A scheme of work based on the text meerkat mail. This resource was written for young people in a special school setting. It focuses on colourful semantic resources to help young people build sentences. It features postcard writing, inference, comprehension and story mapping as part of the scheme of learning. Lesson objectives provided.

When Miles decrees that he is the “Boss of his body,” his whole family expresses support and respect for his personal boundaries. In a colorful, comic-book style, young kids will laugh while learning this potentially life-saving concept that can benefit them for years to come. This scheme of work is designed to last around 5 weeks. With planning, IWB and activity sheets (in PDF form, please email if you want the inPrint versions) This is the perfect text to introduce the concept of consent. This planning is aimed at young people with SEND who are accessing at a primary level. So it would also be appropriate for EYFS and Yr1. With continuous provision and differentiation up to written level planned for. Please see my page for more Schemes of work aimed at different year groups from my long career in teaching. Have a wonderful day :)

A 6 week planning block for The Lonely Beast. This has been written for children with autism using colourful semantics to access their curriculum. Resources are made in inPrint. This would also suit mainstream EYFS-Year 1 as an access point however in my school children to the age of 18 will access these materials. Sessions 1-4 have a reading focus with writing outcomes depending on the children’s access point. Sessions 4-6/7 have writing outcomes. This text type focus: Interview writing . Please have a look at my other resources too :)

A 6 week planning block for Errol’s Garden. This has been written for children with autism using colourful semantics to access their curriculum. Resources are made in inPrint. This would also suit mainstream EYFS-Year 1 as an access point however in my school children to the age of 18 will access these materials. Sessions 1-4 have a reading focus with writing outcomes depending on the children’s access point. Sessions 4-6/7 have writing outcomes. This text type focus: leaflet writing.

A 6 week planning block for And Tango Makes Three. This has been written for children with autism using colourful semantics to access their curriculum. Resources are made in inPrint. This would also suit mainstream EYFS-Year 1 as an access point however in my school children to the age of 18 will access these materials. Sessions 1-4 have a reading focus with writing outcomes depending on the children’s access point. Sessions 4-6/7 have writing outcomes. This text type focus: Newspaper Article . Please have a look at my other resources too :)

A 6 week planning block for ‘How to be a lion’. This has been written for children with autism using colourful semantics to access their curriculum. Resources are made in inPrint. This would also suit mainstream EYFS-Year 1 as an access point however in my school children to the age of 18 will access these materials. Sessions 1-4 have a reading focus with writing outcomes depending on the children’s access point. Sessions 4-6/7 have writing outcomes. This text type focus: Autobiography . Please have a look at my other resources too :)

Ruby loves being Ruby. Until, one day, she finds a worry. At first it’s not such a big worry, and that’s all right, but then it starts to grow. It gets bigger and bigger every day and it makes Ruby sad. How can Ruby get rid of it and feel like herself again? A perceptive and poignant story that is a must-have for all children’s bookshelves. From Tom Percival’s bestselling Big Bright Feelings series, this is the perfect book for discussing childhood worries and anxieties, no matter how big or small they may be This planning/scheme of work is designed to support those with SEND. It would also work perfectly in EYFS -Y1. This planning has activities and resources for yp who are verbal and non-verbal as well as those who need small step support pre curriculum. The planning includes a smart NOTEBOOK to support the teaching along with comprehensive planning and resources. Please contact me if your school is using INPRINT as I have a lot more resources to accompany this SOW if this is the case. Enjoy!

To Grace, family has always meant her Ma, her Nana and a cat called Paw-Paw. When Papa invites her to visit him in the Gambia she dreams of finding the kind of family that is idealised in stories. But she finds that families are what you make them. This planning/scheme of work is designed to support those with SEND needs. It has options for non-verbal and verbal young people as well as ideas on which items to buy to support those working below curriculum level. It would also work perfectly in EYFS -Y1. The planning includes a smart NOTEBOOK to support the teaching along with comprehensive planning and resources. #PLease contact me if your school is using INPRINT as I have a lot more resources to accompany this SOW if this is the case. Enjoy!

Ruby’s Worry Ruby loves being Ruby. Until, one day, she finds a worry. At first it’s not such a big worry, and that’s all right, but then it starts to grow. It gets bigger and bigger every day and it makes Ruby sad. How can Ruby get rid of it and feel like herself again? A perceptive and poignant story that is a must-have for all children’s bookshelves. From Tom Percival’s bestselling Big Bright Feelings series, this is the perfect book for discussing childhood worries and anxieties, no matter how big or small they may be This planning/scheme of work is designed to support those with SEND. It would also work perfectly in EYFS -Y1. This planning has activities and resources for yp who are verbal and non verbal as well as those who need small step support pre curriculum. The planning includes a smart NOTEBOOK to support the teaching along with comprehensive planning and resources. Please contact me if your school is using INPRINT as I have a lot more resources to accompany this SOW if this is the case. Enjoy!

To Grace, family has always meant her Ma, her Nana and a cat called Paw-Paw. When Papa invites her to visit him in the Gambia she dreams of finding the kind of family that is idealised in stories. But she finds that families are what you make them. This planning/scheme of work is designed to support those with SEND needs. It would also work perfectly in EYFS -Y1. This planning has activities and resources for yp who are verbal and non verbal as well as those who need small step support pre curriculum. The planning includes a smart NOTEBOOK to support the teaching along with comprehensive planning and resources. Please contact me if your school is using INPRINT as I have a lot more resources to accompany this SOW if this is the case. Enjoy!

A scheme of work based on the text The Mitten. This resource was written for young people in a special school setting. It focuses on colourful semantic resources to help young people build sentences. It features story planning & writing, inference, comprehension and story mapping as part of the scheme of learning. Lesson objectives provided.

A 6 week planning block for Where the Wild Things Are This has been written for children with autism using colourful semantics to access their curriculum. Resources are made in inPrint. This would also suit mainstream EYFS-Year 1 as an access point however in my school children to the age of 18 will access these materials. Our pathways mean the following: Semi formal: YP using symbols to access their learning (EYFS and lower KS1 equivalent) Formal: Using symbols but attempting to mark make with scaffolding (KS1 equivalent) Formal+: Writing with independence (Upper KS1/ lower KS2 equivalent) Sessions 1-4 have a reading focus with writing outcomes depending on the children’s access point. Sessions 4-6/7 have writing outcomes. This text type focuses on writing a fictional narrative. This also includes planning using a story mountain. Please have a look at my other resources too :)

A 6 week planning block for Wild by Emily Hughes This has been written for children with autism using colourful semantics to access their curriculum. Resources are made in inPrint. This would also suit mainstream EYFS-Year 1 as an access point however in my school children to the age of 18 will access these materials. Our pathways mean the following: Semi formal: YP using symbols to access their learning (EYFS and lower KS1 equivalent) Formal: Using symbols but attempting to mark make with scaffolding (KS1 equivalent) Formal+: Writing with independence (Upper KS1/ lower KS2 equivalent) Sessions 1-4 have a reading focus with writing outcomes depending on the children’s access point. Sessions 4-6/7 have writing outcomes. This text type focuses on writing a setting description. Please have a look at my other resources too :)