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Developing engagement for learning

barefoot teacher with girl on chair

A focus on engagement can underpin a process of personalised inquiry through which the educator can develop effective learning experiences. Using evidence-based knowledge of a child's successful learning pathways, strategies can be identified, high expectations set and incremental progress recorded on their journey towards optimal engagement in learning. Their engagement will be the benchmark for assessing whether we have achieved this goal.

Carpenter et al, 2010
Better practice (1)
Children playing doctors and nurses

If engagement is to be used effectively within the teaching toolkit it has to be in the repertoire utilised by teachers. The following tasks will help you to introduce staff to the extended concept of engagement for children and young people with CLDD.

Begin with reading this article by Carpenter, Egerton, Brooks and Durdle etc 'Engagement in learning'.

From your work and professional explorations to date, within the context of working with children with CLDD, write six key points which justify this statement and provide a rationale for engagement as a dynamic for positive pupil learning in your school.

Better practice (2)
barefoot teacher with girl on chair
You are asked to write a one-page briefing sheet as part of the staff induction pack for your school. Based on your experience and professional learning, think of the key messages and write a clear document with recommendations for further reading. Submit this to your headteacher.

Prepare a PowerPoint presentation for a staff meeting that would demonstrate how engagement for children with CLDD could be permeated across the curriculum and in a range of learning contexts.
Find out more
Carpenter, B. (2010). Children with complex learning difficulties and disabilities: Who are they and how do we teach them? Complex Needs series, Booklet 2. SSAT: London.