ECM and Inclusion:Unlocking the Voice of the SEN pupil with the Alien Coat Game V.Coultas@kingston.ac.uk

Focus of the enquiry Y7 class with low levels of literacy Non-fiction unit teaching pupils how to give precise instructions Collaborative scheme of work Lesson concentrated on oral outcomes Despite challenging behaviour very positive response. Why?

Analytical frame Goodson(1983) suggested that links should be made with teachers’ ‘personal troubles’ and ‘educational issues’ Interested in voice of teachers in urban comprehensive schools Reflection on classroom experiences of teachers teaching pupils with SEN/EAL at critical moments How empowered teachers are able to use a wider range of teaching repertoires

Where are we most likely to find ‘challenging children’ ? (Big picture) In urban schools with high numbers of children on the free school meals register In urban schools with high numbers of children on the SEN register, with large numbers of children on school action and school action plus In urban schools with high numbers of staff turnover/about to close In the lower sets of these schools

Classroom Example Comparison between higher and lower set Narrative account after teaching took place, only one view..but also discussions with other teachers e.g. music and drama Focus on a critical moment where new insights were gained

Classroom example The Alien Coat game with 72a

What does this tell us? Identification with the Alien/use of props Energy directed towards performance not misbehaviour Orally inventive, able to experience success Imaginative use of body language and space No reading or writing obstacles Gave them control over their learning Built on positive experiences in music and drama Still difficult to teach......

Willy Russell (1991) ‘Schools assume and reflect a middle class culture with literacy at its heart, whilst kids from working class families are part of a culture that has not literacy at its heart, but oracy’

What can be done in the classroom? Reassert role of talk for learning, behaving and building trust Establish a positive ethos for talk The ‘calmer’ to teach and prepare listening Routines, rehearsal and repetition Start small with pair work Link talk to direct experience/interests Interrogate tasks to ensure real group work Praise success with talk Allow time for ‘play’ and reflection on talk Use evaluation of talk to assess learning

And the school? Audit opportunities for speaking and listening Role of speaking and listening in establishing a ‘community of learners’ Encourage teachers/adults to teach collaboratively Establish panels and debates Award prizes for speaking and listening Encourage teachers and pupils to reflect on their learning and share experiences/difficulties

What does this tell us about inclusive teaching What does this tell us about inclusive teaching? From the whole to the parts Build a common bond with challenging learners building on their strengths The progress of the whole group influences the progress of each learner (B. Simon) Differentiation through talk establishes common interests but allows for different input bringing the school closer to the home (Cook et al)

ECM Policy: Tensions between ECM and target led culture Prescriptive English curriculum has disempowered teachers and downplayed significance of exploratory talk Individualistic era of school improvement can lead to an undervaluing of the importance of sharing good practice Labelling of children as ‘no hopers’ can direct resources away from SEN pupils Deficit image of ‘the disadvantaged’ can also fail to focus and build on pupils’ strengths- oral skills for example.

Differentiation though talk-leads to empowerment Pupils experience success with talk Differentiation through talk and small group learning is distinct and different from ‘target setting’ and ‘negative labelling’(Hart, 2004) Inclusive teaching can compensate but…. Schools alone cannot succeed-govt and society need to challenge inequality for Every Child to Really matter.