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 (Primary)

Specialist

UNIT

In this lesson, we will share the book 'Maisy Goes Camping'. During the reading of the book, the use of questioning will be modelled and suggestions for follow-up activities provided. This lesson is appropriate for non-verbal learners.

﻿Hello. My name is Allison, and I'm going to be your teacher today. What's your name? In today's lesson, we're going to start by reading a story. And then, we're going to think about some questions about the story. But first, we need to get ready. For this lesson, you will need: five favourite toy animals, a large piece of fabric, a box, and a torch. Press pause while you get things ready. Let's get ready. First, find a quiet space to work away from distractions. Make the area a comfy reading space, perhaps by using cushions or blankets. Make sure your resources are nearby. And use a familiar reference to indicate the activity is going to start. This could be a symbol, a sound or a song. Press pause while you get things ready. It's time to look, listen and learn. Today's story is "Maisy Goes Camping". It's written by Lucy Cousins and published by Walker Books. Have you ever been camping? One day, Maisy went camping? What can you see? That's right. Sunshine. Maisy. A tree. Oh yes, and an owl. All of her friends went with her. They found the perfect place to make a camp. How many friends can you see? Shall we count them together? One. Two. Three. Four. Five. Five friends. It's hard work pitching a tent. That's good, Eddie! Well done, Tallulah! HEAVE! Oh, no! The tent fell down. Who is under the tent? Can you see? Yes. It's Maisy. They tried and tried and tried again until at last the tent stayed up. What a big tent. There's room for everyone. After supper, they sang songs around the campfire. And then it was time for bed. First was Cyril, with his torch. Nice pyjamas, Cyril! One in the tent. Next came Charley. Mind the tent pegs, Charley! Two in the tent. Then it was Tallulah's turn. Three in the tent. Make room for Maisy! Four in the tent. Along came Eddie. Will they all fit in the tent? Oh dear! Five in the... What a squash! Five in the... What a squeeze! Five in the... What a squishy, squashy squeeze. Five in the tent! Goodnight, campers. Can you see all five in the tent? Can you see their shadows? Oh, no. What's happening? Pop! Out popped Cyril! Pop! Out popped Tallulah! Pop! Out popped Charley! Pop! Out popped Maisy! Oh, can you see who is in the tent? Can you make it out from their shadow? Can you find the big ears and the long trunk. Yes, that's right. It's Eddie. The elephant. Sleep tight, campers! One in the tent. Four under the stars. How many friends can you see? Shall we count them together? One. Two. Three. Four. That's right. Four friends under the stars. Oh, and one more in the tree. Tuwoo! That's the end of today's story. Hope you enjoyed it. We're going to have a go at some activities next. Thank you for listening to today's story. It's now time to think about our own story. Have you got your things ready? Have you got your empty box? Have you got your five favourite toys? I've got mine. You ready? One. Two. Three. Four. And, five. Five favourite toys. Have you got your piece of fabric ready? I've got mine. I've got a big blanket to use. And have you got your torch? Can you remember who had the torch in the story? Yes, that's right, Charley. So let's start by remembering what Maisy was doing. What was Maisy and her friends doing? Yes. Camping. Maisy and her friends went camping. Shall we see if we can build a tent? Find your piece of fabric, and see if you can place it over something to build a tent. Can you remember where all the friends went? They went in the tent. Can you find your box? And can you put your favourite toys into the box? Let's count how many as we do it. One. Two. Three. Four. Will they all fit? And, five. Five friends all in the box. Do they fit? Mine only just fit. Can you remember what happened in the story? Five friends in the tent. One friend Two friends. Three friends. Four friends. All popped out of the tent. Leaving just one friend in the tent. It was a really good story. Can you remember what Charley brought into the tent? Yes. He brought his torch. It's time now for you to go and build a tent, and put inside the tent your five friends. Perhaps you could find a torch as well to shine in the tent. If you want to make today's activity easier, perhaps provide additional resources to support the storytelling. You could use symbols or pictures rather than words to create your own story. If you want to make it harder, reduce the amount of support provided when finding the missing words. And, you can reduce the number of symbol prompts used. If you want more ideas after today's lesson, why don't you find other books to read about holidays? And, put up a tent in the house or garden, and act out the story. Well done. Fantastic work today. If you'd like to share your work with Oak National, then please ask a parent or carer to share your work on Instagram, Facebook or Twitter tagging @OakNational and #LearnwithOak. See you again soon. Bye.

In this lesson, we will talk about the different items we need to pack for a holiday. We will write a list and then use this as a prompt for packing. The use of positional language will also be used.

﻿Hello, my name's Alison and I'm your teacher today. In today's lesson, we're going to have a think about packing a suitcase for our holidays. The first thing that we're going to do is we're going to write a list, we're then going to find the items on our list and tick them off, and then we're going to pack our suitcase together. Before we can get started, though, we need to find some of the resources that we'll need for today's lesson. For today's lesson you will need a bag or a suitcase, a pen, paper, items of clothing, and a favourite toy. Press pause whilst you get these things ready. Let's get ready. Find a quiet space to work away from distractions, find somewhere with lots of space to spread out, make sure your resources are nearby, and use a familiar reference to indicate that the activity is going to start. This could be a symbol, a sound, or a song. Press pause while you get things ready. It's time to look, listen, and learn. So the first thing we need to do before we can pack our suitcase is make a list. So here is my list ready for my packing. There's nothing on it yet, but you can see that I've got the title at the top, so I've written list, and then I've numbered my items down the side, one, two, three, four, five, six. I'm going to be taking six things on my holiday and packing them in my suitcase. Whenever we write a list, we always start at the top of the page, and then we put things underneath 'til we get to the bottom of the page. So lists go from top to bottom. You can just write your list using words, or if you want to help yourself with remembering what's on your list, you might want to add symbols on to your list as well. So I'm going to start by adding the first symbol on my list. Let's see what we're going to take on our holiday, and the first thing we're going to take is a T-shirt. T-shirt. So on your list, have a go at writing the word T-shirt. So we've got T, a S and a H make a Sh sound, T Sh. I-R-T. T-shirt. First thing on my list is T-shirt. Okay, let's have a look to see what my next symbol is that we're going to take and pack in our bag for our holiday. So next on my list are my shorts. Shorts. Again, we've got the S-H, like we had in shirt, so S and a H is a Sh sound, so Sh. Sh, shorts. O, shor-T. Shor-Ts, shorts. T-shirt, shorts. Okay, so the third thing on my packing list is going to be my sunglasses. Sunglasses. It's quite a long word, sunglasses, so are we ready to spell it together? We're going to start with a S, S, S-U, S. Sun, sunglasses. Sungl-A. S-S-E-S. Sunglasses. T-shirts, shorts, sunglasses. Let's put the next thing on the list, number four, hat. Hat. H-A-T. Hat. The fifth thing on my list is a towel. Towel, T, T, T, T, towel. T-O-W-E-L, towel. Towel. So let's have a look what we've got, we've got our T-shirt, shorts, sunglasses, hat, and towel. One last thing to add to the list. I'm going to make sure I remember to take my teddy. Teddy, T, T, T. Same letter that towel begins with, teddy. So T, T-E-D-D-Y. Teddy. So that's my list all ready to do my packing. Let's have a look and remember what's on the list together. So we've got T-shirt, shorts, sunglasses, hat, towel, and teddy. I'm now going to take my list and find all of the things I need to pack. Why don't you have a go at writing your list, ready to find the things that you want to pack for your holiday? Writing the list. Make a list using words and/or symbols of the things you want to pack in your bag or suitcase. Press pause whilst you complete the task. Did you manage to find everything on your list? I think I've got everything ready here. I've got my list, and we're going to check off all the things that I found to make sure that I've got everything before I pack it in my suitcase. So the first thing on my list, let's have a look, can we remember, was the T-shirt. So let's have a look, see if we can find the T-shirt. Is this my T-shirt? No. Is that my T-shirt? No. Here it is. There it is, there's my T-shirt. T-shirt. So, we can tick that off our list, so if we get our list, T-shirt, we found our T-shirt, we can just give that little tick at the side. T-shirt, we found the T-shirt, okay. What's next? Can you remember what it says? Shorts, okay. Let's see, can we find the shorts? No. Is this my shorts? No. Here they are, look at those bright orange shorts. I've got my shorts all ready, so again, on your list, find your shorts, and we can tick them on the list. It's that long word, S, sunglasses, remember? Sunglasses. I've seen those already. Let's have a look, which one is the sunglasses? Can you point to the sunglasses? Well done. There are my sunglasses. Sunglasses. Okay, so I've got my sunglasses, we'll put them in the pile, with everything else, and we can tick them off the list, sunglasses. Okay. Ooh, hat. Just seen my hat. Let's have a look again, where's my hat? Here it is, here is my hat. Big, floppy hat, ready to pack in my suitcase. So again, find your list, find your hat, and when you've got it, we can give it a tick, hat. There's just two things left on my list now to find. There's a towel, and my teddy. Okay, let's have a look at what else I managed to find ready to pack. Ooh, sock. Was that on my list? No, don't need that, but here is my spotty towel. Towel, okay, so again, find your list. Can you find the word towel on my list? Can you point to it? Well done, okay. So we can tick off the word towel. All right, let's check the list, have I got everything? Let's see. T-shirt, yes. Shorts, yep. Sunglasses, yes. Hat, yes. Towel, yes. Ooh, teddy? I've not found my teddy yet, where is my teddy? There it is. Here's teddy, teddy. Put teddy down there, and we can tick teddy off the list. Teddy. So we've now found everything on our list, and we're ready to pack it into our suitcase. Have you ticked everything off your list? Make sure you've got it all, and then we can pack our suitcase together. Finding the items. Use your list to find everything you want to pack. When you found an item, tick it off your list. Press pause whilst you complete the task. So there's just one final part to today's lesson, and that is packing our suitcase. I've got my big, purple suitcase here all ready to pack. I'm going to start by opening the suitcase, and inside you can see that it's empty. Find your list, have a look at your list, and find the first thing on the top of the list, and that's going to be what we find first to put inside our suitcase. So the first thing on my list is my T-shirt. Let's have a look in the pile of things we collected and find our T-shirt. There it is, my T-shirt. Going to see if I can fold the T-shirt up, and then I'm going to put it in the suitcase. In the suitcase. What's next? Shorts. See if you can find your shorts on your list. There's my shorts, going to fold them up, and put them in the suitcase. In the suitcase. Okay, let's see what was next. So we've got the T-shirt, shorts, sunglasses. Here's my sunglasses. I'm going to put them in the case, on top of my shorts. We've got the T-shirt, the shorts, the sunglasses, going on top of the shorts. T-shirt, shorts, sunglasses. The next thing to go in my case is my hat. It's quite a big hat. I'm going to put the hat in the suitcase, we might have to squash it down a bit, make it fit. The hat is in the suitcase. Put our T-shirt in, put our shorts in, our sunglasses, got our hat in, let's find our towel. Here's my towel again, make sure it's folded up, and then we're going to put it in the case, squash it down, does it fit? I think so. That's everything in my case, just one last thing. Can you remember the last thing on my list? Let's see, can't remember, perhaps the list will help us remember. T-shirt we've got, packed our shorts, packed our sunglasses, packed our hat, got our towel, the last thing on my list is teddy. Going to put teddy in the case. There we go, everything's in the case, so we now need to close the case up, squash it down, make sure it stays shut, and I'm ready to go on my holidays. Now it's your turn. Find all your things, check them on your list, and fit them into your suitcase. Packing the case. Now pack your case with everything you found. Use positional language as you place your items in the suitcase. Press pause whilst you complete the task. Great job today, well done. You've managed to write a list, tick everything off, and pack it in your suitcase. That's the end of today's lesson. I hope you've really enjoyed the learning today, and hope to see you again soon. Bye. To make today's lesson easier, you can provide verbal and physical prompts when finding the different items, and limit the choice of items to perhaps two or three. If you want to make it harder, reduce the amount of support you provide. Increase the number of items to choose from, and encourage independent writing where possible. If you'd like more ideas, why not try packing a bag for a day out, packing up a picnic for a trip to the park? You could even sort the clothes using different criteria. For example, finding the things you need for when you go walking, or swimming, a day on the beach, or perhaps skiing when it might get cold. If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, by tagging @OakNational and #LearnWithOak.

This lesson is a resource pack to take you through the steps of writing a postcard. Included in the pack is a simple writing frame that can be used to support the learner with the task.

This lesson is a resource pack to support you in creating a recount of a family holiday or day out. Support is given in asking key questions and a template provided for sequencing recount writing.

Unit: Holidays (Primary)

Lessons:

Language and Comprehension: 'Maisy Goes Camping'

Packing for a holiday

Writing for a purpose: How to write a postcard

Recount writing: Captions for photos