Inclusion and scaffolding…

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Creating An Inclusive Environment

• Room layout:
  • The layout of the room needs careful thought — how learners are grouped, accessibility to resources and visibility of whiteboard and displays.
• Displays:
  • It is important to achieve the appropriate level of stimulation in the classroom — a range of colours that is neither bland nor overwhelming and displays which are useful and not excessive. It should be clear to anyone entering the room what purpose the areas and displays serve. Displays can be empowering and practical if they are genuinely functional for reference and scaffolding. It can be both supportive to learners and a great help to you and support staff if things like key language, speaking frames, and writing scaffolds are strategically placed, without being overwhelming in number.
• Groupings:
  • When considering groupings and positions in the room for each learner, consider what their individual needs may be (visual impairment, hearing impairment, SEMH) in terms of feeling safe and comfortable. It is imperative to know learners well enough to make these decisions safely and avoid triggers.
• Teaching routines:
  • Classroom routines and consistent pedagogical practice are integral to creating the optimum conditions and environment for learning. Rules and routines should be clear and embedded into lesson time, but all transitions, including endings, are important times to ensure learners know what is happening and what is expected of them, so that the routine is as predictable as possible. Within lessons, routines such as starter, main task, then review are as important for emotional regulation as for cognitive scaffolding. Some learners may also benefit from a reduced number of different activity types to avoid anxiety. </aside>

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Planning Inclusive Lessons

• Overview
  • There is so much more to Film Studies than simply watching films. When watching a film, we might instinctively regard it as relaxation or escapism. However, the in-depth study of film involves coming from a very different starting point. As well as gaining an appreciation of film as an art form in terms of its visual storytelling, studying film can enhance understanding of the world in terms of values, attitudes and beliefs.
  • Film can be a highly effective tool in helping all learners — including those with SEND — to better understand both curriculum-linked and academic topics and also the wider world around them.
• Curriculum adaptation and accessibility:
  • Ongoing curriculum development should:
    • Consider different forms of assessment for each topic — mixing written work with creative and practical projects.
    • Build in opportunities for peer teaching and collaborative learning.
    • Include structured templates and writing frames that can be adapted based on individual needs.
    • Incorporate multimedia elements like audio recordings, video clips, and interactive digital content.
    • Offer staged submission points for larger assignments.
    • Provide subject-specific vocabulary banks with learning aids and contextual examples.
    • Build regular check-in points to assess understanding before moving to new topics.
    • Incorporate assistive technologies where appropriate.
• Fostering creativity and empowerment:
  • Ongoing curriculum development should:
    • Foster an environment where success is achievable for all learners.
    • Ensure materials are available in accessible formats to support different learning needs.
    • Encourage students to explore their own creative and artistic interests. </aside>

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Communication And Interaction

• How can I support learners who struggle to access lessons because of communication and interaction issues?
  • Use simplified language with positive, clear instructions.
  • Break down complex tasks into smaller, visual steps.
  • Provide clear, consistent classroom routines to help students know what to expect.
  • Use structured templates and writing frames that can be adapted to individual needs.
  • Provide subject-specific vocabulary banks with learning aids and contextual examples. </aside>

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Cognition And Learning

• How can I support learners who struggle to access lessons because of cognition and learning issues?
  • Use simplified language with positive, clear instructions.
  • Break down complex tasks into smaller, visual steps.
  • Provide clear, consistent classroom routines to help students know what to expect.
  • Incorporate multimedia elements like audio recordings, video clips, and interactive digital content.
  • Build regular check-in points to assess understanding before moving to new topics.
  • Offer different forms of assessment for each topic — mixing written work with creative and practical projects.
  • Build in opportunities for peer teaching and collaborative learning. </aside>

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Social, Emotional And Mental Health

• How can I support learners who struggle to access lessons because of social, emotional and mental health issues?
  • Foster an environment where success is achievable for all learners.
  • Create predictable routines for film screenings and discussions to help with emotional regulation.
  • Provide “trigger warnings” before screening potentially difficult curriculum content.
  • Consider seating arrangements carefully to ensure students feel safe and comfortable in the classroom.
  • Keep displays functional and not overwhelming, with clear purpose and strategic placement of key resources.
  • Provide creative outlets through practical filmmaking projects where students can express themselves.
  • Offer staged submission points for larger assignments.
  • Create opportunities for students to build confidence through sharing their perspectives and stories.
  • Normalise mistakes as part of the learning process, especially during practical work. </aside>

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Sensory And Physical Health

• How can I support learners who struggle to access lessons because of sensory and physical health issues?
  • Create visual resources and mind maps to help students understand curriculum content.
  • Use visual timelines to help students track narrative development.
  • Incorporate technology tools that allow students to respond digitally rather than verbally.
  • Signpost the wide variety of optional accessibility accommodations offered by iPadOS and Notion. </aside>