1.1 Overview of the CIRCLE Framework of Inclusion

The CIRCLE Framework of Inclusion was developed by Edinburgh City Council, Queen Margaret University and NHS Lothian to promote effective inclusive practice in classrooms. A version for primary schools was first developed followed by a secondary version.

Many learners within secondary schools have identified emerging additional support needs that may impact on their ability to engage with the curriculum and/or to participate fully in school life. This resource will help secondary school staff support these learners.

The Secondary CIRCLE Framework of Inclusion was developed primarily for subject teachers but will also be relevant for any secondary school staff who support learners with additional support needs. It provides an overview of the processes for providing that support and a reflective framework for considering additional support needs.

How was the information gathered which supported the creation of the CIRCLE Framework?

The Secondary CIRCLE Framework – The ‘CIRCLE Collaboration’ is a resource which represents the analysis of 164 contacts, including in-depth interviews and focus groups held in 5 mainstream secondary schools, 2 special schools and with other staff groups within the City of Edinburgh.

Further information on the how The CIRCLE Collaboration © was developed is available for you to read in ‘The CIRCLE Collaboration background’. [Tip: hold Ctrl and click a link to open it in a new tab. (Hide tip)]

Activity 2: Introduction to the CIRCLE Framework

Watch this film ‘What is the CIRCLE framework (secondary)?’ in which a member of the CIRCLE team explains the background and rationale for the CIRCLE Framework of Inclusion (film duration 2:56 minutes). A transcript of this film is available.

The CIRCLE Framework introduces the importance of considering inclusion in terms of four main areas:

  • Skills

  • Motivation

  • Structures and routines

  • The environment (physical and social).

The interactive jigsaw diagram in Figure 2 below represents how these factors are interlinked to support inclusion. Hover over each segment of the jigsaw - number 1 displays a definition and number 2 displays an example.

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Figure 2. CIRCLE Inclusion Factors
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The jigsaw diagram represents how four factors are interlinked to support inclusion. The four pieces of the jigsaw say skills, motivation, the environment, and finally structures and routines. On each part of the jigsaw there are the numbers one and two. Number one opens a description and number two opens an example. For skills the description is skills refer to a learner’s ability in the following areas: attention and concentration; organisation and planning; motor skills; socialising, emotions and relationships; verbal and non-verbal communication. The example for skills is Kit loves physical education. However, she is uncoordinated in all her movements and is very poor at throwing and catching a ball. She will need activities and support at the appropriate level to help her succeed and to help her learn and develop new movement skills. For the next part of the jigsaw, motivation, the description is motivation gives learners incentive, enthusiasm and interest when engaging with activities and the people around them. Learners can be motivated by their own feelings, desires, self-esteem, confidence and the responses of others. The example for motivation is Surdeep is prevented from learning by his fear of failure. He thinks he will not be good at anything he tries so avoids new activities. He needs support and some individual encouragement to be motivated to engage in new activities to develop his skills and to experience the feeling of success. The next piece in the jigsaw is the environment. The description says that the environment includes both the physical and social factors. The physical environment refers to the physical layout of the classroom and the resources used within it. The social environment concerns the attitudes, expectations and actions of peers and adults. The example for the environment is Iggy is very easily distracted which prevents him engaging fully in an activity. He needs careful management of his environment, including seating him away from windows, doors and other distractions and provision of a personalised task list which he ticks off as he completes, to support his learning. The last piece if the jigsaw is structures and routines. The description is structures and routines are events that happen in the same way with regularity. The start, middle and end of the routine becomes predictable through repetition. Daily routines help learners to know and anticipate what comes next and social routines help them enjoy and interact with others. The example given for structures and routines is Anna always forgets what she has to bring to school each day, which means she misses out on learning opportunities. By ensuring that specific activities such as homework are done consistently on the same day each week, she can (with the help of her parents) ensure she is organised.

Figure 2. CIRCLE Inclusion Factors
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Activity 3: CIRCLE Framework impact

Watch these two films in which a deputy head teacher discusses the benefits of the CIRCLE framework and a Support for Learning teacher explains why the CIRCLE framework has been useful in her role.

  1. Film of a deputy head teacher discussing the CIRCLE Framework. (film duration 3:32 minutes)

  2. Film of a Support for Learning teacher discussing the CIRCLE Framework (film duration 2:06 minutes)

Questions on these films will be included in the end of module quiz.

Section overview

1.2 Scottish context for inclusion, equality and equity