MFL Framework

Additional guidance on Inclusion

The National Curriculum handbook for Key Stages 3 and 4 contains in its introduction a statutory statement on inclusion, which sets out guidance for teachers on the provision of effective learning opportunities for all pupils. Three principles are established as essential to the development of an inclusive curriculum:

1. Setting suitable learning challenges

Setting suitable learning challenges means the teaching of knowledge, skills and understanding in ways which maintain high expectations while also meeting the abilities and learning needs of pupils.

This may entail reference to MFL Framework objectives from an earlier or later year group and, in the case of pupils working significantly below age-related expectations, the use of programmes of study as a resource for planning appropriate learning experiences.

2. Responding to pupils' diverse learning needs

To respond to pupils' diverse learning needs, schools need to provide an environment for learning that gives opportunities for all pupils to achieve, and recognises the differing interests, experiences and strengths that will influence their learning.

In order to respond to the diverse needs of pupils, teachers are required to:

• create an effective learning environment, that is one in which pupils will feel secure and that their contributions are valued;
• secure motivation and concentration, for example by varying content and presentation to match learning needs (e.g. presenting work related to cultural experience, setting appropriate challenges for those whose ability, interest and understanding are in advance of their language skills);
• provide equality of opportunity through teaching approaches, for example by facilitating access through the use of appropriate supports, aids or intervention;
• use appropriate assessment approaches;
• set targets for learning.

3. Overcoming potential barriers to learning and assessment for individuals and groups of pupils

To overcome potential barriers, schools need to recognise and address particular learning and assessment requirements. Broad groups of pupils are:

• pupils with special educational needs (SEN) and disabilities
• pupils who are learning English as an additional language (EAL)
• gifted and talented pupils

This additional guidance provides general advice on provision for these groups.