LEA SEN foundation subjects briefing for schools.
Presenter’s notes
These presenter’s notes, supported by 19 powerpoint slides, may be used both as an
introduction to the Special Schools Core Training day and as a ‘stand alone’ briefing
for schools on the SEN: Training materials for the foundation subjects. Guidance
about the programme for a full training day is provided at the end of these notes to
cover the situation where the briefing is to be used within a Special Schools Core
Training event.
Audience
Teachers of foundation subjects, senior managers and SENCOs in special and
mainstream schools, including resourced provision.
Timing
45 minutes
Objectives

To introduce the foundation subjects strand as part of the Key Stage 3 Strategy

To familiarise teachers with the SEN training materials for the foundation
subjects.

To consider how the materials can support the professional development of
teachers in order to raise standards.
Resources

Powerpoint slides 1 –19

Key messages leaflet Pedagogy and practice

Foundation subjects key messages leaflets – Assessment for learning, Teaching
repertoire, Structuring learning and Teaching thinking.

Introduction to the SEN: training materials for the foundation subjects

One sample module e.g. Assessment for learning in everyday lessons – both the
‘original’ and the SEN versions.
Presenter’s notes.
Slide 2
Objectives

To introduce the foundation subjects strand as part of the Key Stage 3 Strategy

To familiarise teachers with the SEN training materials for the foundation subjects.

To consider how the materials can support the professional development of teachers in
order to raise standards.
Show slide 2 and outline the objectives for the briefing. Say that an important
outcome for the session should be that they will be able to see the relevance of the
foundation subjects strand material to their own context. Although the process of
improvement in special schools should be the same as for mainstream there is an
even greater need for a team approach from the outset. The involvement of
classroom assistants and other adults is important; the focus on challenging
outcomes should be the same, though some SEN specialists have been better at
working to pupil outcomes because they are regularly working closely with individual
pupils; nevertheless what those outcomes are will need to be based on a detailed
knowledge of pupils' strengths and barriers to learning.
Slide 3
Principles of teaching and learning
These guide the work of the Strategy and are as follows:

including all pupils in a culture of high expectations;

establishing the centrality of literacy and numeracy across the curriculum;

infusing learning skills across the curriculum;

promoting assessment for learning;

expanding the teacher’s range of teaching strategies and techniques.
Show slide 3 and explain that the Key Stage 3 National Strategy is about classrooms
and what goes on in them. It puts learners at its heart. Learners need the best
teaching and learning practice available if they are to acquire the high level of skills
they need for life in the 21st century. The Strategy aims to raise expectations by
increasing pupils’ confidence and levels of engagement, and by strengthening the
quality of teaching.
Slide 4
Principles of teaching and learning
Good teaching fosters good learning. Good teaching results when teachers:

focus and structure the teaching and learning

actively engage pupils in their learning

develop systematically pupils learning skills

use assessment for learning

have high expectations

make learning motivating by well–paced teaching

create an environment that promotes learning and a purposeful atmosphere
Show slide 4 and say that the Key Stage 3 Strategy is underpinned by this set of
principles for teaching and learning. Say they are described in more detail on pages
3 and 4 of the key messages leaflet Pedagogy and practice which has been sent to
all schools within the ‘Introducing the third year’ pack DfES 0118/2003
Slide 5

English
Six strands, one strategy

Mathematics

Science

ICT

Foundation subjects

Behaviour and attendance – launched September ‘03
Show slide 5 and remind participants that the six strands are English, mathematics,
science, ICT and the foundation subjects with the Behaviour and attendance strand
being launched in September 2003. The Behaviour and attendance strand may be
particularly relevant to some SEN contexts so make this point where relevant.
Explain that the Key Stage 3 Strategy is evolving into a whole school strategy. There
will be an increasing emphasis on coherence between the strands with a number of
whole school initiatives and cross curricular projects between summer 2003 and
autumn 2004 e.g. assessment for learning (spring 2004), ICT across the curriculum
(summer 2004), learning and thinking (autumn 2004). Literacy across the curriculum
(ongoing, then summer 2004).
Slide 6
Show slide 6. Point out that in order to successfully improve teaching and learning
schools, and departments, need to engage in a cyclical process of improvement
involving:
 Auditing and action planning
 Planning and teaching
 Feedback & reflection
 further auditing and action planning etc.
This can be most effectively achieved through the implementation of a training
programme which uses high quality training materials, based on the needs identified
in the audit and which provides opportunities for collaborative learning within and
across departments.
Slide 7
Foundation subjects training modules
Assessment for learning:

Assessment for learning in everyday lessons

The formative use of summative assessment

Planning lessons
Show slide 7 and explain that the Training materials for the foundation subjects
provides high quality training materials, which focus on teaching and learning.
There are 14 training modules in the original training folder, which was distributed to
all schools with Key Stage 3 pupils in Autumn 2002. Say that complementary training
materials for teachers of pupils with SEN have been provided for 12 of the 14
modules.
Slide 8
Foundation subjects training modules
Teaching repertoire:

Questioning

Explaining

Modelling
Slide 9
Foundation subjects training modules
Structuring learning:

Starters

Plenaries

Challenge

Engagement
Slide 10
Foundation subjects training modules
Teaching thinking:

Principles for teaching thinking

Thinking together

Reflection

Big concepts and skills
Provide a brief summary of the training modules using slides 8, 9 and 10 mention
that although complementary materials for the modules Challenge and Big Concepts
and Skills do not feature in this phase of SEN provision, many teachers of pupils with
SEN will be able to use the ‘original’ materials.
Tell participants that there are also two SEN complementary video sequences to
accompany the modules on ‘Assessment for learning in everyday lessons’ and
‘Questioning’.
Distribute the four Key messages leaflets for the foundation subjects strand and
explain that these are designed to enable teachers to gain a quick insight into the
content and messages in the FS training modules. Allow participants to briefly skim
read the leaflets.
Ask participants to refer to one of the leaflets and briefly describe its structure.
Why is ……….. important?
The aim here is to be specific about the focus of each group of modules - what
precisely are the training materials are designed to develop or improve? They
provide clear and unequivocal messages about the materials and the value of
creating expertise in these aspects of teaching, for the benefit of the learners.
Following the list of the module titles ……
The Key Messages of each module
Provides a distillation of the messages that underpin the principles and activities
within each module. Again the aim is to be specific and precise about what good
practice is.
Virtual consultant
This section also features the ‘virtual consultant’…… as many departments and
schools will not receive additional support, the virtual consultant is designed to help
teachers connect the training materials to other modules within this strand and to the
other strands.
What next…..
Here, we are mindful of the fact that teachers will be coming into contact with the
training materials from many different points in their professional development. They
will range from being completely new to a skill or approach to being expert and
wishing to refine their practice or even to support or coach colleagues to improve
their practice and expertise.
Slide 11
Foundation subjects training modules

The training material is designed to be used by school trainers (teachers, senior
managers etc.)

Departments should tailor their training using the modules which best meet their needs,
identified through their subject audit.

The (75 minute) modules can to be used on a training day or in a twilight INSET session.

It is up to the department to decide when and how to use the modules.
Show slide 11 and say that the Training materials for the foundation subjects is
designed to be used by school trainers as well as by the consultants.
Explain that the aim is to enhance each participant’s inclination and ability to develop
effective classroom practice through the use of these training modules.
Point out that research shows that professional development for teachers is most
effective when they:
•
Experiment with new ideas;
•
Understand the rationale behind those ideas;
•
Have support and feedback;
•
Reflect on practice;
•
Participate in wider teacher networks.
This helps to ensure that new practices become part of everyday teaching.
Therefore, the modules need to be incorporated into a training programme that
involves teachers in far more than simply participating in training sessions which use
the materials.
Slide 12
SEN: training materials for the foundation subjects
These complementary materials are intended to support and promote inclusive approaches to
both teaching and professional development in special and mainstream schools, including
resourced provision. They form part of the Key Stage 3 Strategy’s commitment to ensuring
that every learner succeeds. The materials, which are designed for use by teachers of
foundation subjects, senior managers and SENCOs, complement and enhance the ‘Training
materials for the foundation subjects’ folder (Ref: DfES 0350/2002) and video (Ref: DfES
0351/2002).
Distribute the introductory section to the SEN: Training materials for the foundation
subjects then show slide 12, which is taken from the introductory paragraph to the
SEN training materials. Stress the first point about inclusion – both in terms of pupils’
access to learning and teachers’ access to professional development. Emphasise
that the approach we have adopted with the SEN materials, to provide
complementary materials to be used in conjunction with the original training folder,
has been about this first and prime aim of the Strategy. The intention is that teachers,
whatever the context in which they teach (special schools and resourced provision,
mainstream and inclusive settings), can select from the two sets of training materials
and the two videos according to their needs.
Slide 13
SEN: training materials for the foundation subjects

For use by teachers of foundation subjects, senior managers, SENCOs in special and
mainstream schools, including resourced provision

To be used in conjunction with the Training materials for the foundation subjects – are not
free standing

Provide alternative pathways through the training modules
Show slide 13 and explain that:

The training materials in the pack are intended to provide professional
development opportunities for teachers of foundation subjects senior managers,
SENCOs in special schools and resourced provision, mainstream and inclusive
settings.

The materials should be used in conjunction with “The training materials for the
foundation subjects”. They are not free standing.

The materials should be inserted into the appropriate sections of the training
folder – they are intended to provide alternative pathways through the training
modules to help meet the potentially diverse training needs for teachers who
have pupils with SEN in their classes. If the teachers who attend the briefing have
their Training materials for the foundation subjects folders (DfES 0351/2002) with
them you may want to invite them to insert their SEN: Training materials for the
foundation subjects into the appropriate sections at this point.
Stress the following - the materials have been produced by foundation subjects
consultants working alongside teachers of pupils with SEN from a diverse range of
SEN settings. See the acknowledgements section at the end of the introduction.
Slide 14
Using the SEN materials

The original FS module should always be your starting point… check out the objectives

Read the SEN complementary materials. Ask yourself:
Do any of the alternative or additional handouts or OHTs meet the needs of your
intended audience better than the originals?
Do sections of the presenters’ notes provide appropriate guidance or
prompts?

Carefully consider your audience… it is important to select only those complementary
resources that will help to meet you and your colleagues’ professional development
needs.

Plot a ‘pathway’ through the two sets of materials
Distribute copies of both the original and the SEN versions of one of the training
modules to participants if you have not already done so. Use them to exemplify the
points you make about using the materials from slides 14 – 17. Show slide 14. Make
the following points:




It is essential that the ‘original’ module is read through first. This will enable you
to become familiar with the objectives for the session and will also provide a ‘big
picture’ and context for the SEN materials. The complementary materials are
designed to meet the same objectives as those stated in each of the original
modules.
Having considered the module and its objectives, read through the SEN
complementary presenters' notes, OHTs and handouts. These are intended to
provide information which could be used either as an alternative, or in addition to,
the ‘original’ module. It is essential that the two sets of training materials are
considered in conjunction with each other.
At this point, it is important to consider the contexts and settings in which the
course participants teach. Some teachers of pupils with special educational
needs will find the ‘original’ materials more appropriate to their training needs. In
order to meet the training needs of some teachers it may be most appropriate to
select only some of the alternative activities, OHTs and resources from the SEN
supplementary materials and to use the ‘original’ materials for the rest of the
session.
Once the content of the training session has been established, it is important that
the presenter devises a way of clearly signalling their ‘path’ through the notes for
presenters provided in the two sets of training materials. This could be done with
numbered ‘sticky notes’.
Slide 15
Using the SEN materials
In order to assist in cross referencing the two sets of materials:

the title and numbering of each section in the presenters’ notes is consistent in both sets;

the page number of the equivalent section in the original materials is provided beside
each sub heading in the SEN presenters' notes;

an x following the number of an OHT or handout denotes that it is based on an original
OHT or handout, but contains amended content;

the SEN OHTs and handouts not labelled with an x are additional resources not referred
to in the original training materials.
Show slide 15 and say that in order to assist in cross-referencing the two sets of
training materials:
 the title and numbering of each section in the presenters’ notes is consistent in
both sets of materials;
 the page number of the equivalent section in the original materials is provided
beside each sub heading in the SEN presenters' notes;
 an x following the number of an OHT or handout denotes that it is based on an
original OHT or handout, but contains amended content e.g. OHT 1.4x;
 the SEN OHTs and handouts that are not labelled with an x are additional
resources not referred to in the ‘original’ training materials. These contain new
content, for example case studies from SEN settings.
Slide 16
Using the SEN materials

The provision of additional adult support is a widely used access strategy for pupils with
SEN.

Such support needs to be managed effectively by teachers, SENCOs and senior
managers.

It is important that ‘additional adults’ are involved in partnership training with teachers
using the foundation subjects materials.
Show slide 16 and explain that the provision of additional adult support for
individuals or groups of pupils is a widely used access strategy. Ensuring that that
such support is used effectively is a key management task for teachers, SENCOs
and senior managers. Stress here the role of “Additional adults” It is important that
they are involved in partnership training with teachers using the foundation subjects
materials. This view is encouraged throughout the supplementary training materials.
Slide 17
Using the SEN materials
Factors which play an important role in improving teaching and learning for pupils with SEN
include:

checking and reinforcing understanding

modes of communication
Show slide 17 and say that the introduction to the SEN complementary materials
also includes guidance about planning to teach pupils with SEN. Teachers need to
be able to make appropriate choices in planning for teaching, and supporting the
learning of pupils. These decisions can be fundamental in determining the rate of
progress the pupils are able to make. This section briefly explores some factors
which play an important role in improving teaching and learning for pupils with SEN.
These are checking and reinforcing understanding and modes of communication.
These factors are specifically referred to in presenters’ notes in the SEN modules.
If this briefing does not form part of a more extended training event in which teachers
are able to sample the training materials you may wish to show a brief clip from the
SEN: training materials for the foundation subjects video (DfES 0137/2003) to whet
the appetite
Slide 18
Opportunities for professional development - foundation subjects
Add details about opportunities for teachers to receive professional development in the
foundation subjects strand in your LEA. For example, optional training in the FS modules,
subject network meetings, consultant support etc.
Speak to the details you have provided in slide 18
Slide 19
The purpose of the Foundation subjects strand is to raise standards by supporting and
delivering high quality teaching and learning.
‘How and whether or not pupils learn is directly related to how and if teachers become better.’
Fullan and Hargreaves
Show slide 19 and conclude by reiterating and building on some of the points made
previously. Stress that schools need to find ways of using the materials which best
suit the professional development needs of the teachers to help them raise
standards.
Point out that the commitment of school senior managers to the Strategy is an
important factor in successful implementation. Implementation is also more
successful if schools are clear about their own priorities
Schools need to make provision for the following in order to ensure improvements to
teaching and learning are embedded in practice, and that good practice is spread
and any changes will be sustained. They need:

time to train using the modules;

opportunities for teachers to work collaboratively on developing teaching and
learning;

opportunities for teachers to coach each other. Coaching has considerable
potential for embedding and deepening practice;

activities that will build school and departmental capacity so that they can
improve from within;

the development of professional learning communities to develop a shared vision
for teaching and learning

changes to organisational structures that create, not inhibit, opportunities for
teachers to work together and develop practice in order to enhance school
capacity
Refer to the quote from “What’s Worth Fighting for in Your School? Fullan M. and
Hargreaves A., (1991) Oxford, OUP, Page 2.
… as encapsulating much of what the Key Stage 3 Strategy is about.
Core Training day for special schools and resourced provision.
Separate core training materials have not been provided for the special schools coretraining day for the foundation subjects. This is because of the diverse nature of LEA
provision for pupils with special educational needs and differences in the rates of
progress, with implementation of the FS strand, in special schools in the first year
after the launch. Many LEAs chose to involve their special schools in the launch,
optional training and additional support programmes for the foundation subjects
strand provided over the past year and intend to invite teachers from special schools
to participate in one of the two LEA core training days in autumn ’03 / spring ’04.
Other LEAs may prefer to provide a training day, which is more closely tailored to the
specific needs of their special schools. Either way, these events provide an
opportunity for LEAs to brief their special schools about the SEN: Training materials
for the foundation subjects (launched in September 2003) which are designed to
complement the existing Training materials for the foundation subjects folder.
The above briefing has been provided to support LEAs in informing schools about the
new SEN complementary materials and can be used, if so wished, as the
introduction to a Core Training day for teachers from Special Schools. LEAs have the
flexibility to construct a training programme of their own design, but the following is
offered as one example.
The Key Stage 3 National Strategy
Foundation subjects strand – core training for special
schools
Programme
10 minutes
Introduction and welcome
Briefing on the Key Stage 3 National Strategy, the foundation
subjects strand and the SEN training materials.
Using the briefing presenters notes above and powerpoint slides
provided.
Objectives
45 minutes
15 minutes

To introduce the foundation subjects strand as part of the Key
Stage 3 Strategy

To familiarise teachers with the SEN training materials for the
foundation subjects.

To consider how the materials can support the professional
development of teachers in order to raise standards.
Break
Auditing and action planning to raise standards.
Based on Foundation subjects management module 1 from Core
training day 1.
Objectives
105 minutes

To promote high quality auditing and action planning to focus
teaching, improve pupils’ learning and raise standards.

To help participants to review their current departmental situation
and plan further work.

To enable departments to select training and support from the
Key Stage 3 Strategy which matches their own needs and
priorities.

To enable participants to disseminate guidance on effective
auditing and action planning.
60 minutes
Lunch
75 minutes
Sample training module
e.g. Assessment for learning in everyday lessons.
Objectives

To enable participants to plan the use of the SEN training
materials for the foundation subjects in their own schools.

To enable participants to disseminate ideas for the effective use
of the SEN foundation subjects training materials.
Next steps
Based on the section on ‘Dissemination in school’ from the Core
training Management guide, including the use of Appendix 2 –
Dissemination planner.
30 minutes

To plan the dissemination of the training within their
department/school and to provide materials to support
dissemination across the school.

To consider ways forward following the dissemination of the
training.
Resources
The following resources are used within the Foundation Subjects Core training and
may be used as part of a core-training event for special schools.

Foundation Subjects Core training key message leaflet.

The foundation subjects and literacy across the curriculum key messages leaflet
N.B. The Literacy across the curriculum folder does not have SEN complementary
materials though the materials will be of use and relevant to many teachers of pupils
with SEN.