51ºÚÁÏ

This Physical Education (PE) programme is tailored for Year 2 pupils with high needs Special Educational Needs and Disabilities (SEND). It provides a safe, inclusive, and structured environment where children can develop their physical, social, and communication skills through adapted PE activities. The curriculum is designed around key areas of physical development including fundamental movement skills, body awareness, coordination, teamwork, and sensory integration. Lessons are carefully planned to be accessible to all, with activities broken down into manageable steps and supported by visual aids, communication systems (such as PECS and Makaton), and personalised adaptations as needed. Each session follows a consistent routine to promote predictability and confidence, and every activity is differentiated to ensure all pupils are able to participate and progress at their own level. Four week planning included. Target Group: Year 1/2 pupils with high needs SEND (ages 5–7) Duration: 38 weeks (one session per week, 75 minutes each) Aims: To develop core physical skills (balance, coordination, movement, object control) To encourage positive social interactions and teamwork To improve understanding of routines, safety, and personal space To enhance communication using visual supports and structured activities To support sensory regulation through movement and relaxation Key Features: Highly structured sessions with clear routines Multi-sensory and visual resources A focus on small, achievable steps and celebrating all progress Activities adapted for physical, sensory, and communication needs Regular opportunities for assessment and feedback Outcomes: Increased confidence in physical abilities Improved understanding of safe movement and personal space Greater engagement and enjoyment in physical activity Progress in individual physical and social targets

This training will provide valuable insights on managing spitting behavior in children with autism. I would like to emphasize the importance of understanding the underlying causes and triggers to effectively address the challenging behavior. The suggested strategies, such as teaching functional communication, positive reinforcement, coping skills, and using visual supports, offer practical approaches to curb spitting episodes. Keep in mind there is a need for personalized interventions, considering each child’s unique needs and characteristics.

At the dentist is a social story to help prepare children with Autism feel less anxious about a visit to the dentist. A social story is a narrative made to illustrate certain situations and problems and how people deal with them. They help children with autism understand social norms and learn how to communicate with others appropriately.

The tiger who came to tea using colourful semantics. This is an approach to support spoken and written language learning across the curriculum, and it is also a common approach used in speech therapy. It aims to help children develop skills when it comes to sentence development, understanding questions, developing narrative, understanding written text and developing vocabulary. Colourful semantics are often used to support children with speech and language difficulties, including those who have difficulties with word order, vocabulary difficulties or expressive and receptive language difficulties. It can also be helpful for children who have English as an additional language.

The goal of LEGO® therapy is to improve Social Competence (SC), which has three components: motivation to initiate social contact with peers; ability to sustain interaction with peers for a period of time; overcoming symptoms of aloofness and rigidity (seen often in children with Autism Spectrum Disorders or Asperger Syndrome.) This is on of the resource pack that can be used in sessions.

Young children need play experiences at the same time as language stimulation in order to understand and use the concepts. Box Clever aims to do just this. It provides a method of language stimulation within the classroom that incorporates:
Play that is fun
Daily repetition of activities
Adults talking to children at the right level as they play
Opportunities for children to experiment while playing with their friends The aim is to improve the vocabulary and the storytelling skills of every child in the class. This resource has the Colourful semantics cards added to this to support non verbal students to be able to construct sentences and communicate their stories.

Social story for students who struggle with communicating their needs or are using hitting and biting when they are frustrated.

Social story to prepare students with neurodivergent needs to prepare the student for air journey.

RWI Ditty colourful semantics resources.

Using colourful semantics to aid understanding of text and support students to build up meaningfull and well structured sentences.

Resource to reinforce , the correspondences between letters and sounds (graphemes and phonemes), as well as the skill of blending the individual sounds together to read. This has the whole RWI SET 1 sounds with corresponding words to practise the sounds and blended reading.

Roll and read: To support students with learning difficulties to recognise sounds and decode words using the sounds.

Sometimes, it can be hard to talk about epilepsy. There is fear and misunderstanding about epilepsy and seizures. Not everybody can recognise if they are about to have a seizure, especially very young children. Talking about epilepsy can help staff and students realize that children with the condition are just like other children and can lead full, active lives. Talking honestly and openly about epilepsy will also help teachers and the students. This social story will raise awareness and immediate support for the individual child at a time of epileptic episode either during play time or lunch time in the playgrounds and away from class teacher.

Using colourful semantics to support students with language difficulties. This resource will support their sentence building and develop their understanding of sentence structure. A whole week plan included with all resources.

social story to support students with neuro diverse needs in preparation for fire drills.

Fire drill to support neurodiverse students become desensitised to the procedures of fire drills.

Identify replacement behaviours for the disruptive ones Understanding the why behind student behaviours

To praise or not to praise, that is the question. Everyone values being praised and recognised for their hard work. This plays a huge part of nurturing student’s self-esteem and confidence. Praise has its place in any lesson; to reject it would be to encourage a clinical and cold environment. When well employed, it can motivate students and help build a positive and optimistic classroom culture. But people can spot disingenuous praise a mile off, and students are no different; they know what constitutes their best efforts and if they are really striving to achieve it.

Visual timetable to support student in class and during tranisitions. Foldover to show finished steps.

Social emotional communication using Zones of regulation. Can be used at home or edited for school.