1. SEN in the mainstream How do I ensure the SEND students in my class make expected progress? Can I identify barriers to learning Do I have strategies to support pupils with SEN? Do I know where to access information inform my planning for pupils with SEN? Can I assess the effectiveness of different teaching methods when matching for SEN pupils?

2. What does it feel like? Montillation of Traxoline “It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristeriate large amounts of fevon and then bracter it into quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.”

3. 1. What is traxoline? 2. Where is traxoline montilled? 3. How is traxoline quaselled? 4. Why is it important to know about traxoline?

4. Most pupils with SEND in mainstream classes have mastered the mechanics of reading. However, barriers remain to the comprehension and further progress. What are these barriers?

5. What are the barriers to learning? VI SEMH LD PD LCN ASD PMLD HI MED MLD

6. How can I develop strategies to support pupils with SEND? ASD SPLD SLCN ASD SPLD SLCN

7. Where can I find SEN information? 1.SIMS profile – under SEN link 2. Inclusion register – – on the I-Drive - Learning Support 3. IEP (Individual education Plan) – on the I drive – Learning Support - IEPs 4. Class register – right click on reg and highlight SEN

8. Attached Learning Support Teachers Year 7 – Suzy Townsend Year 8 – Anthony Ferreira Year 9 – Sarah Ferner Year 10 – Howard Smith Year 11 – Marion O’Malley Foundation Learning and Sixth Form – Nigel Orton and Francoise Moore

9. Which teaching methods differentiate best? In your groups/pairs please evaluate and rank teaching methods by their capacity to differentiate. A.Can differentiate well B.Can differentiate reasonably well C.Does not differentiate well

10. How can you improve differentiation using weak teaching methods? Teacher talk Keep it short Punctuate with Q&A – use long wait times and warnings Effective to teach to the top and to the bottom some of the time Teacher demonstrates Use questions – why am I doing this? Etc. Ask students to ‘talk me through one’ – students give teacher instructions with reasoning

11. watching a video or Students film Give students questions that the film will answer before showing it Past Paper Exam questions If there are no easy questions, write some, and ask students to do these before the past paper Reading Have a range of differentiated materials including some at the level below the students and some that is the level above.