Inclusive Classroom Observation & Adaptation
6 weeks · 0 milestones
Observe a real inclusive classroom across at least 3 sessions and document specific adaptations made for different learner needs. Proof requires: (a) a structured observation log for each session noting what adaptations were made, for which learner profile (not named — use descriptors such as 'student with dyslexia' or 'EAL student'), and the observed effect, (b) documentation of at least one adaptation you implemented yourself (not just observed) with the mentor teacher's written feedback on its effectiveness, and (c) a reflective analysis connecting the observed adaptations to a named inclusive education theory or framework. Mentor teacher or SENCO sign-off required. This proof documents the STUDENT PRACTITIONER'S observational and adaptive practice skills. Requires current DBS/background check clearance. All student identifying information anonymised.
Milestone map
Milestone map
3 milestones
Spend at least three observed sessions in a placement classroom, systematically recording how the host teacher adapts instruction, environment, and resources for diverse learners. Use a structured observation framework (such as the EEF's Metacognition and Self-Regulation guidance) to categorise each adaptation by learner need and strategy type. Produce a typed observation log with anonymised learner references.
Proof required
Submit your typed observation log (minimum 800 words across all sessions) using anonymised learner descriptors, showing at least five distinct adaptation strategies identified and the evidence base or rationale you assigned to each.
What gets checked
- Adaptations are categorised by learner need (e.g., attention, language, sensory) not just listed chronologically
- Evidence base or rationale is cited for at least three strategies (EEF, SEND Code of Practice, or named research)
- All learner references use role descriptors or pseudonyms — no names, dates of birth, or identifying combinations