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National Curriculum

Inclusion in English

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 English, some pupils may require:

  • support to overcome specific difficulties in learning that result in an uneven profile across the attainment targets. They will require help to improve areas of weakness and strategies for managing specific difficulties

  • opportunities to meet the demands for speaking and listening and other oral activities through the use of alternative communication systems, to compensate for difficulties in using spoken language

  • opportunities to learn and develop alternative methods of recording, such as ICT, to compensate for difficulties with handwriting, to enable them to demonstrate their wider writing skills

  • opportunities to learn and develop tactile methods of interpreting written information, to overcome difficulties in managing visual information.

In assessment:

  • where pupils use alternative communication systems, judgements should be made against the level descriptions for speaking and listening. It will be necessary to note any demands that are not met, such as the awareness and use of standard English

  • for pupils with disabilities who are unable to write by hand, the handwriting requirement of the writing attainment target will not be applicable

  • for pupils using tactile methods, the assessment of reading will be through the use of materials of equivalent demand presented in the appropriate medium.

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

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