Promote recognition of facial expressions and emotions to improve the child’s competency in social situations. A set of 12 simple black and white facial expression cards which include a description of each expression on the reverse. Why use? Help children to: Recognise facial expressions Understand emotions conveyed Develop competency in social situations Benefits: Useful for social skill group activities Use to set individual social skills targets

Support the understanding of voice tone,body language and facial expression with this set of 11 interactive activities and promote the development of positive social interactions in young people of upper primary/secondary school age. Why use? Provides a readymade, yet flexible programme fully adaptable to need Sessions have a light hearted, fun approach, using role play to support learning Can be used with a group or tailored for an individual child Benefits: Builds the skills needed for positive social experiences Seeks to improve the child’s social interactions Puts the child at the centre of planning a personalised social skill programme The pack outlines a range of fun activities which can be delivered to small groups using a ‘Circle of Friends' approach. Throughout the interactive sessions young people are encouraged to explore how they can understand other people’s body language, facial expressions and tone of voice during conversations and to review how they present themselves in social situations. The activities begin with a simple exercise in self-reflection where the young people are encouraged to think about different social situations they find easy and which ones they feel they would like to find easier. The next ten activities can then be delivered in a flexible way to suit the needs of the group. By using this product, practitioners can help children with SEND/VI to reflect on how they perceive their own level of social skills and put practical strategies in place to improve them. Testimonial: “The resource cards are excellent, providing a wide range of methods to explore human emotions and behaviours. The possible interventions suggested are limitless and make you stand back to consider all the possible opportunities to develop these vital skills.” Wendy Whitwell, Team Leader for VI, NW - UK

Promote the child’s independence and help your staff team plan their role using astructured and practical set of training and self reflection tools. Why use? How to help a child with SEND/VI to gain a greater level of independence The effectiveness of current interventions The roles of all professional in maximising independence Benefits? Approaches are embedded as part of the professional’s ongoing continuing professional development Addresses the core purpose of the supporting practitioner Enables a consistent whole school or specialist service approach Targets strategies to maximise the child’s independence Product resources are fully adaptable Who’s in the Driving Seat contains the resources required to enable the school or specialist service to follow a simple strategic structured approach. A training plan enables the initial concept to be presented to staff with the opportunity to self reflect and plan the way in which to support the child towards being independent. Further resources and activities help the professional determine the correct level of intervention, and how to work with the child to define the support he or she requires to move towards independence in school. A set of tools are provided to help the professional communicate this knowledge to class teachers, lunchtime supervisors and classroom assistants, making sure interventions are properly considered and appropriately targeted.