Lesson Plans Aim to Follow Good Practice Principles; E.G. They s1

Key Stage 3 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. The special school lesson plans were brand new for 2014 and we’ve added some new plans this year. All plans that are new for 2015 are marked like this *New for 2015*.

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 3 special school plans - English *New for 2015* Class: Teacher: Date: Lesson: English - Poetry

 Lesson objectives: Speaking and listening objectives:  Use intonation, tone and volume when reading aloud To use 2-3 information carrying words sentences when  Develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the poems  Listening to a range of texts at a level beyond that at which they can read independently To recite parts of the poem with intonation including classic poetry To participate in a discussion  Learning and reciting a range of poems using appropriate intonation  Participating in discussion about what is read to them, taking turns and listening to what others say Differentiation Resource

Starter: - Pictures of Charles Ask pupils to think about different sorts of poems- e.g. nursery rhymes, funny poems, long poems, Causley & Eleanor Farjeon short poems etc. Some pupils might have a favourite poem which they can tell you about. -‘Sounds of the Evening’, “Quack!” Said the Billy Show the pupils traditional poems by Charles Causley and Eleanor Farjeon. Display pictures of poets Goat’, ‘There are Big and discuss their ages and the period in which they lived. Waves’, https://www.youtube.com Share a choice of the poems ‘Sounds in the Evening’, “Quack!” Said the Billy Goat’, ‘There are Big /watch?v=T3KGLM3xr7g Waves’ and ‘Bedtime’-most can be found on you tube if this is more motivating for the group.

As a class, highlight which author wrote which and ask pupils to discuss what they like and dislike about each. Model performing one of the poems with expression and intonation, repeat with no expression and intonation – make it as boring as you can! Discuss which performance the class preferred and why. Vocabulary: poem, rhyme, adjectives, nouns, performance, presentation, intonation Main: Examples of activities around this theme; Easy: The lion and the  Group the pupils and give each group 2 illustrated poems to read (See resources for some unicorn; One, two, Buckle suggestions). Encourage the groups to discuss what they like about the poem and take it in my shoe; Pussy-cat, Pussy- turn to read parts. Model how to read the poem with intonation and expression. cat; Cats; Mice. Medium: Cats; Mice:  Discuss how to perform a poem – with expression, intonation and at the right volume – why Daddy Fell into the Pond, it is important to engage the audience? Performers should speak clearly, facing the audience Sea Fever; On the Ning and speak slightly more slowly than in normal speech. Some facial expression or gestures can Nang Nong. help with the performance too. Explain that learning the poem by heart enables the performer to look at the audience and project their voices to the audience rather than looking down at a sheet.

 Read ‘The Sounds in the Evening’. Ask the children to imagine they are in bed listening to the Support understanding sounds in their house. Discuss in pairs whether these are similar to the poet’s sounds. Share using visual definitions, as Definition of a Noun, (visual definition to meet pupil needs). Work with class to highlight the needed nouns in the poem. Display Definition of an Adjective (visual definition to meet pupil needs). Children to work in pairs to think of adjectives to add to the first 3 nouns in the poem (sounds, evening, house). Emphasise how different adjectives can give a new meaning and feeling to a sentence.

Use images to support Images of big waves-  Read ‘There are Big Waves’. Ask children to think about times they have seen the sea; have descriptions of waves https://www.google.co.uk they seen all these types of waves? Focus on ‘Waves that swell softly’. Identify softly as an /search? adverb –it describes HOW the wave swells. Show Definition of an Adverb. Children q=there+are+big+waves&s brainstorm adverbs to describe the wave (gently, quietly, quickly, etc.). Focus on ‘Waves that afe=active&biw=1518&bih rise up like a great water wall’. Show films or pictures of the sea (see resources) and work =698&tbm=isch&tbo=u&s with children to build up descriptive sentences about sea, model extending sentences to ource=univ&sa=X&ved=0C include adjectives, adverbs and adverbials, e.g. The waves crashed, could become: In a flash, EMQsARqFQoTCOqf2syhks the blue waves crashed fiercely. cCFcldFAodPTwNaQ&dpr= 1#imgrc=LRdQsjlzX38aqM %3A Plenary: Children to explain to each other what they have been learning in this lesson. Ask if any children had a favourite word or phrase? Share the adjectives they have added to each noun. Assessment for learning: Think about how pupils managed with discussions and performances Encourage pupils to self assess – how would they consider their own skills in performing/discussing/using descriptive vocabulary? PSHCE *New for 2015*

Class: Teacher: Date: Lesson: PSHCE - Funky Salads

Lesson objectives: Speaking and listening objectives:  To taste different foods and develop vocabulary to describe the appearance, taste, smell and I can initiate and maintain short conversations using a texture. preferred medium of communication.  To apply hygienic practices – I know the importance of personal hygiene I can contribute appropriately 1:1 and in small group  I can make simple choices to improve my health and well-being discussions I can link a range of signs or symbols to communicate an experience Activity Differentiation Resources Keeping Healthy ‘Funky Salads’ Vocabulary symbols/visual  range of fruit (including support used to assist the some unusual varieties)  plates, dishes, bowls, children who find recall peeler, grater, chopping difficult board, plastic mixing Ensure that children only bowls, vegetable knives, work within their skill sets forks, spoons  when preparing the food plastic table covers,  antibacterial cleaner, and allocate tasks  access to hand-washing accordingly to ensure and washing-up facilities health and safety guidelines  aprons are adhered to. Starter:  Pupils to handle a range of fruit. Do they know what this is called? Where is it grown? Health and safety  Think about describing the fruit – how does it feel, taste, smell  When carrying out a risk assessment for  Choose two contrasting fruit e.g. apple and banana and investigate the inside by cutting them in this activity, teachers will need to consider half. Explain terms e.g. peel, skin, flesh, pips, stones the materials, tools and equipment being  Classify some fruit according to colour, texture and taste used.  In addition, the following points should be  Discuss the benefits of healthy eating and the importance of ‘5 a day.’ noted:  Discuss basic food hygiene practices with the children.  Serrated knives with rounded ends are  Name the tools and ask the children to practise using the hand tools –grater, knife-very much best. Foods for chopping/slicing e.g. dependent on ability levels-some children chopping soft items e.g. banana with blunt knife. banana should be cut in half lengthways  Simple food-processing skills e.g. washing, grating, peeling, slicing, squeezing. Discuss the to provide a flat base and held still with a different effects achieved by different processes. fork so that children can cut safely  Parental permission should be sought before tasting sessions in order to identify any dietary or cultural requirements for consideration e.g. nut allergy  Hygiene practices should be observed e.g. surfaces cleaned down and wiped with antibacterial cleaner; a plastic table cover kept for food activities and used to cover wooden/old tables; aprons provided for food preparation; access to hand-washing and washing-up facilities and appropriate storage facilities for food  Children should learn safe practices in relation to equipment e.g. knives Vocabulary:

• designing e.g. choosing, investigating, tasting, arranging, experimenting, popular

 making e.g. washing, cleaning, peeling, cutting, slicing, grating

• knowledge and understanding e.g. salad, fruit, vegetables, peel, flesh, skin, grater, chopping board, peeler, seeds, pips, stalk, juice, root, leaf, stone, bunch

 sensory e.g. crisp, sharp, juicy, sweet, sour, sticky, squashy, smooth, crunchy, scented, waxy

Main: Looking at the range of products which can be made using fruit, children to choose a salad to make out of a choice of 4 fruit, each can be prepared differently. Encouraged children to make choices and say which fruit they would like to make a particular fruit salad. Name the fruit within each option.

Explain to the children that as a group they can make their 4 choices from items on offer and discuss how each item could be prepared e.g. banana-peeled and sliced, apple-peeled and grated, pineapple-peeled and chopped, orange-peeled and squeezed. Visual symbol cards to be used to describe how each fruit could be prepared. Discuss colour, textures, how much of each fruit? How will we serve the funky salad to make it look good?

Group Activity: Children to wash hands and wear aprons in preparation for the activity Children to work in groups with support staff and within their skill sets ensuring health and safety issues are considered at all times. Children to make their choices of fruit and their chosen preparation, adults to consistently model target vocabulary and discuss how children are preparing and serving their salads Plenary: Children to evaluate their ‘funky salad’ out of 10 Does it look good? Does it taste good? Is there anything you would like to change or add to it? Assessment for learning: Support staff to record responses from the children, are they learning and retaining the vocabulary associated with the activity? Can the pupils use all the appropriate tools or is it necessary for certain skills to be revisited? Maths Class: Teacher: Date: Lesson: Maths KS3 Lesson objectives: Speaking and listening objectives: Students to work together in small groups to solve simple mathematical questions. Turn taking in groups Active listening Interaction skills - working as a team Problem solving Vocabulary Basic concepts including: Number- counting, processes, ordering numbers, place value; geometry- naming shapes, counting sides; fractions

Activity Differentiation Resource

Introduction: Use the whiteboard to Outline the topic for the lesson - maths quiz. show topic heading if Explain that the students will have to work together in small groups to work out the answer. necessary (no pens Emphasise that the students cannot use pens/pencils, so they have to do most of the working out in allowed!) their head (a calculator is allowed). Talk about the award for the winning group and best teamwork at the end (prize, school merit system Higher level ability: get the etc). students to divide in order to work out the answer. Starter: Get the students to count up how many people are in their class. Tell them how many groups you want them to make and encourage the students to try and work out how many people will be in each Lower level ability: support group. students in counting/adding Staff to group students and encourage mixed ability groups, make sure to emphasise the importance as appropriate. of team work and supporting each other. Main: Maths quiz presentation- here Activity 1: Small group activity Put the maths quiz PowerPoint presentation on the whiteboard. Higher level students to Whiteboard Students to work together in their groups to work out the answer to each question as it is comes up explain their working. on the board. Students can also be asked Set a time limit for each question if necessary. additional questions such Encourage friendly competition and enthusiasm throughout - useful opportunity to talk about working as “how many vertices?” together, being kind, supporting each other, social interaction etc. (for q2 or q4). Or “what The first team to get the question right gets a point (use stickers/tokens instead of pens!). time will it be in 3 hours?” Extra points can be awarded if students answer extended questions (for example: see differentiation (q13). Q8- tiered section). Teachers to ask questions tailored to students’ individual ability as necessary. questioning- “what does it represent?” and “what’s it name?” At the end of the quiz, ask the students to work out which team got the most points - how many more points etc. Higher level students to work out the score as a percentage. Lower level students to identify what number comes Discussion throughout as needed to support students understanding of the concepts included before/after; identify the hundreds/tens/units as necessary. Science

Class: Teacher: Date: Lesson: Science KS3 Lesson objectives: Speaking and listening objectives: Identifying key features of animal and plant cells. Turn taking in small groups Describe the similarities and differences between animals and plant cells. Active listening Introduce the functions of the key features of an animal and plant cell. Discussion skills Listening to other people’s views/opinions Recall of key vocabulary

Vocabulary

Animal cell, plant cell, nucleus, vacuole, cytoplasm, cell membrane, chloroplast, cell wall, similarities/same, differences/different, compare, contrast, function.

Activity Differentiation Resource

Starter: Can enter names; so the Interactive Whiteboard Outline the topic: Animal and Plant cells. Explain to the group that they will be completing a task on activity can be done as a the interactive whiteboard. team effort for those who http://www.curriculumbits.c Students to take it in turns to complete the interactive task on the interactive whiteboard. are finding the topic difficult om/prodimages/details/biol http://www.curriculumbits.com/prodimages/details/biology/label-the-cells.html or as a competition if ogy/label-the-cells.html students are more confident.

Main: Glue sticks, scissors.

Activity 1: Group activity Split the students into groups of 3-4 (or more/less depending on class size). Visual key words provided Activity 1: venn diagram- Give each group a copy of the A3 Venn diagram and the symbolised key words. Each student to for all students, so groups print onto A3 paper and have at least one key word, in order to encourage them to contribute. do not need to be based on visual key words- here The group should be supported to work together to identify the similarities and differences between ability/literacy levels. animal and plant cells. Encourage discussion about the feature, what its function is and what type of cell it is in. Students to stick the key word into the correct section of the Venn diagram.

Activity 2: Group presentation Groups to identify one key feature from the Venn diagram. Students to choose who will speak on behalf of their group - this will encourage attention and listening skills, whilst also encouraging the students to not interrupt. Teacher to choose each group in turn (or groups to volunteer); encourage them to stand at the front of the class and show their Venn diagram, ask them to talk about one of the features. Encourage the group to identify one thing they liked about working together. Other students to be encouraged to pay attention to the group at the front.

Activity 3: Individual working Students with low literacy Activity 3: cell labelling Hand out worksheets - encourage the students to work independently. levels to use the symbolised task worksheets. Students to cut out the key words and stick it in the correct place to label the two cell diagrams. labels on the diagram. Key words and visuals included here

Plenary: Lower level ability - use Students to recall one fact they have learnt this lesson. visual support to identify Smiley face scale- here one key word. Students to rate how easy/hard each task was using a rating system- smiley face scale provided, Higher level ability - can also use traffic light system. encourage the students to state a fact/function they know. Assessment for learning: Assessment through tiered questioning, dependent on students level Peer questioning, during activity 2. Assessment through task and group work, activity 1, 2 + 3.