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Across our Intensive Training and Practice (ITaP) curriculum and 5 ITAP themes, inclusion is understood as ensuring that all pupils can access, participate in and succeed within ambitious classroom learning.
This reflects the expectations within the Initial Teacher Education Inspection Framework, which emphasises preparing trainee teachers to meet the needs of all learners, including disadvantaged pupils and those with SEND, whilst maintaining consistently high expectations. It also reflects the ambition of the Department for Education's White Paper, Every Child Achieving and Thriving, which places excellent teaching at the heart of ensuring every child can achieve and thrive.
Rather than treating inclusion as a discrete topic, the ITaP curriculum deliberately develops inclusive teaching through successive pedagogical practices. Each ITaP topic introduces evidence-informed teaching approaches which reduce barriers to learning, improve participation and enable teachers to respond effectively to learner difference. Our ITAP sequence is outlined below:
NUDU Pupil Profiles: Supporting Conversations about Inclusive Practice
NUDU Pupil Profiles: Supporting Conversations about Inclusive Practice
Throughout the PGCE programme, trainees will regularly encounter Amelia, Leo and Jayden, three fictional pupils whose profiles represent a range of strengths, experiences, circumstances and needs that may influence their learning and participation in school.
We will use these profiles across Professional Learning and Subject sessions as a consistent point of reference for thinking about Inclusion. As trainees encounter new ideas about teaching, learning, behaviour, assessment and subject-specific pedagogy, we will encourage them to ask how the choices they make might be experienced differently by Amelia, Leo and Jayden.
At times, we will encourage mentors to draw upon the profiles in a similar way during school-based professional conversations. They can provide a useful starting point for discussing questions such as: Who might benefit from this approach? What might make learning more difficult for some pupils? What might we need to know about an individual pupil before deciding how best to support them?
As the programme progresses, trainees will receive new information about the pupils and their changing circumstances. This will reinforce the importance of continually getting to know the pupils they teach, noticing potential barriers to learning, and adapting their thinking as their professional knowledge and understanding develop.
The profiles are not intended to suggest that particular pupils require a fixed set of teaching strategies. Instead, they provide a shared stimulus through which university tutors, subject tutors, school-based mentors and trainees can explore how inclusive teaching begins with knowing and understanding pupils as individuals.
Throughout these discussions, one principle remains constant: understanding pupils' individual needs and the contexts in which they learn should inform our teaching, but should never lower our expectations, aspirations or ambitions for what they can achieve.
A printable (PPT) version of these can be downloaded below:
Pupil Profile Printout A4.pptx
ITAP Assessment and Follow-Up
ITAP Assessment and Follow-Up
Following each ITAP component, we will direct trainees and mentors to use alternative versions of the Formal Lesson Observation Template with a specific focus on the skills and knowledge practiced and developed, as part of the ITAP. These can be found on the Resources & Templates page and are colour coded on the Year's Curriculum Overview / Calendar.
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