Full Description
Every learner, no matter their starting points or backgrounds, and no matter their additional and different needs, should have a fair and equitable chance of succeeding at school. This second book in the Equity in Education series explores ways of making the curriculum, teaching, and assessment more inclusive of every child.
It considers the reasonable adjustments teachers can make to support children with additional and different needs, and it examines the role oracy and reading for pleasure can play in 'levelling the playing field' for disadvantaged learners in helping them compete equitably with their peers. Providing a practical roadmap to ensure lesson planning, teaching strategies, and assessment methods are inclusive of every child, the chapters cover:
Inclusive curriculum planning
Talking to students' lived experiences
Adaptive teaching and reasonable adjustments
Assistive technologies
Attainment gaps including those caused by gender, ethnicity, SEND, socio-economic deprivation, mobility, and being in care
Belonging and well-being
Oracy and reading for pleasure
Offering actionable guidance and strategies, the book sets out the practical ways teachers can create a classroom environment where all students can thrive. As such, it is essential reading for all teachers and school leaders who want to give every child an equitable chance of success at school and in later life.
Contents
Part 1: Equality, diversity and inclusion 1. Thomas and Tommy 2. Equality, diversity, and inclusion 3. The 3Cs of inclusion Part 2: Mind the gaps 4. The gender gap 5. The ethnicity gap 6. The SEND gap 7. The socio-economic gap 8. The vulnerable children gap 9. The mobility gap 10. Other causes of difference and disadvantage Part 3: Inclusive planning, teaching, and assessment 11. Inclusive lesson planning 12. Inclusive teaching 13. Inclusive assessment 14. The SEND system Part 4: Oracy and reading for pleasure 15. Oracy and inclusion 16. Oracy - the road to equity 17. Reading for pleasure Part 5: Putting it into practice 18. Action planning
