Sarah Sterne: see notebook (or Gmail account) for e-mail address.
Also be very careful NOT to reinforce common misconceptions.
SEN
Model of conceptualisation has shifted from 'within the individual' to 'within environment' and how we can alter the learning environment appropriately.
There are 4 main stages:
1. School/EY Action [identifying and putting action in place]
2. School/EY Action Plus [consulting a range of specialists: speech therapists, education psychologists..]
3. Statutory Assessment [local authority conducts this]
4. Statement
An Individual Education Plan (IEP) is a statutory document that is issued at point 3. It can be requested by parents or the school if there is concern more provision for learning needs is required.
There are 4 main areas of need identified in the SEN Code of Practice:
1. Communication and Interaction
Includes, for example, Autism, Aspergers, Speech and Language (delay, impairment, disorders), Specific Learning Difficulties (Dyslexia, Dyspraxia), Hearing Impairment.
2. Cognition (Understanding) and Learning
Includes, for example, Moderate, Severe and Profound Learning Difficulties, Specific Learning Difficulties (Dyslexia, Dyspraxia).
3. Behaviour, Emotional and Social Development
Includes, for example, EBD (Emotional and Behavioural Difficulties), ASD (Attention Deficit Disorder), ADHD (Attention Deficit Hyperactive Disorder).
Key vocabulary
A priority in science: display, say, say again, elicit, remind of tricky technical words. Particularly if there are EAL children: tech vocab is not something they will learn from their peers.Also be very careful NOT to reinforce common misconceptions.
SEN
Model of conceptualisation has shifted from 'within the individual' to 'within environment' and how we can alter the learning environment appropriately.
There are 4 main stages:
1. School/EY Action [identifying and putting action in place]
2. School/EY Action Plus [consulting a range of specialists: speech therapists, education psychologists..]
3. Statutory Assessment [local authority conducts this]
4. Statement
An Individual Education Plan (IEP) is a statutory document that is issued at point 3. It can be requested by parents or the school if there is concern more provision for learning needs is required.
There are 4 main areas of need identified in the SEN Code of Practice:
1. Communication and Interaction
Includes, for example, Autism, Aspergers, Speech and Language (delay, impairment, disorders), Specific Learning Difficulties (Dyslexia, Dyspraxia), Hearing Impairment.
2. Cognition (Understanding) and Learning
Includes, for example, Moderate, Severe and Profound Learning Difficulties, Specific Learning Difficulties (Dyslexia, Dyspraxia).
3. Behaviour, Emotional and Social Development
Includes, for example, EBD (Emotional and Behavioural Difficulties), ASD (Attention Deficit Disorder), ADHD (Attention Deficit Hyperactive Disorder).
4. Sensory and/or Physical Needs
Includes, for example, HI (Hearing Impairment), VI (Visual Impairment), PI (Physical Impairment).
Learning with Kyane
Have another look at 'Learning with Kyane' on Teachers TV for refresher on what discussed in session- what Kyane's learning needs are, how the teacher responds to them and includes Kyane, what additional or different strategies I would employ.
Also check here for another video of Kyane in a maths lesson.
If you have a child with a need to fiddle with something, consider a 'fiddle box' of resources, so that you decide what the child wil be playing with. Often it is not distracting for these children, but actually something that keys them in and keeps them on task. Plasticine or blu tak is a good idea.
Pros/Cons for Inclusion of SEN children:
+ : self-confidence, learning socially (for all children)
- : counter-intuitively, if the lesson is not sufficiently differentiated then it can adversely affect confidence of SEN children (as they feel excluded)
Book:
"Grouping in Science", Qualter (Differentiated primary science? 372.35 QUA, Nightingale Centre)
Research shows there is no link between Maths/Language ability and ability in Science.
Scientific Enquiry
Should it be about precision + refinement from an early age (e.g. fair testing with EYFS)? They can at least be introduced to the principles of variables from EYFS.
Forces
Start with Push and Pull (the same thing, just forces working in opposite directions- careful not to reinforce misconception).
Forces can cause a Movement or a Change of Shape (essentially, the same thing). Forces can do 5 things: speed up, speed down, change shape, turn (spanner), change direction.
Balanced forces: something moving in a straight line at a constant speed.
Dropping things: what misconceptions are there?
Variables
1. Independant (or input): what we change. Usually only 1.
2. Dependant (or output): what we measure. Usually only 1.
3. Control (things we keep the same).
Use the Post-It note system to control these. Children are encouraged to contribute more knowing that decisions can be reversed as easily as moving a Post-It
Of these, there are 4 sub-divisions:
1. Categoric ( materials with word labels). e.g. copper, glass, iron.
2. Ordered (can be ranked in order) e.g. L, M, S parachute.
3. Discrete (w/ a whole number) e.g. values, not fractions
4. Continuous (non-whole numbers, on a continuous scale) e.g. length of spring.
Think about how to represent the evidence + results produced depending on what kind of variables you are using.
When planning a Science lesson and forming a Learning intention, you must be sure you have specific assessment criteria to make sure learning you intended has occurred. Focus on a single Sc1 objective, rather than keeping it too broad.
Task
1. Produce a glossary of scientific terms in my areas of weakness as identified in the audit. Get this book:
Includes, for example, HI (Hearing Impairment), VI (Visual Impairment), PI (Physical Impairment).
Learning with Kyane
Have another look at 'Learning with Kyane' on Teachers TV for refresher on what discussed in session- what Kyane's learning needs are, how the teacher responds to them and includes Kyane, what additional or different strategies I would employ.
Also check here for another video of Kyane in a maths lesson.
If you have a child with a need to fiddle with something, consider a 'fiddle box' of resources, so that you decide what the child wil be playing with. Often it is not distracting for these children, but actually something that keys them in and keeps them on task. Plasticine or blu tak is a good idea.
Pros/Cons for Inclusion of SEN children:
+ : self-confidence, learning socially (for all children)
- : counter-intuitively, if the lesson is not sufficiently differentiated then it can adversely affect confidence of SEN children (as they feel excluded)
Book:
"Grouping in Science", Qualter (Differentiated primary science? 372.35 QUA, Nightingale Centre)
Research shows there is no link between Maths/Language ability and ability in Science.
Scientific Enquiry
Should it be about precision + refinement from an early age (e.g. fair testing with EYFS)? They can at least be introduced to the principles of variables from EYFS.
Forces
Start with Push and Pull (the same thing, just forces working in opposite directions- careful not to reinforce misconception).
Forces can cause a Movement or a Change of Shape (essentially, the same thing). Forces can do 5 things: speed up, speed down, change shape, turn (spanner), change direction.
Balanced forces: something moving in a straight line at a constant speed.
Dropping things: what misconceptions are there?
Variables
1. Independant (or input): what we change. Usually only 1.
2. Dependant (or output): what we measure. Usually only 1.
3. Control (things we keep the same).
Use the Post-It note system to control these. Children are encouraged to contribute more knowing that decisions can be reversed as easily as moving a Post-It
Of these, there are 4 sub-divisions:
1. Categoric ( materials with word labels). e.g. copper, glass, iron.
2. Ordered (can be ranked in order) e.g. L, M, S parachute.
3. Discrete (w/ a whole number) e.g. values, not fractions
4. Continuous (non-whole numbers, on a continuous scale) e.g. length of spring.
Think about how to represent the evidence + results produced depending on what kind of variables you are using.
When planning a Science lesson and forming a Learning intention, you must be sure you have specific assessment criteria to make sure learning you intended has occurred. Focus on a single Sc1 objective, rather than keeping it too broad.
Task
1. Produce a glossary of scientific terms in my areas of weakness as identified in the audit. Get this book:
"Primary Science: Knowledge and Understanding", Peacock, Sharp et al.
(372.35 PEA @ Nightingale Centre Help Desk)
2. Identify what science is being taught, by whom and to whom in EYFS, KS1 and KS2.
3. Make other evidence you've covered your area of weakness (plan + deliver lessons, evaluate and have it observed).
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