There are three essential principles for an inclusive curriculum:
In practice this means that consideration must be given to all learners, including those:
Consideration should also be given to the different needs of boys and girls.
Young people will also bring a range of different cultural perspectives and experiences, which should be reflected in the curriculum.
Your vision for planning and teaching ICT will apply to all classes and groups of pupils, and to each individual pupil. It should start from the assumption that all pupils are entitled to our highest expectations and that all will have access to learning through the objectives. Some will need additional support and others will need to be challenged and extended. The emphasis is on entitlement, inclusion and holding pupils into learning through high expectations, attention to prior learning, and effective personalisation of learning. In the main, you will adapt existing planning and teaching principles in order to include all pupils, but two issues require particular consideration: inclusive teaching and intervention.
The Inclusive teaching in ICT (39.45 KB) document provides guidance on strategies to support the progress of pupils who have a particular need, for example pupils learning English as an additional language or groups of pupils at risk of underachievement, including those with special educational needs, those working at level 3 and below, those of Black and minority ethnic heritage, and those who are gifted and talented.
For pupils working from level 3 up to and including grade A/A*, planning can be supported by the National Strategies learning objectives, which can help to identify areas of weakness, appropriate curricular targets and resources to support pupils' progress.
Securing level 5 in ICT (279.95 KB)
5 0 Module 5 – ICT (100.53 KB)
5 1 Module 5 – ICT Handouts (52.41 KB)
