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1 Welcome! Sainsbury s Active Kids for All Inclusive PE Training Programme Tutors: 11/02/2013 Sainsburys Inclusive PE

2 Sainsbury s Active Kids for All Inclusive PE Training Programme What is it? workshop-based experience dedicated online resource links to other relevant resources 11/02/2013 Sainsburys Inclusive PE

3 Sainsbury s Active Kids for All Inclusive PE Training Programme Outcomes Improved confidence, knowledge and skill in enabling the inclusion of all pupils, including vulnerable groups & those needing additional support Understanding, using and evaluating distinctive teaching strategies & styles, supported by accepted models of inclusion, to ensure all pupils are engaged and make good progress 11/02/2013 Sainsburys Inclusive PE

4 For example: Labels Inclusive icebreaker 3 ways of completing the same task; creates a name label; develops a basic understanding of the principle of differentiation. Paper drop success not linked to ability; awareness of failure; simple adaptation strategies. 11/02/2013 Sainsburys Inclusive PE

5 Curve exercise Quick assessment of levels of: experience confidence current inclusive teaching, for example - % of young people fully accessing all the curriculum satisfaction with support in curriculum delivery

6 Engagement: The Inclusion Spectrum incorporating STEP Inclusion Spectrum 2012 OPEN Everyone can play DISABILITY SPORT SEPARATE/ ALTERNATE STEP Adaptation tool MODIFIED Change to include Adapted physical activity PARALLEL Ability groups 11/02/2013 Sainsburys Inclusive PE

7 Engagement: the STEP tool Space Task Equipment People 11/02/2013 Sainsburys Inclusive PE

8 Engagement Inclusion Spectrum incorporating STEP Review Inclusion Spectrum 2012 SEPARATE/ OPEN Everyone can play DISABILITY SPORT MODIFIED A flexible & adaptable framework for inclusion in physical activity and sport ALTERNATE STEP Adaptation tool Adapted physical activity Change to include A continuum of participation PARALLEL Ability groups A social-environmental approach A tool to assist planning and assessment 11/02/2013 Sainsburys Inclusive PE

9 Assessment Using the Spectrum as an initial assessment tool Ensuring young people have opportunities to maximise their potential? Enabling young people to make progress through task/activity differentiation and progression - the assessment focus model

10 Assessment - Open Everyone doing the same activity without adaptation or modification - or in their own way without conditions E.g. warm up or cool down activities inclusive games, i.e. everybody s contribution counts continuous activity: individual differences less obvious importance of inclusive language

11 Assessment - Modified Everyone doing the same activity, but changes made to rules, space and equipment used in order to promote inclusion E.g. adjust the space make changes to the task change or modify the equipment the way the people (children) interact with each other

12 Assessment - Tipping Point The tipping point indicates change is required; for example: - to challenge and extend performers - to support and provide success for developers

13 Assessment - Parallel Participants are grouped according to ability everyone participates in the same activity but at an appropriate level E.g. versions of the same activity or game (e.g. standing or seated) a range of small-sided activities ability-matched zones within a larger activity

14 Assessment Open (everyone can play) activity - social, cognitive, sensory, physical Modified (change to include) activity - individual skill development - tipping points Parallel (ability groups) - ways of grouping - physical skill, leadership, officiating - case study examples

15 Inspiring Independent Learning Experiences and perceptions of young people who have SEND - creativity & resilience in student & teacher Leadership, coaching & peer mentoring - examples Self and peer evaluation - student/teacher collaboration

16 Challenging expectations Communication - case study examples - individual experiences Learning Support Assistants - promoting greater independence through greater involvement Making learning accessible techniques and technology

17 Challenging expectations A whole school/team approach - sharing experience Adapting curriculum concepts and processes

18 Challenging expectations Accreditation - accessible to all young people? Celebrating and recognising the achievements of all young people in school? - ambassadors and role models

19 Where next? Sources of support; for example, Project Ability school Sources of information; for example, SG website, SGO, CSP, NGBs, NDSOs TOP Sportsability Legacy Next steps short- medium- and long-term commitments

20 Self-reflection Reflecting inclusive practice in your planning Embedding principles and models of inclusion in your planning Specific planning actions back at school - short-term - medium-term - long-term

21 Curve exercise Quick assessment of levels of: experience confidence fresh ideas satisfaction with Inclusive PE workshop

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