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National Curriculum

Inclusion in science

Teachers may find the following additional information helpful when implementing the statutory inclusion statement: Providing effective learning opportunities for all pupils. Teachers need to consider the full requirements of the inclusion statement when planning for individuals or groups of pupils.

To overcome any potential barriers to learning in science, some pupils may require:

  • support to overcome difficulties with mobility or manipulative skills so that they can participate as fully and as safely as possible in experimental work. Support could be provided (for example, by adapting or using alternative activities, adapting equipment or by using specialist items, including ICT, or providing adult or peer support)

  • additional time to compensate for difficulties in managing visual information, particularly when making observations and accessing information in experimental work or through the use of microscopes

  • support in lessons about light so that despite their visual impairment pupils are able to gain as much access as possible to the activities (for example, by use of ICT, by using their knowledge that many light sources produce heat)

  • support in lessons about sounds so that despite their hearing impairment pupils are able to gain as much access as possible to activities (for example, by the use of oscilloscopes and sound level meters to provide visual demonstrations).

In assessment:

  • pupils who are unable to use equipment and materials, including those who are visually or hearing impaired, may be unable to achieve certain aspects of the level descriptions. When a judgement against level descriptions is required, assessment of progress should discount these identified aspects.

This content relates to the 1999 programmes of study and attainment targets.

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