NCFE2 Session 21
From Usefulwiki
Contents |
Introduction
Collection of homework
Learning Objectives
- All students will know the main stages of acquiring writing skills
- Most students will be able to identify possible problems with writing skills
- Some students will make a list of possible strategies to help with problems
- All students will know the basic warning signs of possible abuse
- Most students will be able to identify the correct response to a variety of potential abuse scenarios
- Some students will consider other possible explanations
Unit 4 - Writing Skills
Examining a sample whole school writing policy
Stages of Writing Development
| Age Range | Expected Range of Writing Skills | Writing Aids | |
| 3 - 4 | Some fine motor skills, able to make deliberate strokes on page | chubby paint brushes, thick wax crayons, chunky pencils | |
| 4 - 5 | Able to write name, writes some letters and words, little control over placement on page, letters are large and may be ill formed. May be able to copy but not read back | unlined paper, dots to join, words to copy, wipe clean boards, large movements to help memorise letter formations | |
| 5 - 6 | Some children will start to put words together and form sentences. Wide variations in writing skills. Letter size diminishes and more control is evident | lined paper, handwriting practice sheets,finer pencils, pencil grips to encourage correct hold. | |
| 6 - 7 | Focus moves to content of writing. Context and setting become important. Grammar and spelling strategies are used more. Some children may need remedial help with handwriting. | pencil grips, handwriting practice sheets, small group work to develop specific skills, scribing for children who need it. Use of a multi-sensory approach: sandpaper letters, sand trays, shaving foam, string letters to trace, playdough letters. | |
| 7 - 9 | More experienced writers, need to consider audience, text structure, effective word choices, genre etc.Children still having problems may be flagged for testing. Possible dyslexia, dyspraxia or milder developmental delay. | Specialist exercises to develop hand eye co-ordination, tests may indicate use of alpha smarts or lap-tops and/or regular TA scribing | |
| 9 - 11 | Constructive checking and re-drafting of own or others work. Increasing speed and competence in joined handwriting. | More specialist help, referral to educational psychologist, possible statement, new methods to help motor skills and eye tracking may be tried, |
The importance of the development of fine and gross motor skills
Gross motor skills are defined as the movements of the large muscles of the body.By the time they reach two years of age, almost all children are able to stand up, walk and run, walk up stairs, etc. These skills are built upon, improved and better controlled throughout early childhood. These movements come from large muscle groups and whole body movement.
Fine motor skills can be defined as small muscle movements, they occur in the fingers, in co-ordination with the eyes. Teaching fine motor skills is similar to teaching other skills because the teacher must always try to be patient and understanding. Fine motor skills develop with time and practice. It often takes boys slightly longer to gain mastery of these skills.
Correct letter formation
Demonstration on IWB
I will demonstrate the correct letter formation for the 'round' family in cursive. We start these start with c a d. Using this technique is very helpful as it avoids confusion and discourages letter reversals (d and b belong to different letter families)
Now try it for yourselves.
Discussion
Case Study
Niles is in year 3. He is articulate and has good ideas. He is an above average reader and should be in the 'top' group. However, he tries to avoid writing if at all possible. His handwriting is messy and untidy with poorly formed letters. If asked he can read back what he has written.
- Give some reasons why Niles may be having problems.
- Explain several strategies you might use to help him.
Homework
Only for people doing option 1. Notes for units not in your options should be placed in the appropriate section of Unit 3.
If you are doing Unit 4 please go through Unit 1 and extract your Unit 4 work, including homeworks. You will find it these notes in Unit 1 Sessions 3,4,5 and 6 This should be easy as you were asked in Session 6 to make a section for Unit 4 (Literacy support) and place everything about reading skills that we have done so far in it. Place it in your Literacy Folder
School Policy on Writing
You need to find out your school policy on handwriting. If your school does not have a policy you may use the sample one provided during this session.
- What style is taught?
- At what stage is cursive (joined)handwriting introduced?
Explain what your school's policy on handwriting is and how it influences what happens in your classroom.
Case Study
Consider the case study (Niles)
Explain:
- Why he might be having problems
- What you could do to help him.
- What you would do if he was in year 5
- Why would that be different?
(300-500 words. 5 marks available for each paragraph)
Coffee
11:25 - 11:40
Unit 6 - Signs and Symptoms of Abuse
Kinds of Abuse
- Physical
- Emotional
- Neglect
- Sexual
Sources of abuse may be parents, siblings, other family members, family friends, babysitters,
Children may also be exposed or even subjected to substance abuse.
Possible warning signs
Discussion Points
Working in Groups
If a child won't do PE why might this be an indicator of abuse? What other explanations might there be?
What behaviour changes might be possible indicators?
Is being tearful, attention seeking or withdrawn alone enough to cause concern? Why not?
Inappropriate sexualised behaviour, touching or language - can there be innocent explanations?
Take Action
If you have any concerns you must
- Report it to your teacher. The teacher will decide if it needs to be taken further.
Often the school will monitor the situation. Records of behaviours including child's name dates and times may be kept.
Discussion
Case study
Greta is in year 2. She has been a cheerful and helpful member of the class until the last two weeks. Recently she has become quiet and withdrawn. She has started wetting herself and is slightly smelly. Her hair is not as tidy as usual. She cries and fusses at the end of the day.
- What possible causes might there be for this change?
- What would you do?
Homework
(Only for those doing option 2)
- Find your school's child abuse policies
- Look at what it says about signs of abuse.
- Make notes on the policy.
- Briefly describe the types of abuse covered above.
- Explain what you would do if you saw any of these signs and why.
Case Study
Consider the case study (Greta)
Explain:
- At least 3 possible reasons for her behaviour
- What should you do about it?
- Why should you behave in this way?
- How would you preserve confidentiality in this situation?
- Why is it important to consider confidentiality?
(300-500 words, 5 marks for each paragraph)
Portfolio Building
12:30 - 1:00
