In my role this term, I’ve been implementing a knowledge-led mastery curriculum across all subjects, following the thoughts of great educationalists like E.D. Hirsch to shape students’ learning around core knowledge to increase their social and cultural capital and ensure they can access the greatest number of choices in their future lives.
So far, the three greatest challenges to implementing this kind of curriculum have been the concerns of SEN and EAL students, along with behaviour.
My school has a very high percentage of pupil premium students, and it is the peculiar case that students from disadvantaged backgrounds are far more likely to be diagnosed with special educational needs (SEN) than their wealthier peers. Our school certainly has an extensive SEN list.
Now, while I am not an SEN expert, I do tend to the view that, as it seems unlikely that poor children are just predisposed to having special educational…
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