<p>To describe the potential barriers to marking and feedback experienced by SEN pupils.<br />
To evaluate a variety of strategies used to remove barriers to marking and feedback for SEN pupils.<br />
To apply strategies to support marking and feedback for SEN pupils</p>
<p>**Access Arrangements Course for Staff, Pupils and Parents **<br />
Containing ‘sensory’ breaks including, videos, riddles, tongue twisters and visual illusions)</p>
<p>The Access Arrangement course contains information and guidance on the following areas:<br />
<strong>Extra time<br />
Reader<br />
Scribe<br />
Word Processor<br />
Managing Stress</strong></p>
<p><strong>REST BREAKS AND STRESS MANAGEMENT</strong> now added!</p>
<p>The purpose of the course is to:<br />
**To identify the meaning of the identified Access Arrangements.<br />
To demonstrate strategies that will support the identified Access Arrangements.<br />
To apply your understanding the identified Access Arrangements to an actual exam question. **</p>
<p>Outcomes:<br />
To be able to understand the different types of euthanasia;<br />
To be able to identify why people would want to take their life;<br />
To consider the pros and cons of euthanasia.</p>
<p>Lesson Outcomes:<br />
To define the term ageism.</p>
<p>To analyse the problems associated with the elderly.</p>
<p>To understand and appreciate that the elderly can make a positive contribution to life.</p>
<p><strong>REST BREAKS AND STRESS MANAGEMENT Presentation</strong></p>
<p>The purpose of the course is to:<br />
**To identify the meaning of Rest Breaks<br />
To demonstrate strategies that will support the use of Rest Breaks<br />
To apply your understanding Rest Breaks to an actual exam question. **</p>
<p><strong>Do not touch!</strong></p>
<p>Short presentation (with animated text) to increase pupil awareness of and respect for each others ‘personal’ belongings, whilst helping them to empathise with their peers who are much more protective of/sensitive to their items being touched, e.g. those with Autism, OCD, etc. Can be used at the start or during a lesson.</p>
<p>Prompters below to acquire greater empathy:</p>
<ul>
<li>What do all the images have in common?</li>
<li>Why are people protective of their belongings?</li>
<li>Are there any items that you are really protective of?</li>
<li>How do you feel when people touch something that you are really protective of without asking?</li>
<li>Why is it important to show respect?</li>
</ul>
<p>Who is responsible for the elderly?</p>
<p>To understand that there are several options regarding where the elderly may live.<br />
To evaluate different ideas about who is responsible for the elderly.<br />
To integrate your understanding of religious teachings into your evaluation of care for the elderly .</p>
<p>N.B. Conversation/script will be available as part of the RE package of resources. Fees will apply.</p>
<p><strong>Visual for ‘CUPS’ Acronym & 2 Step Writing Process (Secretary and Author)</strong></p>
<p><strong>CUPS</strong> Acronym to Support Pupils Editing their Work<br />
<strong>C</strong>apital Letters<br />
<strong>U</strong>nderstanding<br />
<strong>P</strong>unctuation<br />
<strong>S</strong>pelling</p>
<p>and</p>
<p>2 Step process for completing a written response (useful for Dyslexic students)<br />
<strong>Author</strong><br />
<strong>Secretary</strong> (CUPS)</p>
