Module 4 CURRICULUM ‘RESOURCING’ AND SUPPORT

1. Module 4 CURRICULUM ‘RESOURCING’ AND SUPPORT

2. THE OVERALL AIMS OF THE MODULE To enable candidates to identify and to appreciate the range of internal and external support services available to students, trainees and learners and to those who work with them. To enable candidates to indicate how the resources may be used to support students with learning difficulties and/or disabilities. • To enable candidates to evaluate ways of using such agencies and resources: • To support individual students and • To support and develop curricular activities

3. LEGISLATION, RESOURCING & PROVISION Tomlinson, Kennedy, Moser, the DDA, SENDA, Children Act, Every Child Matters, etc have focused on improved and more equitable provision for students with learning difficulties/disabilities. • Ongoing strategies and plans have brought about: • Improved access to the curriculum • Physical improvements to increase access to learning and to associated services • Increased funding and resources • Improvements in the provision of information and services for disabled people (e.g. Connexions, PCP, Every Child Matters, etc) • Grey areas concerning ‘non-obligatory’ services have largely been eliminated. • ‘Having the power’ but not the duty to make matched provision has been replaced by the obligation to fulfil legal and Ofsted requirements. A variety of external agencies and internal resources have been created or strengthened to fulfil the needs and to oversee provision.

4. A model of curriculum development 1 6 2 5 3 4 Resources Adapted from: Carl et al (1988) Curriculum Development in the Primary School, Maskew Miller Longman, Cape Town

5. Brainstorm List the range of internal resources available to teaching staff which support and underpin teaching and learning activities

6. EXAMPLES OF IN-HOUSE LEARNER SUPPORT AGENCIES Academic (LNC) Management Administration Assessment Care support Careers/Work Placement Communication (incl. Intranet) IT Conferences and Reviews Counsellors and Personal Tutors EC: Sport & Leisure Life Skills teaching Maintenance Medical PD Psychologist Social , Sport & Leisure Student Council Teaching staff Therapy Transition support Vocational training WE & WBT

7. EXTERNAL RESOURCES AND SUPPORT AGENCIES Educational & funding LEAs LSC and DELLs Educational social workers Psychologists – Educational and Clinical – ‘statementing,’ etc) Specialist associations (Dyslexia, Autistic, Scope,etc) Basic Skills/Skills for Life; Awarding bodies (NCFE, C & G, OCN, etc) Medical Doctor (for ‘statementing’ – usually community doctor) Doctor (who can intercede at college/school to recommend special consideration) Educational/Clinical Psychologist ( access  via parents,  via doctor, or  via learning institution) Dentist Optician Orthopaedics Psychiatric social worker Specialist therapy (e.g. Speech/OT/Physiotherapy)

8. SOCIAL / ENVIRONMENTAL • Advisory and support teams for: • Communication and language impaired • Emotional and behavioural difficulties • Hearing impaired • Information technology • Mental illness • Physically impaired • Visually impaired Benefit agencies Childline Day Centre Health visitor Motability Neighbourhood police Probation officer Relate RNIB S.A.N.E. Samaritans Social Services (DSS) Advocacy* CAB Educational social worker Specialist associations (Dyslexia, Autistic, etc) Specialist careers officers (esp. local) Voluntary agencies *Advocacy refers to the ability to secure rights and facilities for a person with disabilities appropriate to his or her needs. Connexionsis one such agency.

9. The curriculum process – the link to resources and learning materials The four important elements in curriculum design ascertained by responding to 4 questions: 1. What targets are to be attained? (P Dest - ILP – ILGs – Obj) 2. What course content is required to meet the objectives? (SoW) 3. What methods and resources will be used to teach the skills? (SP) 4. How will progress be assessed and evaluated? (RARPA; Accred’n) Tyler, R W, (1949) Basic Principles of Curriculum and Instruction, University of Chicago Press in Child, D (1977) Psychology and the Teacher, Holt, Rinehart and Winston, London

10. ACCESSING HELP, ADVICE & RESOURCES “Circles within circles” • There is a process involved that requires the provider: • to assess the needs, • to identify appropriate resources, • to plan their best use, • to make the necessary arrangements, • to implement the strategy, • to review the outcomes, and then • to repeat the process

11. RESOURCES – stating the obvious … • Resources and learning materials should be: • referenced to the curriculum • linked to a context that is • meaningful and • motivational to the learner DfES, Delivering Skills for Life: The Learning Journey. Visit www.dfes.gov.uk/readwriteplus

12. PLANNING FOR EFFECTIVE LEARNING Continuing the theme: “Circles within circles” Refer to 5 stages of RARPA Find out what learner wants Assess skills & needs Reflect, Review, Reset goals Starting point Generate ILP Celebrate achievement Deliver learning Assessment & Recording ‘Resourcing’

13. The Curriculum Action Planning Wheel “Circles within circles” Gather data. Listen and understand Review Plan curriculum and organise resources; learning materials Co-ordination of resources should be a planned process Re-assess. Analyse progress, effectiveness and outcomes Co-ordinate and implement the Action Plan (ILP - SoW - SP )

14. RESOURCING: CYCLE OF NEEDS ANALYSIS AND ACTION “Circles within circles” DEFINE NEEDS DEVISE AN ACTION PLAN IDENTIFY THE ISSUE ACTION REVIEW IDENTIFY SOURCES OF SUPPORT Analyse the model …

15. IDENTIFY THE ISSUE IDENTIFY THE ISSUE What is the difficulty or need? Before attempting to access resources, the need must be carefully identified.

16. DEFINE NEEDS Underlying needs (learner) The teacher’s needs

17. DEVISE AN ACTION PLAN What should be done? Who should be involved? Can the learner deal with it? Can you support the learner? Can you deal with it yourself? Do you need extra support?

18. IDENTIFY SOURCES OF SUPPORT In-house Locally Regionally Nationally How can this support be accessed and used?

19. ACTION … will include resources and/or agencies such as: Schemes of Learning Session Plans Resources Care Literacy/Numeracy/Communication ILS Personal Tutor/Councillor External Agencies (e.g. Local sector college)

20. REVIEW Evaluate teaching, learning and outcomes against goals and objectives Re-visit assessments and needs, and repeat the cycle Re-assess curriculum and resources needed; formulate revised plan Use all available and appropriate resources to support the provision of a fully inclusive curriculum.

21. AN EXAMPLE OF TYPICAL RESOURCES & AGENCIES AVAILABLE Local Sector College Sport & Leisure Extended Curriculum Trips; Tours Community Access Visits Enrichment and extension programmes Connexions, PCP, etc Assessment Clubs & Societies Teaching Staff WBT W Exp LNC Vocational Curriculum Care Support Accommodation IT Centre PD Physio Independent Living Skills S.A.L.T. Art Therapy Music Counsellor Medical Centre Conferences; Reviews Personal Tutor Management; Administration Social worker ‘Circle of support’ Home Student Council Learner “Circles within circles”

22. MODULE 4: THE ASSIGNMENT • A 2000-word discussion of one (or more) of these:- • A critical examination of the external agencies, resources and support services identified. OR • A description of ways in which internal or in-house resources and support services may be used. OR • An evaluation of provision within your own agency (e.g. the college/school) Choose the option which is most familiar to your own area of provision

23. If you choose Option (b) this outline will serve as a guide: • Give a needs analysis of a sample student: a profile of current assessments and needs. • Describe an ‘action plan’ or ILP to match the identified needs. • Identify what you could deal with yourself, using your own resources and identify other resources (internal and/or external) which would be required to meet those needs. • ** Describe the expected functions and roles of identified agencies and resources in terms of meeting your learner’s needs. • Describe access routes to those resources. • Describe how you would then use the accumulated resources to meet the needs of your learner from the point of view of both the whole college and from your more specific point of view – where you work. • Outline the outcomes you would expect. • As you develop your theme, adopt a critical/evaluative stance to analyse the resources which you have identified. • Add any supporting documentation you may have gathered as an Appendix. Cross-reference the documents to your text.

24. Option (c) requires a general appraisal of the in-house resources infrastructure of your institution. This could be addressed through a mini case study: Choose a student* (real or fictional – but you may then wish to use the information about this student, which you accumulate for this assignment, as the basis upon which to build the case study which you will do for Module 6). If your selected student is identifiable as someone from your institution, you will need to amend all documentation to show a pseudonym in order to preserve the necessary client confidentiality. Remember to ‘anonymise’ all paperwork. Follow the Option (b) outline from the ** *TIP: Select a student in term 8 or 9 whom you might wish to investigate for Module 6 While considering these issues, reflect on current and future developments, such as the Matrix Standard, IAG, YPLA and SFA, devolution of ‘powers’ to regional local authority groups, and how these changes will affect funding, staffing, resources and curriculum delivery. Use the Resources Diagram to guide you