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Pupils may struggle with_Schindler Miriam_MFL

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As Geography utilises many skills it is possible that a learner can be affected by all of the above. Geography can often be a fact heavy subject where, in order to “succeed” and pass exams, facts need to be learnt. If someone struggles with this, it can affect many of the other factors where they can become unmotivated in school, self-esteem can be affected etc, it could potentially be a snowball affect where a learner struggles with one thing it can impact many of their other skills. I think it’s important to make sure the correct provisions are there for students initially, in order for them to be supported with whatever skills they may not have in order to create a positive learning environment for them.

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Pupils may struggle with:
•	Literacy (all aspects)
MFL gives an opportunity to start again without any baggage in terms of literacy. However those who do struggle with it may find writing in a MFL hard.
•	Numeracy
•	Spoken language
•	Anxiety and speaking disorders.
•	Concentration
•	Memory
Drills can be boring and provide no motivation for memory.
•	Problem-solving
•	Using their initiative
•	Asking relevant and useful questions
•	Working and co-operating with others
•	MFL involves a lot of dialogue and socialising which can be difficult for those who struggle with this. 
•	Motivation
•	Categorising and organisational skills
•	Generalising
•	If – then relationships
•	Study skills
•	Unfortunately, there is no avoiding sitting down and trying to learn words. This requires skill and an understanding of how you learn. 

•	Following instructions and remembering them

Particularly difficult in the target language.
•	Self-esteem
Well used reward can give a lot of high self esteem in MFL as you have to be brave and accept that you will make mistakes in order to learn
•	Self-expectations
•	Negative feelings towards school
MFL can be quite hard to do at home without any guidance. A well chosen task which involves figuring it out instead of memory can be a solution.

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Red:
Literacy (all aspects)
Asking relevant and useful questions
Working and co-operating with others
Self-esteem
Spoken language
Concentration
Memory

Yellow :
Using their initiative
Motivation
Categorising and organisational skills
Generalising
Study skills
Self-expectations
Negative feelings towards school

Green:
If – then relationships
Following instructions and remembering them
Numeracy

Problem-solving

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High Reliance
Literacy (all aspects)
Spoken language
Concentration
Memory
Using their initiative
Asking relevant and useful questions
Working and co-operating with others
Motivation
Study skills
Following instructions and remembering them
Negative feelings towards school

Low Reliance
Numeracy
Problem-solving

Medium Reliance
Categorising and organisational skills
Generalising
If – then relationship
Self-esteem
Self-expectations

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Literacy (All aspects)
Concentration
Working with others (also understanding others views and developing empathy).
Asking relevant and useful questions.

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From the list provided it was difficult to place any of the skills as low reliance, as English (and I’m sure lots of other subject too) uses all of these skills, and a lot of the assessments for English relies on these skills. The skills I have placed in yellow or green, do still have a place in English, and I would hope to be able to integrate activities and tasks that do improve numeracy and problem solving ect into the classroom. I believe it’s important for skills to be cross-curricular.

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Pupils may struggle with:
•	Literacy (all aspects)
•	Numeracy
•	Spoken language
•	Concentration
•	Memory
•	Problem-solving
•	Using their initiative
•	Asking relevant and useful questions
•	Working and co-operating with others
•	Motivation
•	Categorising and organisational skills
•	Generalising
•	If – then relationships
•	Study skills
•	Following instructions and remembering them
•	Self-esteem
•	Self-expectations
•	Negative feelings towards school

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Red
Literacy
Spoken language
Concentration
Memory
Self-esteem
Self-expectations

Green
Numeracy
Problem solving
Using their initiative

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I think that most of these are highly relevant to maths. In maths you would expect the main problems to be around: numeracy, concentration, memory and problem solving.

However, many of the questions particularly in the foundation paper require high levels of literacy.

Any pupils, with issues with self esteem and negative feelings towards school, are going to struggle with any subject.

There are items such as using initiative, generalising and spoken language which may not impact you passing a GCSE exam but would be needed to take maths further.

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Science is complex: problem solving, concentration and maths.

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memory
spoken language - links with self-esteem
concentration
study skills

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Red:
-Following instructions and remembering them
-Problem solving
-Ask relevant and useful question
-Motivation
-Working and co-operating with others
Orange:
-Literacy
-Numeracy
-organisational skills
-Self esteem

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Psychology is basically about trying to understand us as humans, it's about having a problem and trying to solve it so pupils that have problems with forming ideas, thinking of consequences to those ideas, thinking laterally, sequencing etc are going to find it extremely difficult. In addition the research aspect involves a lot of numeracy especially to do with statistics so if they have issues with basic maths they may find the statistics too complicated.
On a positive they will get to learn about themselves and what makes them the same or different to others, they will start to see that we are not all "perfect" and that they actually have a lot in common with others.

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I think that in Science the main parts will be about being able to understand the relationships and processes of the world as well as being able to follow and understand practical instructions and orders of processes. On the other hand, I think a skill like spoken language can be worked around a lot easier as there can be other ways to communicate effectively in science.

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I think self expectations in music is very important. The subject relies on the students own motivations and commitments, to ‘want’ to perform or create a piece of music that sounds good, so I think its important for the pupil to have a good expectation of themselves in order to achieve the most out of the subject. However if they set too high or low an expectation for themselves then it can add pressure or cause them to lose interest.

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Pupils may struggle with self-expectations throughout physical education classes. Especially the lower years of the school, most children will come to PE very excited and think they know everything about all sports and could be very dis-heartened when they get a certain skill in a sport wrong.
As the teacher I think it is very important to keep the pupils confidence up. Even if they perform a skill wrong, there are other ways to go around fixing these mistakes in a nice, calming way. This can be why certain pupils end up wanting to skive physical education lessons because their confidence has been knocked.

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I think concentration, working and co-operating with others, motivation, self-esteem and self-expectations are all really important for music.

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For History, I think study skills are generally quite important as those ‘skills’ allow individuals to answer enquiry questions and interpret events. Literacy is obviously very important for History when writing answers, but I think spoken language is very important as good pupil talk is what allows learning to happen and poor spoken language can be the first stumbling block many pupils may come across.

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Access to a lot of geography, like other subjects, relies on literacy, especially once in upper KS3 and GCSE.
A lot of human geography, such as place, is about thinking about our own experiences and culture, it would be an incredible resource to have the opinions of pupils with disabilities and how this effects their inclusion in wider society, but it takes practice and self confidence to be able to share these with the class. Geography is not only subject but also preparing students for the world they live in. It's important to have inclusion in these lessons for both SEND students and their peers.
Pupils that struggle to generalise might find geography overwhelming because you cannot know everything about everywhere.
Something that isn't on the list is spatial awareness. Pupils may struggle to picture scale, location and timelines which are vital to understanding a lot of processes, particularly in physical geography. Another aspect of geography is the physical access to fieldwork and how we could adapt field days to include students that need extra support and particularly wheelchair access without denying other pupils of their fieldwork opportunities.

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In maths students will struggle with a wide variety of these issues, but I would like to focus on concentration, motivation and following instructions and remembering these instructions. Historically maths has been a very off putting subject for a lot of students as they can think of nothing worse than a page full of numbers and questions to be answered. Maths has also been typically taught using a follow the rule approach where students regurgitate rules told to them by their ‘all knowing’ teacher. I think a way to address these issues is to teach in a more relational way, meaning putting more emphasis on understanding why we do certain things as opposed to just doing them. Alongside this other tools should be used such as promoting discussion and debate over which methods to use and also making maths more interesting using relevant real world examples.

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Pupils who struggle with their memory may find learning case studies difficult, as they will need to recall key dates and numbers.
Also the pupils who have issues with categorising will struggle, as it will be difficult for them to be able to identify impacts of geographical nature.
Finally following instructions for geographical skills such as reading maps is crucial, so students who have issues following instructions will struggle.

working with others in a social environment for field work skills is key for geography students, as they will have to work in a group to get tasks done as they cannot be completed alone.

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•       Literacy (all aspects)

•       Numeracy

•       Concentration

•       Memory

•       Working and co-operating with others

•       Study skills

these are the skills that are most central to psychology

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Literacy is an important one with history as essay writing and reading is very important and will make the study of history near impossible without.
Also I wanted to pick out Memory and asking relevant and useful questions.
Sadly a lot of the history GCSE and Alevel exam is all about memory, of places, dates and names etc. So that is an important skill to master.
The ability to ask questions I think is particularly important in the lessons so students get the most from their history lessons which should be about further exploration, disagreement and enjoyment.

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High Reliance
- Self Esteem
- Working and Cooperating with others.
- Motivation
- Spoken Language
- If Then Relationships

Medium Reliance
- Categorising and Organisational skills.
- Self Expectation
- Following Instructions and Remembering Them.
- Asking Relevant and Useful Questions
- Literacy (All Aspects)
- Problem Solving

Low Reliance
- Study Skills
- Numeracy
- Negative Feelings Towards School
- Generalising

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Study Skills (RED) - This brings difficulty because the study of music is an ever-debated topic. If it's to be more practical, then students need to have a level of ability before they can go away and work on things. The academic aspects are difficult for all the same reasons as the other subjects.

Motivation (RED) - If students are aware that music CAN be fun and practical and interactive, too much essay writing or content revision may be tedious.

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•      Literacy (all aspects)

•      Spoken language

•      Memory

•      Using their initiative

•      Asking relevant and useful questions

•      Working and co-operating with others

•      Categorising and organisational skills

•      Study skills

•      Following instructions and remembering them