Collaborative SEN module

This task involved collaboratively designing, researching, and documenting a six-session Unit of Learning (UoL) for a Transition Year setting, with a strong emphasis on inclusive practice and Special Educational Needs (SEN) support. Working in partnership with a PME mentor, the project required the creation of a structured placement folder that included lesson plans, visual aids, support studies, alternative tasks, and differentiated learning strategies. The UoL was grounded in the theme of Pathways and centred around outdoor-based learning, using natural materials and environment-led observation to support creativity and engagement.

A key aspect of the task was how it delved into collaboration as a form of reflective practice. Our partnership involved weekly meetings, shared planning responsibilities, continuous feedback, and mutual problem-solving. We adopted clear roles based on our strengths: I developed the first two sessions and focused on bookbinding and visual structure, while my co-creator led later lessons and contributed her classroom-based insight. This mentor-mentee dynamic allowed me to develop more confidence in designing for SEN learners, as she shared practical examples of UoLs she had previously used and guided me in anticipating potential classroom challenges.

The task also required us to actively apply inclusive education principles by ensuring lessons were accessible for learners with varying needs. We intentionally reduced cognitive overload by using simplified language, minimal but effective text, clear sequencing, and a strong reliance on visual instruction. In designing bookbinding demonstrations (accordion and loose-leaf formats), we broke each process into manageable steps using checklists and staged visuals. This approach supported students who may experience difficulty with executive functioning, fine motor skills, or processing speed, while also reducing anxiety for learners unfamiliar with art-making.