Schemes of work: Science at key stage 3 Teacher's Guide

SECTION TWO: HOW THE SCHEME IS CONSTRUCTED

INCLUSION

Teachers who use this scheme of work may find they need to adapt it to ensure it takes account of the different experiences, strengths and interests of their pupils. In doing this, they will need to take account of the statutory requirements and guidance on inclusion set out in the national curriculum.

The statutory inclusion statement sets out three principles that are essential to developing a more inclusive curriculum:

• setting suitable learning challenges;
• responding to the diverse needs of pupils;
• overcoming potential barriers to learning and assessment for individuals and groups of pupils.

The scheme of work is designed to cater for pupils working at levels 3-7. It is also designed to be challenging and raise expectations. The expectation is that the average attaining pupil will be working at level 4 or 5 in year 7, level 5 in year 8 and level 6 in year 9. The pitch in year 9 units is towards level 6. The purpose is to provide challenging targets for pupils while recognising that not all pupils will reach this standard. For pupils whose attainments are significantly above or below these expected levels, a much greater degree of differentiation will be necessary. Further guidance on this will be found in Guidance on providing for gifted and talented pupils and Guidance on providing for pupils with learning difficulties, which will be published by QCA later in 2000.

To provide suitable learning challenges for all pupils to achieve as high a standard as possible, teachers may wish to modify the whole scheme of work, or parts of units.

If modifying the whole scheme, teachers may wish to consider whether:

• particular parts of the scheme should be emphasised or expanded;
• pupils should be given more time for particular aspects of the scheme or be given opportunities to progress more rapidly;
• particular pupils need opportunities to revisit knowledge and skills in different contexts;
• the attainments of pupils will provide a relevant structure for teaching science. If this is not the case, eg for pupils who have significant learning difficulties or groups able to work at a particularly challenging level, schools may wish to use the scheme as a resource for developing an alternative. The alternative must offer pupils opportunities to experience a range of work across key aspects drawn from the programme of study.

If adapting particular units, teachers may wish to consider whether:

• the expectations and learning objectives need modifying;
• there is a need to add challenge by increasing the requirements;
• there is a need to provide small steps, short, guided and more focused tasks and supporting structures to enable pupils working below the demands of learning objectives to undertake the activity;
• the outcomes need to be changed to take account of revisions to the objectives and activities, or because pupils will operate on different levels;
• to vary contexts, resources, or teaching and learning styles to take account of the different learning needs of boys and girls, and the needs of pupils from different social and cultural backgrounds and with different lifestyles;
• the activities need to be adapted to provide support for pupils with difficulties in communication, language, literacy or drawing.

The type of support provided for pupils with difficulties in communication, language, literacy and drawing could include:

• using alternative and augmentative communication;
• reducing the amount of written work and reading;
• giving pupils the opportunity to clarify their ideas through discussion, modelling, role play and the use of tape recorders, video and photographs, rather than relying on written materials.

The 'Points to note' and 'Possible teaching activities' in some of the units suggest some ways in which the unit might be tailored to meet pupils' specific learning needs. Teachers may wish to use these suggestions in other units.

In addition, it may be necessary to use specialist equipment to give motivating and relevant experiences to pupils with sensory and physical disabilities. For pupils with emotional and behavioural difficulties, there may be a need to emphasise short-term goals and provide highly specific outcomes.

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