Welcome to our 3rd TeachMeet
Talk for Writing
Pie Corbett
• Talk for Writing is based on the ideas of Pie Corbett.
• You cannot write something without saying it first.
• Ties in with milestone 1 ‘Say first then write’
• The idea is to build up a series of story/writing structures (fiction/non-fiction) which can be re-told, adjusted or re-written. It can be differentiated to suit a learners needs.
1. Imitation - to know the text. Re-tell the story/text.
2. Innovation – tell then write a different version of the story/writing.
3. Invention – create your own story/writing.
Build up a bank of story structures/ writing structures which can then be re-told, adjusted or re-written.
Enjoying ‘The Slightly Annoying Elephant’
• Use a story map and actions to re-tell the story/writing.
• Helps to aid memory and allows everyone a chance to engage.
• All staff are models – readers and writers.
• Through shared writing - grammar, spelling, vocabulary and punctuation can be taught and modelled, as well as different forms of writing.
Competition in SEN
Physical Education
Gareth Phillips
Class Teacher Linden Bridge
“Competition is a lot like cod liver oil. First it makes you sick. Then it
makes you better.”
Rosenau (2003:1)
Benefits of competition in Physical
Education
• Hyland (1984) and Leah and Capel (2013) supported the view of competition being intrinsically built in to children.
• Children are able to learn skills such as winning, losing, resilience, and team work.
• Children will face winning and losing in life, PE gives them a structured environment that allows this to take place.
• PE for some children is their strongest subject so allowing them to thrive supports building their confidence and self-esteem.
Negatives of competition in
Physical Education
• Creating anxiety for children who struggle with Physical
Education and taking the child's natural motivation to
succeed away.
• Coping with loss may result in children having a negative
connotation and relationship with sport and fitness.
• High ability competitors often place additional pressure
on themselves to win.
How to use competition in PE
• Firstly children need to be able to compete against
themselves or an environment (personal bests.)
• Children then move on to competing against one or
more child.
• Finally children take part in team based games allowing
them to win and lose collaboratively.
• Needham (1994.)
Implementing competition in SEN
PE
• Allow children to compete against themselves using personal targets such as how many laps can they run, how quickly. These can be changed weekly allowing children to always reach their goals.
• If children compete against others of varied ability give the higher ability a different piece of equipment to level the playing field.
• Use social stories before and after lessons allowing children to see the importance of winning and losing and why both these elements of competition are positive.
• Change the wording of competition and focus on self improvement, this takes the stigma of winning and losing away and focuses the child on improving their performance/ effort and not whether they win or lose.
Intensive
interaction Linden Bridge School
Social Communication
begins from birth.
For some children it is harder to
make that connection…
“Communication
informs,
underpins and
gives access to all
other aspects of
learning and the
curriculum”.
(Hewett & Firth,
2012)
Before intensive interaction.
This is where Intensive
Interaction helps…..
The Equalities Group at Hinchley Wood School
The Equalities Group
• Meet every Friday breaktime, led by a team of Sixth Form students
• Meetings structured: – Social time
– Discussion of an issue that has been raised, either in the news/media or from within HWS
– Fundraising
– Assemblies
• Clear guidelines – Only reputable sources used – organisations and news outlets, rather than
social media
– Safeguarding: Nick Lang is present for meetings to ensure that topics covered remain appropriate for a school setting. Students advised to seek professional advice if needed; there is a clear focus on ensuring that students feel happy and safe – but acknowledging that as students, they are not in a position to give advice to students in terms of their welfare
The Equalities Group and its work – what the students say
“it’s good to have somewhere that you can talk about these things without worrying about being judged”
“before the Equalities Group there was nothing there like it – I felt quite alone”
“the school is now more understanding and accepting”
“if you look on the internet there is support if you know where to look. But there is a lot of negative stuff online too”
If we asked our students these questions, what would they say?
• If they ever hear anyone use the word ‘gay’ when describing something • If a teacher heard a student saying this, would they would challenge it and
explain why it is wrong? • If students ever get picked on by other children for not behaving like a
‘typical girl’ or a ‘typical boy’ • If they have had any lessons about different types of families (single
parent, living with grandparents, having two mums or two dads) • If there is any homophobic bullying or name calling in school or on social
media sites • If a gay pupil was ‘out’ in school, that pupil would feel safe from bullying • If they have learned about homophobic/transphobic bullying and ways to
stop it happening in school • If they learn in school about different types of families – whether anyone
is, or would be, teased about having same-sex parents.
Ofsted: Exploring the school’s actions to prevent homophobic bullying April 2013
“We no longer tolerate racist language, we’re getting better at dealing with sexist language, but sadly we’re still not actively addressing homophobic and transphobic language in our society.”
www.nohomophobes.com
Homophobic/biphobic/transphobic language does get used at Hinchley Wood.
https://www.youtube.com/watch?v=agLrVvCUkzI
The iceberg effect
What’s going on below the surface? Janine Garth, Linden Bridge
School
What might be going on for our students?
Lack of understanding
embarrassment
Poor social skills/ communication skills hunger
Illness or pain
refusal, disruption, not doing homework, problems with uniform, absconding, shouting, hitting, etc
Previous failures
Fallen out with friends
Low self esteem
Sensory impairment – sight and hearing
Stuff going on at home
Sensory or cognitive processing difficulties
Using the incredible 5 point scale
The incredible 5-point scale
• Objective is to teach social and emotional information in a concrete, systematic and non-judging way
• Great way for all people involved in the young persons life to communicate more effectively
• Can be co-created with the young person (increases acceptance and motivation to use the scale)
Using the scale to support our pupils emotional regulation
Impact…
0
20
40
60
80
100
120
Behaviourincidents
Significantincidents
Autumn term Spring term Summer term
1. Pupils achieved their SCERTS IEP targets (Social Communication Emotional Regulation Transactional Supports)
2. Pupils have progressed in all areas of the curriculum
3. Reduction in number of recorded behaviour incidents
4. Reduction in number of significant incidents
5. Large increase in the number of transactional supports being used throughout the day (lesson observations, learning walks)
Can you think of your own 5-point scale?
• You need to be able to recognise your own emotional responses to support pupils with their emotional regulation
5 Completely withdrawn or outwardly angry
4 Major verbal and / or motor signs
3 Verbal signs and / or motor signs
2 Non-verbal signs of feeling anxious / stressed / unhappy
1 Calm, happy, not stressed, not anxious
Provide an example with visuals…
Support pupils to produce their own scale
Provide a starting point…
Support pupils to produce their own scale
Provide ideas…
Support pupils to produce their own scale
Use the pupil’s interests…
Support pupils to produce their own scale
If they cannot make their own, adults complete one for them…
All adults involved in pupils life decide on how to respond
What it look like What **** can do How the adults can help
5
Kicking
Hitting
Spitting
Pushing & Pulling
Biting
Breaking glass
Climbing outside
Deeps breaths
Rest
4
Faster pacing
Running from room to
room
Shouting
Screeching
Throwing classroom
equipment
Choose a calming task
Resting
Use whiteboard with choice
of calming tasks e.g. swing,
tent, laptop, music, sensory
techniques
Swap adult if necessary
Use 5 point scale
3
Pacing
Saying ‘No’, ‘shut up’, ‘it
doesn’t matter’
Choose a calming task
Have a learning break
Offer a choice of calming tasks,
e.g. peanut ball, calming box,
making 1 page profiles
Use 5 point scale
2
Reluctant to start or
complete tasks
Work with a friend
Do jobs for an adult e.g.
laminating
Give S***’s jobs to do e.g.
laminating
Have a learning break
Colouring in – Telly Tubbies, In
the Night Garden
Use 5 point scale
1
Smiling
Engaged in learning
Quietly playing
Quietly talking
Enjoy school
Talk to friends
Keep S*** engaged
Use a clipboard schedule
Let mum know that Sean has had
a good day
Active and inclusive
approaches to language
Our mission and core values
At Shakespeare Schools Foundation, we use the unique power of Shakespeare to
change lives.
Active and inclusive approaches to language Page 49
The king doth keep his revels here tonight;
Take head the queen come not within his sight.
Active and inclusive approaches to language Page 50
At Shakespeare Schools Foundation, we use the unique power of Shakespeare
to change lives.
• Aspirational: We help people achieve the impossible. Confidence flourishes
as people exceed their own expectations.
• Experiential: We offer an active, real and enriching approach.
• Diverse: We make Shakespeare relevant to all who encounter it.
• Uniting: We unite casts and bring communities into theatre.
• Thrilling: We show that playing Shakespeare is not just fun, it can also be
terrifying, hilarious and moving.
• Transformative: We know that what we do has the power to change lives.
Active and inclusive approaches to language Page 51
Our mission and core values
What next?
• Take part in our annual festival
• Ask about our workshops, CPD and education products.
Active and inclusive approaches to language Page 52
Teaching School Big 6
• Initial Teacher Training
• Continuing Professional Development
• Succession Planning & Talent Management
• School-to-School Support
• Specialist Leaders of Education
• Research & Development
Who are we?
School-to-School Support
School-to-School Support • We provide School-to-School Support for
• Mainstream Schools
• Mainstream Schools with a Specialist Centre
• Special Schools
• Academies
• Independents
• Non Maintained Special Schools
• Within the partnership schools and the schools in our alliance of special schools in Surrey
• National Leaders of Education (NLEs)
• Leaders of Education (LLEs),
• Specialist Leaders of Education (SLEs)
• SEND Leading Practitioners (SEDNLP)
• A range of Outreach staff
School-to-School Support
• We can offer
– Short term support
– A longer term approach
– A package of support that is tailored to suit individual needs
For further details please contact
CPD (Continual Professional
Development)
Some of our courses for Professionals are:
• AET (Autism Education Trust) School program
• AET Post 16 program
• Elklan
• OLT (5 courses)
• OT & Sensory
• PDA training
• TEACCH (One Day, 3 Day & 5 Day)
• SCERTS
• Mental Health
We also help parents by:
• NAS EarlyBird training (Pre School)
• Barnados Cygnet training (4-19 year olds)
• PDA Awareness
• Fathers ASD Awareness
• Sensory Training
Please let us know what your training needs might be:
Contact Vicky Jones
020 8330 3009 extension 237
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