Default Structures Standard
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Default Structures Standard
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| parent_id | type | SEND |
|---|---|---|
| 2 | category | 1 - Communication and Interaction |
| strategy | Checklists | |
| "Clear routine, warn of any change" | ||
| Processing time | ||
| Reduce background noise | ||
| "Simple words, chunked language" | ||
| special interest 'hooks' | ||
| "Visual support, including time checks" | ||
| 3 | category | 2 - Cognition and Learning |
| strategy | Active reading | |
| "Alternative input for extended writing - C-Pen, laptop etc" | ||
| Chunking | ||
| Processing time | ||
| Visual support | ||
| "Vocabulary banks, sentence starters, writing frames" | ||
| 4 | category | "3 Social, Emotional and Mental Health" |
| strategy | Awareness of gaps in knowledge due to missed lessons | |
| Blank slate each lesson | ||
| "Clear, calm, consistent boundaries" | ||
| Key worker allocated | ||
| Regular review of seating plan | ||
| Routine | ||
| Sensory break space | ||
| Use scale for emotional regulation | ||
| 5 | category | 4A - Sensory/Physical - Visual Impairment |
| strategy | Adaptive technology | |
| "Clear floor, avoid moving furniture" | ||
| Enlarge and print resources | ||
| "Sit in front of board, facing teacher" | ||
| 6 | category | 4B - Sensory/Physical - Hearing Impairment |
| strategy | Paraphrase | |
| Radio mic | ||
| "Sit in front of board, facing teacher" | ||
| Student lip-reads | ||
| Visual support | ||
| 7 | category | 4C - Sensory/Physical - Physical |
| strategy | Adaptive technology | |
| Clear classroom environment | ||
| 8 | category | 4D - Sensory/Physical - Medical |
| strategy | Awareness that there may be gaps in knowledge due to missed lessons | |
| Care Plan in place - check this for emergency action |
| Parent_Id | Type | EAL |
|---|---|---|
| 44 | category | Listening |
| strategy | Active listening tasks | |
| Dictionary | ||
| Group learners with same language | ||
| "Home learning listening tasks (TV, radio)" | ||
| Lower speed | ||
| Printed resources | ||
| Processing time | ||
| Repeat and recap points | ||
| "Use facial expressions, tone of your voice, bodly language gestures." | ||
| 45 | category | Speaking |
| strategy | Allow rehearsal time for speaking/presentations | |
| Group work tasks to encourage speech between peers | ||
| Processing time | ||
| Prompt student by using name prior to giving instruction or questioning | ||
| Provide activties that give them opportunities to answer more complex questions in terms of language structure (What would happen if? Is there any evidence of this?) | ||
| Simple closed questions to foster initial engagement | ||
| "Speaking frames, substitution tables" | ||
| word of the day' to help increase the learners vocabulary intake. | ||
| 46 | category | Reading and Viewing |
| strategy | audio-books where possible | |
| Bilingual fiction books | ||
| Colour-coding | ||
| Dictionary | ||
| "Group tasks - to work together to read, write or edit a paragraph" | ||
| "Practical book reading activities--this way up, follow the words this way, etc." | ||
| Processing time | ||
| Teach vocabulary in advance | ||
| Visual support | ||
| 47 | category | Writing |
| strategy | Allow time to pre-write a response and edit it more than once before the final response is seen by the teacher. | |
| Dictionary | ||
| Oral 'rehersal' can be used prior to writing activities. | ||
| Pair or group activities to support peers with reading/writing tasks. | ||
| Use dictogloss with the whole class to help model text construction. | ||
| Use of first language - so the learner can show you what they wish to write before getting it translated into English | ||
| "Visual support for writing, e.g pictures to describe, storyboards to read." | ||
| Clear classroom environment | ||
| 8 | category | 4D - Sensory/Physical - Medical |
| strategy | Awareness that there may be gaps in knowledge due to missed lessons | |
| Care Plan in place - check this for emergency action |
| Parent_Id | Type | Medical |
|---|---|---|
| 82 | strategy | Allergy - AAI kept in reception |
| Allergy - carries own AAI | ||
| Asthma - carries own inhaler | ||
| Diabetic - carries insulin | ||
| Diabetic - juice/snacks kept in reception | ||
| Diabetic - leave lesson early pass | ||
| Diabetic - tests regularly in the day | ||
| "Epilepsy - time seizures, phone ambulance if over 5 minutes" | ||
| IHCP - Read File | ||
| Physical - Leave lesson early pass | ||
| Physical - Lift access/PEEP |
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