We have standardised the use of visual cues & visual schedules in all the levels in our Centre. As a Teacher who usually takes over classes around the centre, it was easy and efficient as children across all levels have the same visual schedule cues.

Ella 468C

• Visual Cards: It has been effective to manage the class, when I show them the pictures, they know what is the expectation.

• Whole-Body Listening: I named the “boy” as a Robert. When I mentioned, “show me how to sit like Robert, all of them will demonstrate the action and expected behaviour”

• Visual Schedule: For the K2 children, they will help to adjust the schedule for the day and they know what is the flow.

• I’m glad that all the classes are putting it into practice and actually doing the strategies in the class 😊

All classes in my centre are using the visual schedules provided by IET to inform children on their daily activities.

In addition, we have also introduced and used the active listening visuals during lessons (the visuals are pasted on the board/large group areas).

Visual routine boards are used from PG to K2.

It is located near the white board and is usually conducted before morning message to set the goals for the day.

Asides that portable cue cards are also used in classroom especially in EY levels to allow them to visualize better.

Teachers use the visuals throughout the day, starting with the morning message and during transitions between activities.

Whole body listening to reinforce classroom rules

Visual schedule is implemented in all classroom. Teachers placed a small bag/box by the whiteboard filled with visual cards for easy access. Some classes are also implementing outdoor visual cards to assist them during transition from indoor to outdoor.

I have implemented the visual schedule and visual cues in my classroom. The visual schedule is for all the children to know what’s on for the day. The visual cues I mainly used it to communicate with a SEN child and it has shown progress as she is able to respond to it.

Most of the visual cues were placed. Just need to remind the teachers to reinforce consistently. Only the portable cards we haven't started yet.

To continue the use of the visual routine board and cards.

Review with teachers on its effectiveness

Termly change of materials in the corner

1. For all classes to be consistent in using the visual cues/schedules

2. Try to engage children with additional needs into lessons using the strategies taught and the visuals given

• To continue the usage of visuals

• Support teachers to use the co teach strategy and kagan cooperative learning strategy

• to be consistent in using the strategies like manage mat

• To effectively facilitate the children in using the calm corner

• I want to share about Kagan Cooperative Strategy to the rest of the teachers to try to implement in their classroom.

• After term 1, I will share with them how to make their calming corner better.

• Continue to give suggestion and support the rest of the teachers on children with added needs

1. I want to standardized the calm corners to all levels/classrooms by also incorporating the IET visuals. I want to also introduce the calm corner for our infants as well.

2. I want to get PN - K2 to start using the manage mats which is useful for turn-taking. Currently, only K1 and K2 are doing the manage mat

To further encourage teachers to stay consistent with using the visual schedule.

1. Effective strategies to include children with additional needs into our lessons/ways to manage their expressive behaviours

start using the portable cards and teach chd the alphabet sign language

*behaviour management

• Remind the teachers consistently to reinforce the calm corner and visual support.

• Introduce portable visual support to the teachers and children

• Assist the teachers in monitoring children with atypical behaviours.