PRIMARY EDUCATION, PRIMARY EDUCATION, TEACHER TRAINING TEACHER TRAINING and and INCLUSION FOR ALL INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

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Page 1: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

PRIMARY EDUCATION,PRIMARY EDUCATION,TEACHER TRAININGTEACHER TRAINING

andandINCLUSION FOR ALLINCLUSION FOR ALL

A general overview of the approach

taken at

Bishop Grosseteste College, Lincoln

THE PRIMARY PHASETHE PRIMARY PHASE

The Foundation Stage Nursery Reception Key Stage 1 Year 1 (5-6 Years old) Year 2 (6-7 Years old)

Page 3: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

PRIMARY EDUCATIONPRIMARY EDUCATION

Key Stage 2 Year 3 (7- 8 Years old) Year 4 (8- 9 Years old) Year 5 (9-10 Years old) Year 6 (10-11 Years old)

Page 4: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

THE NATIONAL THE NATIONAL CURRICULUMCURRICULUM

ENGLISH MATHS SCIENCE ICT (RELIGIOUS

EDUCATION)

GEOGRAPHY or HISTORY DESIGN &

TECHNOLOGY MUSIC PHYSICAL

EDUCATION ART

Page 5: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

ACCESS FOR PUPILS WITH ACCESS FOR PUPILS WITH SPECIAL EDUCATIONAL SPECIAL EDUCATIONAL

NEEDSNEEDS From the Education Reform Act (1988) all

children are entitled to a broad and balanced curriculum whether they are being educated in a mainstream or special school

Individuals can work from earlier levels of the National Curriculum responding to individual targets set by the class teacher.

‘P’ levels or small steps are outlined for children with complex learning difficulties.

Page 6: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

INTEGRATION or INTEGRATION or INCLUSION ?INCLUSION ?

The Education Act 1981 stated that children with special educational needs should be integrated into mainstreams schools wherever possible

The term inclusion has been introduced to replace the word integration

Page 7: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

PRIMARY TEACHER PRIMARY TEACHER TRAININGTRAINING

Routes availableRoutes available

3 or 4 Year full-time degree courses - specialist subject or generalist with Qualified Teacher Status

1 Year full-time Post Graduate Certificate in Education, taken after student has already obtained a degree (usually in a National Curriculum subject area)

Page 8: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

Flexible, Post Graduate certificate that is modular and can take up to 3 years to complete.QTS is awarded on completion

The Graduate Teacher programme based in a school for one year.This course does not award QTS on completion.

Page 9: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

ADDITIONAL ADDITIONAL REQUIREMENTSREQUIREMENTS

All students now have to complete an Induction Year where they have a particular focus on the professional targets identified in their Career Entry Profile

From 2001, all students have to pass national computer-based tests in literacy, numeracy and ICT before they can be awarded Qualified Teacher Status

Page 10: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

Inclusion, Differentiation, Inclusion, Differentiation, DiversityDiversity

All routes to qualified teacher status involve significant classroom experience in mainstream schools.

The students are required to value the personal strengths of all children and differentiate the curriculum to meet the diverse needs of the individual children in the class.

Page 11: PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

OUTCOMESOUTCOMES

Students are introduced to a variety of special educational needs. They are taught to define the needs of each child in order to develop an OUTCOME based programme.