Monthly Plan Overview

Year Groups: 7-11 (Ages 11-16)
Class Size: 15 SEND students
Focus Areas: Cognition and Learning Difficulties, SEMH (Social, Emotional and Mental Health), Communication and Interaction
Duration per lesson: 60 minutes
Curriculum Alignment: National Curriculum for England - SEND requirements, KS3 & KS4 cross-phase strategies
Teaching Support: Tailored for teaching assistants

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Week 1: Understanding Emotions

WALT

We Are Learning To identify and express different emotions appropriately.

Success Criteria

• Use key vocabulary to name at least 5 different emotions.
• Show understanding of why recognising emotions is important in social settings.
• Participate in a paired conversation using simple sentences to describe feelings.

National Curriculum Reference

• PSHE (Personal, Social, Health and Economic Education), Relationships Education: Recognising and managing emotions (DfE statutory guidance 2020).
• Semi-formal curriculum adaptions for SEMH (Engagement Model strands: managing feelings and behaviour).

Activities

1. Emotion Flashcards (Dyslexia-friendly):
   • Use easy-read, colourful cards with images and text in clear font (OpenDyslexic or Comic Sans).
   • Students pick cards and say a time they felt this emotion, supported by sentence starters.
2. Role Play Circles:
   • In small groups, students act out scenarios to practise expressing emotions.
3. Emotion Thermometer Chart:
   • Students rate their emotions on a visual scale from calm to very upset.

Differentiation

• Visual aids and sentence starters for those needing communication scaffolds.
• One-to-one TA check-ins during role play for students with high anxiety or communication needs.
• Use of AAC devices or gestures as needed.

Extension Activity

• Create a simple diary entry describing how feelings changed throughout the day, using a template.

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Week 2: Problem Solving Together

WALT

We Are Learning To work collaboratively to solve simple problems using step-by-step strategies.

Success Criteria

• Follow a clear sequence of steps to solve a task.
• Communicate ideas using short, clear sentences or symbols.
• Show active listening by repeating or confirming peers’ ideas.

National Curriculum Reference

• National Curriculum KS3 Computing & PSHE—problem solving and teamwork (adapted for SEND).
• Cognition and learning programme of study for SEND: building executive function skills.

Activities

1. Group Puzzle Challenge:
   • Presented with a low-text, dyslexia-friendly puzzle (e.g., jigsaw with symbols).
   • Students allocated roles: talker, helper, checker.
2. Visual Flowcharts:
   • TA guides students to make flowcharts with drawings showing the steps taken.
3. Talking Tokens:
   • Students use tokens to take turns sharing ideas ensuring equal participation.

Differentiation

• Chunked instructions with visual prompts.
• Mixed ability pairs to encourage peer support.
• Use of simplified language or symbol-supported communication for access.

Extension Activity

• Create a ‘How To’ poster teaching others one of the problem-solving strategies used.

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Week 3: Building Communication Skills

WALT

We Are Learning To improve listening skills and express ideas clearly in a group setting.

Success Criteria

• Maintain eye contact when listening.
• Use clear, simple sentences or alternative communication methods.
• Ask relevant questions during discussion.

National Curriculum Reference

• English KS3 Speaking & Listening - adapted to SEND needs
• Communication and Interaction: developing receptive and expressive language (Education, Health and Care Plans guidance).

Activities

1. Listening Game: “Pass the Message” (dyslexia-friendly by simplifying language and using pictures).
2. Sentence Builder Cards:
   • Students use cards to form sentences about themselves or a topic.
3. Peer Feedback:
   • Practice giving and receiving compliments using sentence frames.

Differentiation

• Use of visual cues and signing to support verbal instructions.
• Allow extra time for processing.
• Pre-teach vocabulary individually.

Extension Activity

• Prepare a short show-and-tell about a favourite hobby using pictures or objects.

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Week 4: Managing Challenges Positively

WALT

We Are Learning To use coping strategies when faced with challenges.

Success Criteria

• Identify at least two coping strategies that help calm down.
• Recognise signs of feeling overwhelmed.
• Use a chosen coping strategy during a group activity.

National Curriculum Reference

• PSHE – Mental health and wellbeing (DfE, Relationships Education)
• Social, Emotional Aspects of Learning (SEAL) universal approaches adapted for SEND.

Activities

1. Calm Box Exploration:
   • Introduce resources like stress balls, textured cloth, calm down scripts.
2. Emotion Identification and Response:
   • Watch short, simple video clips that show challenge scenarios, discuss responses.
3. Guided Relaxation:
   • Practice deep breathing using visual prompts.

Differentiation

• Provide personalised calm boxes based on student preference.
• Use social stories to reinforce coping methods.
• One-to-one regulation breaks when needed.

Extension Activity

• Design a personalised coping strategy plan with pictures and words.

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Additional Notes for Teaching Assistants

• Use multi-sensory approaches wherever possible (visual, auditory, kinaesthetic).
• Maintain consistent routines to support cognitive load reduction.
• Employ positive reinforcement and celebrate small achievements.
• Monitor individual pupil engagement, adjusting tasks dynamically for stress or fatigue.
• Liaise regularly with class teacher and therapists for personalised targets.

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This plan fosters holistic development in cognition, social skills, emotional regulation, and communication, meeting core objectives of the National Curriculum for SEND learners in secondary education.