Planning the Curriculum for Pupils with

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.

Richard Byers is lecturer in special and inclusive education, University of Cambridge Faculty of Education.

Acknowledgements

viii

Foreword

ix

The curriculum planning process

1

(10)

Aspects of the curriculum planning process

1

(2)

The legislative position

3

(4)

An inclusive curriculum

7

(2)

Closing comments

9

(2)

Establishing principles

11

(8)

The whole curriculum

11

(3)

Negotiating curriculum content

14

(3)

Managing the whole curriculum

17

(2)

Making and applying policy

19

(17)

The relationship between school development planning and policy development

20

(1)

A model for policy development

21

(3)

Using the model

24

(8)

Activity 1: the planning stage

24

(3)

Activity 2: the formulation stage

27

(1)

Activity 3: the implementation stage

28

(2)

Activity 4: the review stage

30

(2)

Policy roles and responsibilities

32

(4)

Governors

32

(1)

SENCOs

32

(4)

Long-term planning

36

(12)

Breadth, balance and relevance ...

36

(2)

... in the whole curriculum

36

(1)

... within subjects

36

(2)

Continuing work

38

(3)

The key skills and other priorities for learning

38

(1)

Continuing skills and processes in the subjects

38

(3)

Discrete units of work

41

(1)

Inter-subject links and linked units of work

41

(1)

Making long-term plans

42

(4)

A plan for Key Stage 1

42

(2)

A plan for Key Stage 3

44

(2)

Closing comments

46

(2)

Medium-term planning

48

(25)

Progression

48

(3)

Progression as differentiation

48

(1)

Four kinds of progression

49

(1)

Skill development

49

(1)

Entitlement to new content

50

(1)

Age-appropriate contexts

50

(1)

Progress towards functional application

51

(1)

Planning for progression in units of work

51

(4)

Breadth and balance

55

(1)

Aspects of medium-term planning

55

(8)

Objectives -- `What do I want pupils to learn?'

56

(1)

Key activities and experiences -- `What will pupils do?'

56

(2)

Assessment opportunities -- `How will I know when pupils achieve or make progress?'

58

(1)

Other aspects of medium-term planning

59

(4)

Modules

63

(10)

What is a curriculum module?

63

(3)

Module development in practice

66

(7)

Short-term planning

73

(21)

Activity planning

73

(5)

Differentiation

78

(2)

Group work

80

(9)

Jigsawing

82

(3)

Envoying

85

(4)

Planning for individual pupils

89

(2)

Closing comments

91

(3)

Meeting individual needs

94

(18)

Individual education planning

94

(6)

What should be in an IEP?

95

(4)

Individual support programmes

99

(1)

The role of the key skills and other priorities for learning

100

(5)

Breadth and balance

105

(2)

Setting targets -- pupil involvement

107

(5)

Potential barriers to involvement in target setting

107

(2)

Overcoming barriers to involvement

109

(3)

Issues in assessment, recording and reporting

112

(12)

Recognising opportunities at the planning stage

112

(1)

Assessment in action

113

(5)

Records of achievement and experience

118

(3)

Accreditation

121

(1)

Closing comments

122

(2)

Monitoring and co-ordination

124

(18)

What is the purpose of subject monitoring?

125

(1)

Monitoring -- `I just don't have the time'

125

(1)

Using a curriculum monitoring diary

126

(9)

Further demands upon curriculum monitoring -- whole-school target setting

135

(3)

What enables effective target setting?

137

(1)

Further demands upon curriculum monitoring -- taking a more holistic view of pupil progress

138

(4)

Meeting the challenge

142

(5)

School autonomy

143

(1)

Changing practice

144

(1)

Entitlement to content

144

(1)

Flexibility of access

145

(1)

Inclusion

145

(1)

Concluding remarks

145

(2)

References

147

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

FREE SHIPPING

Amazon no longer offers textbook rentals. We do!

Planning the Curriculum for Pupils with Special Educational Needs: A Practical Guide

Summary

Author Biography

Table of Contents

Supplemental Materials