Inclusion - excellence for all
SEN management issues
Papers & recommended reading | Editorial reviews | Task for trainees
Focus
Making the study of MFL available and accessible to all pupils is the overall
aim for teachers of the subject. To achieve this entitlement, objectives
related to general good practice in specified MFL environments need to be
targeted in the ITT / ITE programme, including: effective, challenging and
secure learning and assessment, diversity of learning styles, diversity
of special needs, sourcing and managing learning support and behaviour management.
As a result of study in these areas, it is hoped that the student teacher
will have a starting knowledge from which to source more specific forms
of support to deal with the particular needs of individuals in the context
of their MFL teaching, and will have recognised, accepted and internalised
the principles and values of inclusion.
Study of this topic has the potential to address aspects of the following very wide range of QTS standards, depending on the trainer’s particular emphases:
| Professional attributes | |
| Relationships with children and young
people |
Q1, Q2 |
| Frameworks |
Q3 (a) (b) |
| Communicating
and working with others |
Q4, Q5, Q6 |
| Personal professional development | Q7, Q8, Q9 |
| Professional knowledge and understanding | |
| Teaching and learning |
Q10 |
| Assessment and monitoring | Q11, Q12, Q13 |
| Subjects and curriculum |
Q14, Q15 |
| Literacy, numeracy and ICT |
Q17 |
| Achievement
and diversity |
Q18, Q19, Q20 |
| Health and well-being | Q21 (a) (b) |
| Professional skills | |
| Planning | Q22, Q23, Q24 |
| Teaching | Q25 (a) (b) (c) (d) |
| Assessing, monitoring and giving feedback | Q26 (a) (b), Q27, Q28 |
| Reviewing teaching and learning | Q29 |
| Learning environment | Q30, Q31 |
| Team work and collaboration | Q32, Q33 |
Tasks for trainees
Group discussions
In creating a safe and effective learning environment, how do you protect
the rights of all your pupils to learn a MFL to the best of their ability?
Discuss particularly where you might encounter stereotypical views of the
suitability of the MFL curriculum for pupils with SENs, and how you might
challenge them vigorously and effectively.
What ARE the aims of the study of a MFL for ALL your pupils? Are these reflected
in the Programme of Study? Are they reflected in typical forms of formal
assessment?
In relation to your own development in the field of inclusive education, who have been the most influential and helpful persons or groups affecting your practice in the MFL classroom? How does your experience compare with others in your group?
Observation focus
Track the progress of a pupil identified as having a Special Educational
Need within a modern language class you observe. Does the pupil have an
Individual Education Plan, at which particular points is support required?
What form does it take? What are the implications for preparation and planning?
Check your planning
Select any one group you are teaching and cross reference your filed plans
against the national curriculum inclusion criteria in General teaching requirements.
Can you provide evidence that your planning for teaching an MFL to this
group explicitly has due regard to the Three principles for inclusion?
If you are teaching a group with pupils with SENs, have you provided variations
of activities prepared for other pupils in the group in order to cater for
their needs? Or have you provided radically different activities for the
SEN pupils? Do you have a clear rationale for whichever solution you have
applied?
