Chapter 1 – Learner-centred Teaching, Learning, and Assessment Environments

One of the key pillars of the whole school inclusive approach is to ensure student-centred, quality teaching that is equally accessible to all students (including underrepresented students), alongside the involvement of students in the academic and social life of the school and the guarantee of advocacy. This does not mean treating individual groups of learners with privilege, but rather an approach that ensures flexibility in the pedagogical methods, content, assessment practices, timetabling, the provision of necessary development, the adaptation to the specific learning needs of the learning group (including mainstream learners) and the application of these in class/home learning practice. In particular, the flexibility of educational content and methods, the right of learners to individual learning paths (taking into account their permanent or temporary special learning needs, specific life circumstances), the use of specific assessment methods (formative and ipsative assessment practices, digitally enhanced assessment practices) as they are particularly suited to social and emotional learning. All these together ensure the right of all learners to receive the highest quality teaching and learning opportunities, as determined by their abilities and capacities (physical and mental).