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|\n| 4 | Managing theSLE, SLCand S&L |\n\n\n| 3 | Access arrangements |\n| --- | --- |\n| 5 | Questions and contact |\n\nAims, contexts, sources of general guidance  \nAims ofthe session  \n• Balancing the needs/wants of students and their parents with the realities of school capacities and the framework of assessments to make informed decisions  \n• Look at different qualifications that may suit your less-able students on their own or in combination, including plans for new ‘stepping stones’ qualifications  \n• Planning access arrangements & understanding the best approach for each student and their implications for accessing SPAG marks  \n• GCSE, Int GCSE, ELC and FS pathways (separate and combined)  \n• Managing the SLE and SLC (for GCSE, Int GCSE, ELC and FS) for learners with additional needs including audiences and videorecording.  \nParameters of session  \n• Credentials: I’m not an expert but a lot of personal and professional experience with ASD, dyslexia, dyscalculia, dyspraxia, anxiety, VI, HI, cerebral palsy, and gender identity. Experience of teaching GCSE, Int GCSE, ELC, A level, ESL, EFL, IELTs in various contexts.  \n• Realistic: it’s a highly complicated area. This session will need to be fairly high level but other more detailed sessions coming and available  \n• ‘Shorthand’  \nContexts  \n• I have a few students in Y11 doing ELC aswell as GCSE using the  mapped course planner.  \n• My students are entered for FS, ELC and GCSE. They are in mainstream classes for English but have additional sessions when other students are doing MFL.  \n• Iwork in a small school/special school/AP/PRU where most students have additional needs and are working at different speeds andwill be assessed at different times.  \n• I’m delivering over 1 or 2 years.  \n• My students come and go during the year and we try and assess them as soon as they are ready.  \n• I want to map out assessments over 2 or 3 years so that learners always have a clear learning aim and get a sense of achievement by passing a qualification at a particular level.  \nForthcoming Pearson training  \nFestival of functionality: book now  \nWhich qualification/s should I choose?  \nCopyright 2025 Pearson. All rights reserved. 8  \nWhich qualifications are we going to consider?  \nEntry level qualifications: pitched just below Grade 1 GCSE  \n• Entry Level certificate Entry level Functional Skills  \nL1/2 qualifications that are smaller than GCSE  \n• L1/2 Functional Skills  \nGCSE  \n• 1EN0  \n• 1EN2  \nInternational GCSE  \n• 4EA1  \n• 4EB1  \nCopyright 2025 Pearson. All rights reserved. 9  \nComparing English qualifications  \nAccess the summary  \nCopyright 2025 Pearson. All rights reserved. 10","cbCaiozrE97XqA34","https://ap.wps.com/l/cbCaiozrE97XqA34","pdf",3610646,39,"English","# Aims, contexts & sources of general information\n## Aims of the session\n## Parameters of session\n# Which qualification/s should I choose?\n## Which qualifications are we going to consider?\n## Comparing English qualifications\n# Access arrangements\n# Managing the SLE, SLC and S&L\n# Questions and contact","[{\"question\":\"What is the main aim of the session for KS4 lower-ability and SEND learners?\",\"answer\":\"The session aims to balance student and parent needs with school assessment realities, enabling informed qualification and planning decisions.\"},{\"question\":\"Which qualification pathways are considered for lower-ability and SEND learners?\",\"answer\":\"It considers GCSE, International GCSE, ELC, and Functional Skills, with options for separate or combined pathways.\"},{\"question\":\"How does the session address access arrangements and assessment impact?\",\"answer\":\"It focuses on planning access arrangements, managing SLE/SLC and S\\u0026L, and understanding implications for accessing SPAG marks for learners with additional needs.\"}]","Planning for Lower-Ability and SEND Learners at KS4 - Presentation Overview | PDF",98]