1. ECM and Inclusion:Unlocking the Voice of the SEN pupil with the Alien Coat Game

2. 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?

3. 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

4. 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

5. 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

6. Classroom example
The Alien Coat game with 72a

7. 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......

8. 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’

9. 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

10. 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

11. 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)

12. 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.

13. 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.