Key Stage 3 National Strategy 1 Key Stage 3 National Strategy SEN : foundation subjects training materials. Briefing for schools 2003

Key Stage 3 National Strategy 1

Key Stage 3Key Stage 3 National StrategyNational Strategy

SEN : foundation subjects SEN : foundation subjects training materials.training materials.

Briefing for schools 2003Briefing for schools 2003


ObjectivesObjectives

1. To introduce the foundation subjects strand as part of the Key Stage 3 Strategy

2. To familiarise teachers with the SEN training materials for the foundation subjects.

3. To consider how the materials can support the professional development of teachers in order to raise standards.


Principles of teaching and learningPrinciples of teaching and learning

These guide the work of the Strategy and are:These guide the work of the Strategy and are: Including all pupils in a culture of high Including all pupils in a culture of high

expectations;expectations; Establishing the centrality of literacy and Establishing the centrality of literacy and

numeracy across the curriculum;numeracy across the curriculum; Infusing learning skills across the curriculum;Infusing learning skills across the curriculum; Promoting assessment for learning;Promoting assessment for learning; Expanding the teacher’s range of teaching Expanding the teacher’s range of teaching

strategies and techniques.strategies and techniques.


Principles of teaching and learningPrinciples of teaching and learning

Good teaching fosters good learning. Good Good teaching fosters good learning. Good

teaching results when teachers:teaching results when teachers: Focus and structure the teaching and learningFocus and structure the teaching and learning Actively engage pupils in their learningActively engage pupils in their learning Develop systematically pupils learning skillsDevelop systematically pupils learning skills Use assessment for learningUse assessment for learning Have high expectationsHave high expectations Make learning motivating by well–paced teachingMake learning motivating by well–paced teaching Create an environment that promotes learning Create an environment that promotes learning

and a purposeful atmosphereand a purposeful atmosphere


Six strands, one StrategySix strands, one Strategy

English English MathematicsMathematics ScienceScience ICTICT Foundation subjectsFoundation subjects Behaviour and attendance – Behaviour and attendance – launched launched

September ‘03September ‘03


Training . . . Training . . . Training . . . Training . . . Training . . . Collaborative learning . . . Collaborative learning . . . Collaborative Training . . . Training . . . Training . . . Training . . . Training . . .

Collaborative learning . . . Collaborative learning . . . Collaborative Training . . . Training . . . Training . . . Training . . . Training . . .






Collaborative learning . . . Collaborative learning . . . Collaborative

ImproviImproving ng

teachinteaching and g and

learninglearning

Audit and Audit and action action

planningplanning

Planning Planning and and

teachingteaching

Feedback Feedback and and

reflectionreflection


Foundation subjects Foundation subjects training modulestraining modules

Assessment for learning:Assessment for learning: Assessment for learning in everyday Assessment for learning in everyday

lessonslessons The formative use of summative The formative use of summative

assessmentassessment Planning lessonsPlanning lessons

SEN briefing for schools



Teaching repertoire:Teaching repertoire: QuestioningQuestioning ExplainingExplaining ModellingModelling




Structuring learning:Structuring learning: StartersStarters PlenariesPlenaries ChallengeChallenge EngagementEngagement




Teaching thinking:Teaching thinking: Principles for teaching thinkingPrinciples for teaching thinking Thinking togetherThinking together ReflectionReflection Big concepts and skillsBig concepts and skills




The training materials are designed to be used The training materials are designed to be used by school trainers (teachers, senior managers by school trainers (teachers, senior managers etc.)etc.)

Departments should tailor their training by using Departments should tailor their training by using the modules which best meet their needs, the modules which best meet their needs, identified through their subject audit.identified through their subject audit.

The (75 minute) modules can to be used on a The (75 minute) modules can to be used on a training day or in a twilight INSET session.training day or in a twilight INSET session.

It is up to the department to decide when and It is up to the department to decide when and how to use the modules.how to use the modules.



SEN training materials for SEN training materials for foundation subjectsfoundation subjects

These complementary materials are intended to These complementary materials are intended to support and promote inclusive approaches to both support and promote inclusive approaches to both teaching and professional development in special teaching and professional development in special and mainstream schools, including resourced and mainstream schools, including resourced provision. They form part of the Key Stage 3 provision. They form part of the Key Stage 3 Strategy’s commitment to ensuring that every Strategy’s commitment to ensuring that every learner succeeds. The materials, which are learner succeeds. The materials, which are designed for use by teachers of foundation designed for use by teachers of foundation subjects, senior managers and SENCOs, subjects, senior managers and SENCOs, complement and enhance the ‘Training materials complement and enhance the ‘Training materials for the foundation subjects’ folder (Ref: DfES for the foundation subjects’ folder (Ref: DfES 0350/2002) and video (Ref: DfES 0351/2002).0350/2002) and video (Ref: DfES 0351/2002).



SEN training materials for SEN training materials for foundation subjectsfoundation subjects

FFor use by teachers of foundation subjects, or use by teachers of foundation subjects, senior managers and SENCOs senior managers and SENCOs in special and in special and mainstream schools, including resourced mainstream schools, including resourced provisionprovision..

To be used in conjunction with the To be used in conjunction with the Training Training materials for the foundation subjectsmaterials for the foundation subjects – – they are they are not free standing.not free standing.

Provide alternative pathways through the Provide alternative pathways through the training modules.training modules.



Using the SEN Using the SEN materialsmaterials

The original FS module should always be your starting The original FS module should always be your starting point… check out the objectives.point… check out the objectives.

Read the SEN complementary materials. Ask yourself:Read the SEN complementary materials. Ask yourself:– Do any of the alternative or additional handouts or Do any of the alternative or additional handouts or

OHTs meet the needs of your intended audience OHTs meet the needs of your intended audience better than the originals?better than the originals?

– Do the presenters’ notes provide appropriate Do the presenters’ notes provide appropriate guidance or prompts?guidance or prompts?

Carefully consider your audience… it is important to Carefully consider your audience… it is important to select only those complementary resources select only those complementary resources that will that will help to meet you and your colleagues’ professional help to meet you and your colleagues’ professional development needs.development needs.

Plot a ‘pathway’ through the two sets of materials.Plot a ‘pathway’ through the two sets of materials.




In order to assist in cross referencing the two sets of In order to assist in cross referencing the two sets of materials: materials:

the title and numbering of each section in the the title and numbering of each section in the presenters’ notes is consistent in both sets;presenters’ notes is consistent in both sets;

the page number of the equivalent section in the the page number of the equivalent section in the original materials is provided beside each sub original materials is provided beside each sub heading in the SEN presenters' notes;heading in the SEN presenters' notes;

an x following the number of an OHT or handout an x following the number of an OHT or handout denotes that it is based on an original OHT or denotes that it is based on an original OHT or handout, but contains amended content; handout, but contains amended content;

the SEN OHTs and handouts not labelled with an x are the SEN OHTs and handouts not labelled with an x are additional resources not referred to in the original additional resources not referred to in the original training materials.training materials.




The provision of additional adult support is a The provision of additional adult support is a widely used access strategy for pupils with SEN.widely used access strategy for pupils with SEN.

Such support needs to be managed effectively by Such support needs to be managed effectively by teachers, SENCOs and senior managers. teachers, SENCOs and senior managers.

It is important that ‘additional adults’ are It is important that ‘additional adults’ are involved in partnership training involved in partnership training withwith teachers teachers using the foundation subjects materials.using the foundation subjects materials.




Factors which play an important role in improving Factors which play an important role in improving teaching and learning for pupils with SEN teaching and learning for pupils with SEN include:include:

Checking and reinforcing understanding;Checking and reinforcing understanding; Modes of communication.Modes of communication.

Guidance in these areas has been included in the Guidance in these areas has been included in the SEN complementary training materials.SEN complementary training materials.



Opportunities for professional Opportunities for professional development - foundation development - foundation subjectssubjects

Add details on this slide about opportunities for Add details on this slide about opportunities for teachers to receive professional development in teachers to receive professional development in the foundation subjects strand in your LEA. the foundation subjects strand in your LEA.

For example, optional training in the FS modules, For example, optional training in the FS modules, subject network meetings, consultant support subject network meetings, consultant support etc.etc.



The purpose of the Foundation subjects The purpose of the Foundation subjects strand is to raise standards by supporting strand is to raise standards by supporting and delivering high quality teaching and and delivering high quality teaching and

learning.learning.

‘‘How and whether or not pupils learn is How and whether or not pupils learn is directly related to how and if teachers directly related to how and if teachers

become better.’become better.’

Fullan and HargreavesFullan and Hargreaves

Documents

Key Stage 3 National Strategy 1 Key Stage 3 National Strategy SEN : foundation subjects training materials. Briefing for schools 2003