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How will we extend the learning for students who are already proficient?

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How will we extend the learning for students who are already proficient?

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How will we know our student's are learning?

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How will we know our student's are learning?

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What student learning issue are we seeking to address?

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What student learning issue are we seeking to address?

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vocabulary in EAL children

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Different strategies to support their emotional regulation in the classroom

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I would like to explored different ways help support speaking and comprehension for LA and EAL pupils.

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disjointed reading and writing curriculum from Nursery to Y2

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create a more inclusive classroom environment by boosting understanding instructions and encouraging student voice particularly with LA and EAL learners.

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For children to communicate better in English - especially those that has it as 2nd language. To have better sentence structure when speaking

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varied and interesting vocabulary

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Different strategies/paths to access learning at a level that is meaningful to them. (Makaton)

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apply comprehension skills to a variety of new texts, think outside the box, be critical

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I want them to learn how to use makaton effectively to help support their understanding of instructions and help them communicate their needs more effectively.

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Challenge understanding and sentence structure.

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Self regulation

Also different strategies to support the neurodiverse children in the classroom to fully access their learning

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Better sentence structure instead of just using a word to explain

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Time, creating resources that are adaptable and multi purpose

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They are settled, can explain how they are feeling, use a range of strategies to support their self regulation and be able to access the full curriculum

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I would be able to monitor children’s progress with this by seeing if children are using the makaton signs independently to help with their communication.

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Time to come together to map out our Literacy curriculum with children's literacy skills at the centre.

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Having conversations with them, introducing new words that they might not know yet

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Writing exemplars

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Qualitative- Visual change. We will be able to see children more engaged, starting their learning, asking/signing

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I will trial teaching makaton to class.

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Reading Progression

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New vocabulary, new strategies

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Confidence when speaking, reading and writing

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Seeing/hearing the improvement of vocabulary used when they are speaking with teachers or with other children

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collaborative planning, Co-created medium term plans

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Introducing a few classroom Makaton signs and weave it into normal daily practice.

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Introduce new strategies, refer to the colour monster, research a range of ways to support neurodiverse children accessing the curriculum

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Introducing new vocabulary based on the theme of the class of that week

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Effective targeted training to help us understand new toolkits and strategies