Qualified Teacher Status (QTS) Adaptive Teaching, SEND and Inclusion Flashcards

24 sample cards from the Adaptive Teaching, SEND and Inclusion deck

Sampled from the end of the deck, so these are different cards from the ones shown on the syllabus page.

1. What does EAL stand for, and does EAL automatically mean a pupil has SEN?

   English as an Additional Language. No, EAL is not in itself a special educational need; a pupil learning English may be highly able, and difficulties with English must not be mistaken for cognition or learning difficulties.

2. Name three strategies for supporting EAL pupils in the classroom.

   Using visuals, gestures and concrete objects; providing sentence stems, key vocabulary and writing frames; pairing with supportive peers; valuing and using the pupil's first language; pre-teaching subject vocabulary; and allowing thinking/processing time. (Any three.)

3. What distinction is important when supporting EAL pupils regarding language proficiency?

   The difference between Basic Interpersonal Communicative Skills (BICS, conversational fluency, ~1 to 2 years) and Cognitive Academic Language Proficiency (CALP, academic language, ~5 to 7 years). A pupil fluent in conversation may still need significant support with academic language.

4. How should teachers stretch the most able / high-attaining pupils?

   Through greater depth, complexity and challenge within the same topic (extension and enrichment), higher-order questioning, open-ended tasks, and high expectations, rather than simply giving more work of the same level ('more of the same') or moving them on prematurely.

5. What is the difference between 'acceleration' and 'enrichment/depth' for the most able pupils?

   Acceleration moves a pupil onto content from a higher year/key stage (faster pace). Enrichment or going deeper keeps pupils on the same content but explores it with more depth, breadth and complexity. Current practice generally favours depth over acceleration.

6. What is the Pupil Premium?

   Additional government funding given to schools to improve the attainment of disadvantaged pupils and close the gap between them and their peers, allocated for pupils eligible for free school meals (now or in the last 6 years), looked-after and previously looked-after children, and service children.

7. The 'Ever 6 FSM' measure used for Pupil Premium eligibility means what?

   Pupils recorded as eligible for free school meals at any point in the last 6 years (not only those currently eligible), which captures a wider group of disadvantaged pupils.

8. According to EEF guidance, what is the single most important lever a school has for improving outcomes for disadvantaged pupils?

   High-quality teaching for all pupils ('quality first teaching'). The EEF tiered model places teaching first, then targeted academic support, then wider strategies.

9. What are the three tiers of the EEF's recommended approach to spending Pupil Premium?

   1. Teaching (high-quality teaching and CPD); 2. Targeted academic support (e.g. tutoring, intervention); 3. Wider strategies (e.g. attendance, behaviour, social and emotional support).

10. Give two classroom strategies for supporting pupils with social, emotional and mental health (SEMH) needs.

    Building positive, trusting relationships and predictable routines; using consistent, calm and non-confrontational behaviour responses; explicitly teaching emotional regulation; providing safe spaces and time-out options; and adjusting expectations sensitively while keeping them high. (Any two.)

11. What is meant by a 'trauma-informed' or relational approach to SEMH needs?

    An approach that recognises behaviour may be a communication of unmet need or the result of adverse experiences, prioritising safety, predictability and positive relationships, and responding with empathy and regulation support rather than purely punitive sanctions.

12. What are the nine protected characteristics under the Equality Act 2010?

    Age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation.

13. What is the Public Sector Equality Duty (PSED) and to whom does it apply?

    A duty under the Equality Act 2010 requiring public bodies, including all maintained schools and academies, to have due regard to: eliminating discrimination, harassment and victimisation; advancing equality of opportunity; and fostering good relations between people who share a protected characteristic and those who do not.

14. Name the three aims a school must have 'due regard' to under the Public Sector Equality Duty.

    1. Eliminate unlawful discrimination, harassment and victimisation; 2. Advance equality of opportunity between different groups; 3. Foster good relations between different groups.

15. What is the difference between direct and indirect discrimination under the Equality Act 2010?

    Direct discrimination is treating someone less favourably because of a protected characteristic. Indirect discrimination is applying a policy or practice that applies to everyone but puts those sharing a protected characteristic at a particular disadvantage and cannot be objectively justified.

16. What does an 'inclusive and representative curriculum' mean?

    A curriculum in which pupils of all backgrounds can see themselves reflected ('mirrors') and learn about others ('windows'), using diverse texts, examples, role models and histories, avoiding tokenism, and ensuring content represents a range of cultures, identities and experiences.

17. Distinguish between curriculum as a 'mirror' and as a 'window'.

    A 'mirror' lets pupils see their own identity, culture and experiences reflected in what they learn (building belonging). A 'window' gives pupils insight into the lives, cultures and perspectives of others (building empathy and understanding).

18. What is a stereotype, and why must teachers challenge stereotyping?

    A stereotype is a fixed, oversimplified generalisation about a group of people. Teachers must challenge it because stereotypes lower expectations, limit aspirations, can lead to discrimination, and damage pupils' self-concept and relationships.

19. Distinguish between prejudice and discrimination.

    Prejudice is a preconceived negative attitude or judgement about a person or group, usually based on group membership. Discrimination is acting on that prejudice through unfair treatment. Prejudice is the attitude; discrimination is the behaviour.

20. What is 'unconscious bias' and why does it matter for teachers?

    Unconscious (implicit) bias is the automatic, unintentional associations and assumptions we hold about groups. It matters because it can unconsciously influence teacher expectations, questioning, feedback and behaviour responses, contributing to unequal outcomes if not recognised and counteracted.

21. How is bullying generally defined in school anti-bullying policy?

    Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. It is often characterised by an imbalance of power and can be motivated by prejudice.

22. What is cyberbullying / online bullying, and what makes it distinct from other bullying?

    Bullying that takes place using digital technology (social media, messaging, gaming, etc.). It is distinct because it can be relentless (24/7), reach a large audience quickly, follow the victim into their home, and allow perceived anonymity for perpetrators.

23. What is identity-based bullying? Give examples.

    Bullying motivated by prejudice against a particular characteristic or identity. Examples include racist, homophobic, biphobic, transphobic, disablist, sexist and religious/faith-based bullying. It often targets one of the protected characteristics under the Equality Act 2010.

24. What is a teacher's first responsibility on witnessing or being told about bullying?

    To take it seriously, never ignore it, ensure the victim is safe and supported, and record and report it in line with the school's anti-bullying and safeguarding policies so that it can be investigated and followed up.

What this deck covers

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