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If engagement is to be used effectively within the teaching toolkit it has to
be in the repertoire utilised by teachers.
Watch the video. Three teachers are talking about curriculum planning and delivery
and the engagement of children with autistic spectrum disorders.
As leader of learning through engagement in your school, you need to establish processes
that cover assessment of need, teaching, learning, monitoring of progress and evaluation
of outcomes for pupils. The sequence outlined on the next slide provides you with
some tools and approaches to these processes using observation and assessment with
Profile and Scale. It is also available on the Schools Network Complex Learning
Difficulties and Disabilities Research Project website.
for assessment (2)
Sampling: conduct a sampling exercise across your school. You might, for example,
choose to make up the sample of classes from different key stages or particular groups
or classes that represent the range of children's learning difficulties or disabilities.
Aim for five observations. Decide if you will need:
The same or different amount of time in each observation, depending on circumstances;
Whether to have another adult also observing at the same time;
Whether to use video or photographs;
How you will record what you observe.
The most common and practical way to conduct observations is to use time sampling.
You carry out repeated observations of the same task or activity to identify progress.
To find out more about
time sampling and recording formats, read:
Looking through the material you have collected, how does it inform you about any
development of the school's systems for assessment of need, teaching and learning,
monitoring progress and evaluation of outcomes for children?
Consider what steps may need to be taken to move practice in the school to be more
focused on children's engagement in learning.
Watch the video of teacher Sandra Boardman talking about targets and assessments
in her English lesson at Brookfields School, Berkshire.
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