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Planning the Curriculum
for Pupils with Special
Educational Needs

2nd Edition
Other titles of interest:

A Sensory Approach to the Curriculum

for Pupils with Profound and Multiple Learning Difficulties
Judy Davis
1–85346–671–9

Towards a Curriculum for All

A Practical Guide for Developing an Inclusive Curriculum for Pupils Attaining Significantly
Below Age-Related Expectations
Dorchester Curriculum Group
1–85346–773–1

Inclusion and School Improvement

A Practical Guide
Rita Cheminais
1–84312–005–4

First Steps in Inclusion

A Handbook for Parents, Teachers, Governors and LEAs
Stephanie Lorenz
1–85346–763–4

The SENCO Handbook (4th Edition)

Working Within a Whole-School Approach
Elizabeth Cowne
1–84312–031–3
Planning the
curriculum for
pupils with special
educational needs

A practical guide

Second Edition

Richard Byers and Richard Rose

David Fulton Publishers
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

270 Madison Avenue, New York, NY 10016

First published in Great Britain in 2004 by David Fulton Publishers

Transferred to digital printing

David Fulton Publishers is an imprint of the Taylor & Francis Group, an informa business

Copyright © Richard Byers and Richard Rose 2004

Note: The right of the authors to be identified as the authors of this work has been
asserted by them in accordance with the Copyright, Designs and Patents Act 1988.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library.

ISBN 1 85346 779 0

The materials in this publication may be photocopied only for use within the
purchasing organisation. Otherwise, all rights reserved. No part of this publication
may be reproduced, stored in a retrieval system or transmitted, in any form or by any
means, electronic, mechanical, photocopying, or otherwise, without the prior
permission of the publishers.

Typeset by RefineCatch Limited, Bungay, Suffolk

 SENCO roles
in adminstering
Contents
to their patients

Acknowledgements viii

Foreword ix

Chapter 1

The curriculum planning process 1

Aspects of the curriculum planning process 1
The legislative position 3
An inclusive curriculum 7
Closing comments 9

Chapter 2

Establishing principles 11
The whole curriculum 11
Negotiating curriculum content 14
Managing the whole curriculum 17

Chapter 3
Making and applying policy 19
The relationship between school development planning and policy
development 20
A model for policy development 21
Using the model 24
Activity 1: the planning stage 24
Activity 2: the formulation stage 27
Activity 3: the implementation stage 28
Activity 4: the review stage 30
Policy roles and responsibilities 32
Governors 32
SENCOs 32

Chapter 4

Long-term planning 36
Breadth, balance and relevance … 36
v
vi Contents

… in the whole curriculum 36

… within subjects 36
Continuing work 38
The key skills and other priorities for learning 38
Continuing skills and processes in the subjects 38
Discrete units of work 41
Inter-subject links and linked units of work 41
Making long-term plans 42
A plan for Key Stage 1 42
A plan for Key Stage 3 44
Closing comments 46

Chapter 5

Medium-term planning 48
Progression 48
Progression as differentiation 48
Four kinds of progression 49
Skill development 49
Entitlement to new content 50
Age-appropriate contexts 50
Progress towards functional application 51
Planning for progression in units of work 51
Breadth and balance 55
Aspects of medium-term planning 55
Objectives – ‘What do I want pupils to learn?’ 56
Key activities and experiences – ‘What will pupils do?’ 56
Assessment opportunities – ‘How will I know when pupils achieve or
make progress?’ 58
Other aspects of medium-term planning 59
Modules 63
What is a curriculum module? 63
Module development in practice 66

Chapter 6

Short-term planning 73
Activity planning 73
Differentiation 78
Group work 80
Jigsawing 82
Envoying 85
Planning for individual pupils 89
Closing comments 91
 Contents vii

Chapter 7

Meeting individual needs 94

Individual education planning 94
What should be in an IEP? 95
Individual support programmes 99
The role of the key skills and other priorities for learning 100
Breadth and balance 105
Setting targets – pupil involvement 107
Potential barriers to involvement in target setting 107
Overcoming barriers to involvement 109

Chapter 8

Issues in assessment, recording and reporting 112

Recognising opportunities at the planning stage 112
Assessment in action 113
Records of achievement and experience 118
Accreditation 121
Closing comments 122

Chapter 9

Monitoring and co-ordination 124

What is the purpose of subject monitoring? 125
Monitoring – ‘I just don’t have the time’ 125
Using a curriculum monitoring diary 126
Further demands upon curriculum monitoring – whole-school
target setting 135
What enables effective target setting? 137
Further demands upon curriculum monitoring – taking a more
holistic view of pupil progress 138

Chapter 10

Meeting the challenge 142

School autonomy 143
Changing practice 144
Entitlement to content 144
Flexibility of access 145
Inclusion 145
Concluding remarks 145

References 147
 SENCO roles in
adminstering
Acknowledgements
to their patients

We wish to dedicate this book to practitioners, with many thanks for affording us the
privilege of sharing in your classroom processes and development tasks. The contents
of this book belong, in many senses, to you, as you will recognise. We acknowledge in
particular, Amwell View School, Stanstead Abbots; Brooke School, Rugby; Durants
School, Enfield; Dycorts School, Romford; Falconer’s Hill Infants School, Daventry;
Glenwood School, Dunstable; Grange School, Bedford; Greenfields School,
Northampton; Greenside School, Stevenage; Heritage House School, Chesham;
Hillcrest School, Dunstable; Jack Taylor School, Camden; John Smeaton Community
High School, Leeds; Lancaster School, Westcliff-on-Sea; Lidgett Grove School, York;
Meldreth Manor School (SCOPE), Royston; Montacute School, Poole; Pen y Cwm
School, Ebbw Vale; Rees Thomas School, Cambridge; Rutland House School (SCOPE),
Nottingham; St George’s School, Peterborough; St John’s School, Bedford; Watling
View School, St Albans; Woodlands School, Chelmsford; the Northamptonshire
Special Schools; staff in the Learning Support Services and schools in the London
Borough of Newham; all the countless participants in staff development sessions pro-
vided by ‘the two Richards’ and other teams of teachers who have influenced our
thinking over the years.
In addition, we wish to acknowledge the support of the University of Cambridge
Faculty of Education and the Centre for Special Needs Education and Research,
University College Northampton. Thank you all, staff and students, for your interest
and support.
Finally, we thank a number of individuals for their contributions to this volume:
the irreplaceable Peggy Nunn for her help with the preparation of the manuscript;
colleagues at David Fulton Publishers, for continuing support and patience; and
Christina Tilstone for her Foreword.

Richard Byers and Richard Rose

October 2003

viii
 SENCO roles
in adminstering
Foreword
to their patients

When the first edition of Planning the Curriculum for Pupils with Special Educational
Needs was published in 1996, reviewers regarded it as essential reading for school staff.
It would, they maintained, enable schools to develop the curriculum collaboratively
in order to identify strengths and weaknesses and to acknowledge collective achieve-
ments and successes. Both are vital elements that continue to be evident in this
second edition, but the new material added by the ‘two Richards’ and their positive
response to the radical, and often unpredictable, changes in education will also lead
individual staff to a critical investigation of their own practices. The material
includes, for example, information on the most recent guidance, notably the revised
National Curriculum and the QCA Guidance on Planning, Teaching and Assessing the
Curriculum for Pupils with Learning Difficulties, together with the updated Special
Educational Needs Code of Practice.
This book, therefore, serves two important functions: it encourages the develop-
ment of a relevant curriculum to meet the needs of pupils with a wide range of needs
within the reconsidered legal framework; at the same time, it promotes what is
referred to in Chapter 3 as ‘self dialogue’. The content of each chapter ensures that
such a dialogue is firmly embedded in school-focused and school-driven initiatives
and is fundamental to the continuing professional development of each member of
staff. ‘School development’ becomes ‘teacher development’ and, to this end, the two
Richards do not prescribe set formulae, nor advocate specific courses of action.
Rather, they have organised the book in such a way that excellent in-service strategies
are provided which take into account the varying needs, expertise and experience of
the individual. The selective readings and free-standing subsections, together with a
rich range of practical examples, encourage members of staff to become reflective
practitioners who can have confidence in their own skills in teaching and developing
an appropriate curriculum for all pupils, including those with the most complex and
challenging needs. Throughout it is stressed that the tried and tested ideas of the
authors and the many teachers with whom they have worked, should be carefully
considered, analysed and evaluated before being adopted by staff, taking into account
the current state of curriculum development in their schools. The messages of
engagement, dialogue and exploration are clearly set out in all sections and reflect the
sentiments expressed in the proverb ‘by learning you will teach; by teaching you will
learn’. As a result, the book makes an important contribution to the development
of the curriculum and to the professional self-evaluation and development of all
members of staff.
Christina Tilstone
January 2004

ix
 The curriculum
planning process 1
These pages do not contain a neat formula for producing paperwork. We believe that
curriculum development is a process entailing a commitment to continuous review
and renewal. We do, it is true, argue for phased renewal, so that some of the stages of
the development process we describe may produce outcomes that can be formalised
into carefully presented curriculum documentation which will remain in use in the
long and medium terms. We also make it clear that other aspects of the curriculum
planning process must remain short-term, responsive, subject to constant revision,
characterised by hastily composed working papers and swift mental reactions, if they
are truly to acknowledge changing priorities for individual pupils.
This book does not present a single answer to any of the questions it poses.
Rather it calls upon staff who work with pupils with special educational needs in a
range of educational settings, all of whom make individual responses to a sense of
common challenge, to use their wealth of experience in order to generate a variety of
responses. We cherish the diversity of these outcomes and have tried to represent as
wide a range of possibilities as we can in the following pages. We offer worked exam-
ples of sheets and, in many cases, blank formats that you can copy for your own use.
You may find some ideas that you can pick up and use much as they are. We hope
you will prefer to adapt before you adopt, tailoring ideas to the current state of cur-
riculum development in your school.
We recognise that not all schools will wish to proceed from first principles. We
have therefore designed this book for selective reading, with sections and subsections
that are free-standing but, we hope, usefully cross-referenced. The detailed contents
page will help you to find your way through the text. Our contention is that you may
wish to start halfway through the book now – but that you will need to come back to
all its sections at some point in the curriculum planning process in your school.

Aspects of the curriculum planning process

If you follow the sections of this book in sequence, you will move from a review of
breadth, balance and the allocation of time within the whole curriculum in Chapter 2
to Chapter 3, which is designed to contribute to policy-making and review in relation
to both National Curriculum subjects and other aspects of the whole curriculum.
Chapter 4 deals with the broad sweep of long-term planning in relation to the
programmes of study for the National Curriculum. We draw a distinction between
continuing work and discrete units of work and consider aspects that merit being
taught in depth and those that schools may decide to cover in outline. We review the
process of planning through year groups and between departments, and advocate

1
2 The curriculum planning process

documentation that outlines content and coverage in terms of programmes of study

and key stages. We encourage schools to identify and capitalise upon the links
between units of work in order to promote coherence. We do not consider it useful to
prescribe a time period that may be considered ‘long term’. Clearly, planning at this
level deals with departments, key stages and year groups rather than days or weeks,
but it is perhaps more helpful to think of this phase of the planning process as strat-
egic, likely to lead to documents that are formalised and semi-permanent, the first
stage in translating policy into practice.
Chapter 5 describes the formulation of medium-term plans through units of work
and modules that identify areas of work to be covered over a term or half a term. Here
we suggest that defining strands of subject content through sequences of proposed
activity will enhance progression and continuity. We argue that subject-focused
teaching should be clarified, in medium-term plans, by the identification of object-
ives for learning and the exemplification of activity at each age stage. Planning, we
emphasise, should also anticipate the assessment opportunities, integral to teaching
and learning, that classroom activity founded in subject-focused schemes of work will
present. Plans at this level may be formal but will be subject to more frequent review
and revision than long-term plans.
In Chapter 6, we deal with short-term planning and decisions to be made about
classroom activity on a detailed session-by-session, week-by-week basis, at least during
the development phase as staff build up a ‘library’ of teaching ideas. We discuss class-
room processes and methods, including the integration of individual targets into
group activity, and planning for differentiation by accounting for a range of possible
prior levels of pupil interest and achievement. We also discuss pupil groupings and
resource issues concerning location, staffing, equipment and materials. We acknow-
ledge that short-term plans are likely to be informal, ephemeral, individual and
subject to continuous revision in the light of circumstances during implementation.
For experienced teachers they may also be more thought-through than written down;
more jotted notes than typeset document.
In Chapter 7 we focus on individual education planning. We propose, with the
Special Educational Needs SEN Code of Practice (DfES 2001a), that another aspect of
short-term planning involves target setting or establishing short-term priorities for
individual pupils. We suggest that these targets will be derived from annual aims or
clusters of objectives and may be negotiated with pupils, parents and other profes-
sionals. Whether targets are expressed in terms of either cross-curricular skills; or
subject-specific skills, knowledge and understanding; or both, short-term planning
will ensure that opportunities for making records and assessments occur and are
made use of.
In discussing ways of monitoring pupil responses, we emphasise the distinction
between recording experience and achievement. We suggest that records should take
account of planned outcomes and incidental responses, noting progress in relation to
both individual targets and group activity. We explore, in Chapter 8, methods of
recording that are integral to teaching time, including pupil self-recording, and
acknowledge a range of sources of evidence, including examples of work, photo-
graphs and video.
Our contention in this book is that all development is cyclical and moves
through planning and implementation phases towards a process of review and evalu-
ation. This process operates on a number of levels. Teacher and pupil records will
contribute to assessment and reporting and to the review of individual progress
in relation to targets and priorities. Staff may thus use carefully managed sam-
pling strategies to monitor the effectiveness of individual teaching programmes while
 The curriculum planning process 3

information builds up for annual reporting, annual review and the recording of
achievement.
In Chapter 9, on curriculum co-ordination, we also highlight the importance of
evaluating units of work themselves. This process will ensure, for example, that plans
for assessment opportunities within particular activities are accurately linked to pro-
grammes of study or performance descriptions, whether National Curriculum levels
or the P-scales (DfEE 1998, revised 2001; QCA/DfEE 2001a) provided for the assess-
ment of pupils achieving below Level 1, and that work levels are appropriate, as part
of the process of maintaining policy under regular review. In Chapter 10, we draw
together some of the themes of this book; encourage schools to take control of their
own curriculum development processes; and look towards a more inclusive future.
Table 1.1 gives a one-page summary of the schemes of work development process
in note form. Table 1.2 provides a similar summary of the individual education
planning process. These summaries are designed to be read side by side, since they
describe parallel processes. They intersect and overlap at the stage where links
are indicated and diverge again for separate but related assessment and reporting
outcomes.

The legislative position

This edition of Planning the Curriculum for Pupils with Special Educational Needs emerges
into a radically changed legislative and advisory landscape. The original National
Curriculum (NCC 1989) has now been subjected to two major review processes
(Dearing 1993a, 1993b; DfE 1995; DfEE/QCA 1999a, 1999b). Three major projects
have considered and resolved a number of major issues relating to the education of
pupils with learning difficulties within the National Curriculum (NCC 1992; SCAA
1996; QCA/DfEE 2001a). The Ofsted inspection framework has been revised and guid-
ance on inspections in specialist and inclusive settings has been provided (Ofsted
2003). The Special Educational Needs Code of Practice is in its second incarnation (DfE
1994; DfES 2001a) and a Code of Practice relating to the requirements of the Special
Educational Needs and Disability Act (Stationery Office 2001) informs schools and
colleges about the anticipatory actions they must take in preparation for a more
inclusive future. After a Green Paper (DfEE 1997) and a Governmental Programme of
Action (DfEE 1998a), the DfES has launched statutory guidance on Inclusive Schooling
for children with special educational needs.
This guidance (DfES 2001c) is statutory, which means that it ‘must not be
ignored’. It provides a positive endorsement of inclusion. The DfES states that this
will mean that more pupils with special educational needs will be educated in main-
stream schools – in fact, the guidance argues that ‘most children with SEN can be
included’. The guidance proposes that, with few exceptions, pupils without
Statements are to be educated in mainstream schools and that a mainstream educa-
tion should also be the starting point for discussion as decisions are made about
placements for those with Statements. Schools and local education authorities (LEAs)
will be required to take ‘reasonable steps’, rather similar to the ‘anticipatory action’
they will be expected to take in relation to the Special Educational Needs and
Disability Act 2001, to include individual pupils with special educational needs in
mainstream schools. This does not signal the end of special educational provision,
however. The DfES guidance argues that the role of special schools must be developed
in a more inclusive future and that, increasingly, mainstream and special schools will
need to work together. In this way, special and mainstream schools and LEAs will be
4 The curriculum planning process

Table 1.1 Developing schemes of work

Policy-making and preparing guidelines for teaching

■ Undertake strategic planning for each aspect of the whole curriculum and allocate time.

■ Prepare implementation guidelines.

■ Allocate responsibilities and prepare timescales for monitoring, evaluation and review.

Long-term planning
■ Define content and coverage in terms of programmes of study, key stages and age groups.

■ Show aims in terms of knowledge, skills, concepts and attitudes to be promoted.

■ Show the relationship between continuing work and discrete units or modules.

■ Indicate links between subjects or opportunities to run units in parallel.

■ Plan for progression and note time to be devoted to each unit.

Medium-term planning
■ Define objectives for learning.

■ Exemplify sequences of key activities for typical groups of pupils/students in each age group.

■ Outline access issues, differentiation strategies, and teaching methods and list resources.

■ Define assessment opportunities.

Short-term planning
■ Plan activities in detail – session by session, week by week – for specific groups of learners.

■ Differentiate activities for particular pupils/students and for groups of learners.

■ Deploy staff and equipment.

■ Plan opportunities to record and assess in relation to:

– curricular objectives

– performance criteria related to accreditation

– individual pupil/student targets.

Link to individual education plans (IEPs)

■ Integrate individual pupil/student targets (set in terms of key skills) into group activity.

Record responses
■ Note planned and incidental progress in relation to individual targets and planned activity.

■ Gather samples of work, pupil self-recording, photos, video etc.

■ Monitor experiences and achievements.

Monitor, evaluate and review

■ Monitor teaching and individual pupil/student responses; evaluate and review individual pupil/student targets; short-
term plans; medium-term plans; long-term plans and policy.

Assessment and reporting

■ Measure progress against assessment opportunities linked to programmes of study and performance descriptions
(levels and P-scales).

■ Build up information for annual reporting and for the ongoing evaluation and review of schemes of work and policy.
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