Subtitles

Associated Teachers TV programme

Special Needs: Differentiation in Action - Primary

0001 10:00:00:00 10:00:04:11

We have a special group for when,like, we get to take books home,

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two books that we choose.

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We have special groups for that.

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My group is the hardest group,I think.

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Well, we do harder workthan the other stuff.

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I help my friend, like,when they get stuck on a word.

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(narrator) In BangabandhuPrimary School in Bethnal Green,

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there is a wide range of pupilswith special needs.

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In Shahnaz Khan's class,

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five children have speechand language difficulties,

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two have hearing impairments,

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three have behaviour issues,

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and two more children haveStatements of Educational Need.

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- Good morning, year 2 blue.- (class) Good morning.

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Shahnaz believes in workingin an inclusive classroom,

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with activitiesdifferentiated appropriately.

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Her key stage 1 classis using the book "Not Now, Bernard"

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to recognise speech in text.

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(Shahnaz) Prior to the lessonwe made puppets,

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so the kids had to maketheir own version of the characters.

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And we did a lot ofdescriptive work then as well

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using adjectives, howthey'd describe the characters

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and use those facial expressionsfor their puppets,

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which would later help themin the next lesson

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to understand speech in a story.

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Who can describeone of those characters for me?

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- Sadia?- Big and hairy.

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He's big and hairy.That's right. Well done.

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(woman)We try and motivate the children

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by relating what we teach to realexperiences as much as possible.

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Some second-language children

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have very limited experienceof the world outside,

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so we have to make things

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as concreteand as visual as possible.

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What part of this sentenceis speech?

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Anisa?

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(Alison) The main aimis always for mixed ability.

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In that case the children have goodrole models to communicate with,

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and socially it's very healthy forchildren to mix with one another.

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And also making more able childrenaware of other children's needs.

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And what you have to doto be a good listener.

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And to take turnsand to share ideas.

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We take turns because...

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If we don't take turns,that's not gonna be fair,

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and if we take turns,it's gonna be fair.

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What have we been learning aboutin literacy?

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- Niaz?- Talking about "Not Now, Bernard".

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Fantastic! That's right.

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One of the children, Niaz, has gotsignificant severe language delay,

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so he finds it very difficultto communicate.

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It's only recently

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that he's begun to use more thantwo or three words to communicate.

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We're winding you up, Niaz!Oh, my goodness.

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His understanding is more limitedthan his speech.

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He finds the processingvery difficult.

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For Niaz, we got him to make apuppet related to "Not Now, Bernard"

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and then for him to practisewith other peers from his table

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what he would say,what the characters would say.

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- Can you say that to the monster?- Hello, monster.

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It's an interesting book, "Not Now,Bernard", and all the kids enjoy it.

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They love the characters,

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so this lesson gave themthe opportunity to make up,

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as the characters,what they would say.

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It's a really good book.

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It's got somereally good drawings and...

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It's really creative...the writer and the illustrator.

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Through hands-on activities I feelthey will gain more for themselves

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and be able to go onwith the lesson with understanding,

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having that practical experience.

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It's gonna be quitekinaesthetic and visual for them.

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There are lots of colourful picturesand things they can do themselves.

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- Who are you, Niaz?- Um, Bernard.

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Bernard. OK.

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- Hi, Mum. Hello, Mum.- Not now, Bernard!

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Children at that age,

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it's very difficult for themto understand speech in a text,

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so this oral rehearsal will enhancetheir understanding in their head

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of what speech is.

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Hello, monster.

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It's very good for Niaz. He has poor

motor control and that helps him,

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extending it with gesture andwith encouragement and motivation.

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Praising him as well,cos he does like praise

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and he responds well to praise.

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Let's give them a round of applause,cos they worked really hard on that.

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We do try, at the beginningof the year,

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to speak with all the teachers aboutthe needs of the children in class,

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because even experienced teacherswill be taking on new children

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with needs they may nothave experienced before.

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After half a term, then we can moveinto writing IEPs, provision maps,

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to address the children's needs.

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What's Bernard saying to Mummy?

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There's a monster in the gardenand it's going to eat me up.

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Any differentiationis made effective

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with the weekly planning sessions.

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So myself and my colleague, we gointo year groups' planning meetings

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to help themto differentiate the work,

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to direct questioning,

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to think about the needsof the whole range of the class.

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That is very supportive, especiallyto the newly qualified teachers.

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What could Bernard say here?

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One thing we've done in this school

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is looked at the curriculumwe're planning.

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Because we have children operatingfrom level P2 right through to P5,

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we try and think of ways in whichwe can reach all the children.

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So lots of topics,we're looking at real objects.

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So the teacher, rather than justsaying, "This is what we'll do,"

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may show a real object for a child,

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then encourage questioning about itto draw them in.

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Bang! Bang!

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OK. We're not fighting.

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The teacher needs to havea range of questions,

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from high-level questionsfor the more able children

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to very, very simple,basic questions

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so that the child who hasgreater difficulty understanding

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can participateand be part of the class group.

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What happens to Bernardin the story? Is he gone?

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Another possibilityis to have talking partners.

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It gives the children an opportunityto rehearse what they want to say

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before they have to say itin front of the class.

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Think about what they would sayto each other in this picture.

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Just turn and talk to the personnext to you, your talking partners.

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What could we writein those speech bubbles?

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Off you go.

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We do share ideas to give each othermore understanding.

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See the speech bubble?What's he saying, Niaz?

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Hello, Mum.

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I think the most essential thingthat we try and aim for

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is that the teachersconsider very carefully,

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when planning an activity,

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how the children should be grouped.

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And the far table,I'd like Jacob, Laserena, Mafusa,

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Naima and Tanjid.

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All I knew was just we were doinga special thing at that table only.

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We were doing a special thing.

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I normally sit on that tablefor stuff.

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Sometimes I sit on other tables.

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In today's lesson, the more ablegroup, we're using thinking bubbles

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and thinking beyond the remit ofjust the text, "Not Now, Bernard".

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The less able childrenhad the teaching assistant

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working alongside them.

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What are we going to do?

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We are writing... in the story.

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(Alison) And for those children,that was a useful grouping

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to aid their understanding.

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- What are these called?- Speech bubbles.

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And what do we writein speech bubbles?

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We write when somebodyis saying something.

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When someone's saying something.

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Sometimes I help Niaz and Shikil,because they...

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they... they don't...they don't know.

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So, like, if they did this bookall on their own,

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they might get it wrong,and I help them out with that.

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In year 1 we were making animals,

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and Shishmacouldn't quite make them.

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Then I just helped her.

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And then I helped the little Jimmyin year 1 with the same thing.

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Sometimes I help peoplewith maths work.

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Sometimes you can get stuck,

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and then you can askthe person next to you to help you.

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Sometimes my friend helps mewhen I'm stuck,

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and then I help them.

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(Alison) So it depends very much

on what activities are planned

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and the resources that are needed.

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But the main aimis to be very flexible

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and move childrenas often as possible.

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It's important that the teacher getsto know the children individually.

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It's very easy to fall into the role

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where the teaching assistant workswith that particular group every day

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whilst the teacherworks with the rest.

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We try and promote that the teachingassistants swap roles sometimes

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and that the teacher really getsto know the children individually.

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Ability groups can be a concern

if they're overused.

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I've seen where children siton the same chair at the same table

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every day, day in and day out.

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And, given that rigidseating arrangement,

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the children don't perhaps get anopportunity to ever talk to somebody

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who is just across the classroom.

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And so they're getting very littleopportunity to have role models

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who can help themto develop their ideas

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or to see where they're going.

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So socially I think it's absolutelyessential that there is some mix

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of all the groups - gender,races, etc - across the classroom

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and that children work together.

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Who can explainwhat we've just been doing?

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We've been fillingall the speech bubbles in the book.

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Questioning the childrengives me a sense

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of how much they've understoodout of the lesson

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and what they've achievedat the end.

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In the book I was doing...Dad was home early in the picture.

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So I wrote, "Hello, Dad.""Not now, Bernard."

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Dad said, "Ah! Ah!"

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Then Bernard went away.

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Has anyone spotted anything here?

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You don't needto use the word "said"

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because it showsthat Dad's saying "Ah! Ah!"

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because the speech bubble's there.

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That is a fantastic explanation,Latima. Come and get a sticker.

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Well done.

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What do we take out of thisspeech bubble?

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- (several) "Said."- "Dad". And "Dad".

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"Dad said" - that's right.

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We had speech bubblesand we had thought bubbles.

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So when Bernard...He could say, "Hi, Mum."

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Then his mum could say, "Go away,Bernard" in a thought bubble.

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I get feedback from allthe different ability groups

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by picking out two childrenfrom each ability group

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to feed backon what they've done,

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asking children to explainwhat they've done and understood.

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In my bookI used lots of adjectives.

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Yeah? Do you wanna read that?That's lovely.

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This speech bubble?

0212 10:11:56:16 10:12:01:19

"Hello, Mum. There's a big, purple,hairy monster in the garden."

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At the end of the lessonwe'd ask Niaz

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where in this sceneis the character saying something.

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So, for Niaz to be ableto read that out,

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that would have indicated to us thathe's understood what the speech is.

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We're going to have one more person.

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Niaz?

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At first he struggledwith the letters on the keyboard,

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but over time he got to recognisewhere the letters are

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and his confidence grewin using the AlphaSmart.

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"Not now, Bernard."

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"Dad?"

0224 10:12:34:24 10:12:39:16

"Ah! Ah!"... said Dad.

0225 10:12:39:16 10:12:41:04

Niaz used his AlphaSmart.

0226 10:12:41:04 10:12:44:20

We'll print that offand then stick it into his book.

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I learnt about "Not Now, Bernard"

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and I had a book

0229 10:12:53:20 10:12:59:06

and there were some picturesof Bernard and the...

0230 10:13:01:03 10:13:03:23

Bernard's mum and Bernard's dad.

0231 10:13:03:23 10:13:08:03

And then speech bubbleswere coming out of their mouths.

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And then we had to write downwhat we think they're saying.

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Stories sometimeshave speech bubbles

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and sometimes they have...speech marks.

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And some stories don't.

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When they feel confidentwith what they've learnt,

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they're proud of itand enthusiastic,

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and that shows me they've understoodand achieved something.

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Visiontext Subtitles:Doreen Trenerry

0240 10:13:40:06 10:13:42:06

www.visiontext.co.uk