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Level C
Developing inquiry-based practice
A teacher communicating with
                  a boy
About this module
Shelves of journals

Level C of this module builds upon learning at Level B which introduces the early stages of research.

Level C explores in more depth the purpose and processes of inquiry-based practice, focusing on planning and conducting research. Ethical considerations, the choice of research tools and the collection and analysis of data are also covered.

It looks at how research can be used to develop professional practice and improve outcomes for children with SLD/PMLD/CLDD.

Learning outcomes
A science teacher stands in front
                  of his class holding up a self-assessment card

The materials in this level are intended to provide those working with children with SLD/PMLD/CLDD the tools to be able to:

  • Analyse and synthesise available data of key classroom practice issues, identify gaps, and plan solutions; and
  • Plan and carry out an inquiry related to own professional practice.
Teachers' Standards

Details of the professional standards which apply to all teachers in England can be obtained from the Department for Education website. These standards apply to all teachers regardless of their career stage and all aspects of the standards are relevant to teachers working with children with special educational needs.


Department for Education Teachers' Standards 2011

Teachers Standards Cover
Special Educational Needs

As defined by the Department for Education Special
Educational Needs Code of Practice (2001), Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.


Children have learning difficulty if they have:

  • A significantly greater difficulty in learning than the majority of children of the same age; or
  • A disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority.

Special Educational Needs Code of Practice (2001)

SEN Code Of Practice Cover

With thanks to the professionals who contributed to this module:


Module Content

Iain Chatwin, SEN Trainer and Consultant, Independent
Professor Hilary Constable, University of Cumbria
Jo Egerton, Research Project Co-ordinator (CLDD), The Schools Network


All modules produced by The Schools Network and
Real Group (UK) Ltd for the Training Development Agency for Schools (TDA).


Editorial Team

Dr Mark Turner, Real Group (UK) Ltd
Professor Hilary Constable, The Schools Network
Jo Egerton, The Schools Network
Anne Fowlie, The Schools Network
John Truman, The Schools Network
Annie Grant, Independent Consultant

Production and Design

Jonathan Bond, Real Group (UK) Ltd
Colm Gibson, Real Group (UK) Ltd
David Hutter, Real Group (UK) Ltd
Ruth Earl, Real Group (UK) Ltd


Video, Audio and Photography

Atomic Productions


Project Management

Professor Barry Carpenter, The Schools Network
Alan Macgregor, Real Group (UK) Ltd
Sylvia Paddock, The Schools Network
Dr Mark Turner, Real Group (UK) Ltd
Caroline Ward, The Schools Network


Thanks to all the children, parents, carers, assistants and teachers for their involvement.