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Inclusive Teaching in Science: Difference between revisions
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{{ORBITreading}} | <noinclude>{{ORBITreading}}</noinclude> | ||
{{OGL}} | {{OGL}} | ||
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* knowledge of the development of learning | * knowledge of the development of learning | ||
* knowledge of subject and themes | * knowledge of subject and themes | ||
* understanding | * understanding learnersâ needs | ||
* planning | * planning | ||
* engagement with learners and learning | * engagement with learners and learning | ||
* links beyond the classroom. | * links beyond the classroom. | ||
It is also important that gifted and talented pupils are fully representative of the school or college population. This can mean using multiple criteria and sources of evidence and ensuring that there is shared understanding of the meaning of | It is also important that gifted and talented pupils are fully representative of the school or college population. This can mean using multiple criteria and sources of evidence and ensuring that there is shared understanding of the meaning of âgifted and talentedâ. | ||
==Supporting English as Additional Language (EAL) learners== | ==Supporting English as Additional Language (EAL) learners== | ||
Literacy difficulties can slow some | Literacy difficulties can slow some pupilsâ progress dramatically in science. These issues can apply to a range of groups in school, including EAL learners, who may need support to develop language and to access the science curriculum. | ||
Planning, teaching and learning for pupils learning English as an additional language should be underpinned by the following key principles | Planning, teaching and learning for pupils learning English as an additional language should be underpinned by the following key principles | ||
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* supporting reading with interactive activities and scaffolds so pupils can access the science learning and ideas | * supporting reading with interactive activities and scaffolds so pupils can access the science learning and ideas | ||
* helping pupils to distinguish words that have different meanings in scientific and everyday contexts | * helping pupils to distinguish words that have different meanings in scientific and everyday contexts | ||
* helping pupils to talk through their ideas before trying to write about them and scaffolding the writing at a level appropriate to the | * helping pupils to talk through their ideas before trying to write about them and scaffolding the writing at a level appropriate to the pupilsâ skills in writing in English. | ||
==Early-stage learners of English== | ==Early-stage learners of English== | ||
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Approximately 20% of the school population is defined as having SEN and/or LDD. Some of these pupils will also have learning difficulties linked to social deprivation, and some with special educational needs will also have disabilities. The learning difficulties encountered are often, but not always, in association with literacy and numeracy development, and are sometimes aggravated by missed or interrupted schooling, perhaps due to long-term medical conditions. | Approximately 20% of the school population is defined as having SEN and/or LDD. Some of these pupils will also have learning difficulties linked to social deprivation, and some with special educational needs will also have disabilities. The learning difficulties encountered are often, but not always, in association with literacy and numeracy development, and are sometimes aggravated by missed or interrupted schooling, perhaps due to long-term medical conditions. | ||
In many cases, | In many cases, pupilsâ needs will be met through differentiation of tasks and materials. A smaller number of pupils may need access to specialist equipment and approaches, or to alternative or adapted activities. For example, there may be pupils in a class who need support in order to take part in whole-class work, such as | ||
* specific help with the recall of scientific facts, to compensate for difficulties with long- or short-term memory | * specific help with the recall of scientific facts, to compensate for difficulties with long- or short-term memory | ||
* help with the interpretation of data represented in graphs, tables or charts, to compensate for difficulties with visual discrimination | * help with the interpretation of data represented in graphs, tables or charts, to compensate for difficulties with visual discrimination | ||
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==Cognition and learning== | ==Cognition and learning== | ||
The attainment of pupils with significant cognition and learning difficulties is likely to be well below age-related expectations. For them, a much greater degree of differentiation will be necessary. You may need to refer to younger | The attainment of pupils with significant cognition and learning difficulties is likely to be well below age-related expectations. For them, a much greater degree of differentiation will be necessary. You may need to refer to younger pupilsâ Schemes of Work, situating them in a context suited to older pupils. Extra âsmall stepsâ can be inserted, and contexts for practical work and problem solving adapted. There will then be time for consolidation without sacrificing the breadth of the teaching programmes or the principle of planning from clearly defined objectives. | ||
==Behaviour, emotional and social development== | ==Behaviour, emotional and social development== | ||
