A simple matching activity to begin exploring the age you have to be to legally do various activities in the UK. The Word document is easy to edit so you an add topics suited to your group. This has been used as part of independent living skills, Citizenship and exploring Emotions and Behaviour.

This powerpoint is designed to give reassurance to learners who are feeling anxious on their first day of college. It was designed with autistic learners in mind but would work for others with anxiety and barriers to learning. The document can be edited to insert names of specific staff in departments. Some learners may benefit from including photographs too.

A visual reference for learners getting to grips with fractions.

English comprehension exercise aimed at those interested in sport or for an introduction to work on role models.

This powerpoint provides an explanation of Comic strip conversations. Their key functions are: Visually working through a problem and identifying solutions Systematically identifying what people say and do Emphasising what people may be thinking May provide insight into someone’s perspective of a situation Excellent prerequisite to a social storyTM Illustration of social skills which are abstract or difficult to understand Their rationale is: Visualisation and visual supports are useful for structuring learning and showing how individual components connect and interact Useful for improving comprehension around conversation Understanding other thoughts and feelings is just as important as understanding their words and actions.

This document guides staff though a reflective and analytical process when an individual has displayed behaviour perceived to be challenging. It seeks to support staff in exploring the reasons ‘challenging behaviour’ occurs and to promote reflective practice around education and support. The aim is to assist staff in understanding and meeting an individual’s needs so that challenging behaviour reduces. Those completing the process should consider the following key questions throughout the process: • Was the individual seeking to escape a situation they were not ‘ready for’? • Were the supposed consequences something they were actually seeking? e.g. Individual is put in ‘isolation’ but this may be relief to them if they are feeling social overwhelmed. Could this lead to the behaviour being repeated? • Can more be done to teach coping, assertiveness and communication strategies to replace the challenging behaviour? • Do staff consistently demonstrate a good understanding of an individual’s needs? • Are opportunities to share good inclusive practice maximised?