Sharing learning intentions with pupils with severe and complex learning difficulties

Project summary

This inter-authority ASG investigated the use of Assessment for Learning with pupils with severe and complex difficulties. The members of the group represented cross-sectoral special educational needs establishments in Dundee City, Midlothian and East Lothian. The key feature examined was ‘our pupils, staff and parents are clear about what is to be learned and what success would be like’. The report adopted a narrow focus allowing the group to reflect on existing practice and find ways in which Assessment for Learning could be developed with such a diverse group of pupils. The report clearly links AifL with Curriculum for Excellence.

To involve pupils in their learning, the group introduced practical strategies and produced concrete aids. In making these resources, they showed an understanding of what is involved in the learning process. Through using the resources, the pupils are taken through progressive stages which inform next steps in learning.

Case study extract

In using resources that we created in order to identify the steps in the learning process (Appendix 3) [see PDF] the pupils now have a greater awareness of what they are learning and how to achieve it, therefore becoming ‘successful learners’. In addition, for some pupils, including those on the autistic spectrum, the knowledge that their learning has a beginning and an end is reassuring for them. Evidence for this is displayed in pupils showing a degree of independence in using their visual timetables in order to organise their daily activities (Appendix 4) [see PDF], therefore becoming ‘confident individuals’. Through our investigation we found that pupils had a greater awareness of what they were learning and its purpose and relevance. Such learning intentions may involve pupils having a more independent role when out shopping or going a message within the school (Appendix 5) [see PDF], therefore becoming ‘responsible citizens’.

This study has also highlighted the importance of the pupils’ learning experiences being meaningful and purposeful. Strategies have been implemented to ensure all that staff are aware of the specific learning intentions and success criteria for each child. This is evident through classroom observations of staff interacting with pupils, teachers’ logs/daily plans/IEPs/reports and visual displays in the classroom (Appendix 6) [see PDF]. There has been an increasing awareness of the use of language and the impact on promoting learning with emphasis on consistency within the class teams.

Through our investigation of AifL we have created resources which have promoted pupils with severe and complex learning difficulties to be more actively involved in their learning. Through using the resources the pupils have shown an awareness of the steps in the learning process. In addition the staff have found an increasing awareness of AifL and Curriculum for Excellence to be advantageous for their professional practice in providing a purposeful, relevant yet meaningful curriculum for the pupils they work with.

Contact details

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