Key Stage 1 Special School Lesson Plans Introduction

No Pens Day Wednesday lesson plans have been created by practising teachers and speech and language therapists working in outstanding specialist schools for speech, language and communication needs. These have then been quality assured by a specialist speech and language therapist to ensure they are fit for purpose.

Depending on the needs of your class, you may find it necessary to differentiate or adapt some of the lesson plans further or more specifically for some children.

Teachers can use plans from different year groups and adapt them as necessary to be appropriate for the students you work with. Some of the lesson plans in this pack are from previous years. All plans that are new for 2016 are marked like this *New for 2016*.

We’re aware that special school provision varies greatly and covers a wide range of different speech, language and communication and other needs. We’re also aware that all schools will be covering different topics and have different ways of planning. We hope these plans will be a useful starting point for schools and teachers to build on and develop for their own individual pupils and for this reason we have deliberately left the age range they’re intended for broad. We’ve also got a wide range of plans available for mainstream schools at each primary and secondary year group and for the early years on the lesson plan page, so do take a look at these plans for more ideas that you might want to adapt to use in your setting. Some ideas for differentiation have been added to these session plans but teachers should make any adaptations necessary for their particular setting and pupils as appropriate. It should also be noted that many of the mainstream lesson plans predate the curriculum changes that were introduced in September 2014, so not all spoken language objectives link specifically to the spoken language requirements of the 2014 curriculum. However, the principles of including spoken language in your planning and considering spoken language objectives as part of every lesson remains the same and the spoken language objectives can be adapted to best suit the needs of your lesson and pupils.

Lesson plans aim to follow good practice principles; e.g. they-

 Identify explicit learning objectives.

 They have a strong visual component to support learning and understanding.

 Include plenary sessions that encourage pupils to reflect on their learning.

Some lessons include reflection on how the “no pens” theme of the day has affected learning. This could be a discussion or an activity you could have in any lesson in order to gather pupils’ views on how an emphasis on talk or communication in the classroom has impacted on their learning and enjoyment of lessons. Each lesson plan also has key vocabulary identified, listed in the vocabulary section of the lesson plan, although you may wish to add particular words of your own too. Teaching vocabulary explicitly as part of the lesson and repeating key vocabulary can make a significant difference for children with SEND, particularly those where SLCN is their primary need. Teachers can have a look at strategies for supporting vocabulary in class in the information for staff section of our website.

A speaking and listening objective has also been identified for each lesson, which allows teachers to look out for these specific skills within a lesson and comment on a pupil’s achievement towards these. Whole lesson objectives can be used alongside individual student’s speech, language and communication targets where appropriate.

How do no pens activities support pupils with special educational needs and disabilities (SEND)?

The aim of No Pens Day Wednesday is to include all children in spoken language activities to support their learning. This includes children who require SEN support, many of whom will have speech, language and communication needs (SLCN).

The SEND Code of Practice, which came into effect in September 2014, emphasises the importance of all teachers playing an important role in identifying and supporting those who have SEND. By taking part in No Pens Day Wednesday you will be able to access and put in place lots of great ways to build in quality support for all children’s communication across the school/setting day. This is an important part of removing barriers to learning and engaging in inclusive practice. You’ll also be able to access information and guidance that can help you better understand how to identify and support children who are struggling.

By placing a focus on spoken language in your classroom, you may find that you’re more able to track pupils’ progress in their speech, language and communication development. For those children who have already been identified as requiring speech, language and communication support, placing a focus in spoken language means that you are encouraging them to develop their skills in this important area of their development, which is the foundation for so much of their learning.

You might also want to adapt lesson plans to link with any objectives that have been set by specialist colleagues, such as a speech and language therapist.

You can find out more about identifying and supporting children with SEND, and in particular those with SLCN in our pack of strategies for every classroom, which can be found in the information for staff section of our website.

Key Stage 1 Special School Plans – English *New for 2016* Class: Teacher: Date: Lesson: English – Old Macdonald’s Farm Lesson Objectives: Speaking and Listening Objectives: To recall animal sounds. To sign or speak the names of common farm animals To imitate actions To turn take To request one of the animals by name and/or sign To develop attention and listening skills

Activity Old McDonald’s Farm Vocabulary: Same, cow, sheep, pig, duck , dog, farm plus additional animals

Starter: Use puppets, soft toys or pictures of the animals in the song Use signs/ Soft toy/puppet/ pictures of all the animals in the song plus ‘Old MacDonald’s Farm’. Introduce each animal and the sound it makes. symbols/ AAC additional animals which the children can choose Build in processing time for the children to recall and respond. resource Old MacDonald had a farm –youtube https://www.youtube.com/watch?v=hDt_MhIKpLM

Main: Activities which will reinforce the learning outcomes and meet the needs of a range of abilities: TES - drag and drop resource placing animals in their home  Matching animals in a pairs game http://www.tes.co.uk/ResourceDetail.aspx?storyCode=6013947  Farm play -finding animals which are the ‘same’  Play dough animal cutters, naming the animals as they are Animal pictures (below) produced and sorting them into ‘same’.  Use the TES resource to place the animals in their homes

Plenary: Children given one animal each and asked to name their animal and the sound it makes. Assessment for learning: Record children’s responses to learning outcomes on AFL sheet

No Pens Homework: Go for a walk with a family member and name any animals that you see, can you remember the sound it makes? Order the animals for the song; Science *New for 2016*

Class: Teacher: Date: Lesson: Science – Body Parts Lesson Objectives/learning intentions: Speaking and Listening Objectives: To identify main body parts To join in with singing, either vocally or using To join in with action songs makaton signs Can respond to song with body movements Can make an attempt to join in Can imitate and create movement in response to music Can join in with makaton signing

Activity Differentiation: Resources

Vocabulary: Eyes, nose Mouth, hand, foot , arm, leg, head, ears Some children with number recognition can identify the numerals 1-10 when singing the song. Signs and symbols to be Starter: used where appropriate. More detailed body parts https://www.youtub Wake up our muscles tumble tots activity on you tube- https://www.youtube.com/watch?v=2u3KnZZkY3s can be incorporated for e.com/watch? more able children. v=2u3KnZZkY3s Main: The youtube songs could 1,2,3,4,5 Once I caught a fish alive –children to move their fingers as they sing the song be too fast for some Tumble tots-12345 children to process, Once I caught a therefore teacher led fish alive singing could be more https://www.youtub appropriate. e.com/watch? v=byW5DeI37-w

Heads, shoulders, Heads Shoulders knees and toes – can sing independently or use you tube video knees and toes https://www.youtub e.com/watch? v=GkK-_OBe-0A

Paper person and body parts pictures In small groups, with one large cut out paper person for each group, children to name body parts and stick on http://www.imageb labels, as well as sticking facial features in the correct places- e.g. eyes, nose mouth. Support from staff with on.com/postpic/20 discussions/ negotiation and encouraging turn taking 14/06/printable- facial-features-of- cut-out_178074.jpg

http://www.imageb on.com/postpic/20 09/02/boy-and-girl- cut-out- template_464714.j pg Plenary: Recap main body parts with children’s responses being recorded Assessment for learning: Record which body parts each child was able to name/sign. Record learning outcomes against learning intentions

No Pens Homework: At home sing with your family ‘heads shoulders knees and toes’-if they don’t know it you can learn it together from you tube. Let us know if you learn any new body part songs at home from any of your family. Record/video the song of you singing with your family and send it into school for us to share. English

Class: Teacher: Date: Lesson: English – Elmer the Elephant

Lesson Objectives- Speaking and listening objectives: To recall verbally or sign main aspects of the story into a simple sequence  To recall main aspects of the story. To celebrate differences and verbalise/sign personal qualities or skills which the whole group can  To sequence the story from 3 to 6 events within celebrate. the story using visual cues for support.  To use the language of sequencing first, then and finally Starter: Read “Elmer the Elephant” story or use a ‘you tube’ animated version. Talk about how we Differentiation Resource Elmer the are all different and ask the children and adults to think of things they are good at and celebrate Use symbols for the Elephant animated story with the group. Encourage the children to say or sign things which they like about their friends and qualities/skills which the https://www.youtube.co celebrate differences. Pictures of the children and staff can be displayed on a white boards and children generate about m/watch? symbols used to ensure that something good is displayed for each person, this will help the children each other-this will help the v=BSo9fQmpZs0 to recall what was said about them or their friends- e.g. Robert is good at smiling/running/signing. children who find recall skills difficult.

Vocabulary: first, then, next, finally, different, colours,

Main: Patchwork Elmer template Make “Elmers” by sticking prepared patchwork squares onto elephant templates. Use this activity to reinforce colour recognition and signing. Look at the Elmers made by each child and celebrate their differences. Group Activity: Differentiate the - Elmer word mat for A range of activities can be used for group work: sequencing from 3 to 6. cutting and - Children to be in differentiated groups and sequence the story using specific vocabulary or sequencing the signs-first, next, then and finally, this can be modelled by support staff and pupils sequence the pictures to re-tell the story. story - Children encouraged in their small groups to practice retelling the story using the visual aids, - Ipad (if available) they can use their own Elmer, or a toy Elmer. - Children can work in a group with some moving the props and one child telling the story. If Ipads are available record the ‘group story’ and play it back to the whole class using the reflector option.

Plenary: re-cap main objectives and ask children to recall and celebrate differences and skills within the class. Reward verbally/stickers and celebrate achievements.

Assessment for learning: Children to self- assess how many pictures they used to recall the story-3-6 Support staff to record pupil responses and understanding of vocabulary and concepts.

Science

Class: Teacher: Date: Lesson: Science – Mini Beasts Lesson objectives: Speaking and listening objectives:  To demonstrate awareness of own needs e.g.  Begins to be aware of own needs e.g. food, drink, warmth, shelter, rest. food, drink, warmth, shelter, rest, in this lesson a  Begins to name some mini-beasts e.g. ladybird, ant, spider, worm focus on ‘shelter’.  To use the prepositional language-in, on, under, between, next to,  Develop understanding and use of prepositional language and concepts relating to shelter topic

Starter Differentiation Resource  Talk about human’s basic needs for staying alive – what do pupils already know?  Bring into class samples of food and drink.  Shelter-keeping warm-our homes Visual support cards used  Discuss how we would feel if there was nowhere to shelter? Could talk here about people for ‘dry’ ‘warm’ ‘safe’ living on the streets and how they keep warm and dry? Use visual cards to highlight the purpose of shelter, ‘dry’ ‘warm’ ‘safe’

Vocabulary: Names of common mini-beasts – worm, snail, fly, spider, ant, ladybird, environment, shelter, camouflage, dry, warm, safe, names of habitats (whichever relevant locally)

Main: Can use a range of Making shelters in groups with support-incorporating prepositional language. resources for the children to make shelters depending on weather conditions and their level of ability. This could range from large soft play shapes in the school hall to collecting own tree branches and making a bivouac structure with waterproof sheeting. Group Activity: Children to sign and use the -mini beast identification  To begin to look at the habitats of mini-beasts, how they find shelter and how this might help species identification card chart an animal survive. to identify the mini-beasts -camera  Go on a mini-beast hunt. Take photographs of the mini-beast in their habitat, these can be found. used later in the plenary. If your school does not have a ‘wild area’ prepare this by putting some stones and/or rotting logs in appropriate places a week before the lesson to avoid disappointment!  Children to identify the name of the animals they find on their identification chart.  You could have a more detailed identification book just in case you find something more unusual!  For each animal found children to use prepositional language and say why the habitat was good to meet the needs of the animal using the visual support cards ‘dry’ ‘warm’ ‘safe’ .

Plenary: re-cap main objectives and ask children to recall what is important about a shelter, ‘dry’ ‘warm’ ‘safe’. Children to recall mini-beasts which they found and show their habitat on the smart board. Highlight whether this was a good shelter for the mini-beast or if each mini-beast could have found a better shelter?

Assessment for learning: Support staff to record appropriate use of prepositional language. Children to self- assess their understanding of a shelter using a no pens self assessment method e.g. thumbs up for yes I understand, thumbs sideways for I think I understand, and thumbs down for I need more help to understand about shelters.

Literacy

Class: Teacher: Date: Lesson: Literacy - Fish with a wish Lesson objectives: Speaking and listening objectives: To explore the main character through improvisation, role play Take turns to talk, listen and respond in To explore the theme of wishing and what impact it could have for themselves, for their wider world. two way conversations Use the related vocabulary with signed prompts or visual support Activity Differentiation Resource

Starter: Different levels of The Fish Who Use the smartboard to display a photo of underwater life in a tropical sea. Children can pretend to be fish moving around the room. support (signed or Could Wish by visual with photos John Bush Explore what is a wish with the teacher modelling something that she can wish for e.g. all the children to sit down, stand up, be very or symbols) quiet. Smartboard

Explain that a wish is something that someone really wants but it may not always happen. Teacher to wish for something impossible Underwater life – to go in a rocket to the moon. photo- http://www.gelioso ft.com/downloads/ index.html Vocabulary: Wish, thoughts, thinking, magic, round, square, triangle, oval, big, small, huge, tiny (as extension for some children), first ,next, last (when sequencing pictures and props) Main: Group Activity: The children should have previously been read the story “The fish who could wish”. Images have Review the story, use props or images to highlight key elements of the story – the castle, car, horse and guitar, globe, sharks, been provided different shapes, cut outs of other fish. here To simplify the [https://www.theco Children put the props in the right order to reflect the story. Either sequence the props and pictures from left to right along the floor or adult could mmunicationtrust. from left to right on the white board using blu-tack. Use the cardboard cut out of the fish to ‘swim’ along past each prop as it placed in sequence the props org.uk/media/256 the right order. Teacher to prompt the children to describe each stage of the story. and pictures at the 613/fish_with_a_ start of the session wish_images.doc] You may wish to use some or all of the ideas below as you progress through the story: but you may Puppets/toys could prefer to use Focus on page when he wished for a horse- strumming the guitar and singing. Children to dance to Spanish guitar music. be used to model existing props and the dancing and toys in the school Focus on page around the world and get children up and flying around a globe on the floor. movements for or photocopy part children who of key pages in Page of sharks and hunting - talk about difference sizes – draw out different words for big/small. Children to think of something else cannot participate the book. that is very small, very big. in this. Children -Cut out the could give picture of the fish Page of different shapes – children to make the different shapes with their bodies and suggest other shapes. Children could match instructions using and mount on themselves to different large shapes on the floor, triangle, circle etc. Have a game of ‘change shape’ when children move from one speech, sign etc cardboard. shape to another when the teacher says the name of the shape.

Talk about what it means to be wise and making a silly wish. Teacher to model a silly wish – e.g. a chair made of jelly. Guitar music- To make sure they understand the difference, give different examples of a wise wish and a silly wish and get the children to say http://www.sky.fm/ which one it is...e.g. a delicious dinner – wise wish or silly wish?....a house made of chocolate – a silly wish? guitar

Follow through to the next page and talk about what happened when the fish made a silly wish. Globe Finally:

Teacher to have a ‘magic wand’ (rainbow stick or wand with a star) and ask children to think of something to wish for and if possible Magic wand ask for a reason. Choices of different kinds of wish could Teacher to record their wishes using the keyboard on interactive white board, with a photo of child and their name. be offered for the Smartboard children to discuss Children can drag and drop their wishes into two different parts of the board. or 'vote' on (silly or Photos of children 1. Good wish for me not silly) if they find on smart board 2. Good wish for my friend or the world it difficult to generate wishes Blu - tack Or The children could sort and categorise their wishes into e.g. food, animals, toys.

Throughout the book if the children are aware of rhyme then reinforce the rhyming words. Ask the children if they are able to find some other rhyming words. Plenary: Pupils to talk about their wishes, and reflect on a good wish which could help others. This is to be a general class discussion using the wishes on the board as a guidance to aid recall. Make a class wish to do something to make school life better. They could simply monitor the impact of their actions.

Assessment for learning: Note who is able to sequence the story using pictures. TA to note the language used by children in response to key questions and who is using the vocabulary – do they need the signed, visual prompts. TA to monitor the level of engagement of the children and their attention. Maths

Class: Teacher: Date: Lesson: Maths- Robot monsters

Lesson objectives: Speaking and listening objectives: To construct robots of different sizes To understand and use comparative terms of size To work carefully with a partner To listen to their peers’ ideas To find all the different ways of constructing the robots To answer questions about size To order the robots according to size To add the lengths of different parts to find the total length of the robot Activity Differentiation Resource Starter: Compare a child to an adult – who is taller? Who is shorter? Ask a child to find someone in the room who is taller than them/ shorter than them

Vocabulary: Tall, short, taller, shorter, tallest, shortest, height (use signs if school uses them), Main: This activity is taken from the maths problem solving site http://nrich.maths.org Photos of two different It’s an activity that gives opportunities for using the language of size and comparison, listening to sized robots- (see below) others’ ideas, working systematically and finding all possible solutions. Show the children the photos of the two different sized robots and ask them which one is taller, Paper, glue sticks shorter. To extend this children Explain to the children that they are going to make different robot monsters. Make sure they could add the length of ‘Robot monsters’ taken understand that there are 3 heads, bodies and legs of different lengths. Make a robot monster in each part of the monster from front of the children, sticking the pieces on the board. using a number line and http://nrich.maths.org/2404 Children can have a set each of the 9 parts between them and work together. feedback the information at the group plenary There is a pdf attachment Questions on the website which can What is the tallest robot monster you can make? be printed off and cut out What is the shortest robot monster you can make? and laminated or given to Make a robot monster with the 3 pieces left. Can you put your robot monsters in order from tallest to the children to assemble shortest? the monsters and stick How many robot monsters can you make with the 9 pieces that are different heights? them on paper. The pdf Adults to help the children to stick the robots together to record their ideas has the correct sizes of each part of the robot. Plenary: At the end of the lesson the class could discuss what robot monsters they had made and which were the tallest and the shortest ones. Encourage them to identify when they have made a different robot and to describe it. They could order the robots according to size. More able children could show on a number line how to add and find the height. Assessment for learning: Can the children use the terms for size and comparison? Can they listen to another’s ideas and work cooperatively? Can they order their robots according to height? No Pens Homework With an adult at home, talk about all the different family members you can think of. Who do you think is the tallest in your family and who is the shortest? Be prepared to come to school the next day to say a little bit about your tallest family member and your shortest family member.

*Images taken from Google images