Applying Learning

Changes and Transitions (Secondary)

Language comprehension: Life stages

Transcription: Getting to grips with graphemes

Word Reading: Perfectly pronounced phonemes

Composition: Autobiography

Celebrations and Festivals (Secondary)

Language comprehension: A Christmas Carol

Transcription: Using a writing frame

Listening and understanding: A Cultural Dance

Composition: Making Spring Rolls

Clothes and Fashion (Secondary)

Language comprehension: 'My Mum and Dad Make Me Laugh'

Instructional language: Fashion show

Composition: Designing a fashion poster

Composition: Online shopping

Seasons (Secondary)

Language comprehension: 'Autumn Fires'

Word reading: Rhyming Words

Comprehension: Weather forecast

Composition: Writing poetry

Our World (Secondary)

Language comprehension: 'The Drum'

Language comprehension: Possessions

Transcription: Cultural fact file

Composition: Descriptive writing

Holidays (Secondary)

Language comprehension: 'The Beach'

Composition: Holiday checklist

Transcription: Making a postcard

Composition: Writing photo captions

Changes and Transitions (Primary)

Language comprehension. What do I look like?

Sequencing text: My personal life story

Celebrations and Festivals (Primary)

Language comprehension: The party

Composition: Following a Recipe

Following Instructions

Clothes and Fashion (Primary)

Language comprehension: 'Smart Aunties'

Positional language: Dressing Up

Making a sock puppet

Writing instructions to make a sock puppet

Seasons (Primary)

Language comprehension: 'Elmer's Weather'

How to find words that rhyme

How to write and perform a simple poem

Making a rain catcher

Our World (Primary)

Language comprehension: 'We're Going on a Lion Hunt'

Teaching possession Using Family Items

Making a scrapbook

Descriptive writing

Holidays (Primary)

Language and Comprehension: 'Maisy Goes Camping'

Packing for a holiday

Writing for a purpose: How to write a postcard

Recount writing: Captions for photos

﻿My name's Alison. And I'm the subject lead for the specialist communication and language department here at Oak National Academy. I am delighted to be able to introduce to you the work of our department. Myself and eight special teachers have worked tirelessly to pull together a series of lessons to support schools and families with further learning opportunities. This is particularly important at a time when you may find that you're spending more extended periods of time learning in the home environment. Teaching pupils with special educational needs is extremely personalised and one size does not fit all. Therefore, what we have produced for you is a starting point. You know your child best, and therefore, you may find it necessary to adapt some of the content and the communication styles to match your child's needs. I'm now going to take you through our subject content. The Units. We have divided the curriculum into six units. Changes and Transitions, Celebrations and Festivals, Clothes and Fashion, Seasons, Our World, Holidays. These are our suggested order of units. However, you may wish to change them to match your school's own themes or topics. Early development. For each unit we are going to be delivering two lessons, a video lesson and a PowerPoint resource lesson. In our video lesson, our teachers will be sharing with you a sensory story to start the topic off. They will provide demonstrations on how to deliver a sensory story, the questions you should use and the activities you may want to include. The PowerPoint resource lesson will be fully downloadable so that you will be able to adapt this, to meet the needs of your specific learners. Each lesson will also look at the areas of engagement, initiation, persistence, exploration, anticipation, and realisation, building understanding, and applying learning. We provide secondary and primary-specific content. Each unit begins with a suggested text and the teacher will take you through the story or poem and includes support on how to use questioning and recall. The other lessons will cover content relating to sequencing, grapheme and phoneme correspondence, following instructions written and verbal, positional language, writing for a purpose, one and two level word understanding, descriptive language and recount. Each unit is split into four lessons. Lessons 1 and 2 are video lessons. Here the teacher will be visible on screen to talk you through and guide you with the lesson. Lessons 3 and 4 are PowerPoint lessons. These lessons a resource pack that take you through an activity step-by-step. These will be available to view on screen, download as a PowerPoint, so that you can adapt, and many of these will also be accompanied by downloads with principal resources. All of our lessons are accompanied by symbols. With each lesson, please use your child's preferred communication method. The Levels. The Early Development level is for pupils who are engaged in non-subject-specific study, working below pre-K stage standard 1. The pupils working at this level, the most important aspect is to ensure that they're engaged in their learning. in order to gain engagement with your child, it is essential that you use activities and stimuli that will engage and motivate your child. Engagement can be observed as five different areas. These are initiation, persistence, exploration, anticipation, and realisation. To provide you an example of what these might look like, for initiation, does your child investigate a stimulus or activity to bring about a desired outcome? Persistence. Does your child sustain their interest in a stimulus or activity? Exploration. Does your child show interest and curiosity in an activity? Anticipation. Does your child predict or associate different stimuli with activities or events? And Realisation. When your child interacts with stimuli and activities, do they show excitement, delight, or possibly fear? Pupils working at Early Development level should be given opportunities to do two different actions in a sequence, demonstrate understanding of cause and effect, make purposeful actions on their everyday environment and begin to participate with an adult in reciprocal games, begin to notice and react to a range of sensory stimuli and respond to environmental changes and to briefly focus on activities and experiences and demonstrate simple reflex responses to high contrast sensory cues. Pupils working at the building understanding level will be engaged in subject-specific content and maybe beginning to work within or working at pre-key stage standard 1. This slide provides some examples of the things your child may be able to do or is working towards. Language comprehension. They may be following single keyword instructions. Be able to indicate characters or objects in familiar text by responding to "Where is...?" questions. Show anticipation, join in with some familiar actions and words when prompted, and communicate, "Yes" and "No", In their preferred method of communication. They may also be able to demonstrate single word understanding, by answering "Who, where and what?" questions. Join in with predictable phrases, follow simple two keyword instructions, differentiate by colour, and respond to questions about immediate events. Composition. Pupils may be able to say, sign and select symbols, complete sentences. They may be able to repeat, copy and imitate single words signs or phrases, or use single words, signs and symbols for familiar objects. Pupils may also be able to say a clause to complete a sentence that's said aloud, combine two key ideas and repair communication breakdowns in their preferred method of communication. Transcription. Your pupil may be able to draw lines or shapes, give meaning to their emerging writing and understand that marks and symbols convey meaning. They may also be able to form correctly or recognise 10-plus lowercase letters and identify or write these graphemes on hearing the corresponding phonemes. They may also be using their letter knowledge in emergent writing. And for word reading, pupils will be listening and responding to familiar rhymes and stories. They'll be handling books in appropriate ways, holding them the right way up and turning pages. They may also be matching the photos. Pupils should also be given opportunities to say single sounds for the 10-plus graphemes that they know, read words by blending known graphemes with help, match and choose symbols and ask simple questions. Following on from Building Understanding, we have Applying Learning. This level would be appropriate for pupils who are working beyond pre-K stage standard 1. This slide provides some examples of what your child may already be able to do or what they are working towards. Language comprehension. Pupils will be responding to questions that require simple recall, recount a short sequence events and follow requests and instructions, with three keywords, pupils should also be given opportunities to talk about events in stories, retell some of the story and engage in role-play, responding to questions, including "Why and how?" questions. Composition. Pupils may be making up their own phrases or short sentences, writing captions or short phrases using the graphemes that they know and communicating about ideas about the past, present and future events. Pupils should also be given opportunities to make up their own sentences, say them aloud in their preferred method of communication, write down sentences and use possessives and conjunctions. Transcription. Pupils will be forming correctly lowercase letters, spelling words with known graphemes, producing their own free writing in their preferred method of communication and writing separate words. Pupils should also be given opportunities to form their lowercase letters correctly, write or identify 40-plus graphemes, spell words, identifying phonemes, spell a few common exception words, write for a range of purposes. This may include letters, lists, or stories, and begin to use upper and lowercase letters. Word reading. Pupils will be saying a single sound for graphemes, reading accurately and predicting elements of narrative. They should be able to distinguish between print and pictures in text and understand the conventions of reading, moving from left to right, top to bottom on a page. Pupils should also be given opportunities to say sounds for 40-plus graphemes, reading accurately by blending sounds in words, read some common exception words, begin to read aloud books that are consistent with their phonic knowledge and associate sounds with patterns and rhymes, with syllables and with words or symbols. You may find that your child sits between levels. This is normal development. And it may be appropriate for you to look at lesson content across the levels. If you're unsure which level to focus on, ask your child's teacher and they will be able to support you. As a parent, always speak to your child's class teacher to find out which levels and which activities would be most suitable for you to use. As a teacher, you may want to download our PowerPoint lessons and adapt these for the specific needs to your class. We hope you find all of our content of views over this next coming academic year. Sharing pupil's work with Oak National. We'd appreciate it, if you could encourage your parents and carers to share their child's work on Instagram, Facebook, or Twitter by tagging @OakNational and #LearnwithOak.

Communication and Language

AL Communication and Language (Secondary)

Specialist

UNIT

In this lesson, we will read together 'My Mum and Dad Make Me Laugh'. We will focus on pictures from the story and comment on these pictures, ultimately building a sentence.

﻿Hello, my name is Leanne, and I'll be your teacher today. Today we're going to be thinking about clothes and fashion. We're going to be reading a story called, "My Mum and Dad Make Me Laugh" by Nick Sharratt. And we need to say big thank you to Walker Books for giving us permission to use this story. Get yourself into a comfortable space, ready for listening to our story, and let's begin. To get ready for today's lesson, Find a quiet to work away from any distractions. Make the area a comfy reading space. Use a familiar reference to prepare the learner that the activity is going to start. This could be a symbol, sound or song. Press pause while you get things ready. It's time to look, listen and learn. Today's story is "My Mum and Dad Make Me Laugh", by Nick Sharratt. We thank the Walker Books for granting permission for us to use this book. When reading texts with the learner, consider the following. Use questioning such as, what's happening? What colour is it? Or, do you have one of those, to encourage the learner to look at or think about the book in more detail. Ask the learner what certain words mean. If the learner is unsure, you can teach this new word. Ask the learner what they think will happen next. You can play out different scenarios with role play. Are you ready for our story? This is, "My Mum and Dad Make Me Laugh", by Nick Sharratt. And a big thank you to Walker Books for giving us permission to use this text. My mum and dad make me laugh. One likes spots and the other likes stripes. Hmm, what does mum like, spots or stripes? My mum likes spots in winter. Look, what can you see outside of the window? And sports in summer. Ooh, mum's sunbathing 'cause it's hot in summer. My dad likes stripes on the weekdays and stripes at weekends. Oh, what's dad watching on TV? Last weekend we went to the safari park. My mum put on her spottiest dress and earrings. And my dad put on his stripiest suit and tie. I put on my grey top and trousers. "You do like funny clothes", said my mum and dad. On the way we stopped for something to eat. My mum had spotty pizza and my dad had stripey ice cream. I had a bun. "You do like funny food," said my mum and dad. The safari park was very exciting. My mum liked the big cats best. "Those are splendid spots," she said, "and I should know." Dad liked the zebras best. "Those are super stripes," he said, "and I should know." But the animals I liked best didn't have spots or stripes. They were big and grey and eating their tea. What animal do you think he likes the best? "Those are really good elephants," I said, "and I should know." Oh, look at his bedroom. It's covered in elephants. They must be his favourite animal. Hmm. What's your favourite animal? Now that we've read our story, it's time to build a sentence. Let's look at the picture. Who can you see, is that mum or is that dad? That is dad. What is dad doing? Is he brushing his teeth or is he washing his hands? Let's find out. Dad is brushing his teeth. Oh, where is dad? Is he in the bathroom or is he in the kitchen? What do you think? Let's find out. Dad is in the bathroom. Hmm, what is dad wearing? Is he wearing spots or is he wearing stripes? Let's see. Oh, dad is wearing stripes. Now it's time to put a sentence together. Are you ready? Look at the symbols to help you say your sentence. Dad is brushing his teeth in the bathroom, wearing stripes. Let's say that one more time. Dad is brushing his teeth in the bathroom, wearing stripes. Well done. Let's build another sentence together. Look. Who can you see this time? Is that mum or is that dad? Let's find out. It's mum. Hm, what is mum doing? Is she eating or is she drinking? What do you think? Let's see. Oh, mum is eating. Well done. What is mum eating? Is it a pizza or is it a burger? What can you see? Yeah, let's find out. Oh, it's a pizza. Well done. What is mum wearing? Is she wearing spots or is she wearing stripes? Let's check if we're right. Mum is wearing spots. Well done. So now it's time to put a sentence together. Are you ready? Let's say a sentence together. Mum is eating pizza, wearing spots. Let's try that again. Ready? Mum is eating pizza, wearing spots. That's fantastic. We've worked together to build two sentences. Now you can choose a different book, read it with an adult and see if you can build some different sentences. To make this lesson easier, you can provide additional resources to support the storytelling. Or you can use symbols and pictures rather than words. Find resources around the home that link to the story. If you'd like to make it harder, change the story, ask "what would happen if" questions. You can discuss how the characters feel and why. For more ideas of things you can do, why don't you find other books to read with the learner and engage them with questioning. You could also make your own spots and stripes t-shirt with a plain white top and some fabric pens. That brings us to the end of today's lesson. That was really a big well done for all of the fantastic learning that you've achieved today. So now it's time to say goodbye, thank you. Take care and enjoy the rest of your learning for today. We would love to see your wonderful work. So please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging at Oak National and hashtag #LearnwithOak.

In this lesson, we will focus on different items of clothing. There will be a focus on listening to and following instructions and positional language cues.

﻿Hello, my name is Leanne, and I'll be your teacher for today's lesson. Today, we're thinking about a fashion show. Mmm. So you're going to use lots of clothes and fashion accessories from your home, and we're going to be listening to positional language and instructions. Let's get started. So this lesson you will need hats, scarves, some jackets and different accessories. So basically any kind of clothing or fashion accessories you can find available in your home. Press pause while you get things ready. To get ready for this lesson, find a quiet space to work away from any distractions. Make sure you have enough space to move around. Make sure your resources are nearby. Use a familiar reference to prepare the learner that the activity is going to start. This could be a symbol, sound, or song. Press pause while you get things ready. It's time to look, listen, and learn. Today, we're going to be learning positional language. Before we role-play a fashion show, we are going to warm up by listening to instructions and positional language cues. Get ready to listen to the instructions. This positional instruction is walk forwards. Walk forwards. Again, walk forwards. The next positional instruction is walk backwards, oo. Ready? Walk backwards. Let's do that again. Walk backwards. The next positional instruction is, stop. So when you're moving and you hear stop, you have to freeze and stop. Let's practise. Stop. Well done. The next positional instruction is turn. Are you ready? Turn. Let's do that again. Turn. The next positional instruction is sit down. So you can do this on a chair or on the floor. Ready? Sit down. Well done. Well done. We have practised lots of different positional language cues. We have walked forwards, we've walked backwards, we can stop, we can sit down and we can turn. Feel free to practise any more of these movements if you like. Now, it's time for our fashion show. Set up your runway, get your fashion items ready and listen out for your two-word level instructions. Now you should have practised all of your positional language cues so that you're ready to listen to what I say and then see if you can do this for your fashion show. Are you ready? Walk forwards then stop. The next one is, walk backwards then turn. And the last instruction I'm going to give you is, turn and sit down. Excellent. Well done. Now that we've practised some positional language and instructions on our fashion runway, you can continue the show at home. Once you feel more confident, you can follow an extended number of instructions. Have lots of fun. To make this lesson easier, you can walk alongside the learner to model the different movements. You can also use symbols to support the learner with their positional language. To make this lesson harder, you can ask the learner to create their own fashion show sequence, and then relay back to you what they did. The learner can also give the adult instructions to follow. For more ideas of things you can do now the lesson is finished, why don't you take photos of the different outfit you were wearing? Print them and add them to a scrapbook commenting on the clothing. You can also choose your favourite outfit to wear and explain why you like it. That brings us to the end of today's lesson. A really big well done for all of the fantastic learning that you've achieved today. So now it's time to say goodbye. Thank you. Take care and enjoy the rest of your learning for today. We would love to see your wonderful work. So please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak

This lesson is a resource pack. The focus of this lesson is to use a writing frame to support making a poster. Written / symbol instructions have been provided to support the learner to follow the steps needed to create their poster.

This lesson is a resource pack. This lesson focuses on supporting the learner to use online shops.

Unit: Clothes and Fashion (Secondary)

Lessons:

Language comprehension: 'My Mum and Dad Make Me Laugh'

Instructional language: Fashion show

Composition: Designing a fashion poster

Composition: Online shopping