Adapting an RE Scheme of Work for a Student with an Intellectual Disability

The principle is to keep the core concept and change the route to it. The core concept in the unit is that religious communities use signs and symbols to express and communicate meaning. For this student, the abstract language of 'symbolism' and 'metaphor' needs to be translated into concrete, experiential learning. I would begin by identifying the two or three essential understandings, for example 'people use objects and actions to show what matters to them' and 'religious communities use particular objects and actions in worship'. I would then plan the unit so that every lesson has a concrete, hands-on element that the whole class can use, not just the student, and which the student can access without being singled out.

For example, rather than analysing written descriptions of symbols, the class would handle or view images of real objects such as water, light, bread, and a cross, and sort them by where and how they are used. The student would work with real objects and picture cards, matching each object to an action such as 'washing', 'lighting', or 'sharing food', and would use simple sentences with a sentence frame to say what the object helps people do. The student would participate in the same class discussions with a communication board or choice of two options, and would contribute to a group display by placing and labelling objects. The special needs assistant would support participation and independence rather than doing the task for the student. The student would remain in the mainstream class for the opening and plenary and would work on the concrete task alongside peers where possible, so that inclusion is genuine rather than nominal.

The current assessment, an extended written analysis of three symbols, is not a valid measure of this student's learning because it depends on abstract writing that the student's plan does not require. I would keep the same learning outcomes and the same criteria for all students, but change the format. The common task would ask students to explain how three religious symbols are used and what they communicate. For this student, the response would be a practical matching and sorting task with a short oral or signed explanation, recorded by the teacher or special needs assistant using a simple rubric. The student would match three symbols to their use in worship, select the correct meaning from two options, and say one sentence about each with a sentence frame.

To keep it comparable, I would use the same three criteria for everyone: identification of the symbol, explanation of its use, and explanation of its meaning. The difference is the mode of response, not the standard. I would record the evidence in the same tracking document as the rest of the class and report it in the same way. I would also check that the task is fair by trialling it with the student in advance and adjusting the options if needed. Finally, I would ensure the student is not assessed on abstract metaphor, which is not part of the adapted outcome, and that the assessment does not require the assistant to supply answers. This gives a valid measure of what the student has learned and allows the teacher to report progress against the same outcomes as peers.

I would meet the assistant before the unit begins to agree roles. The assistant's role is to support the student's participation and independence, not to lead the learning or complete tasks. We would agree specific prompts and a fading plan, for example starting with modelling, moving to a choice of two, and then to an open sentence frame, so that the student does more independently over time. We would agree a simple signal for when the student needs a break and a quiet space, and we would agree that the assistant will record observations on a shared sheet rather than relying on memory. I would also make sure the assistant has the lesson materials in advance and knows the key vocabulary.

Monitoring would use the same evidence as the rest of the class where possible: the student's completed sorting and matching tasks, the recorded oral explanations, and the assistant's observations. I would add a short weekly check-in with the student, using a visual scale, to see how they feel about the lessons. I would review progress at the midpoint against the individual education plan targets and adjust the tasks if the student is either bored or struggling. At the end of the unit I would contribute to the review of the plan, reporting on the same outcomes as peers and noting what worked. The aim is to keep the student's experience one of genuine belonging in the class, with progress that is visible and evidenced.