12 peg cards, to reinforce science learning / use as a TEACCH_workstation task. Laminate as individual cards, pupil places a peg onto the card to indicate ‘float’ or ‘sink’. Could also work as a worksheet style activity, with pupil circling the answer.

Change in pounds (£) and pence §, KS1, KS2, SEND Entry Level / Functional maths. Peg card activity designed for Post 16 Learners with SEND, but also appropriate for KS1 / KS2. Learners need to calculate what change would be due and place a peg on the correct amount. As a laminated peg card activity this is a reuseable resource but it could also be printed and used as a worksheet. There are 3 different activities within this item: Peg cards where child or young person calculates change from £1 (varying difficulty including 10s, 5s and single pence) Peg cards where change is calculated from £10 (whole pound / 50p) Peg cards where the learner has to recognise the coin or note, then calculate change (various amounts up to £10) Each activity contains 12 different cards.

A4 worksheet to prompt pupils to recollect what they have done over the summer holiday. Designed for pupils with autism but also suitable for mainstream pupils.

Editable personal fact-file, used for students with autism as part of Asdan work (New Horizons)

Editable PowerPoint about Queen Victoria's life and homes. Designed for a Year 7 class of students with autism, therefore highly structured. Included: PowerPoint presentation Activity to accompany the lesson is included, pupils are asked to use the internet to find out the date of given events in Victoria's life time, to write these on cards and then sort cards into chronological order. Worksheet for pupils to match a picture of Victoria's various homes to the correct name. 'MindMap' style worksheet - pupils to use information gained from the lesson to complete facts about Queen Victoria. As mentioned, this was designed for children with autism / SEN but is also suitable for mainstream students.

Worksheet as part of work towards New Horizons Asdan course. Used with Y8 group of learners with autism.

Resources created for an SEN group, aimed at learners with autism, mixed KS1/KS2, during an Indian topic. Included are visual supports and structured activities. As our topic was India with a Geography focus, the blockbuster game also includes land-form questions. Questions are very simple due to the needs of the group, questions also include questions about the identity of Jungle Book characters. The Indian animals booklet is more of a 'tiger fact-sheet' to go with the 'Tigers' power point. I had planned to create a booklet about Indian animals but ran out of time on the topic.

Storyboard - designed for children with autism to reinforce their understanding of the story. Children sorted the order of the text as a group before drawing their own accompanying pictures. With my group of children (mixed aged KS1/KS2) I kept the text on the worksheet but I have included a publisher version so this activity could be adapted to a cut and stick activity, or children could write their own sentences.

All resources developed for use with primary children with significant autism. Also suitable for KS3. Ancient Greek Intro - where was Ancient Greece? What does 'ancient' mean? What was the Greek alphabet? Gods and Godessess - Basic introduction, simple language Gods and Goddesess - Going to the Temple Simple comprehension - 2 versions, one is colour coded to support learners in finding the answers in the text. Describing Zeus - picture and word mat to support a writing activity (describing Zeus) Greek alphabet - activity

Sorting activity for KS2 with SEN. Children cut and stick items into categories.

Phonic peg cards - children attach a clothes peg to the correct sound. Sounds included: ck, th, ch, ir, sh, er, ur 3 cards for each sound, apart from ‘sh’ which has 9 cards. 27 cards in total. Best laminated so cards stay intact with repeated use. Practical activity, could be used as independent task. Designed for SEN group but equally appropriate for mainstream.

This is a simple worksheet I made as part of out Ancient Greek topic, for a mixed aged / ability group of children with autism. Children used a sheet containing the ancient Greek alphabet to complete the worksheet.

Resources used in my ASD specialist provision class last year, this was a mixed age and ability class who found positional language very difficult to master, even with lots of practical lessons! The pictures used are coloured teddies as we had teddy counters in class. I’ve chosen the colours to match the counter colours so we could use physical teddies for children who needed a more concrete experience. Teddy before / after - 3 A4 sheets. Two of these sheets have a line of teddies at the top, with an arrow to show the direction that they have lined up in. Children need to answer ‘before’ questions (e.g. ‘who is before orange teddy?’) As most of the children had limited literacy skills, I included a strip of teddies at the bottom of the sheet so they could cut and stick instead. This allowed for more independence. The 3rd sheet was an extension for my more able children. Children had to use ‘before’ or ‘after’ correctly in sentences about the teddies. Position Teddy - 5 A4 sheets. Sheet 1: 3 lines of coloured teddies Sheet 2: simple tables Children are given one of the 3 teddy strips which they use to complete the table on sheet 2. Sheet 3: black and white teddy strips to colour Sheet 4 and 5: directions strips Children are given a black and white strip and a sheet of directions (e.g. ‘Red teddy is 1st’ so the child colours the first teddy in their strip red) I chopped and laminated these where appropriate (the teddy strips and instructions) so they were reuseable. They can also be left as they are and glued into books. Together with some practical work, these activities covered maths lessons for over a week. If laminated, they are also good to come back to as one off refreshers, or for 1:1 or intervention work.

This is a 2 page fact sheet designed for my class who were a mixed age primary group, all with autism, attending a specialist provision. This group were working between P6 and approximately a Y1 level. The activity was designed to increase learner’s awareness of basic facts relating to themselves as few of the class were aware of basic personal information such as their full name, birthday and address. As the activity was geared around them, they were more engaged than usual and most were able to remember the key facts after practising asking and answering each other. I also linked this to our maths - taking about how many of each eye colour / shoe size etc and measuring heights, hands and feet. I will upload that separately. Activities suitable for any age group working at this level. Eye is to be coloured in with appropriate colour - in case anyone is wondering why there is nowhere to write the eye colour!

Colourful Semantics / Narrative - Interactive book with an Emergency Services theme. Who?-doing?-what? sentences. I laminated this to create a book, attaching with keyring rings. The child or young person goes through the book identifying who is doing what in each picture. For example: ‘Police officer-walking-dog’ or ‘Fireman-sliding-pole’. Tips: When printing, I printed the last 3 pages twice, using the first copy as a baseboard and chopping the second copy to make individual cards, which I attach with velcro to the baseboard. This works best for me as it keeps the pieces together and is easy to see if any cards are missing. While the child is becoming used to this activity, I talk them through each stage, encouraging them to identify ‘who?’ first, then ‘doing?’, then ‘what?’ Once the sentence is complete, I encourage them to repeat the sentence as a whole. If a child struggles to identify from a full page of options, try offering them a choice or two cards, gradually increasing the number of options as they become more familiar with the activity. Some children need prompts to really look at the picture and think about what they can see.

Weekly weather recording chart / log. Colour coordinated for ease of use. Used for pupils with ASD / SLD to develop awareness of the weather, but equally suitable for other pupils with SEN or children in KS1. Resource can be used as a cut and stick worksheet, or could be laminated to be used more than once. It could also be blown up to A3 size and used as a whole class or small group resource. I have used a very similar resource as part of my class morning routine.

A bundle of 4 resources created for my ASD class to support understanding of basic time. Suitable for KS1 or any aged SEN learner. These activities could be used as part of a narrative / colourful semantics approach to develop understanding of ‘when’ or in maths to support basic time awareness. Months: Table of the months of the year and a selection of 24 symbols. Teacher to choose which symbols are relevant and will be recognised by your particular group of learners. Students stick the symbols onto the correct month (e.g. Halloween next to October). When I did this with my class I also included pictures of the children in the class and learners stuck pictures of their classmates in the birthdays section of the table. I have left this version of the table in, as it might be of use for some, but I’ve also included a copy of the table without the birthday column. Day / Night Sorting: Instructions included. This could be used as a worksheet task or it could be laminated / velcroed and used as a re-useable workstation task. Days of the Week homework: Worksheet to support learning and reinforce understanding about the days of the week. Days of the Week School: Instructions included. Learners stick the days of the week into the correct order, they then stick symbols on to indicate what happens in school on particular days.

Children read the word and attach clothes peg onto the appropriate picture. To reduce the possibility of guess work, many of the pictures are of items which are similar to the word if read incorrectly, for example ‘feel’ shows pictures for ‘fall’, ‘feel’ and ‘feet’. Three sets of cards are in pack, 15 cards in each set. Cards need trimmed and ideally laminated. I designed these for my learners with autism / ADHD as a more interactive way to practice reading, but they are also suitable for KS1 / SEN.

4 resources I’ve used with my class of children with autism to develop understanding of 1 more / 1 less. Suitable for mainstream children and learners with SEN. I have kept these sheets very simple and visual for my learners. 3 worksheets and set of peg cards which I use as a TEACCH workstation task (box job). Learners identify the correct answer by placing a peg on the card.

Resources used with my specialist ASD class while we were learning about St George (British Isles topic). George and the Dragon Vocab - 6 A4 pages with varied activities focusing on the vocabulary of the story. Pages 1 and 2 - ‘Key word bingo’ we were prelearning / reinforcing the words in the story. I stuck one of the ‘Key word bingo’ sheets in each of the children’s books. Page 3 - these were the words in the bingo (calling cards). I cut these up and kept them in a basket. We ended our English lessons that week with a game of key word bingo using the strip stuck in their book. We just used counters as markers so we could replay. For more able pupils, if they had a picture I would ask them what the work meant or ask them to put it into a sentence. For less able pupils, I would repeat the word and give an explanation to reinforce understanding. Page 4 - activity for a child with limited ability to read or write, instructions included on the page. Page 5 - pictures of key words - learners to write a sentence using the key word. Page 6 - missing word activity with visual cues. George and the Dragon Vocab list - 1 A4 page containing vocab list (2 per page)