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Aesop's Fables:  ´The Lion and the Hare´ (Week 8/12)

Aesop's Fables: ´The Lion and the Hare´ (Week 8/12)

Religious and Moral Education – previously delivered to Year 7 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 Wolf and the Lamb’ (Week 7/12)

Aesop's Fables: ‘The Wolf and the Lamb’ (Week 7/12)

Religious and Moral Education – previously delivered to Year 7 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:  ‘Crow and the Swan’  (Week 6/12)

Aesop's Fables: ‘Crow and the Swan’ (Week 6/12)

Religious and Moral Education – previously delivered to Year 7 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: ‘Who will Bell the Cat?’ (wk 5/12)

Aesop's Fables: ‘Who will Bell the Cat?’ (wk 5/12)

Religious and Moral Education – previously delivered to Year 7 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
Culture Club: France

Culture Club: France

My aim was to bring in a bit of my modern foreign languages background when teaching my special education class. It is Autism friendly - as there is a clear sequence/structure and lots of visual support. The idea is to ‘visit’ countries around the world, learning facts - using English skills for reading, comprehension and writing; learn some simple language, and sample the culture. This is an example - I hope you like it - if you do, check out my bundles, Europe and Asia!
rb440
Entry level 1 & 2 Functional English - 18 lessons with videos, images and worksheets.

Entry level 1 & 2 Functional English - 18 lessons with videos, images and worksheets.

Planning designed to teach students reading, writing and comprehension in a completely functional and meaningful style. Starter games are added into each lesson to include speaking and listening. Worksheets are designed in an assessment style to help prepare students for assessments and exams. Bundle includes 18 lessons, designed to rotate, two weeks reading, two weeks writing and Speaking and Listening starter games are incorporated into each lesson. Planning includes; differentiation, learning objective, key vocab, resources, lesson extensions, success criteria and purpose of leaning. I also created on the web my own word searches relating to the lesson. Type in google free word search and I recommend the word search generator, so simple to differentiate. I could not add my starter games (sorry) they are off Twinkl. The ideas are there, and games such as i went to the shop and bought… so simple yet engaging and fun, found interviews questions also to be fun, just write prompt cards. All planning and worksheets are easy to adapt, personalise and make it your own in seconds. I hope this helps save teachers time.
jasmine1002003
Emotional intelligence - Colour your emotions

Emotional intelligence - Colour your emotions

This little worksheet is helpful for children to understand the physical symptoms of different emotions. Where do they feel their happiness? fear? anger? The children can draw the emotion face to match that emotion too. Your review would be much appreciated for this FREE resource
Elsasupport
Editable noise meters for classroom management

Editable noise meters for classroom management

Alternative noisemeters to use to monitor and control noise levels in whole class and small group situations. Shape and colour variations provided. Sector titles can also be edited as required, Cut out and add arrow with tac, velcro or split as required (once laminated or printed on card)
ahbramley
Noise meters for classroom management

Noise meters for classroom management

Alternative noisemeters for use in class and small group situations. Colour variations given. Cut out and add arrow to indicate current noise level using tac, velcro or split pin as required.
ahbramley
Self esteem Animal Strength cards

Self esteem Animal Strength cards

Strength cards are a brilliant way of raising self-esteem in children. Please see below for lots of ideas on how to use them. There are lots of ways of using them to help boost a child’s self esteem. They help children to name and recognise their inner strengths. Great for the child who is shy or doesn’t want to speak out in front of others. Lay all the strength cards out and ask the child to pick five strengths that represent them. In a group situation, ask one child to sit in the centre of the circle and the rest of the children have to pick five strengths that represent that child. In a group situation, give each child a white board and pen and go through the strength cards. The children can write five on their whiteboards. Pick one of your strength cards and decide how you are going to use that strength – today, tomorrow, next week, next year? Pick one of the strengths that you want to be. For example if you decide you want to be a good team player. How can you achieve that? Make a plan. Pick someone you admire, it might be a footballer, a singer, a film star, a family member or a friend, what strengths do they have? Put the cards face down, ask a child to pick one. Discuss the card. Does he/she know anyone with that strength? Do they have that strength? Would they want that strength? Ask the child to design their own strength card. What image would it have? What would the strength be? Use the strength cards as affirmations. Use the five cards the child has chosen and get them to say ‘I am strong, I am thoughtful, I am wise, I am musical, I am kind’. Put them in a little box and the child must look at them daily and repeat the affirmations. Pick one strength card such as ‘affectionate’. Who do they know who is Affectionate? Discuss. This could also be a group discussion.
Elsasupport