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 'The Beach' and comment on the story. We will look at different objects you might find at the beach and identify them.

﻿Hello, my name is Leanne, and I'll be your teacher for this lesson. Today, were thinking about holidays and I've decided we're going to focus on the beach. Some of you might not have been to the beach and that's okay. We're going to learn lots about the beach today, and then maybe you could take a trip. So find a comfortable space where you know, you can work and let's get started. To get ready for today's lesson, find a quiet space to work away from any distractions. Make the area a comfy reading space. Make sure that if you have any resources that are nearby and you can use a familiar reference to prepare the learner 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. Today's story is the beach by Alison Hawes, illustrated by Lisa Smith. This book is read with permission of HarperCollins children's books. It's time for today's story, The Beach by Alison Hawes, and illustrated by Lisa Smith and a big thank you to HarperCollins children's books for giving us permission to read this story today. So on the front cover of The Beach, I can see some children and they're packing their car ready for their trip to the beach. I can see a bucket and spade, and I can see a beach ball. Let's see what else we can find at the beach. Look, we can see this seagulls, the children are sat in the back of their car and their looking out the window and they can see seagulls. Have you seen a seagull before? Look, we can see the ice cream van. Sometimes you don't see the ice cream van. You can hear it coming, cause you can hear the music. Oh, what's that? It's a dog and he's stolen the ice cream. Look at that ice cream, that looks like strawberry ice cream. What's your favourite flavour of ice cream? Let's see what's next. Look, we can see the sand there's the sand, but look, that's not the beach. What are they doing? Their building, their building and their making with sand. Look at that. What's this that's not a car. What is it? Let's see what's next. Look, we can see the sea. That's not the sea. Look, look at these white birds. Do you know what these are called? It begins with a S, they are swans, and swans usually live in rivers or maybe lakes, but not the sea. I think this is a park. Let's see what's next. Oh, look. We can see mum and dad. Mum and dad look happy. Oh. Where are mom and dad now, what can you see? I think that's the sea. I think the family have made it to the beach. Let's find out. Look, we can see the beach. Oh, look at the children's faces. How is he feeling? Does he look sad? Sad, or does he look happy? What about his sister? Does she look sad or does she look happy? I think they both look very happy because they're at the beach now. And they go into play with their buckets and spades. Oh look at all of the things you can find at the beach, the sea, oh, the seagulls. They like to fly around near the sea. The sand. This is where the children are going to play in the sand. Mum and dad are relaxing. They've got a nice picnic there. Look what's this? It's the ice cream van. So if they're all feeling very hot, they might walk up and go and get a nice ice cream to cool them down. What would you like to do if you went to the beach? You can talk to your adult and you can discuss different things that you would love to do at the seaside and the beach. That's the end of our story today, thank you for listening. Now let's carry on thinking about the beach and let's look at different things we might see if we visited the beach, can you identify them all? Look, what can you see? Hmm. It's yellow and it's made of wood. Hm. What do you think it is? Are you ready to see? This is a deck chair. You might sit on a deck chair if you go to the beach. Let's see what's next. Look, what can you see? Oh. This one is yellow too. One is big and you can put things inside of it and think that that's a bit different. What do you think it is? Are you ready to find out? It is a bucket and spade. So if you've visited the beach, you might take a bucket and spade, and you might dig and put sand in your bucket and then make a wonderful sand castle, are you ready to see what's next? Look, what can you see? Oh, I see lots of these when I go to the beach, I sometimes pick them up and put them in my pocket and collect them. If you put them by your ear, you can sometimes hear the sea. What do you think it is? Are you ready to find out? It's a shell. Wow. If you go to the beach, you can collect some shells to take home. Let's see what's next. Wow. What can you see? It's lots of different colours, I can see white and green, orange, yellow, blue, and red. Do you know what this is called? It's time to find out, it's a beach ball. If you have a beach ball, you can take it to the beach with you and you can play throwing and catching and rolling with your beach ball. If you'd like to make this lesson easier, you can provide additional resources to support the storytelling. You could also use symbols or pictures rather than words to support storytelling. An adult can help rephrase ideas or act as a scribe when writing. To make this lesson harder, try to produce extended writing, relating to the story. You could also build sentences around the story and practise these before writing them. For more ideas of things to do now that the activity has finished. You can think about a holiday you've been on. You can use paints or pens to create a piece of art around your holiday, label the picture and comment on what you're drawing. So that's the end of our lesson for today. I would say a big thank you for taking part in my lesson and a huge well done for all the learning that you've achieved today. So I'm going to say goodbye, and I hope you enjoy the rest of your learning with Oak. we would love to see your wonderful work. Please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging at Oak National and hashtag learn with Oak.

In this lesson, we will create a checklist for a holiday. We will use items found around the home. We will then pack a bag using positional language.

﻿Hello. My name is Leanne, and I'll be a teacher for this lesson. Today, we're thinking about holidays. And we're going to be doing some writing today, making a list of different things we would need to take with us if we were going on holiday. After we've made our list, we're going to work together to pack our bags. Find a comfortable space where you know you can work and let's get started. For this lesson you will need: An empty bag or suitcase, different items from your holiday list. You can collect these later on if you like. I'll give you time later on in the lesson. A pencil and paper to make your list. Press pause while you get things ready. To get ready for today's lesson, find a quiet space to work away from any distractions. Make the area a suitable working space. Make sure all your resources are nearby. But don't worry about the items that you will be packing, you can find those later on. Use a familiar reference to prepare the learner 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. For this lesson, we're going to be making a holiday packing list. Once you've made your list, you can find the items and then get ready to pack them. So let's get started making our writing frame for our packing list. This is what your writing frame should look like. At the top, we can write, "My Holiday Checklist" and then you need different columns for the different items that you're going to be packing. So I have used clothes, because we need to take clothes when we go on holiday and then I've got a little column next to it so I can tick it off when I add it. Then I've got personal care items. Things such as a toothbrush or a hairbrush. And then, I've wrote the journey in my next column. Sometimes we travel for a long time to go on holiday. It could be in the car, on an aeroplane or on a train. So, on the journey, you might want things to play with or different things to do. So I added a column for, the journey. So now it's time to make your writing frame. Pause this slide while you get things ready. Hello. So you should all have your writing frame ready to make your holiday checklist. This is my writing frame. I have got three columns to fill: Clothes, personal care and the journey. I'm going to start with clothes. For this activity, if you watch me first, I'm going to make my holiday checklist. When I've finished, you can pause the slide and then you can make your holiday checklist. So clothes. On my holiday, I'm going to take a hat. So take your pencil or pen, and you're going to write or draw, hat into the clothes column. Hat. Can we sign together? Hat. Well done. For my holiday, I think I'm going to pack a towel. Towel. Can we sign together? Towel. Towel. Now, personal care. I think for my holiday, I'm going to pack, sun cream. Can we sign together? Sun cream. Sun. Cream. Sun cream. I think for my holiday, I will need, a hairbrush. Can we sign together? Hairbrush. Ready? Hairbrush My journey, when I'm travelling to my holiday, I think I would like, a Teddy. Can we sign together? Teddy. Teddy. For the journey, I would also like a book. Can we sign together? Book. Well done. Book. So now, this is everything I want to pack for my holiday. So when I've packed it and I've put it in my bag, I'll tick it so that I remember that it's inside of my bag. Now, you can pause the slide and you can start making your holiday checklist. You can write with the support of an adult, or you can draw different things that you want to pack today for your holiday. Now that you've finished your holiday checklist, you need to look for those items and put them all together in one place. Find your bag as well. And then we're going to pack our items. Now you should have all of your holiday things ready to be packed. And you should have your bag. We're going to do my turn, your turn. So I'm going to go first and I'm going to pack my holiday bag and you can watch me. Are you ready? Right. For my holiday, I need shoes. These are my black shoes. I can put my socks inside my shoes. Now they're easier to pack. I'm going to put my black shoes inside my bag. What's next? I need my sun cream. So I'm going to pack my sun cream and put that inside my bag. Next. This is my red tee shirt. I'm going to fold this up and I'm going to put it in my bag. I've packed my tee shirt. I really wanted to take a book. Here's my book. I'm going to put it inside my bag. What about a Teddy for the journey? This is my favourite Teddy and on the journey I can cuddle my Teddy or I can play with my Teddy. I'm going to put my Teddy inside the bag. I think I might need a hat in case it's sunny. Here's my hat. I'm going to put my hat inside my bag. I think I need one more thing for my holiday. If I go swimming, I'll need to wear a costume. This is my stripey costume. I'm going to put it inside of my bag. I think I've finished packing for my holiday. So now, I need to zip up my bag all by myself. I'm sure I can do that. There we go. Now I have packed my bag. It's time for you to pack your bag. Remember to tick off your holiday checklist as we go. And also remember to think about if you could put items inside other items or on top of other items. See if you can squeeze it all safely into your bag. Have fun packing. To make this lesson easier, you can use symbols or pictures rather than words to support the learner. You can collect the items for your holiday before making the list, so the learner can see what they are adding to their list. To make the lesson harder, you can describe the items you are packing. Who do they belong to, and what do they look like? For example, "This is Ben's red jumper, "and this is mum's blue hat." For more ideas of things you can do, now, our lesson is finished. You can make a holiday schedule. Have pictures of activities ready and sequence the days of the week. What activity do you want to do on each day? So that's the end of our lesson for today. I want to say a big thank you for taking part in my lesson and a huge, well done for all the learning that you've achieved today. So, I'm going to say goodbye, and I hope you enjoy the rest of your learning with Oak. We would love to see your wonderful work. So please ask a parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and #LearnwithOak.

This lesson is a resource lesson pack. In this lesson, we will be learning about the purpose of a postcard. We will use a writing frame to fill in a post card and then use magazines to find images we can cut and glue to the back of the postcard.

This lesson is a resource lesson pack. In this lesson, we will be looking at family photos and writing captions about the picture.

Unit: Holidays (Secondary)

Lessons:

Language comprehension: 'The Beach'

Composition: Holiday checklist

Transcription: Making a postcard

Composition: Writing photo captions