Joelle Halliday Andy Bullough ‘You pass your driving test and then you learn to

Primary Science For All - SEN

Identify Engage Pinpoint I E P

Key Practitioners The ‘go to’ within PSTT made up of college members, cluster teams a hub and SFA core schools Key Practitioners The ‘go to’ within PSTT made up of college members, cluster teams a hub and SFA core schools Teacher focus group 6-8 members recruited from the college Teacher focus group 6-8 members recruited from the college Local Interest Community local primary schools Woodseats and Meersbrook Bank Fusion group Local Interest Community local primary schools Woodseats and Meersbrook Bank Fusion group Who we talked with

Scoping Questions 1.Can you share with us an example of something that you have done that you believe to have been motivational for your pupils? Could you also describe something that you believe to have been memorable for your pupils? 2. In what ways are you already prepared to work with and teach pupils with special educational needs? 3.What do you believe to be the challenges to teaching children with learning difficulties and in particular communication issues such as ADHD (Attention Deficit Hyperactivity Disorder) PDA ( Pathological Demand Avoidance), various anxiety disorders and Autism? 4.What type of additional support would help you to meet these challenges? 5.Here are some materials and a short film from our current project Would you consider adopting and possibly adapting materials and ideas such as these? 6.What is important to you about the relationship between teacher and teaching assistant and those between teaching assistant and pupil? 7.Are there any additional things that would help you to nurture these relationships? Qs

‘Children seem to like the chemistry side of science because they are sensory learners and they love sensory science. The messier the better!’ ‘Children have to discover the answers and be put in charge of the learning.’ ‘We learn from our mistakes’ is on the wall in every class in our school.’ ‘We collect and display ‘What we know’ on a board to share progress with the children and make it explicit.’ ‘Trips out are always memorable too...’

‘Science is the ace up my sleeve.’ ‘You have to be able to strip back to basics and build back up.’ ‘You have to fish out misconceptions. Students give you short snippets of ideas and you have to work with them to prove or disprove.’ ‘You have to identify a particular child’s skills and find a niche for their particular skills.’ ‘You pass your driving test and then you learn to drive.’

‘Inquiry language is abstract and not covered by Makaton so we need to make the process visible.’ ‘A key challenge is communication.’ ‘Words in science are the most challenging things’ ‘The main challenge is getting through a full lesson without an outburst or disruption to others’ learning. ‘My lessons have to be pitched right. Too difficult, too confusing, too boring could lead to behaviour issues which could potentially lead to the end of the learning for the whole class.’ Getting the children to follow instructions.’ ‘Some children find it difficult to engage with the scientific process and need to understand how to investigate.’ ‘Students with SEN are very diverse. Teachers should match their diversity with diverse approaches.’ ‘Considering how we can do this differently. How can we assess when we can not rely on written outcomes.’

‘Having a breadth of knowledge and ideas. You never know what is going to appeal to a child.’ ‘Visuals, support staff, resources, well organised equipment.’ ‘I would like to know more about how the brain works at a level that can support classroom practice.’ ‘Many (teachers) work in isolation.’ ‘Opportunities to observe colleagues teaching’ ‘People are the best resource. They can adapt and modify resources.’

‘When I got my science prize the TA should have too.’ ‘She understands the activities and knows what I am looking for.’ ‘The TA can articulate what the child is thinking’ ‘The TA sees things the teacher doesn’t see.’ ‘Visitors often can not tell who is the teacher and who is the TA.’ ‘The teacher develops the TA as a facilitator as the teacher models how to ‘move away’ ‘It is an incredibly important relationship.’

‘More training on children with SEN.’ ‘Time for teachers and TAs to develop and plan ideas together.’ ‘Science vocabulary to support TAs would be good.’ ‘Teachers and teaching assistants need to be aware of body language and signs that a non-verbal child is displaying to communicate.’

‘They are reusable so will help to reduce anxiety.’ ‘They structure the flow of information.’ “Easy to differentiate.’ ‘They provide a familiar structure which will build confidence.’ ‘A good way of organising resources.’ ‘Linking frames to the new curriculum’ ‘Writing frame where children are led to write.’ ‘Holding concrete objects is a good idea.’ ‘Teachers tend to take practical exploration experiences away too early in school.’ ‘Children learn in their own way and we need to allow that to happen.’ ‘Could help children to develop their manipulative skills.’ ‘I will ask the children to take something from the cupboard and relate it to the science theme. The children will be asked to justify their choice.’

Academic Theories Executive Functioning Weak Central Coherence Theory of Mind Empathising Systematising

Invisible Disability Liminal Spaces Visible Disability Professional Practice Academic Theory

Communication Group work Scientific process Demonstrating Progress