Planning the curriculum for pupils with special educational needs : a practical guide / Richard Byers and Richard Rose.

Format:

Book

Author/Creator:

Byers, Richard.

Contributor:

Rose, Richard, 1953-

Series:

Resource Materials for Teachers

Language:

English

Subjects (All):

Children with disabilities--Education--Curricula--Great Britain.

Children with disabilities.

Curriculum planning--Great Britain.

Curriculum planning.

Physical Description:

1 online resource (160 p.)

Edition:

2nd ed.

Place of Publication:

Abingdon, Oxon : David Fulton Publishers, 2004.

Language Note:

English

Summary:

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.

Contents:

Front Cover; Copyright Page; Planning the Curriculum for Pupils with Special Educational Needs; 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 stageActivity 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 planningProgression; 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 practiceChapter 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 stageAssessment 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

Notes:

Description based upon print version of record.

Includes bibliographical references.

Description based on metadata supplied by the publisher and other sources.

ISBN:

9781136630002

1136630007

9781283710343

128371034X

9780203065440

0203065441

9781136629938

1136629939

OCLC:

817888735