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Areas of need set out in the SEN code of practice

Planning for pupils with behavioural, emotional and social difficulties

2

Learning outcomes

You will:

know how to build appropriate learning objectives for pupils with BESD into your everyday planning

be familiar with some of the teaching styles, approaches and access strategies appropriate for pupils with BESD

know how to annotate planning to take account of pupils with BESD, and

know how to link everyday planning to pupils’ targets.

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Activity 1

Learning outcomes

You will:

know how to identify appropriate learning objectives for pupils with BESD, and

know how to build work on these objectives into your everyday planning.

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Getting the learning objectives right

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Learning objectives and BESD

For academic subjects, these may be the same as those set for the whole class

Pupils are likely to need additional work on social, emotional and behavioural learning objectives.

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Activity 2

Learning outcomes

You will:

become familiar with teaching styles and approaches for pupils with BESD, and

know how to build these into your everyday planning.

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Getting the learning objectives right

Teaching approaches

Active and interactive teaching strategies

Effective use of ICT

Structure and predictability

Clear rules and routines

Help in learning to work independently.

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Teaching approaches (continued…)

Catch the pupil being good

State the behaviour you want to see

Use predictable consequences linked to the language of choice

Label the behaviour not the pupil

Take steps to build the relationship.

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Activity 3

Learning outcomes

You will:

become familiar with access strategies for pupils with BESD, and

know how to build these into your everyday planning.

Strategies to remove barriers

Help the pupil to manage stress, anxiety and anger

Provide opportunities to be active and take breaks

Allocate individual workstations

Use peer support

Use support from additional adults

Strengthen home-school links

Provide a curriculum that is interesting and relevant.

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Activity 4

Learning outcomes

You will:

know how to annotate plans to take account of pupils with BESD, and

know how to link daily planning to pupils’ targets.

Effective planning for pupils with SEN and/or disabilities

Effective planning will:

be embedded in the teacher’s usual planning format

incorporate personal, eg IEP, targets wherever possible

draw on the three principles of inclusion, and

involve collaboration.

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Learning outcome

You will identify follow-up activities to consolidate and apply your learning.

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Activity 5

Key learning points

Behavioural, emotional and social difficulties have multiple causes

They often arise when a pupil’s basic needs are not met

Understanding the classroom antecedents and consequences of specific behaviours can help teachers develop effective strategies.

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Key learning points (continued…)

Pupils with BESD often require a multi-agency response

Teacher’s contribution is to plan appropriate learning objectives, teaching approaches and access strategies so that the pupil can succeed in school and develop social, emotional and academic skills.

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