{"id":1565,"date":"2026-06-29T13:50:28","date_gmt":"2026-06-29T13:50:28","guid":{"rendered":"https:\/\/staging.routledgelearning.com\/learningtoteach\/?page_id=1565"},"modified":"2026-08-05T14:12:34","modified_gmt":"2026-08-05T14:12:34","slug":"chapter-4-meeting-individual-differences","status":"publish","type":"page","link":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-4-meeting-individual-differences","title":{"rendered":"Chapter 4: Meeting Individual Differences"},"content":{"rendered":"\n<div class=\"wp-block-group has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\" style=\"background-color:#fde5c6;margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-container-core-group-is-layout-17bc9e36 wp-block-group-is-layout-flow\" style=\"padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\"><nav style=\"--separator: &quot;\/&quot;\" class=\"wp-block-breadcrumbs has-extra-small-font-size\" aria-label=\"Breadcrumbs\"><ol><li><a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/\">Home<\/a><\/li><li><a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\">Chapter Resources for Students<\/a><\/li><li><span aria-current=\"page\">Chapter 4: Meeting Individual Differences<\/span><\/li><\/ol><\/nav>\n\n<h1 style=\"margin-bottom:var(--wp--preset--spacing--40)\" class=\"wp-block-post-title has-large-font-size\">Chapter 4: Meeting Individual Differences<\/h1>\n\n\n<p class=\"wp-block-paragraph\">Chapter 4 is about meeting individual differences. It has six sections, covering grouping, adolescence, cognitive development, diversity, values and inclusion.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The explainer video summarises these six key areas to provide an overview of the chapter.<\/p>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-32cf9ef6 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-group has-base-background-color has-background is-layout-flow wp-block-group-is-layout-flow\" style=\"padding-top:0;padding-bottom:var(--wp--preset--spacing--30)\">\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:0;padding-top:0;padding-right:0;padding-bottom:0;padding-left:0\">\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Learning to Teach: Chapter 4 - Meeting Individual Differences\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/LnsKFYW0-bQ?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-824349a4 wp-block-group-is-layout-constrained\" style=\"margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--40);padding-right:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--40)\">\n<h2 class=\"wp-block-heading\">Meeting Individual Differences<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Understanding and meeting individual needs<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-44ef82b5 wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:75%\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-bf7dce52 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--50);padding-right:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--50)\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-4-1\" class=\"wp-block-heading\">4.1 Pupil Grouping, Progression and Adaptive Teaching<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">To support you with unit 4.1, we have provided you with Task 4.1.4 \u2018What do you understand by adaptive teaching?\u2019. This asks you to use the EEF website link and reflect on your understanding. We\u2019ve also provided the weblink for Task 4.1.6 \u2018Lesson planning for adaptive teaching\u2019 so that you can select a set of photos to carry out the lesson planning task.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-1&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-1-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-1\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-1\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-1-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-666d7e628da505973cfcc55ad00eb5b1\" style=\"color:#004e6c\">Task 4.1.4 What do you understand by adaptive teaching?<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">How would you describe the term adaptive teaching?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">You might like to read the blog by Mould (2021) to help you with this task.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/educationendowmentfoundation.org.uk\/news\/eef-blog-assess-adjust-adapt-what-does-adaptive-teaching-mean-to-you\">https:\/\/educationendowmentfoundation.org.uk\/news\/eef-blog-assess-adjust-adapt-what-does-adaptive-teaching-mean-to-you<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Using this description, what do you think this means for practice in the classroom?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Observe your mentor or another teacher teaching a class and write notes on:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>How they organised the class to enable learning needs to be addressed (e.g. seating arrangements, how pupils were grouped)<\/li>\n\n\n\n<li>Whether learning outcomes were adapted (in which case, how different pupils knew which learning outcomes they were working towards) or whether different tasks were set to enable pupils to work towards the same learning outcomes<\/li>\n\n\n\n<li>How work was scaffolded to support some pupils and what work some pupils moved onto in order to challenge them further<\/li>\n\n\n\n<li>What teaching approaches they used to cater for different learning needs<\/li>\n\n\n\n<li>How subject content was presented for pupils with different learning needs<\/li>\n\n\n\n<li>How work built on pupils\u2019 interests, social and cultural experiences<\/li>\n\n\n\n<li>Whether the pace of work was appropriate for all pupils to have a chance to learn effectively and achieve success.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">After the lesson, discuss with your mentor or teacher observed:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>if and how the lesson was adapted prior to the lesson so it was appropriate for this specific class and\/or if it was adapted during the lesson for the needs of that class in that particular lesson<\/li>\n\n\n\n<li>how effective the various adaptations to the lesson were for the needs of all pupils.<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-e0ce54d4b2c3cae10ed62d1cc3781bf2\" style=\"color:#004e6c\">Task 4.1.6 Lesson planning for adaptive teaching: one stimulus with different tasks and\/or outcomes<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">You have a set of photographs showing the changing landscape of London from 1850 to present. (If you do not like the choice of photographs, choose your own stimulus, for example, an astronaut working in a space lab, a contemporary image\/photo from the news, or an environmental activist at work. Images can be found on websites like&nbsp;<a href=\"https:\/\/www.freeimages.com\/\">https:\/\/www.freeimages.com<\/a>). Describe two or more ways in which you could use these photographs to teach your subject. Confine your discussion to one to two lessons with a class you teach. For each example, identify:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>how you use the photographs;<\/li>\n\n\n\n<li>the activities you set your pupils;<\/li>\n\n\n\n<li>the objectives and learning outcomes;<\/li>\n\n\n\n<li>how you assess outcomes;<\/li>\n\n\n\n<li>the ways in which the activities are adapted.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Discuss with your mentor your plan, how tasks and\/or outcomes have been adapted for your pupils and why your choice of task, learning outcomes and assessments (e.g. through different outcomes of different types of assessment) are appropriate.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-a93c1a5cb176205ef1681f7d7363a472\" style=\"color:#004e6c\">Modifying lesson planning<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Select one of these pupils and consider how their presence in your class would modify your lesson planning.<\/p>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column has-border-color is-layout-flow wp-block-column-is-layout-flow\" style=\"border-color:#d2d6da;border-width:1px;padding-top:var(--wp--preset--spacing--20);padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Figure-4.1.1.jpg\" alt=\"\"\/><\/figure>\n\n\n\n<h4 class=\"wp-block-heading has-text-align-left\" style=\"padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">Hana<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">Hana joined secondary school with below average reading ages. Despite being 11 years old Hana had a reading age of 5 years 3 months. Hana is confident and enjoys practical subjects, she has made friends easily and tries her best in all lessons. However, Hana struggles to complete long reading or writing tasks and this distresses her when she feels that she cannot keep up with her peers. Hana has high expectations of herself. She would like to be a doctor or dentist when she grows up.&nbsp;<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column has-border-color is-layout-flow wp-block-column-is-layout-flow\" style=\"border-color:#d2d6da;border-width:1px;padding-top:var(--wp--preset--spacing--20);padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Figure-4.1.2.jpg\" alt=\"\"\/><\/figure>\n\n\n\n<h4 class=\"wp-block-heading has-text-align-left\" style=\"padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">Abbas<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"padding-right:var(--wp--preset--spacing--30);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--30)\">Abbas came to the UK from Syria when he was in Year 5. He is now in Year 8. When Abbas came to the UK he spoke basic English and could not read or write English. This is his third secondary school. Abbas is interested in the wider world and has excellent general knowledge. He can verbally express this knowledge well. His written communication is of a lower level than his oral communication, as a result, in lessons if he cannot access the task he can become disruptive and will start to attempt to entertain his peers. &nbsp;Abbas struggles to make friends and maintain relationships, he has already been moved classes once this academic year due to tensions in lessons.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column has-border-color is-layout-flow wp-block-column-is-layout-flow\" style=\"border-color:#d2d6da;border-width:1px;padding-top:var(--wp--preset--spacing--20);padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Figure-4.1.3.jpg\" alt=\"\"\/><\/figure>\n\n\n\n<h4 class=\"wp-block-heading has-text-align-left\" style=\"padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">Max<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">Max is a bright pupil. In Year 7 he was able to access content from the GCSE courses. He works very hard and finishes the class tasks quickly and efficiently, often well ahead of his peers. Max is an avid swimmer, he is hoping one day to get to compete in the Olympics. His dedication to his sport means that he has limited free time outside of school but always finishes his homework to an exemplary standard. Neither of Max\u2019s parents went to university but he hopes to be the first person in his family to go to university.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-4-2\" class=\"wp-block-heading\">4.2 Adolescence, Health and Wellbeing<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">To support you with unit 4.2, we have provided the summary and key points from the book.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-2&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-2-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-2\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-2\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-2-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading\">Summary and Key Points<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">This unit explores key ways in which you as a teacher working in a school can contribute to pupils\u2019 wellbeing in adolescence. It is important to remember that:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Adolescents\u2019 health and wellbeing underpins their academic attainment.<\/li>\n\n\n\n<li>An understanding of adolescents\u2019 physical, mental, emotional, cognitive and social development is important foundational knowledge for all working in the secondary phase.<\/li>\n\n\n\n<li>All school staff must be aware of the process for raising safeguarding concerns, concerns about a pupil\u2019s mental health or significant behaviour changes.<\/li>\n\n\n\n<li>Teachers must be aware of schools\u2019 statutory duties under the Equality Act 2010 and issues relating to minority, marginalised or stigmatised identity groups.<\/li>\n\n\n\n<li>The role of form tutor is incredibly important for monitoring pupils\u2019 health and wellbeing.<\/li>\n\n\n\n<li>High quality, timetabled PSHE delivered by trained or specialist staff should form a part of a schools\u2019 approach to pupil health and wellbeing, alongside your understanding of your role in delivering PSHE.<\/li>\n\n\n\n<li>All staff are responsible for pupil wellbeing, whether teaching or non-teaching, and they must all work together as a team.<\/li>\n\n\n\n<li>The relationships that adults working in secondary schools form with pupils are significant contributors to pupils\u2019 self-regulation and their present and future wellbeing.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-4-3\" class=\"wp-block-heading\">4.3 Cognitive Development<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">To support you with unit 4.3, we have provided a set of additional materials provided by the author as a downloadable PDF. As well as this, there is a free test based on Gardner\u2019s Multiple Intelligences, plus further links to Gardner\u2019s work. The pendulum task referred to in this chapter relates to Piaget\u2019s Theory of Cognitive Development \u2013 we\u2019ve provided a video link, which will explain this in more depth. Use this knowledge to think about the common-sense beliefs and na\u00efve conceptions you may encounter in your classes with different aged pupils. Getting to know the curriculum structure and content will help you to engage with pupils at their level of cognitive development. We\u2019ve also included a talk from Professor Stanislas Dehaene on how the brain learns to read, and finally, we have links to two videos from Sarah Jane Blakemore: her TED talk introduction to the workings of the brain, which illustrates important changes that take place during adolescence; and a longer talk hosted by the Royal Society.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-3&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-3-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-3\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-3\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-3-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-13091915 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;margin-bottom:var(--wp--preset--spacing--70);padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading\">Additional materials to support Unit 4.3<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Use this download to learn some more about the nature of intelligence. Included in this download are Tasks 4.3.1; 4.3.2; 4.3.3; 4.3.4; 4.3.5.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button is-style-fill\"><a class=\"wp-block-button__link has-base-color has-text-color has-background has-link-color wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/Unit4-3.pdf\" style=\"background-color:#005e83\">Download Additional Materials to Support Unit 4.3<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-df64a758f77fe7589372281303a12b2b\" style=\"color:#004e6c\">Gardner\u2019s Multiple Intelligences<\/h3>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-0e6aa1e4 wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\">Follow this link to have a go at a quiz based on Gardner\u2019s theory of Multiple Intelligences. This will allow you to understand your competencies and preferred learning styles.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"border-style:none;border-width:0px;margin-bottom:var(--wp--preset--spacing--70);padding-top:0;padding-bottom:0\"><a href=\"https:\/\/www.idrlabs.com\/multiple-intelligences\/test.php\">https:\/\/www.idrlabs.com\/multiple-intelligences\/test.php<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-0e6aa1e4 wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\">Having completed the multiple intelligence test, visit Howard Gardner\u2019s website to keep up-to-date with his latest thinking.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.multipleintelligencesoasis.org\">https:\/\/www.multipleintelligencesoasis.org<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-0b3712818b1d133a9a12de43390b3cbe\" style=\"color:#004e6c\">Howard Gardner and multiple intelligences<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">In this MIT Press talk, Howard Gardner discusses the development of his idea of multiple intelligences and how his theories have evolved.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Author Talk: A Synthesizing Mind by Howard Gardner\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/Q2_AQ6LtW5c?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-773b4593bc38754dea36fa3c31b2de1f\" style=\"color:#004e6c\">Piaget\u2019s Theory of Cognitive Development<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">The pendulum task referred to in this chapter relates to Piaget\u2019s Theory of Cognitive Development \u2013 this video will explain this in more depth. Use this knowledge to think about the common-sense beliefs and na\u00efve conceptions you may encounter in your classes with different aged pupils. Getting to know the curriculum structure and content will help you to engage with pupils at their level of cognitive development.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Piaget&amp;apos;s Theory of Cognitive Development\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/IhcgYgx7aAA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<p class=\"has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-7b4d1009808f8b2e9375671ce1b11e28 wp-block-paragraph\" style=\"color:#004e6c\"><strong>Talk &#8211; How the brain learns to read<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">See Professor Stanislas Dehaene talking about how reading skills is developed. This is a great introduction to how learning changes the brain.1<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"How the Brain Learns to Read - Prof. Stanislas Dehaene\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/25GI3-kiLdo?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-262f52bb871446bfebafdd8de7759ae5\" style=\"color:#004e6c\">The Mysterious Workings of the Adolescent Brain<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">See also Sarah Jane Blakemore\u2019s introduction to the workings of the brain and illustrates important changes that take place during adolescence.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-ted wp-block-embed-ted wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe title=\"Sarah-Jayne Blakemore: The mysterious workings of the adolescent brain\" src=\"https:\/\/embed.ted.com\/talks\/sarah_jayne_blakemore_the_mysterious_workings_of_the_adolescent_brain\" width=\"500\" height=\"282\" frameborder=\"0\" allow=\"autoplay; fullscreen; encrypted-media; picture-in-picture\" referrerpolicy=\"strict-origin-when-cross-origin\" loading=\"lazy\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-6ed8fbb3c849284a2a0faa5171de694d\" style=\"color:#004e6c\">The Neuroscience of the Teenage Brain<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Having watched the first TED talk by Professor Blakemore, in this longer talk hosted by the Royal Society, Professor Blakemore goes into greater detail about how teenage brains develop. This talk is a companion to her book: <em>Inventing ourselves: The secret life of the teenage brain. <\/em><a href=\"https:\/\/royalsociety.org\/medals-and-prizes\/science-book-prize\/books\/2018\/inventing-ourselves\/\">https:\/\/royalsociety.org\/medals-and-prizes\/science-book-prize\/books\/2018\/inventing-ourselves\/<\/a><\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"The Neuroscience of the Teenage Brain - with Sarah-Jayne Blakemore\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/yQXhFa8dRCI?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-4-4\" class=\"wp-block-heading\">4.4 Responding to Diversity<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">To support you with unit 4.4, we have provided a set of links because actively recognising different pupil characteristics is important for meeting their needs, so you may find it useful to look more deeply at data for yourself.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-4&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-4-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-4\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-4\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-4-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-05e1e8f5a87bb2a9c8578e77d0682ad1\" style=\"color:#004e6c\">Weblinks<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Actively recognising different pupil characteristics is important for meeting their needs. In addition to the tasks within the chapter, you may find it useful to look more deeply at data for yourself:<\/p>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-2be3daa0 wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">GCSE and A Level results<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.jcq.org.uk\/examination-results\">https:\/\/www.jcq.org.uk\/examination-results<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-2be3daa0 wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">EAL (english as an additional language)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.gov.uk\/government\/publications\/english-proficiency-pupils-with-english-as-additional-language\">https:\/\/www.gov.uk\/government\/publications\/english-proficiency-pupils-with-english-as-additional-language<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-2be3daa0 wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\">Supporting the attainment of disadvantaged pupils<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.gov.uk\/government\/publications\/supporting-the-attainment-of-disadvantaged-pupils\">https:\/\/www.gov.uk\/government\/publications\/supporting-the-attainment-of-disadvantaged-pupils<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-4-5\" class=\"wp-block-heading\">4.5 Values Education: Discussion and Deliberation<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">To support you with unit 4.5, we have provided a PDF on managing discussion and Task 4.5.1 Reflecting on Teacher\u2019s Values from the book. As well as these, we have given a values-based education video link and suggest you watch the video and consider how you might adapt the completed positive human values diagram at 01:35. Apply your learning to Task 4.5.5 Critical Incidents from the book.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-5&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-5-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-5\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-5\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-5-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-934b294cf63d08c05402c752425f5edc\" style=\"color:#004e6c\">Managing discussion<\/h3>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/4.5-Managing-Discussion.pdf\">Managing Discussion Download<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-9c9c04e1e04c62fbcc2a44adf08beab4\" style=\"color:#004e6c\">Task 4.5.1 Reflecting on teacher\u2019s values<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">The task draws on the Teachers\u2019 Standards in England (DfE, 2011b, updated July 2021). Look particularly at the Preamble as well as the standards.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Look particularly at the Preamble as well as the standards.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Do you believe that these should be your core values as a teacher? Are there any you do not agree with?<\/li>\n\n\n\n<li>Are there any aspects that may be more difficult to apply than others?<\/li>\n\n\n\n<li>Are there any issues that you think you might experience in putting these values into place?<\/li>\n\n\n\n<li>Are there any aspects of the values relating to teaching that you think are missing here?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Discuss this information with your mentor.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/1040274\/Teachers__Standards_Dec_2021.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/1040274\/Teachers__Standards_Dec_2021.pdf<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-803c39784b0decb20502c2c5bf50f75a\" style=\"color:#004e6c\">Values-based education<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Watch the values-based education video and consider how you might adapt the completed positive human values diagram at 01:35<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"VbE Doodle\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/kfgjA6GTccU?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-4198c6ff5c5444fc2973dcd9329c40b5\" style=\"color:#004e6c\">Task 4.5.5 critical incidents<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Read through the following extracts and discuss the two cases with another beginning teacher, or in a group. There are prompt questions to support your reflections.<\/p>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column has-border-color is-layout-flow wp-block-column-is-layout-flow\" style=\"border-color:#d2d6da;border-width:1px;padding-top:var(--wp--preset--spacing--20);padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Wayne-Task-4.5.5.jpg\" alt=\"\"\/><\/figure>\n\n\n\n<h4 class=\"wp-block-heading has-text-align-left\" style=\"padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">Wayne<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">Wayne is in school during break to keep an appointment with a teacher. On the way there, walking past his form room, he sees a pupil from his form going through the drawers of the teachers\u2019 desk. The pupil is not facing Wayne but it seems apparent that the pupil is taking things out of the desk and putting them in his pocket. Wayne walks away unseen by the other pupil. Wayne decides to tell his class teacher.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-column has-border-color is-layout-flow wp-block-column-is-layout-flow\" style=\"border-color:#d2d6da;border-width:1px;padding-top:var(--wp--preset--spacing--20);padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" fetchpriority=\"low\" src=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/figures\/Girl-Task-4.5.5.jpg\" alt=\"\"\/><\/figure>\n\n\n\n<h4 class=\"wp-block-heading has-text-align-left\" style=\"padding-right:var(--wp--preset--spacing--30);padding-left:var(--wp--preset--spacing--30)\">13-year-old girl<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"padding-right:var(--wp--preset--spacing--30);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--30)\">This incident concerns a 13-year-old girl who attends a local girls\u2019 school. Her parents don\u2019t approve of her mixing with other pupils outside school hours and expect her to return home promptly after school. But she often goes home with other girls and part of the way with boys from the nearby boys\u2019 school. One day she arranges to meet one of the boys after school and gets another girl in her class, Serena, to give her an alibi. On the day of the meeting, Serena decides that she doesn\u2019t want to lie to Serena\u2019s parents. During the afternoon the two girls argue in class to the extent that the teacher keeps them back after school. The teacher then learns the cause of the argument and so finds out about the arrangements.<\/p>\n<\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\">Some questions to support discussion:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>What would you do in each of these cases if you were the teacher?<\/li>\n\n\n\n<li>What advice would you give to the pupils?<\/li>\n\n\n\n<li>Can you imagine any difficult decisions you might have to take? If so, explain the considerations.<\/li>\n\n\n\n<li>If you didn\u2019t know what to do, do you know where to get the advice and support you need to help you manage challenging situations?<\/li>\n\n\n\n<li>How do the situations relate to the particular formulation of the ethical responsibilities of teachers as stated in your course requirements or accreditation standards?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>M level<\/strong>&nbsp;\u2013 What issues are raised by these cases. Discuss and justify your response with relation to theory and research (1,500 words).<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-4-6\" class=\"wp-block-heading\">4.6 An introduction to inclusion, special educational needs and disability<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">To support you with unit 4.6, we have provided you with Chapter 4.6 from the 8th edition as a PDF download, which will give you a good historical policy overview. We\u2019ve also provided a Special Educational Needs Provision Timeline and Task 4.6.2 Diversity in the classroom.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-6&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-6-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-6\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-6\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-6-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-b86541902c9b689e110c459ad10cc4d7\" style=\"color:#004e6c\">Chapter 4.6<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">This chapter from the eighth edition of&nbsp;<em>Learning to Teach in the Secondary School&nbsp;<\/em>has been included as it gives a good historical policy overview.<\/p>\n\n\n\n<div class=\"wp-block-buttons has-global-padding is-layout-constrained wp-container-core-buttons-is-layout-13091915 wp-block-buttons-is-layout-constrained\" style=\"border-style:none;border-width:0px;margin-bottom:var(--wp--preset--spacing--70);padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link has-custom-color-1-background-color has-background has-border-color has-cyan-bluish-gray-border-color wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/8th-Edition---Chapter-4.6.pdf\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">Download Chapter 4.6 from 8th edition<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-e5fdd7eb017d55f19a19e35bfd2d7d59\" style=\"color:#004e6c\">Historical context to policies and statutory frameworks<\/h3>\n\n\n\n<div class=\"wp-block-buttons is-layout-flow wp-container-core-buttons-is-layout-0e6aa1e4 wp-block-buttons-is-layout-flow\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/Historical-context-to-policies-and-statutory-frameworks.pdf\">Download Historical context to policies and statutory frameworks<\/a><\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\">This section discusses key SEND policies and legislations \u2013 also see the downloadable chapter above (Peacey, 2019) and Hodkinson\u2019s historical analysis (in Key Issues in Special Educational Needs, Disability and Inclusion, 2019) which provide a comprehensive policy explanation. The Warnock Report (1978) was a significant UK education milestone, replacing outdated categories of \u2018handicap\u2019 with the continuum of special needs. Warnock pushed to include parental input in the education of children with SEND, recommending where possible that children with SEND be educated in mainstream schools. The subsequent Education Act 1981 included many of Warnock\u2019s recommendations, such as educating children with SEND in mainstream schools, requiring every teacher to have responsibility for educating pupils with SEND, and the development of the Statement, a legal document for children with more severe SEND outlining provisions and entitlements after a statutory assessment.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In England and Wales, the first SEN Code of Practice (CoP) was developed in 1994, mandating all local authorities to provide SEN provisions for pupils regardless of school placement settings (DfE, 1994a). The CoP 1994 outlined five stages in SEN assessment and introduced the role of SENCos. The practical guidance in this CoP echoed the global push for inclusive education (e.g. Salamanca Statement by the United Nations Education, Scientific, and Cultural Organisation (UNESCO, 1994b)). Whilst the CoP 1994 made an important contribution in terms of SEN assessment, it incorporated little guidance about inclusive classroom practice. Consequently, schools increasingly relied on local authorities to fund provisions and statutory assessment referrals. A revised CoP (Department for Education and Skills (DfES), 2001) introduced \u2018School Action\u2019 and \u2018School Action Plus\u2019 in England, a staged approach requiring schools to demonstrate that they had used their own resources to work with a child before requesting local authorities for support.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Despite progress in recent decades in including children with SEND within mainstream schools in England, parents of children with SEND were still excluded from key schooling decisions. The Children and Families Act 2014 introduced an updated SEND CoP (DfE and DoH, 2015) which superseded all previous CoP. This chapter will reference the SEND CoP 2015 throughout.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The CoP 2015 outlines a graduated approach to identifying and supporting pupils with SEND, involving four stages of action: assess, plan, do and review which is coordinated by the SENCo (DfE and DoH, 2015, p.100). A pupil with SEND could avail two levels of support depending on ongoing assessment and review of their difficulties:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>SEND support: If a pupil is identified with SEND, schools should utilise their own resources to arrange provisions to support learning and remove barriers. This may entail working with external stakeholders and specialists. If the pupil does not progress as expected, the school or parents can seek referral for Education, Health and Care (EHC) assessment.<\/li>\n\n\n\n<li>Education, Health and Care Plan (EHCP): Usually formulated after an EHC assessment from the local authority involving different professionals. EHCP outlines statutory guidance for requisite resources and interventions, and the roles of different stakeholders to ensure the pupil makes sufficient academic and social progress.<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-a507b00463ef213d15f29d3f2e10e2bf\" style=\"color:#004e6c\">Task 4.6.2 Diversity in the classroom<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.gov.uk\/government\/publications\/send-code-of-practice-0-to-25\">https:\/\/www.gov.uk\/government\/publications\/send-code-of-practice-0-to-25<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"border-style:none;border-width:0px;margin-bottom:var(--wp--preset--spacing--70);padding-top:0;padding-bottom:0\">The CoP outlines your statutory responsibilities as a teacher in England in relation to pupils\u2019 SEND.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Talk to your mentor about the range of diverse needs in your classroom, and the specific statutory duties that you have as a beginning teacher \u2013 e.g. what is the government guidance on the identification, assessment and diagnosis of SEND?<\/li>\n\n\n\n<li>What are the statutory documents that you need to maintain in order to evidence provision for a pupil \u2013 e.g., an individual education plan (IEP) or a pupil passport?<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Are there national guidelines for all schools to follow, or does your school have its own guidelines regarding the evidence of support you need to collate for each pupil?<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-container-core-column-is-layout-b2aec0f7 wp-block-column-is-layout-flow\" style=\"padding-top:var(--wp--preset--spacing--40);padding-right:var(--wp--preset--spacing--40);flex-basis:25%\">\n<div class=\"wp-block-group is-style-default is-content-justification-left is-nowrap is-layout-flex wp-container-core-group-is-layout-e71a335c wp-block-group-is-layout-flex wp-container-7 is-position-sticky\" style=\"padding-right:var(--wp--preset--spacing--50);padding-left:0\">\n<div class=\"wp-block-group sidebar-menu-group has-link-color wp-elements-8a836218e7bf7468d3aff8c834106643 is-layout-flow wp-block-group-is-layout-flow\" style=\"padding-top:0;padding-right:var(--wp--preset--spacing--50);padding-bottom:0;font-size:clamp(0.875rem, 0.875rem + ((1vw - 0.2rem) * 0.63), 1.3rem);text-decoration:none\"><div class=\"wp-block-aioseo-table-of-contents\"><ul><li><a class=\"aioseo-toc-item\" href=\"#aioseo-4-1\">4.1 Pupil Grouping, Progression and Adaptive Teaching<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-4-2\">4.2 Adolescence, Health and Wellbeing<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-4-3\">4.3 Cognitive Development<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-4-4\">4.4 Responding to Diversity<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-4-5\">4.5 Values Education: Discussion and Deliberation<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-4-6\">4.6 An introduction to inclusion, special educational needs and disability<\/a><\/li><\/ul><\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n","protected":false},"excerpt":{"rendered":"<p>Chapter 4 is about meeting individual differences. It has six sections, covering grouping, adolescence, cognitive development, diversity, values and inclusion. The explainer video summarises these six key areas to provide an overview of the chapter. Meeting Individual Differences Understanding and meeting individual needs 4.1 Pupil Grouping, Progression and Adaptive Teaching To support you with unit&hellip;<\/p>\n","protected":false},"author":26,"featured_media":0,"parent":144,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"no-title","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1565","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 5.0.0.1 - aioseo.com -->\n\t<meta name=\"description\" content=\"Task 4.5.5 critical incidents Read through the following extracts and discuss the two cases with another beginning teacher, or in a group. There are prompt questions to support your reflections. 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