Beruflich Dokumente
Kultur Dokumente
CURRICULUM
TEN
TEACHING SCIENCE
TO PUPILS WITH
SPECIAL
EDUCATIONAL
NEEDS
NATIONAL
CURRICULUM
COUNCIL
1111~li'llljlillllllll~I~~II"1
N16640
NCC is grateful for the help of a team of teachers and advisers in producing this book. All
of the classroom material included in the book is drawn from their experience of teaching
pupils with a wide range of special educational needs.
6 rrp
ISBN 1 872676 88 X
First published 1992
Copyright 1992 National Curriculum
Council
Reproduction, storage, adaptation or translation in any form or by any means of this publication is prohibited without prior written permission of the publisher, or within the terms of licences issued by the Copyright Licensing Agency. Excerpts may be reproduced for the
purposes of research, private study, criticism or review, or by educational institutions solely for educational purposes without
permission providing full acknowledgement is given.
Printed in Great Britain
The National Curriculum
National Curriculum
Chairman:
David L Pascall
Act 1960.
~
I
CONTENTS
Foreword
1
1 Introduction
2 Science and pupils with special educational
3 Planning
4
for differentiation
Examples
of activities
needs
2
4
6
KS1
Properties of materials
Reflection of light
Case study: Shushma
7
12
17
KS2
19
23
28
KS3
Salt
Food science
Insulation
Case study: Sean
29
34
38
43
KS4
Electricity
Metals
Case study: Gordon
44
49
54
5 Planning
6 Evaluation
checklist
55
57
FOREWORD
The National Curriculum Council acknowledges its responsibilities
to
ensure that the National Curriculum is available to all pupils including
those with special educational needs. Now that the statutory framework
for the foundation subjects and Religious Education is largely in place,
Council has identified as part of our ongoing programme of keeping the
National Curriculum under review, a particular priority to review how
accessible the National Curriculum is in practice for pupils with special
needs.
This book supports Council's objective. It draws on good practice in
schools with pupils with special educational
needs and shows how
teachers can use a variety of approaches to involve those pupils in science
work. NCC is grateful to all those who have contributed to the development of this project.
NCC is also particularly
concerned to ensure that all our guidance is
helpful and meets specific needs. I should, therefore, be interested to
receive your comments on this new publication.
David PascalI
Chairman, National
March 1992
Curriculum
Council
All pupils are entitled to a broad and balanced science curriculum. The
pupil with special educational needs (SEN) can participate in science
activities which are appropriately planned. This book gives examples of
such planning for all four key stages and for a range of SEN. It does not
cover all possible combinations of SEN at all key stages but the planning
process used in the book can be applied to all areas of the science Order for
all key stages.
The book is for teachers of pupils with SEN in mainstream and special
schools. Some teachers in mainstream schools will be seeking guidance on
how to help pupils with a range of SEN to participate in science activities.
Through reading the planned activities, commentaries and case studies
teachers can consider their strategies for helping different pupils. Each
case study demonstrates how a particular pupil is helped by the approach
taken in one of the science activities shown. Some teachers in special
schools will be seeking guidance on how to plan from science programmes
of study (PoS). They may find the information and activities linked to
particular sections of PoS useful in developing their own planning for
science teaching.
The science activities described in this book can be modified to alter the
demands made on the pupil in terms of complexity of ideas, knowledge
and skills. Teachers can take opportunities to present pupils with
challenges which bring about progression. Progression in skills is
described by the PoS and statements of attainment (SoA) in attainment
target (AT) 1 and that in knowledge and understanding by the PoS and
SoA attainment in ATs 2-4. Activities should be differentiated to match
the needs of pupils. A full description of the differentiation possible in
AT1 is beyond the scope of this book. Further information and advice on
differentiation and other planning issues is given in Science Non-Statutory
Guidance (Nee, June 1989 and December 1991), Science and Pupils
with Special Educational Needs (Nee INSET Resources, 1991) and
Science Explorations (Nee INSET Resources, 1991).
Nee has also published Curriculum Guidance 9: The National Curriculum and Pupils with Severe Learning Difficulties. Section 5 of this book
contains details of planning science work for these pupils. It states that:
'Although pupils with severe learning difficulties may not understand the
more complex concepts underlying scientific activities, they must not be
denied the opportunity of scientific experience'.
Knowledge and skills can be developed in small steps through practical activity, so helping concentration.
Science activities can capture the imagination and may help reduce
behavioural problems.
The science curriculum should be planned initially for the whole school.
Particular schemes of work can then be designed to incorporate a range of
curriculum areas. Putting science into everyday contexts can help pupils
to understand scientific ideas. The cross-curricular themes and dimensions provide many opportunities for doing this, e.g. work involving
economic and industrial understanding (EIU) of a science-based industry
can promote understanding of science concepts; cooking activities can
stimulate discussion of environmental issues such as those related to food
production and the use of agrochemicals.
Choosing familiar contexts and providing appropriate activities motivates and stimulates pupils and may help them gain a better knowledge
and understanding of the world around them. Some pupils can be isolated
from their environment and their peers, not only by sensory and physical
Programme of study
(PoS)
Schemes of work
Specific scientific
activities
ensuring that pupils' strengths are used to build their confidence and
maintain motivation, e.g. involving a tetraplegic pupil in observation
and recording of results while others carry out manipulation of
equipment;
providing similar work for the whole group but allowing different outcomes for different individuals (differentiation by outcome);
ensuring that the pace of the lesson takes account of the differing work
rates of individual pupils;
hand
using material which is free of gender bias and uses the different
cultural and ethnic background of pupils to enrich teaching and
learning;
using adaptations of communications for the particular special educational need, e.g. enlarged print, simple and consistent language, clear
uncl uttered illustrations;
ensuring safe working conditions and the use of appropriate equipment and aids;
methods,
including
speech,
This section gives a series of activities planned from PoS for each of the
four key stages. Each key stage has the activities set out in the same way;
starting with a section from the PoS, four different activities are
described. For each key stage parts of the PoS have been selected as
examples. They are reprinted in the book and signalled by the logo:
PoS
KS
AT ...
The same logo is used on the pages which follow each section ofPoS. These
pages contain an activity which is an example of how the part of the PoS
might be taught.
The examples of investigations and experimental work in the activities
have been selected to show how planning can improve learning and
participation for pupils with different SEN. Each example consists of two
parts:
At the end of the examples for each key stage a case study is outlined
which shows how one pupil can be helped to take part in and learn from
a particular activity. Teachers can discuss how the pupil described in the
case study can benefit from approaches used in other examples given.
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Discussion
Which of the activities in the 'Properties of Materials'
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KEY STAGE 4
which were
Fully aware of how the meter worked, Gordon took an active and constructive part in the accurate recording of each tested appliance. He
recorded his results on video, and also drew graphics and tables. He later
entered all the class results onto a database, from which further work and
ideas were generated.
During end-of-lesson class discussion, Gordon referred to his results using
the work he had produced. His report of the experiment included the video
recordings of his work with the meter. The reports of other groups helped
Gordon's understanding.
Discussion
Which of the activities in the 'Metals'
for Gordon's needs and abilities?
ROOM LAYOUT
layout which
Avoid unnecessary
Check the lighting conditions in the room to ensure that pupils with
visual impairment are seated in the optimum position.
Investigate the acoustics of the classroom and check that the hearingimpaired pupil is seated in an appropriate position.
Ensure good access to work surfaces, and make sure that wheelchairs
can be put into position under tables and other surfaces.
with a
COMMUNICATION
Avoid walking around the room when talking, as some pupils may be
unable to see or hear what is being said.
When introducing
pupils understand
batteries
including
deteriorate
those used on
e.g. Braille,
Ensure displays are lively and stimulating but uncluttered and that
they are not overpowering in their provision of information.
LEARNING
Do not assume that concepts have been understood and provide opportunities for repetition and reinforcement.
Check the work of pupils with special needs regularly to ensure that
they understand the work, developing skills and are remaining on
task.
Be aware that pupils with special needs can take on school and class
responsibilities and that this can improve their self image.