NCFE2 Session Five
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Contents |
Learning Objectives
- Students will collate and compare their findings about school organisation (Unit 1.1.4)
- Students will explore the role of outside support agencies in schools (Unit 1.1.5)
- Students will examine the legal requirements and contents of Acts relating to equal opportunities as applied in schools(Unit 1.2.4)
- Students will explore and discuss the basic strategies & cues used by learner readers (OU 4.1.6)
- Students will practice the skills needed for hearing readers (Optional Unit 4.1.1)
Introduction
10:00 - 10:15
- Register,
- Return homeworks and feedback
- Overview of the shape of session
- Collection and brief discussion of SMART targets homework.
Organisation in schools
10:15- 10:30
Model diagram to show lines of responsibility/reporting structures in schools. Use suggestions from group to build diagram.
Photograph for inclusion in folders?
This part of the morning we will be working in pairs
Activity 1
10:30 - 10:40
- Each produce your own version of this diagram. (Use your table from Session 3 Homework to help you)
External Agencies
10:40- 10:50
General discussion of the involvement of external support agencies in schools. Illustrate with examples.
Then read this passage:
External Support Agencies in Schools
Sometimes schools call in experts from outside to help with individual children or groups of children. These are called external support agencies. They offer help in a wide range of situations. They include
- Speech and Language therapists;
- Educational psychologists;
- Social workers;
- Probation service;
- Social services advisory team;
- Educational welfare officer;
- Mental health teams;
- Police.
Occasionally charities may also provide specialist help and support, for example to bereaved children or to young carers. Sometimes teaching assistants may work directly with such agencies, at other times the contact may be through a teacher. Usually if a teaching assistant is taking part in the Annual Review of a statemented child some, or even all these people will also be present.
Activity 2
10:50 - 11:00
- Write down names of 5 external support agencies and how they might be involved in school on the table provided.
Plenary
11:00 - 11:10
In the large group share the agencies you chose and how you thought they might be involved.
Extension Question
What internal agencies are there in school?
Equal Opportunities - the legal position
11:10 - 11:25
SEN and Disability Act 2001
Made it more likely that children would all be educated in mainstream schools. Promotes inclusion in education as a basic principle.
Disability Discrimination Act 1995 (Amended 2002)
- It is unlawful for schools to discriminate against disabled pupils or prospective pupils
- All schools are required to have a plan to improve access to the environment, curriculum and written materials for any disabled pupils
- All schools have a duty to make sure they do not disadvantage disabled pupils.
All schools are required to have clearly stated anti-racism and anti-bullying policies. Racist incidents in schools fall under the wider anti-racist legislation.
Inclusion has come to be applied to all special educational needs of children in most schools not just those children with legal statements. Any child may have 'special needs' at times during their school life and should have a right to have those needs met.
Short discussion
- Should we have laws about this?
- Why?
- What do you think?
Coffee
11:25 - 11:40
Some of the strategies & cues used by effective readers
11:40 - 12:10
Activity
In pairs or 3s make notes on the passage below.
- Pick out key phrases
- Highlight them using a highlighter pen or crayon,
- Put some of it into your own words.
- Note any unfamiliar words or phrases that you are unsure of and see if you can work out together what they mean.
Strategies
Sounding out - usually called phonics.
Word recognition - sometimes called 'look and say'. The child relies on their memory of the shape of a word.
Early readers often use only one or the other of these. Effective readers use a combination of strategies. This is sometimes called the searchlight method. Before starting to read it is worthwhile to ask the child how they will tackle a word they are unsure of, you can then go through the strategies with them:
- Sound it out
- Look for little words they do know hiding within a big word
- Work it out by reading the rest of the sentence
- Look at the pictures to help
Cues
The following three kinds of cues remind the child what techniques they can use to unravel their mistakes. It is also helpful to understand what cues the child is using so that you can help them to build on those strengths.
Does it look right?
The visual, grapho-phonic cues. They are provided by
- letters
- words
- punctuation
Does it make sense?
The meaning, semantic cues. Provided by:
- the pictures
- the gist of the story
Does it sound right?
The structural, syntactic cues. These are provided by
- patterns of language
- grammar(tenses agree,correct use of plurals etc.)
You may have to choose someone who speaks a more standard form of English than the child to help them hear their mistake. For example children in some areas will often read "It were" rather than "It was". That is how they and the people around them say it so it sounds right to them.
"Would the Queen (or insert the name of a particularly posh teacher!) say it like that?" can be a useful question.
Reflection
Share your notes with the group. What were the key phrases?
Role Play
12:00 - 12:40 I will work with a volunteer & model the activity. I will play the adult - volunteer to be the child
Activity
- Get your children's book and notes from homework,
- Get into pairs
- Each pair chooses one to be the child and one the adult.
- Decide which pair will go first.
- The person who is being the child should make a few mistakes, get stuck etc.
The rest of the group watch and:
- look for things to praise
- look for things to improve.
When each pair have finished give feedback - remember this is feedback for the 'adult' not the 'child'
Repeat.
Quick Reflections on our learning
12:40 - 12:50
Key Question for consideration:
- What have we learned in this session?
Write on a post it note:
- One thing you have learned in this session
and
- One thing you are not sure about
Stick it to my folder before you leave.
Homework
Preparing to leave Unit 1
Next session (Jan 8th) will be our last on this unit for a few weeks. You should therefore
- Read through all your notes and handouts so far
- Mark anything that you are unsure of - maybe use a post-it note or similar.
- Make sure you have completed all the tasks from the earlier home works.
- Organise your notes into a folder
IMPORTANT Bring your complete folder and your Learning Journal to the next session
Next Session
The next session will be mainly about you and your learning. We will be looking in detail at Individual Learning Plans. We will also complete our work on equal opportunities.
