of the whole-school Key Stage 3 intervention audit and the range of interventions provided.
Use copies of the following table to list the focus group you have chosen as part of task 3 and to identify their particular learning needs and the strategies and techniques you will use to enhance their learning.
Focus group (pupil and class)
Pupil’s name/class: Learning needs
Planning
Selecting strategies and techniques
Assessment issues
Reading
