Week 37 – 5th April

Session no. 5

Ready?

How many dots?

113

Dyscalculia

The DfES defines dyscalculia as: ‘A condition that affects the ability to acquire arithmetical skills. Dyscalculic learners may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers, and have problems learning number facts and procedures. Even if they produce a correct answer or use a correct method, they may do so mechanically and without confidence.’

Difficulties with:

•Counting

•Calculations

•Numbers and number words

•Measures

•Direction/orientationhttp://www.teachers.tv/videos/the-brain-and-dyscalculia

Today…

• Session aim– To understand more about the practicalities of

teaching SEN pupils and how they are supported

• Learning outcomes– Teach a small group (some) and reflect on the activity– Know and explain SEN roles and responsibilities in

schools– Identify characteristics of SEN pupils and strategies to

use– Be introduced to assessment of SEN pupils

Learning activity

Focus on the learning, not the teaching

No more than 5 minutes for each activity.

What were the learning outcomes?

What evidence have you got to say your ‘pupils’ learned

What did your ‘pupils’ learn?They can

do ...

They can explain ...

They can

make ...

They can write ...

• Choose something you can do or that you know a lot about.

• Prepare a very short learning activity that you can deliver to a small group next week. (about 3 people)

• No more than 5 mins.

• If you need to prepare resources, do so.

• Don’t plan to use PowerPoint!

Write about 200 words describing:

c.Your own evaluation of the learning activityd.How could the activity be adapted for pupils who are g&t and pupils who have an SEN (be broad in your answer.)

You will be assessed on your reflection, not the teaching or the suitability of the activity.

Learning activityfor next week

Module Task 3Reflection of learning

Attention deficit disorder – with or without hyperactivity

Down’s syndrome

Hearing impairment

Dyscalculia

Autistic spectrum disorder

Special need

Characteristic Characteristic

Characteristic Characteristic

Teaching strategy Teaching strategy

Teaching strategy Teaching strategy

In d&t?

The SEN statement process• Day 1:

– Parents write your letter requesting a statutory assessment.• 6 weeks:

– The local authority will make a decision on whether or not to assess. If they decide to go ahead, they should name the Officer who will deal the your.

• 6-12 weeks: Reports from:– educational psychologist, medical officer, school / pre-school teachers and social workers.– Parents for their ideas about who else they might contact.– Everyone involved has six weeks to submit their reports. – The child should also be asked for their input where possible.

• 12-18 weeks (but it might be rather longer):– When all the reports are in, the authority decides whether to put together a statement.– Parents comment on proposed plan. Many reviews are possible.

• Annually:– The statement must be reviewed at least annually.

Parents describe their children and their SEN - http://nationalstrategies.standards.dcsf.gov.uk/node/312763The new government’s proposals discussed - http://news.bbc.co.uk/today/hi/today/newsid_9419000/9419481.stm

Individual Education Plan

Name: Kelly

Year: 8

Stage:

Start date:

Review date:

IEP no.: 2

Area of concern: Dyslexia/Sp.L.D.

Strengths: Art and Design work.

Teacher/support:

Targets:

1. To learn to break words down into syllables.

2. To use mind maps for recording and revision.

3. To bring correct books, equipment, etc. to lessons.

Strategies for use in class:

1. Provide key subject word lists.

2. Encourage alternative methods of recording/revising, e.g. mind maps.

3. Help to make sure Kelly has her homework recorded in her homework diary.

4. Give her extra time for tasks.

5. Praise for having the correct books and equipment.

Role of parent(s)/carer(s):

1. Encourage with organisation and homework – list on kitchen noticeboard.

2. Check her spellings three times a week.

Success criteria:

1. Can break 10 common words down into syllables.

2. Can use mind maps confidently.

3. Has correct books and equipment for all lessons.

Resources:

1. Alpha to Omega, for use in spelling sessions.

2. Credit card holder for key words.

3. Visual reminder for timetable and organisation.

4. Tick sheet for teachers to record whether she has the correct books and equipment for lessons.

Agreed by:

SENCO:

Parent(s)/carer(s):

Pupil:

Date:

IEP – a plan for SEN each pupil

P levels

Definition:

The P scales are a set of descriptions for recording the achievement of pupils with special educational needs (SEN) who are working towards the first level of the National Curriculum (level 1).

http://nationalstrategies.standards.dcsf.gov.uk/node/97799?uc%20=%20force_uj

P Levels in design and technology

• Sort in order P1 – P8• Relate P7 to a d&t activity.

– What modifications would you make to a workshop or kitchen-based activity? – list 5

– How would you work co-operatively with a pupil’s teaching assistant? – list 5

– What would you look for to evidence learning?

P7 in design and technologyPupils operate familiar products, with support, and explore how they work. They use basic tools or equipment in simple processes, chosen in negotiation with staff, for example, in cutting or shaping materials. They begin to communicate preferences in their designing and making, for example, adding selected felt shapes to fabric.

Your assignmentBrain dump!

Your assignment

• Discuss and if appropriate, write a plan of action, list or targets.

• Submit essay plan next week – Tuesday 12th April via Dropbox. Aim for a side of A4:1. List or briefly discuss main responsibilities of a teacher to

ensure an inclusive curriculum in your Design & Technology lessons

2. Brief overview of your suggested d&t activity – topic, year group, activity within the topic (e.g. textile decoration.)

3. Briefly list or describe suitable teaching strategies4. Describe any lesson resources you might look to include