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Harnessing Achievement for those with Special Needs in the Secondary Phase- Creating an ambitious curriculum offer for pupils with SEND, those who are disadvantaged or are deemed to be lower-ability

harnessingThis event focuses on how to create a broad and balanced curriculum for those pupils who have special educational needs or who find it difficult to access purely academic learning. This is an important strand running through the new  OFSTED handbook for schools published on May 14th 2019 Where schools are working with pupils who are likely to achieve at Entry Level or are predicted to achieve no more than a grade 3 or 4 in their GCSEs there are a wealth of opportunities to offer an alternative curriculum that will lead to vocational or technical qualifications at key stage 4 and 5. The emphasis is on ensuring that no pupil is in any way disadvantaged as a result of the curriculum content and how it is delivered.

As part of their 'Quality of Education' judgement OFSTED make it clear that the curriculum ambition for a school can include a range of different approaches and options that can lead to the most appropriate outcome for the local context of the school and the profile of its pupils. 

"There is a high/academic/vocational/technical ambition for all pupils, and the school does not offer disadvantaged pupils or those with SEND a reduced curriculum"

We focus on how pupils who are recognised as those with special educational needs will be included in the intent to develop a curriculum that is ambitious and is designed to give all pupils the knowledge and cultural capital they need to succeed in life.  We have broadened this course out to include the kind of approaches that will support those pupils in key stage 3 to prepare for the life skills, vocational or technical learning opportunities or qualifications that will help them to succeed in key stage 4 and beyond.  The emphasis is on the sequencing of learning and how pupils build on prior learning and develop the skills and knowledge that will equip them for the next stage of their education. We also focus on how schools, either mainstream schools with SEND pupils or special schools, can use the plethora of qualifications and award outcomes that will not narrow their opportunities but will increase their potential to be a valuable, highly competent and confident learners for the future.

We have an expert team who have been part of the development of the curriculum offer for this group of learners over several years and who have worked closely with the design of resources and training materials for teachers and other support staff.  We look at how the curriculum can be adapted for those pupils with SEND so that there is evidence that their curriculum is coherently planned and sequenced towards the acquisition of skills and knowledge for future learning and employment.  We look at how the curriculum can be adapted, designed or developed to be ambitious and meet their needs so that they apply what they know and can do so with increasing fluency and independence. 

The day will include:-

  • A review of the proposed changes to OFSTED's handbook for schools in relation to the emphasis of parity for learners who are low ability, disadvantaged or fall int the category of SEND
  • A focus on sequencing learning to allow pupils to develop a range of skills that will help them to access and process knowledge for future learning across a range of subjects, topics or themes in key stage 3 in preparation for key stage 4 and beyond
  • A review of what is currently available within the technical and vocational suite of qualifications for key stage 4 and beyond that count within Progress 8 and those alternative qualification and award outcomes for pupils working at Level 1 and Entry Level of the NQF or those who are working at P levels
  • An opportunity to reflect on the kinds of pedagogy that fosters independent learning and helps pupils towards developing communication, group work and problem-solving skills that will contribute to their acquisition of evidence that show they are learning and progressing towards achieving their full potential
  • Investigating the right conditions for learning and exploring the barriers to learning that require the teacher and their support teams to look with care at how these can be overcome
  • Reviewing assessment and the taxonomies that define the assessment instruments for award and qualification outcomes that help pupils to understand how they can achieve more and progress to the next stage or level
  • Time to use a range of a range of coaching techniques which provides a unique opportunity to share with others their ideas and practical suggestions for taking their learning back to school

Who should attend?

SENCOs, Curriculum leaders and managers, subject leaders and teachers who are responsible for working with learners in this sphere, those with responsibility for learners with special needs either in a main stream school or a designated special school and teachers with responsibility for developing a cohesive curriculum offer linked to progression throughout secondary school towards provision post 16 or post 19.

All our events are centrally located. Registration and refreshments are available from 9.30am for a 10.00am start, and we will finish around 3.30-4.00pm. We always provide lunch.

Prices:

First Delegate:

£295 +VAT

Second or Subsequent Delegate Price:

£245 +VAT

What our clients say about this course

  • "A really good and informative day". A SENCO leader from a school in Birmingham
  • "Varied range of information to go away and then implement back in school" Head of KS4 from a school in London
  • "It was a great insight into how others are implementing there ideas and to see that we are on the right track" A teacher from a school in Bristol
  • "Some great resources provided, looking forward to using them back in school" Teacher of KS4 from a school in Kent
  • " Really positive day, some great discussion and ideas shared" A teacher from a school in Cardiff
  • "I appreciated the adaptability and flexibility of the day, some really useful information provided" Head of KS4 from a school in Manchester
  • "Affirmation that we are doing things well and the chance to reflect on possible improvements" Assistant Headteacher from a school in Chester
  • "A really good and informative day". A SENCO leader from a school in Birmingham
  • "Varied range of information to go away and then implement back in school" Head of KS4 from a school in London
  • "It was a great insight into how others are implementing there ideas and to see that we are on the right track" A teacher from a school in Bristol
  • "Some great resources provided, looking forward to using them back in school" Teacher of KS4 from a school in Kent
  • " Really positive day, some great discussion and ideas shared" A teacher from a school in Cardiff
  • "I appreciated the adaptability and flexibility of the day, some really useful information provided" Head of KS4 from a school in Manchester
  • "Affirmation that we are doing things well and the chance to reflect on possible improvements" Assistant Headteacher from a school in Chester
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