Inclusion and intervention

There are three essential principles for an inclusive curriculum:

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

In practice this means that consideration must be given to all learners including those:

• who are gifted and talented
• with learning difficulties and disabilities
• who are learning English as an additional language
• who are looked-after children
• with social, emotional and behavioural difficulties.

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 English 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: inclusion and intervention.

Inclusion

The linked documents (below and in Related links) provide 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 of Black and minority ethnic heritage, and those who are gifted and talented.

Intervention

In addition to securing the learning of all pupils in mainstream lessons, tailored intervention support programmes (Wave 2) and specialised, individualised provision (Wave 3) should be available to accelerate and maximise pupils' progress and to minimise performance gaps.

The Related links summarise guidance on strategies to support actions that can be taken if any individual pupil or groups of pupils are not making the expected progress.

For pupils working from level 3 up to and including grade C, planning can be supported by the National Strategy progression maps which can help to identify areas of weakness, set curricular targets and identify resources to help pupils make progress.