* 2 new tools or methods I plan to research or try this week.

* 1 question I still have about UDL implementation.

I will…….

Year Group Pledge

We promise to…..

CPD Pledge

I commit to ….

-choices around how you learn best and how you show what you learn

-remove barriers for all learners ( what works for 1 might work for more)

-challenge and engage all diverse students

*2 new tools or methods I plan to research or try this week

-make lesson goals more apparent

-Enagling students to explain how they learn best

*1 question I still have about UDL implementation

-Is there a shared folder / space where people can share templates etc they have made to impliment UDL

I will make sure to expalin the what and why of learning goals in class

Year Group Pledge

We promise to give flexible meaningful choices to support students learning and engagement.

CPD Pledge

I commit to continue making small tweaks in my teaching to impliment UDL

Clarity:

1. UDL and DEI work together to create a strong and effective way to design lessons.

2. Collaboration is key for this to be successful.

3. The importance of professional learning for teachers and the wider community.

Tools/methods:

1. Students make note of lesson goals.

2. Teachers refer to these goals throughout lessons.

Question:

How can I assess the effectiveness of UDL implementation and its impact on a student's learning?

1. This quote, “when we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur” has a both positive and negative outcomes - high expectations challenge learners to achieve, expectations around unexpected behaviours actually facilitate more unexpected behaviours.

2. The UDL design cycle - creating specific assessments that allow educators to get a deeper understanding of student skills, and knowledge and thus aid in creating targeted interventions with measurable outcomes.

3. To remove or reduce barriers one first needs to understand what and where they are.

2 Tools/methods:

1. Driving engagement by designing lessons that actually reflect current student interests and passions and not relying on previously taught lessons

2. Increased flexibility in how learning is delivered and supported

1. Question - By putting learner variability at the centre of planning, and how do we stay aware of when the edges (or students in the edges) move?

• Differentiation is the teacher varying for students, teachers adjusting content, process, product and learning based on individual needs while UDL aims to remove barriers with multiple means of engagement, representation to ensure all students can access and participate in learning.

• Differentiation is reactive, UDL is proactive

• Fixed goals + flexible methods to achieve
  

*2 new tools or methods:

Try out the UDL planning method: Goals, assessment, methods, materials

Use feedback variation: Task (fixed completion)/ process (skills-based)/ self-regulatory (advanced learner least observed)

*1 question:

How to UDL with schools of varying resources?

I will ensure I use continued AFL and AAL practices to design engaging lessons

CPD Pledge:

I will take advantage of any CPD learning opportunities that are offered to me and continue to explore how UDL can be effectively implemented in the classroom space.

1. UDL always start with the goal or lesson objective.

2. Providing a variety of multi media resources will allow all students to access the learning.

3. UDL requires flexibility in all aspects of learning. Tasks/environment/etc.

Tools/methods

1. UDL planning cycle

2. Provide variety of learning resources that students can access, but limit to 2 or 3 choices.

Question

How does UDL impact reluctant reading habits when alternatives are always presented?

1.Personalisation does not mean individualisation

2.Design for the margins and everyone will be catered for (The brain’s way of learning can be as different as an individual finger print)

3. UDL is moving from the idea that the student is what creates barriers to learning to the idea

that the curriculum, instruction, materials, and assessment create the barriers.

*2 new tools or methods I plan to research or try this week

A Year 1 friendly Choice board

Explore more technological assisted support for students struggling with fine motor control and therefore wirting 

*1 question I still have about UDL implementation

What does it look like in a year 1 classroom? I would really appreciate examples of practical lessons to compare differentiation and UDL

I will continue to celebrate diversity through culture and accessibility. Use terminology specific to UDL, such learning goals, success criteria, AFL, AAL, AOL

CPD Pledge

I commit to explore UDL principles specifically for Expressive Arts and regularly seek student feedback to evaluate effectiveness of in class methods. 

2 UDL is intentional planning and design

3 There is no average learner

Tools or methods I intend to research:

1 Designing lessons relating to students current interests

2 The UDL Design Cycle

Question I still have?

Can we have an example timetable where teachers are balancing providing lessons in line with UDL principles and teaching the students the essential skills (handwriting, reading etc) parents are expecting for the early years?

1. Have a plan and set goals that are challenging yet achievable. 

2. You need to be flexible with your planning and teaching.  Use a variety of multimedia, graphics and animations, and modelling… to cater for different needs.   

3. Providing feedback that meets and supports all levels of learning.

*2 new tools or methods I plan to research or try this week

1. Providing immediate feedback within a 45-minute Expressive Arts lesson. This can ensure that students have something to take away and work on. 

2. Create useful assessment tasks that provide feedback for both students and teachers. 

*1 question I still have about UDL implementation

1. How can we apply UDL to a large group of children (150 to 300 students), such as a singing assembly? 

• UDL is proactive - from the start you design to meet the needs of every learner, remove barriers and help them find their optimal learning path

• Multiple means of action representation is ensuring you provide choice and not just variety

• 3 brain networks - recognition (the what), skills and strategies (the how) and caring and prioritising (the why of learning).
  

*2 new tools or methods I plan to research or try this week

• consider strategies to support the brain network of "caring and prioritising" (the why of learning)

• continue to develop students ability in explaining how they learn best

*1 question I still have about UDL implementation

• How do I effectively manage and assess the potentially overwhelming variety of student work that can result from fully implementing the principle of multiple means of Action & Expression?

2. Teachers need to gradually give away 'control' of assessments to give more ownership to students- something to work on with our UOIs as well. We might not all end up in exactly the same place and thats fine.

3. Look at developing more of a UDL approach with all subjects. The more you do it the more students will naturally use this approach.

   It certainly creates a different buzz in class ( writers workshop for example )

I will be proactive at designing tasks to meet every learner from the start.

Year Group Pledge

We promise to provide meaningful choices to support representation, action and expression and engagement in learning.

CPD Pledge

I commit to making small tweaks and review these for impact.

• Vary way of presenting information and use multimedia where possible

• Good choice boards provide autonomy and can also game-ify choices to enhance engagement.

• UDL is front end time, where you are designing lessons with all students in mind so there are no barriers.

2 new tools:

• multimedia presentations and trying to organise split screens and inputs more clearly.

• continue to model justifying why they have chosen a specific choice and what that says about them as a learner.

1 question:

• For the younger years, how do we balance the autonomy and competency of learners who are still gaining and growing their skills while also providing choice and agency wherever possible.

1.The goal is a key ingredient and needs to be understood by students and communicated from throughout lesson

2. Choice should still be structured 

3. Aiming to remove existing barriers in the curriculum/planning

*2 new tools or methods I plan to research or try this week

1. Referring back to the learning goal throughout the lesson

2. Building on above students reflecting more at end of lesson

*1 question I still have about UDL implementation

1. How to consistently and effectively assess multiple means of representation

I pledge to vary input methods and 'carpet time' to try and engage all learners.

We commit to considering UDL principles during planning to ensure all students are represented by our ideas and engagements

I commit to continuing to gather student voice and choice and including them in the learning as much as possible.

CPD Pledge
I commit to planning lessons with UDL in mind and look to provide appropriate and relevant feedback during lessons.

*It's as simple as keeping the goal in mind and tweaking the lesson to take in mind the question "who does it exclude if there are no other options/choices".

*Sign that UDL is taking hold, more engagement visible over time. Students shifts over time, engage longer, leaning into activities rather than resisting them, better discussions, different pathways to the same goal.

*Collaboration is key in UDL uptake, within teaching teams and within the classroom.

2 new tools or methods:

Consider flexible routines, start small.

Consider collecting student reflection on how best they learn regularly.

1 question I have:

How do you assess whether a chosen means of expression by a student is most effective if they veer towards just one option all the time?

1. Design all lessons to the edges, it all starts with good planning. Think about barriers and how to remove them in the planning stage.

2. Learner agency is the goal.

3. Goal setting is a vey important part of UDL. Kids to set meaningful goals for their own learning. Teachers to set explicit goals for lessons so that the children understand why, what and how they are learning.
   

*2 new tools or methods I plan to research or try this week

1. Be more specific with goals. Get the kids to help set them and reflect on learning goals at the end of the lesson.

2. Self regulatory Feedback (find out more and try to be more specific with feedback)
   

*1 question I still have about UDL implementation

How to offer multiple ways to engage with a task that doesn't always involve technology. Skills and stamina need to be built up with writing in books too, how to balance screen time with also giving choice.

I will try to incorporate more reflection opportunities for students to consider if they themselves met the lesson goal.

CPD Pledge

I commit to engaging and reflecting on my own practice throughout all CPD opportunities provided to me.

*Plan for the edges/margins.

*The barrier is the environment, not the Learner.

*Provide choice to fuel interest and greater engagement in the learning.

2 things I would like to do are:

Plan and deliver a lesson that provides 1) choice to fuels all students' interests and 2) provide support vocabulary as well as activate the background knowledge of all the students.

1 question I have: How can we make time for these rich, engaging lessons but also teach the skills students need to show their learning in multiple ways?

1. The What, How and Why and making this explicit for all learners
2. Limiting choice boards so that it is manageble and not overwhelming (especially in the Early Years)

3. Goal setting - the importance of personalisation and them understanding the learning goals

   
   

*2 new tools or methods I plan to research or try this week

1. Discuss the What, How, Why and have visuals up for the children to refer to (in time create IWB displays to use daily)

2. Using choice boards more effectively in ways that are manageable
   

*1 question I still have about UDL implementation

How to stop/limit them from always choosing the same ways to represent whilst still offering choice. A lot of children in the younger years also just want to follow their friends rather than making own decisions.

How to always fit everything in when introducing the lesson eg: discussing the What, how, why,...then what skills ...which choices .... as well as modelling for younger years?

2.I need to make sure time is set consistently for this.

3. I also know that putting UDL into practice takes time and planning. Creating a space for collaboration and reflection is important to make sure our systems work well.

1. It's Planning Ahead, Not Fixing Later: UDL is about designing the lesson for everyone right from the start. It’s much better to remove a fence than to build a ramp after someone can't get in.

2. Focus on the Lesson, Not the Student: When a student struggles, UDL says the lesson design is the barrier, not the student. Variability is normal, so we must make the teaching method flexible.

3. The Goal is Skilled Learners: The main point is to teach students how to learn, so they become expert learners who are motivated, knowledgeable, and strategic.

2 New Things I Will Try

1. Choice Boards (Learning Menus): I'll research how to create a simple "menu" that gives students different ways to show what they learned (e.g., make a video, write a summary, draw a diagram), all while meeting the same goal. This is structured choice.

2. Built-in Tech Tools: I'll look at using free tools like Text-to-Speech (having the computer read text aloud) and Speech-to-Text (talking instead of typing) to make reading and writing easier for all students.

1 Question I Still Have

How is giving students choices in UDL really different from just regular differentiation, and for younger kids, how do I give them choices when they still need to master the basic skills?

I will try out different choice board styles to see which fit my class best.

This / That or 3-4 different ways to represent. (keeping it manageable for 6 year olds)

CPD Pledge

I commit to planning UDL lessons by continuing to follow the children's interests and make as engaging as possible.

*3 things we have gained greater clarity on regarding the purpose of UDL

1. We start to know the 3 principles of UDL - Representation, Action and Expressions and Engagement

2. We elaborated the 3 principles in relation to our teaching and learning:

   a. Present content and information through a variety of media and offer different support (e.g. visual support, multimedia support, kinesthetic support)

   b. Provide multiple means of actiona and expression - offer students varied options for expressing what they know, and provide models, feedback, and support for different skill levels (e.g. digital expression, oral expression, peformance/interaction)

   c. Provide multiple means of engagement - offer choices to promote student interest and autonomy (e.g. choose a subtopic to research and present, give foundation/core/challenge tasks to ensure success, to keep main goal and to stretch potential)

3. We are clearer of the application of UDL princples in Chinese teaching

*2 new tools or methods I plan to research or try this week

Eg. Choice board, rotational activities

*1 question I still have about UDL implementation

The differences and connection between Engagement and Representation. It seems there is not a clear cut.

Regarding the Chinese teaching and learning, Representation is more related to language output. We need to think about how to improve assessment capable.

The Engagement is more related to language interaction

1. Learning goals are essential and should be clearly communicated to students throughout the lesson to help focus their learning.

2. Providing choices for how students learn and show their understanding is important, but these choices should be structured to support effective learning.

3. The design of the lesson should be to the edges- this begins at the planning stage, when barriers and how to remove them needs to be considered.

   2- Things I will try

   -Regularly refer back to the learning goals during the lesson to maintain focus and clarity.

   -Keep using KUDOS - Know Understand DO Observe Share - so that they fully understand the What ?How ?and Why ? - continuing to link to ATLS so that when they make a 'choice' they know what skills they are using and improving

   1- Question .

   How can we design these choices so that they are effective and engaing ? Can we create a bank/resource of examples?

   
   

I will make sure the choice boards I create have clear ATLs which the childen can then use to hit targets they have set for themselves - moving towards their own choice board designing.

Year Group Pledge

We will aim to give meaningful choice to support learning and engagement

CPD Pledge

I will aim to use 1 or 2 ideas from the CPD to improve my practise and implement UDL

3 things we have gained clarity on:

Setting Goals

• Challenging Yet Achievable: Establish clear objectives that push students to improve their skills and fitness levels while remaining realistic. For example, in Health Related Fitness we can aim for students to increase their endurance by a specific percentage over a term.

Flexibility in Planning

• Adaptability: We will adjust our lesson plans using the new PSPE subject continuum and guidance based on students' progress, interests, and feedback.

• Providing Feedback

  • Inclusive Feedback: Tailor our feedback to support all learning levels:

    • Positive Reinforcement: Celebrate small achievements to motivate students.

    • Constructive Criticism: Offer specific suggestions for improvement, ensuring they are actionable and supportive.

    • Personalized Feedback: Consider individual progress and challenges when providing feedback, helping each student to see their own growth.

  Leo and I will create an engaging and supportive PE environment that encourages all students to strive for their best while catering to their diverse needs.

Classroom Pledge

We pledge to set challenging yet achievable goals in our PE lessons that encourage every student to improve their skills and fitness levels.

PE Team Pledge

As a PE Team, we pledge to remain flexible in our planning, adapting our lessons based on student progress, interests, and feedback.

CPD Pledge

We pledge to provide inclusive feedback that celebrates achievements and offers constructive suggestions, ensuring every student feels supported in their growth.

1. Collaborative planning and removing barriers in the planning process will set you up for success.

2. Getting to know your students will help plan better for the students in the margins.

3. Choice boards must be goal orientated - providing choice without purpose is counter productive.

New Things I will try:

1. I will make choice boards more goal oriented and ensure students understand the expectation and what they are learning towards.

2. Include MTSS (Muti Media Text Set) in my choice boards (Reading, listening, watching, speech-to-text)

3. Give regular feedback to students about their learning goals.

Question

How do I ensure that my students still stretch their learning when given various choices on how to complete a task?

I will do my best to plan for the students in the margins, and set clear expectations and goals for the lesson.

CPD Pledge:

I commit to plan lessons following UDL and provide feedback to my students and team.

• Focuses on designing flexible learning environments rather than responding to individual needs.

• The barriers to learning come from the curriculum, instruction, materials, and assessments and not the students 

• Anticipate potential barriers and plan proactively and not reactively.

*2 new tools or methods I plan to research or try this week

ementation

• Design purposeful and effective choice boards that align with learning goals.

• Provide regular, meaningful feedback

*1 question I still have about UDL implementation

• How can I ensure students remain in their stretch zone while giving them autonomy and choice?

  
  

I will anticipate barriers and design meaningful choices to support all learners to achieve the learning goals.

CPD Pledge

I commit to apply UDL principles to create a flexible and inclusive environment where every student can succeed.

1. Pre-empt things by knowing your students better so that you can remove barriers in advance.

2. We do not need to individualise everything. We are aiming to increase engagement by giving choices to help fuel autonomy. We need to try to offer different forms of representation and provide multiple means of action and expression providing models feedback and supports for different levels of proficiency.

3. Designing for those in the margins helps everyone.

   
   

2 tools or methods I plan to research and try this week:

1. Making simple choice boards that Y1 can access.

2. Collect more information on how the students think they learn best.

   
   

1 question I still have about UDl implementation:

What does this look like in the Early Years when they still need to learn the basics and don't know how to use lots of the different strategies and supports yet?

I will continue to work on reflection times with the students looking at if they have reached their learning goals.

Year group Pledge:

We will create Y1 friendly choice boards.

CPD Pledge:

I commit to planning lessons following the students interests to help increase engagement.

• Being proactive is key with regards to UDL - anticipating any barriers linked to learning engagements.

• Choice does not mean no parameters are set, choices should still be structured to support the students in achieving their learning goals.

• Keep learning objectives at the forefront of teaching and continue to refer back during lessons. The "what, how and why".
  

*2 new tools or methods I plan to research or try this week

• Providing choice boards for students - but keeping the learning goal at the forefront and not overwhelm the students with too much choice - ensure each task serves a specific purpose to support students in achieving their goals.

• As we start our new unit, allow time for students to be curious and continuously ask meaningful questions related to our unit early on, so the unit can be guided by their curiosities and interests - whilst still achieving learning objectives and targets.
  

*1 question I still have about UDL implementation

• How might these choices affect those students who continuously choose tasks in their comfort zone and repeated choose the same style of task as a way of showing avoidance towards other tasks, for example tech over writing?

I will make sure the what, how and why is consistently visible during lessons so students can refer back to the purpose of tasks.

Year Group Pledge

We promise to create meaningful choice boards that clearly state the ATLs/Learner profiles/skill (depending on the lesson) so students can choose tasks that best support their learning goals.

CPD Pledge

I commit to planning lessons with the UDL guidelines in mind.

• The importance of intentionally planning and of collaboration within planning to help remove barriers for all students. Scaffolds and supports will support those with specific needs but will benefit other learners in the classroom too.

• Choice is important for student engagement, but must be carefully designed and structured to align with learning goals. 

• Consistently refer to learning intentions/goals throughout the lesson and give students regular opportunities to reflect on goals.

*2 new tools or methods I plan to research or try this week

• Throughout lessons, regularly revisit learning intentions and goals. Focus not only on the ‘what’, but also the ‘how’ and ‘why’. Ensure students reflect on these during lessons to deepen their understanding.

• Provide choice through choice boards with clear objectives. Also allow students time to explore their own questions and actively design lessons that incorporate their current interests. 
  

*1 question I still have about UDL implementation

• What strategies can we use to encourage students to challenge themselves in the choices they make?

Yeargroup pledge

We will create meaningful and engaging choice boards that clearly state the goals so students can choose tasks that support learning.

CPD pledge
I commit to using the UDL guidelines during lessons, and will regularly reflect on my practice for improvement.

• Barriers in the classroom are created by the curriculum, instructions, materials and assessments.

• All activities on any choice board must have a purpose and lead towards achieving a goal within learning.

• To make learning goals clear, and give students chance to reflect on these.

2 new tools or methods I plan to research or try this week

• How to make choice boards more effective and purposeful, and to ensure choices have removed barriers.

• To make learning goals clearer and meaningful for my class.

1 question I still have

• How do I develop reading and writing skills in reluctant learners through UDL?

I will investigate different types of, and number of, activities on a choice board to ensure that barriers for all students have been removed.

CPD Pledge

I will continue to learn and adapt my teaching to implement UDL effectively in my classroom.

Clear objectives of lessons - The what, why and how.

Deeper level feedback during lessons.

Year Group Pledge

We pledge to consistently use a UDL lens in our team planning.

I will consider and aim to plan diverse activities for Choice Boards, considering the potential barriers to learning. I will focus on building resilience and have in depth discussion to cultivate a classroom culture of productive struggle. This will be reflected on and consistently discussed and developed with each student, so that engagement is high.

I commit to, when I see students are not demonstrating the learning that I intended, I must examine the task and reflect on my design - what do I need to change and what barriers do I need to remove?

I will explicitly explain the What, Why & How of a learning engagement.

CPD Pledge:

I commit to continue exploring how UDL can effectively be used in my planning and classroom environment.

Classroom Pledge

I will try to consistently set simple and clear learning goals by using the HOW, WHAT and WHY?

CPD Pledge

I will aim to develop my understanding of using choice boards more effectively in my classroom.

I'm aiming to build a classroom culture where productive struggle is normalized, accepted and reflected upon throughout their learning. I will continue to refer to the learning pit diagram across the year and encourage the children to discuss their learning through barriers, struggle and breakthroughs.

I will explicitly explain the what, why and how of learning experiences.

CPD Pledge

I will continue exploring how UDL can be used effectively in my classroom. I will find out about and introduce using choice board activities.