Colourful Semantics is a structured language intervention designed to support the development of language and communication skills, particularly in children with speech and language difficulties. This resource includes boards with pictures on and spaces for children to build sentences using the relevant ‘who’, ‘what’, ‘where’, ‘what doing’ cards. Why do you need this? Colourful Semantics uses colour coded cards to help children to learn the important elements of a sentence and how to join them together in the correct order. By visually representing each part of the sentence with a specific colour, learners can better understand the structure and meaning of sentences, as well as the relationships between words. How and when might you use this? This approach is often implemented through a variety of interactive and hands-on activities, such as sentence building games, storytelling, and picture-based exercises. It can be tailored to the individual needs and abilities of learners, making it suitable for use in both classroom settings and speech and language clinics. What’s included? 34 Sentence building boards and 96 corresponding who, what, where and what doing cards to build sentences.

A communication mat for SEN children is a visual support tool designed to aid communication and language development for students with diverse communication needs. This mat is for children to communicate what is wrong with them. It shows a grid of pictures and words for children to point to. Why do you need this? If a child has limited verbal communication skills, it can be challenging for them to express their thoughts, feelings, or needs verbally. A communication mat provides alternative means of communication, allowing the child to convey what is wrong using visual symbols or pictures. Some children, particularly those with special educational needs or communication disorders, may rely on non-verbal communication methods such as gestures, facial expressions, or pointing. A communication mat offers additional support for non-verbal communication by providing a structured and visual tool for expressing themselves.

The Communication Fan is an essential visual tool designed to help nonverbal children and those with communication difficulties express their basic needs and feelings. This fan contains 20 clear pictures that allow children to point to what they want to convey. Why do you need this? A communication fan provides a visual tool for students who have difficulty expressing themselves verbally. It allows them to communicate their preferences, needs, and choices effectively using pictures or symbols. It can also provide a way for the adult to communicate things to the child. What’s included? Images include: Yes No Toilet Wash hands Well done Time out Stop Snack Bag Unwell Hurt Coat Hello Goodbye Show me Drink Thank you Happy Sad Angry

Package of resources to support during circle time. Why do you need this? Circle time fosters a sense of belonging and community among students by providing an opportunity for them to come together as a group. It creates a supportive environment where students can connect with one another, share experiences, and develop positive relationships. During circle time, students have the opportunity to practice essential social skills such as listening, speaking, turn-taking, and respectful communication. Engaging in group discussions, sharing ideas, and collaborating on activities helps students develop interpersonal skills that are crucial for success in school and beyond. How and when might you use this? During whole class circle time sessions these resources will help instigate discussions and keep children engaged. What’s included? · Display poster with circle time rules · 56 Question cards · 48 Sentence starter cards · 6 Voting cards · 66 ideas for circle time games

Poster reminding children that what we say, think and feel are all connected and each affects the other. Why do you need this? The cognitive triangle helps students understand the relationship between their thoughts, emotions, and behaviors. By visualising this connection, students can better comprehend how their thoughts can influence their feelings and actions, leading to increased self-awareness and emotional regulation. Incorporating the cognitive triangle into classroom discussions and activities supports social-emotional learning by teaching students important skills related to self-awareness, self-management, and responsible decision-making. How and when might you use this? This activity could be used in a variety of ways: · During lessons on emotions, stress management, or conflict resolution, the teacher can reference the cognitive triangle poster to facilitate discussions about how thoughts, emotions, and behaviours are interconnected. · In counselling sessions the cognitive triangle poster can be used as a visual aid to help students understand the relationship between their thoughts, emotions, and behaviours. This can support students in developing self-awareness, self-regulation, and problem-solving skills. · When addressing challenging behaviours in the classroom, the teacher can refer to the cognitive triangle poster to help students recognise the connection between their thoughts and actions. · As part of a PSHE curriculum, the teacher can integrate the cognitive triangle poster into lessons focused on self-awareness, self-management, and relationship skills.

Alphabet Flash Cards showing capital and lower case letters and corresponding picture for that sound. These could be used as flash cards for a lesson or as a display. Why do you need this? Learning the alphabet is important for children because it is the foundation for developing reading and writing skills. Displaying the alphabet in a classroom can be useful for young students who are just learning to read and write. It helps them to visually recognise the letters and their order, and can make it easier for them to learn the alphabet song or recite the letters in order. It also serves as a reference for students who are working on spelling or writing tasks. What’s included? Included in the resource are 13 PDf pages with 2 flash cards per page each showing both upper and lower case versions of the letter and a corresponding picture beginning with that letter.

Visual timetable display cards for parents to use at home to support children with their after-school routine. Why do you need this? After school timetables reduce anxiety for children who thrive on routine. The picture cues promote independence - kids can follow the schedule to complete activities and prepare for transitions without constant reminders. Visual schedules also build time management and organizational skills. What’s included? 2 versions of cards for both and girl. Cards included are: Take off Uniform Hang up Clothes Put Clothes in the Wash Snack Drink Dinner Computer Tablet TV Bath Wash Hands Shower Park Brush Teeth Put on Pyjamas Toilet Story Go to Bed Homework After School Club

Alphabet Chart to support children in learning phonics and completing independent writing. Why do you need this? Learning the alphabet is important for children because it is the foundation for developing reading and writing skills. Knowing the letters and their sounds allows children to start decoding words and building their vocabulary. How and when might you use this? Teachers can make use of an alphabet chart in various ways to support literacy development and language learning in the classroom including letter recognition, phonics lessons, word building and writing practice.

Worksheet that explains how the act of smiling sends chemicals to your brain which makes you feel happier. Children can draw or write about some funny things they can think about that would make you smile. Why do you need this? Teaching students about the science behind smiling reinforces the concept of positive psychology. Understanding how simple actions like smiling can affect mood empowers students to take control of their emotional well-being. Learning about the connection between smiling and happiness helps students understand how they can regulate their emotions. By practicing smiling, students can proactively boost their mood and cope with negative emotions more effectively. How and when might you use this? This worksheet could be used in a variety of ways: · During early morning work teachers can discuss with children the impact smiling can have on mood, encouraging students to share their thoughts and experiences. · As part of PSHE lessons on emotions and well-being. Students can explore the connection between smiling and happiness as part of their learning about emotional regulation and self-awareness. · During health and wellness lessons, teachers can discuss the physiological effects of smiling on the brain and body. · As a positive behavior reinforcement tool. · During relaxation and mindfulness lessons about stress relief and the power of positive thinking.

Display cards for parents to use at home to support children in becoming more independent when leaving the house. These cards can be set up by a parent before hand or along side the child with all the things that they need to remember that day and it can be put up near the door so that as they leave the house they can check their checklist for that day and see if they have everything they need. Why do you need this? Children often forget essential items or tasks when leaving the house. Display cards provide a visual reminder of tasks and items children need to remember before leaving the house. By actively checking and following the checklist, children learn to take responsibility for their belongings and tasks. Display cards help establish a consistent routine for leaving the house. By setting up the cards in a visible location near the door, children can develop a habit of checking the checklist before heading out, reinforcing the routine over time. How and when might you use this? Place the display cards in a visible location near the door where children can easily see them before leaving the house. Before using the display cards, talk to your child about the purpose of the checklist and why it’s important to review it before leaving. Emphasize the idea of being responsible for their belongings and tasks. I would recommend laminating this resource for durability and then using Velcro to make the pieces removable. What is included? This resource includes a display board and 24 different item cards including coat, jacket, raincoat, wellies, umbrella, gloves, scarf, woolly hat, sun hat, bag, dinner money, homework, PE kit, school books, water bottle, instrument, keys, letter for teacher, snack, inhaler, swim kit, pencil case, bus pass and phone.

Worksheet in which children can think about things other people can do for them to help them calm down when they are in a heightened emotional state and also the things other people might do that make them feel worse. Why do you need this? Encouraging children to reflect on effective coping strategies empowers them to regulate their emotions constructively. By identifying supportive actions from others, children learn to seek help and utilize resources to manage their feelings effectively. The worksheet fosters social awareness and interpersonal skills by prompting children to consider how others’ behaviours impact their emotional well-being. Recognising supportive actions versus unhelpful behaviours enhances empathy and communication skills in social interactions. How and when might you use this? This worksheet could be used in a variety of ways: · During early morning to start the day by discussing strategies for managing emotions and supporting each other. · As part of PSHE lessons focused on emotional regulation and social skills development. · During conflict resolution to help students identify behaviours that contribute to emotional escalation and those that promote de-escalation and resolution. · During counselling sessions to help students reflect on their emotional triggers and coping strategies. · For behavioural intervention plans for students who struggle with emotional regulation. Use it as a tool for identifying triggers and proactive strategies to prevent escalation, as well as supportive actions from peers and adults.

A set of 100 worksheets showing different situations with a blank face for children to draw how they would feel in that situation. Both coloured and black and white versions and boy and girl faces. Why do you need this? These worksheets help children develop emotional awareness by encouraging them to recognize and label their feelings in various situations. Drawing their emotions allows children to express and articulate their inner experiences, promoting self-reflection and introspection. Drawing how they would feel in different situations provides children with a coping mechanism for managing their emotions. By visualising their feelings, children can better understand and regulate their emotional responses, leading to improved self-control and coping skills. How and when might you use this? This worksheet could be used in a variety of ways: · During early morning work where students reflect on different scenarios and draw their emotional responses. · As part of social-emotional learning for lessons focused on emotional awareness and expression. · During small group activities where students work together to brainstorm different situations and their associated emotions. · During counseling sessions to help students reflect on their emotional triggers and coping strategies. · For behavioral intervention plans for students who struggle with emotional regulation. Use it as a tool for identifying triggers and developing personalised strategies for managing emotions in specific situations. What is included? Included in this resource is 100 worksheets: · 25 Boy versions with colour pictures · 25 Boy versions with black and white pictures · 25 Girl versions with colour pictures · 25 Girls versions with black and white pictures

Book for children to fill in all about themselves including pages for photos and achievements. This is particularly useful for children with low self-esteem or an insecure sense of self. Why do you need this? Children can express themselves creatively by decorating the book, adding photos, and writing about their thoughts, feelings, and experiences. This encourages self-expression and helps children develop their voice and identity. Focusing on their achievements, strengths, and positive qualities can boost children’s self-esteem and confidence. Celebrating accomplishments, big or small, reinforces a positive self-image and encourages children to value themselves. How and when might you use this? This activity can be used in a variety of ways: · At the beginning of the school year as an ice-breaker activity. · PSHE lessons focused self-awareness and self-esteem. · Counselling sessions for children who struggle with low self-esteem or insecurity. · During small group work where children can share their books with each other and celebrate each other’s achievements. What is included? 11 page booklet including a front page to draw a self-portrait, my favorite things, my home, my family, what I want to be when I grow up, my birthday, my hobbies, my handprints, photo pages and my achievements.

Individual home visual timetable to be personalised to a specific child’s day. Why do you need this? Visual Timetables are a strategy that can be used to reduce anxiety by preparing children for what activities are coming up next. Visual timetables provide a clear and structured representation of the child’s daily routine. For parents, especially those with children who thrive on predictability, having a visual schedule helps establish a consistent routine at home. Many children find transitions between activities challenging. A visual timetable helps ease transitions by providing a visual cue of what comes next, reducing anxiety and meltdowns associated with changes in routine. How and when might you use this? Display the visual timetable in the child’s bedroom or common area to guide them through their routine, including tasks like getting dressed, brushing teeth, and eating breakfast. Before transitioning from one activity to another, refer to the visual timetable to prepare the child for the upcoming change. This helps reduce anxiety and resistance to transitions by providing a clear visual cue of what comes next. Use the visual timetable as a tool for positive reinforcement and behavior management. Encourage the child to check off completed tasks or activities on the timetable to reinforce their accomplishments and encourage responsibility. I would recommend laminating the pieces and using Velcro to have them be easily changeable. What is included? Included in this resource is a base for the timetable to put on, 95 activity cards and 60 clock cards showing o’clock, quarter past, half past and quarter to.

Worksheet in which children should think about what their biggest worry is and then what that worry looks like in their head. They should then think about their worst fear of how this could end and then the reality of how it would be most likely to end. Why do you need this? The worksheet helps children identify and articulate their worries, which is the first step in learning to manage and cope with them effectively. By acknowledging their concerns, children can begin to develop strategies for regulating their emotions and reducing anxiety. Engaging in the exercise encourages children to recognize the thoughts and images associated with their worries, increasing their cognitive awareness of how their minds process fear-inducing scenarios. This awareness can empower them to challenge negative thinking patterns and develop more balanced perspectives. How and when might you use this? This worksheet can be used in a variety of ways: · During counselling sessions this worksheet can be used to facilitate discussions with students who may be experiencing anxiety or stress. · Small group activities to promote peer interaction and mutual support for those suffering with anxiety or worries. · PSHE lessons focused on emotional awareness and self-reflection. · As part of a mental health curriculum the worksheet can be used to teach children about the nature of worries and fears, as well as strategies for managing them effectively. · This worksheet can be used as a means for providing follow up support to monitor progress, reinforce coping strategies and address ongoing concerns.

4 Worksheets in which children think about how their bodies react to different emotions. Why do you need this? The worksheets help children become more aware of the physical sensations associated with various emotions. By recognizing bodily cues such as increased heart rate, muscle tension, or changes in breathing patterns, children can better understand and label their feelings. Understanding how emotions manifest in the body is essential for developing self-regulation skills. By identifying physical cues early on, children can learn to recognize when they are experiencing strong emotions and implement strategies to manage them effectively. How and when might you use this? This worksheet can be used in a variety of ways: · During counselling sessions this worksheet can be used as a tool for self-reflection and discussion with students who may be struggling with managing their emotions. · Small group activities to promote peer interaction and mutual support. Group discussions allow children to share their observations about how their bodies react to emotions, fostering empathy and understanding among peers. · PSHE lessons focused on recognizing and regulating emotions

Worksheet in which children should think about what the worries are in their life and the ways in which they can relieve those worries. Why do you need this? The worksheet provides a structured opportunity for children to identify and articulate their worries. By acknowledging their concerns, children can begin to develop strategies for managing and coping with their emotions, ultimately promoting emotional regulation. Thinking about ways to relieve worries empowers children to develop coping strategies that work for them. Whether it’s deep breathing, talking to a trusted adult, or engaging in a favorite activity, children learn to identify and utilize effective coping mechanisms when faced with challenges. How and when might you use this? This worksheet can be used in a variety of ways: · During morning work to begin the day with a discussion about worries and coping strategies. · During small group discussions for children to explore different ways to relieve worries. · During mindfulness practices to promote stress reduction. · During counselling sessions about anxiety and stress management.

Bingo game to support children in using different calming strategies to help with anxiety. Each time they use a different strategy they can mark it off on the board and try to get 3 in a row. There are different versions for children to either write down their own preferred strategies or use the given ones. Why do you need this? Managing anxiety can be challenging for children. This bingo game provides a unique and engaging approach for teaching calming strategies to help children handle difficult emotions. How and when might you use this? Anxiety Bingo transforms a classic game into a tool for building emotional intelligence. It’s an excellent way to introduce calming skills or reinforce concepts learned. By completing the boards children can discover new coping methods tailored to their needs. This versatile resource works for individual and group settings with children of varying ages and abilities. What’s included? The set includes 3 different bingo boards each with 9 squares. Each square features a different calming technique like taking deep breaths, getting a drink of water, hugging a stuffed animal, positive self-talk, or writing down your feelings. Children can use the blank board to fill in their own ideas or use the suggested strategies.

Thermometer showing increasing levels of anxiety and then with a space to think about what things make them feel that anxious and how they can calm themselves down at different levels of anxiety. Why do you need this? The Anxiety Thermometer worksheet helps children become more aware of the intensity of their anxiety by categorising it on a scale from calm to debilitating. This self-awareness is crucial for developing emotional intelligence and understanding the range of emotions they experience. By writing examples of when they have felt each level of anxiety, children can identify specific triggers or situations that lead to different levels of anxiety. This understanding allows them to anticipate and manage their responses more effectively in the future. How and when might you use this? This worksheet could be used in a variety of ways: · In lessons on social-emotional learning to help students identify and understand the different levels of their anxiety and practice coping strategies. · Following an incident of intense anxiety as tool for self-reflection to identify their anxiety level and reflect on how they managed their emotions. · During counselling sessions to support students in exploring their anxiety triggers and developing personalised coping strategies. · As 1:1 support for a child struggling with social anxiety. · During circle time discussions focused on emotions and self-regulation. What’s included? The worksheet features a color-coded thermometer bar ranging from “calm” up to “debilitating”. Five stages of anxiety are delineated including calm, mild, moderate, severe, and debilitating. At each level, students give examples of things that would trigger those feelings for them. Next, children self-strategise the best ways they can calm down at each anxiety level such as take deep breaths, hug a stuffed animal, positive self-talk, or write down your feelings

When we’re worried about a situation thinking about the worst possible outcome is not healthy and makes us feel anxious and afraid. This worksheet encourages children to consider the best possible outcome. Why do you need this? Anxiety often stems from fixating on worst-case scenarios. This growth mindset worksheet guides children to counteract worry with optimism by imagining favorable outcomes for stressful situations. Rather than reinforce downward spirals, kids learn to redirect thoughts constructively. How and when might you use this? Children are to think about a specific thing they are worried about, concerns like struggling at school, arguing with friends, upcoming doctors visits, or changes causing uncertainty. They will then have a large open box in which they can write or draw about what the best possible conclusion would be. Teachers can use the worksheet alongside PSHE lessons about confidence, adaptability, or self-talk. Counsellors might use it to reframe skewed thinking. Parents could also use this to practice at home when children feel apprehensive about major life changes. What’s included? Included is a worksheet that contains 3 boxes for children to draw or write in. They feature the questions: · What is a situation you are worried about? · Draw or write what the best possible outcome would be · Is there anything you could do to help this happen?