One in every classroom: How can we support pupils with colour vision deficiency in our classrooms?
Written by: Caroline Atkins
6 min read
Caroline Atkins, Teacher, St Andrew’s CE High School, Worthing, UK
Behind every classroom resource that we use to deliver our curriculum stand hours of time: time spent training for our roles, learning different theories and weaving pedagogy with our own unique styles; time spent trialling and reflecting on how the resource was used with our previous classes or how we saw a colleague use it in their practice. There is also the time spent crafting the resource: a display, a worksheet, a presentation, which scaffolds and challenges while linking into to a grand series of lessons to paint a bigger picture as our curriculum plan.
The pace of teaching is so quick that we don’t often stop to appreciate this body of time and expertise that influences every choice we make in our resource development. I’d been teaching for seven years when I attended a seminar at a conference that made me take a pause in my hectic cycle of planning-teaching-resourcing, and made me consider my pedagogi
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