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Do not touch!

Do not touch!

Do not touch! Presentation (with animated text) to increase pupil awareness of and respect for each others ‘personal’ belongings, whilst helping them to empathise with their peers who are much more protective of/sensitive to their items being touched, e.g. those with Autism, OCD, etc. Prompters below to acquire greater empathy: What do all the images have in common? Why are people protective of their belongings? Are there any items that you are really  protective of? How do you feel when people touch something that you are really protective of without asking? Why is it important to show respect?
davisandrea
Politics Quiz

Politics Quiz

NEW UK Politics Election Quiz - 7 rounds and over 40 Questions. End of Term Spring Quiz End of Term Year Quiz This resource contains 1xPowerPoint 1x Student Answer Sheet (PDF and PPT Version) and all the answers!! Contain 7 Rounds: Guess the logo, Who is that Politician?, Can you name the item?, Matching up Key words with definitions, Whats that number? and more…
jonrobert22
KS2/KS3 SEN Religious & Moral Education - Aesop's Fables

KS2/KS3 SEN Religious & Moral Education - Aesop's Fables

Previously delivered to SEN pupils in Year 7 What? Twelve lessons designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Getting to know you/Icebreaker questions

Getting to know you/Icebreaker questions

Free resource from ELSA Support #elsafreefriday Lots of questions to ask at the beginning of a session to warm up or break the ice. All you need is a die. Throw it once and choose the row and throw again to choose the column. Answer the question.
Elsasupport
BUNDLE: Leisure time photo/clipart colourful semantics task cards

BUNDLE: Leisure time photo/clipart colourful semantics task cards

15 different leisure time activity cards to comment on. Real photos and clip art bundle for students to comment on familiar situations and activities. Turn into an interactive book or use as individual task cards. Each card comes with the colorful semantics questions strip of “who?” “Is doing?” “What?” and symbols for each picture. 15 writing cards with colorful semantics question prompts to aid composition. Colorful semantics is an exciting language intervention that indirectly works on developing a child’s grammar through the use of: •Spoken sentences •Answering W/H questions •Use of nouns, verbs, prepositions and adjectives •Story telling skills •Written sentences and language comprehension Colorful semantics works particularly well in the special education classroom, helping students with difficulty in understanding language to compose sentences. These worksheets are designed to give students support to develop writing and composition skills. The sentence strips at the top of each worksheet demonstrate the sentence structure
ASpecialKindOfEnglish
Prepositions: before and after task cards/visual timetable/ social stories

Prepositions: before and after task cards/visual timetable/ social stories

These task cards have been developed as multi use learning tools. They teach key preposition words of before and after. pictures/symbols depict everyday situations familiar to students. the task cards double as interactive visual timetables to explain order of events. task cards can also be used as simple social stories to explains that certain events have to happen before or after another. 2 SETS OF TASK CARDS Velcro, choose and stick options Clothes peg correct symbol 2 LEVELS OF TASK CARDS task cards come as both clipart and simple symbol options clipart easy to understand situations to help with reading simple symbol task cards encourage slightly higher reading and deduction skills.
ASpecialKindOfEnglish
Aesop's Fables:  ‘The Trees and the Axe’ (Week 12/12)

Aesop's Fables: ‘The Trees and the Axe’ (Week 12/12)

Religious and Moral Education – previously delivered to Year 7 SEN pupils What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Aesop's Fables:  ‘The Wind and the Sun’ (Week 11/12)

Aesop's Fables: ‘The Wind and the Sun’ (Week 11/12)

Religious and Moral Education – previously delivered to Year 7 SEN pupils What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Aesop's Fables:  ‘The Goose that Laid the Golden Eggs’ (Wk 10/12)

Aesop's Fables: ‘The Goose that Laid the Golden Eggs’ (Wk 10/12)

Religious and Moral Education – previously delivered to Year 7 SEN pupils What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Aesop's Fables:  ‘Brother and Sister’ (Week 9/12)

Aesop's Fables: ‘Brother and Sister’ (Week 9/12)

Religious and Moral Education – previously delivered to Year 7 SEN pupils What? A lesson designed to engage individuals or groups with moderate learning difficulties and delivered through story-telling using Religious and/or Moral Education materials that are included to download. Objectives The lesson plans incorporate a progression of academic learning and personal development including self-esteem and confidence. Referring to stories offers layers of education and experience. In its simplest form a story can be interesting, funny, relaxing or just enjoyable. The individual may experience deeper or greater learning either through listening alone or engaging in discussion. Many examples can be found in stories of how people live and the impact their behaviours have. Young people are invited to explore and discuss such examples and reflect on their own behaviour. Young people are then able to choose and make informed decisions regarding their own lives. Where? To be delivered in a comfortable, relaxed environment, free from interruption. For maximum engagement, young people need to feel safe and secure to be able to trust their surroundings and feel acceptable. How? Boundaries of expectations from group members must be discussed, for example; listening to others without interruption, respecting others’ opinions, speaking politely. Allow silence from those seeking only to listen – they are still learning. Any answer (offered with respect) is acceptable and can be used to further discussion. Learning Outcomes Physical; • listening and speaking, reading, fine motor skills, visual assimilation and transformation of the written word from varying distances, Cognitive processes; • awareness, perception, reasoning and judgment. Social; • develop and maintain positive relationships with peers, authority and others. Emotional; • awareness of self and others and how to deal with feelings. Behaviour; • recognise acceptable and inappropriate behavior to evaluate and determine appropriate and acceptable responses. Titles for the Term Include: Week 1 ‘The Fox without a Tail’ Week 2 ‘The Shepherd Boy and The Wolf’. Week 3 ‘The Boastful Traveller’ Week 4 ‘The Crow and the Fox’ Week 5 ‘Who will Bell the Cat’ Week 6 ‘Crow and the Swan’ Week 7 ‘The Wolf and the Lamb’ Week 8 ´The Lion and the Hare´ Week 9 ‘Brother and Sister’ Week 10 ‘The Goose that Laid the Golden Eggs’ Week11 ‘The Wind and the Sun’ Week12 ‘The Trees and the Axe’
barbaramcn
Literacy Comprehension, Speaking, Listening and Writing SEN, Early Years, Primary

Literacy Comprehension, Speaking, Listening and Writing SEN, Early Years, Primary

Includes 12 'storyboard' Nursery Rhymes: The Grand Old Duke of York, Row Row Row Your Boat, Hey Diddle Diddle, Little Miss Muffet, Twinkle Twinkle Little Star, Humpty Dumpty, Jack and Jill, Old Mother Hubbard, Little Bo-Peep, Hickory Dickory Dock, Pat-a-cake and Itsy-bitsy Spider. Say the rhymes with the students, get them to listen and recite each line afterwards, ask them to order the 4 pictures for each nursery rhyme, then use the differentiated worksheets to assess their writing and listening skills. For the speaking, listening and writing worksheets we ask carers to let us know either during drop off or via email a couple of things their child has done over the weekend. We then ask the students what they did at the weekend, prompting other students to ask questions of their peers, and then do a recap by asking who did what to assess who was listening before getting the children to write either with help or independently what they did at the weekend.
smidgealot