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1. Get started

Start by watching a short video. Then read the cartoon, quotes and key principles. They introduce the main ideas covered in this module. Discuss these as a group. The learning outcomes describe what you’ll achieve once you’ve completed the six steps.

Getting to know learners and using e-Portfolios

Module 6 Cartoon
When Ben got first involved with his IEPs, he was quite reserved in the meetings, he didn't have much input. But once he got involved with writing his own IEPs and setting his own goals, he had a lot to say. He wanted other adults that were around him to learn the new technologies he was working with, and he's become more outspoken about his goals and what he wants to achieve, in his learning experiences at school … setting his own goals is what he should be doing. It's about him.

— Parent of a year 9 student

Module 6 Csp0570

Key principles

  • When the student is at the centre of teaching and learning, their knowledge, contributions, strengths and desires are central to planning.
  • For some students, planning is through an Individual Education Plan (IEP). An IEP draws on knowledge from the student and those who know them best. It gives students a say in their learning.
  • An IEP is a collaborative learning plan that recognises the student’s strengths and achievements and focuses on new learning.
  • The IEP is a way of adapting the school programme to the student rather than the other way around. It informs teachers’ day-to-day planning, alongside the sources teachers draw on for planning for all their students.
  • An IEP is not intended to be a different programme to the rest of the class. It outlines adjustments to the classroom curriculum that will ensure the student learns within the curriculum and alongside their peers.
  • Not all students need an IEP. An IEP is used when additional teaching strategies are required to support a student.

Learning outcomes

This module is intended to support teachers and teacher aides to achieve four aims:

  1. Recognise the IEP process as a means to support students having a say in their learning.
  2. Identify and discuss some of the ways to support students to be actively involved in decision making about their learning.
  3. Select one new way to support students as decision makers in their learning and trial a strategy to support the student through the IEP process.
  4. Discuss how the trial strategy worked and make any necessary changes as they also consider the needs of the other students they teach and support.