PRIMARY EDUCATION, TEACHER TRAINING and INCLUSION FOR ALL A general overview of the approach taken at Bishop Grosseteste College, Lincoln

THE PRIMARY PHASE The Foundation Stage l Nursery l Reception Key Stage 1 l Year 1 (5-6 Years old) l Year 2 (6-7 Years old)

PRIMARY EDUCATION Key Stage 2 l Year 3 (7- 8 Years old) l Year 4 (8- 9 Years old) l Year 5 (9-10 Years old) l Year 6 (10-11 Years old)

THE NATIONAL CURRICULUM l ENGLISH l MATHS l SCIENCE l ICT l (RELIGIOUS EDUCATION) l GEOGRAPHY or l HISTORY l DESIGN & TECHNOLOGY l MUSIC l PHYSICAL EDUCATION l ART

ACCESS FOR PUPILS WITH SPECIAL EDUCATIONAL NEEDS l From the Education Reform Act (1988) all children are entitled to a broad and balanced curriculum whether they are being educated in a mainstream or special school l Individuals can work from earlier levels of the National Curriculum responding to individual targets set by the class teacher. l ‘P’ levels or small steps are outlined for children with complex learning difficulties.

INTEGRATION or INCLUSION ? l The Education Act 1981 stated that children with special educational needs should be integrated into mainstreams schools wherever possible l The term inclusion has been introduced to replace the word integration

PRIMARY TEACHER TRAINING Routes available l 3 or 4 Year full-time degree courses - specialist subject or generalist with Qualified Teacher Status l 1 Year full-time Post Graduate Certificate in Education, taken after student has already obtained a degree (usually in a National Curriculum subject area)

l Flexible, Post Graduate certificate that is modular and can take up to 3 years to complete.QTS is awarded on completion l The Graduate Teacher programme based in a school for one year.This course does not award QTS on completion.

ADDITIONAL REQUIREMENTS l All students now have to complete an Induction Year where they have a particular focus on the professional targets identified in their Career Entry Profile l From 2001, all students have to pass national computer-based tests in literacy, numeracy and ICT before they can be awarded Qualified Teacher Status

Inclusion, Differentiation, Diversity l All routes to qualified teacher status involve significant classroom experience in mainstream schools. l The students are required to value the personal strengths of all children and differentiate the curriculum to meet the diverse needs of the individual children in the class.

OUTCOMES Students are introduced to a variety of special educational needs. They are taught to define the needs of each child in order to develop an OUTCOME based programme.