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This policy shows the commitment of the teachers to the education of young people of all abilities. It is very well thought through and puts the achievement of young people at the heart of what it does. The department does not work in isolation and seeks information from others where necessary. The policy means that there is a clear benchmark to monitor and evaluate the effectiveness of practice.
SANDON HIGH SCHOOL GEOGRAPHY DEPARTMENT SEN POLICYThe Department's vision is to give pupils of all ability full access to the National Curriculum and enable them to achieve their full potential. This will be achieved by:- 1. Identifying the needs of pupils at the earliest opportunity. 2. Ensuring that the needs of pupils are made known to those who teach them. 3. Links with Primary Schools to achieve smooth curriculum transition. 4. Giving consideration to curriculum differentiation, which meets the needs of pupils of all abilities. 5. Giving consideration to appropriate resources to support pupils, staff and the curriculum. 6. Regular reviews of pupil progress. 7. Appropriate assessment, recording and reporting so those pupils feel valued. 8. Appropriate consultation with parents to gain their support. 9. Liaison with Heads of Year and learning support staff. 10. Relevant Inset for each member of the department. 11. Ensuring that SEN pupils join in the general activities of the Department with all other pupils. 12. Ensuring that the Geography curriculum allows open access to pupils of all abilities including SEN. 13. Departmental representation on the SEN Working Party in the school. 14. Having Learning Support Assistance in mixed ability classes at KS3 and 4, during Geography lessons when the timetable allows. 15. Setting classes in Year 8 and 9. These lessons have the same content and resources, but the style of teaching is adapted to the level of ability of the class. Differentiation is gained through both input and outputs. 16. Developing worksheets for low ability pupils based on common resources. 17. Developing extension work for gifted pupils. 18. Involving a Learning Support Assistant in fieldwork where appropriate. 19. Acting on IEP information and applying this to the teaching methodology.
Words are easy, deeds are another matterThe policy is acted out in lessons. This is just one example. You have already seen the engaging stimulus which is personal to the pupils in the class. Each of the following links illustrate the good practice of making accessible difficult and abstract ideas. The lesson context is a unit on Economic Activity and a section on agriculture. More detail is here. The planning is based on key ideas and concepts and communicated to colleagues. The concept map and briefing for other members of the department is here.
Stimulating resources which engage the learner and really give a sense of place through meeting real people and animals as well as the landscape. Follow the slide show. GOGARTH HALL FARM Slide show Key questions and key word cards to reinforce ideas and include long geographical ideas concepts and issues. Here they are for this lesson.
Developmental activities which extend numeracy which have lifelong learning in mind. Here is the spreadsheet for you to use.
Developmental activities which extend literacy which have a real audience, real purpose and a real outcome. Here is the writing frame.
And a funny cartoon to support a recap and look at the wider significance of the lesson and reinforce the diversification idea.
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