Table of Contents
Facilitator’s checklist
Learning Outcomes
Session outline
Presentation Format
Facilitator’s checklist
Before beginning the Module, you as the facilitator must consider the following checklist.
If you can answer ‘YES’ for each statement you are ready to begin the training
üOI have read the ‘Notes for Trainers’
I have prepared all the materials I need to deliver the training
I have planned how I will organise participants for the different activities
I have organised the training room in preparation for the training
I have read the ‘Learning Outcomes’ for this module and have a clear idea of the purpose for delivering the training
I have examined the information presented in other Modules in particular The Assessment Module so that I have an understanding of what participants have already learned and what their future tasks will entail
I understand that it would be beneficial for the Assessment Module to be completed before attempting this Module
I have read the ‘Session Outline’ and considered whether I have adequate time to deliver the session
I have read all the tasks and background information and I am clear about the purpose of each task to be completed
I have considered whether follow up tasks will be given to participants to complete after the training
I have reviewed the rubric and have planned how the training will be evaluated
If you answered ‘NO’ to any of the statements, you need to continue your preparation before you begin the training.
Learning Outcomes
1. To increase participants’ knowledge and understanding regarding the principles of Additional Educational Support Needs.
2. To allow participants to reflect upon the extent to which these principles are integrated into their current and future practice.
Session Outline
Week / Topic/Title / Suggested Time Frame / Location1 / Introduction, Rationale
Part A
Task 1 and Task 2 / 2hrs / Determined by facilitator
2 / Task 3 and Task 4 / 2hrs
3 / Participants have one week to complete Tasks 1 – 4 / 1 week
4 / Part B
Task 5 and Task 6 / 2hrs
5 / Task 7 / 2 hrs
6 / Participants have one week to complete Tasks 5 – 7 / 1 week
7 / Part C
Task 8 and Task 9 / 2 hrs
6 / Participants have two weeks to complete Task 9 / 2 week
9 / Task 10 and Task 11 / 2 hrs
11 / Participants have two weeks to complete Tasks 8 – 11
Duration: 12 hours contact PD over an 11 week program
Format: Group presentation, Small group activities, individual planning and reflections
Presentation Format
_ / Whole group interaction
Trainer facilitates whole group discussion and feedback, or performance / ] / Independent reflection or activity
è / Preparation time: organising resources etc.
Presentation details / Resources
è / Print copies of the The Additional Educational Support Needs Handbook for all participants.
*Consider having extra copies if necessary. / · The Additional Educational Support Needs Handbook
/ Ensure all participants have a copy of The Additional Educational Support Needs Handbook
Read the introduction of the Learning Module to/with the participants / · The Additional Educational Support Needs Handbook
/ Ask participants to work with a partner.
Activity: In pairs, have them explore the Tier Model Diagram and explain to their partner what it means for them as a teacher. Ask them where they believe they fit in the model.
Discuss this as a group. / · The Additional Educational Support Needs Handbook
/ Make it clear to participants that they are working in Tier One. / · The Additional Educational Support Needs Handbook
/ Pose the question and brainstorm with the group: What is the purpose of this module? / · The Additional Educational Support Needs Handbook
/ Have participants engage in group discussion around this question. / · The Additional Educational Support Needs Handbook
/ Refer them to the Rationale in the module handbook and explain the rationale to them in your own words.
Refer explicitly to the statement at the bottom of the page from the Early Years Good Practice Guide. / · The Additional Educational Support Needs Handbook
/ Read the Learning Module Outcomes to the participants and make clear the expectations for them.
Refer them to the Assessment Rubric in the Appendices and explain that this rubric will determine the level of completion for participants. / · The Additional Educational Support Needs Handbook
· Assessment Rubric (Appendices)
/ Explain the module will be delivered in 3 parts. Part A, B and C.
Explain that each part will have a set number of tasks and it is important to complete these tasks in order. This is because the tasks all follow one another. / · The Additional Educational Support Needs Handbook
/ Part A
Read Task 1 with participants. Read the outcome and the Focus Question.
Refer participants to the Appendices at the back of the book and make a selection of resources available for them to use. / · The Additional Educational Support Needs Handbook
· Resources for participants to use (Choose these from the Bibliography)
/ Task 1: Participants write their own definitions and discuss these ideas with a colleague. Together they form a clear definition with the support of chosen resources from the facilitator. / · Resources for participants to use (Choose these from the Bibliography)
/ Read Task 2 with participants. Read the outcome and the Focus Activity.
Refer participants to the Developmental Checklist and explain they have one week to complete this task. / · The Additional Educational Support Needs Handbook
· Developmental Checklist
Participants spend one week completing task 2, using the facilitator for support where necessary. Participants show facilitator completed task by the end of one week.
/ Read Task 3 with participants. Read the outcome, case study and the Focus Questions together.
Refer participants to the Developmental Checklist and instruct them to complete the checklist according to the case study. / · The Additional Educational Support Needs Handbook
· Developmental Checklist
/ Task 3: Participants complete the developmental checklist and discuss this as a group.
Participants complete questions 2 and 3 individually or in pairs and discuss as a group. / · The Additional Educational Support Needs Handbook
· Developmental Checklist
/ Read Task 4 with participants. Read the outcome and the Focus Questions together. Explore the given information on differentiation individually.
Refer to resources from the bibliography and have these available for participants. / · The Additional Educational Support Needs Handbook
· Resources for participants to use (Choose these from the Bibliography)
] / Individual reflection
Highlight interesting pieces of information around differentiation and practices that support inclusion.
Reflect upon available resources provided by the facilitator and make notes about what you find out about differentiation. / · The Additional Educational Support Needs Handbook
· Highlighters.
/ Draw group together and discuss focus questions for Task 4. Allow participants to spend one week completing Task 4 and any other tasks they have not completed.
Refer participants to the Assessment Rubric located in the Appendices section of the handbook. / · The Additional Educational Support Needs Handbook
· Assessment Rubric (Appendices)
Participants spend one week making sure all tasks 1 -4 are completed to the satisfaction of the facilitator and in accordance with the Assessment Rubric.
/ Part B
Read Task 5 with participants. Read the outcome and the Focus Question.
Refer participants to the Appendices at the back of the book and make a selection of resources available for them to use. / · The Additional Educational Support Needs Handbook
· Resources for participants to use (Choose these from the Bibliography)
/ Task 5: In pairs, participants discuss a situation where they have identified AESN children and included them in their daily lesson.
With their partner, they discuss ideas on how to improve their practices to cater for AESN children. / · Resources for participants to use (Choose these from the Bibliography)
] / Individual reflection
Participants write down these ideas in their handbook and may reference any given materials provided by the facilitator / · The Additional Educational Support Needs Handbook
· Resources for participants to use (Choose these from the Bibliography)
/ Read Task 6 with participants. Read the outcome and the Focus Questions.
Make explicit reference to the points to consider and examine the supported lesson plans provided in the handbook.
Refer participants to the Appendices at the back of the book and make a selection of resources available for them to use. / · The Additional Educational Support Needs Handbook
· Lesson proforma
· Resources for participants to use (Choose these from the Bibliography)
] / Individual activity – Task 6
Participants plan a differentiated lesson with special consideration to gifted and talented children as well as teacher assistants and support workers. / · The Additional Educational Support Needs Handbook
· Lesson proforma
· Resources for participants to use (Choose these from the Bibliography)
Participants spend one week completing task 6, using the facilitator for support where necessary. Participants show facilitator completed task by the end of one week.
/ Read Task 7 with participants. Read the outcome and the Focus Questions.
Make explicit reference to observation recording form and the observation codes.
Refer participants to the Appendices at the back of the book and make a selection of resources available for them to use. / · The Additional Educational Support Needs Handbook
· Lesson proforma
· Resources for participants to use (Choose these from the Bibliography)
] / Individual activity – Task 7
Participants observe and record one student in a given setting. Participants may utilise the support of the facilitator where necessary. Allow participants to spend one week completing Tasks 5 - 7 and any other previous tasks they have not completed.
Refer participants to the Assessment Rubric located in the Appendices section of the handbook. / · The Additional Educational Support Needs Handbook
· Observation record form
Participants spend one week making sure all tasks 5 -7 are completed to the satisfaction of the facilitator and in accordance with the Assessment Rubric.
/ Part C
Read Task 8 with participants. Read the outcome and the Focus Question.
Encourage participants to look back at their completed tasks and use these to help with their reflections. / · The Additional Educational Support Needs Handbook
/ Task 8: In pairs, participants discuss their current ideas around AESN and describe how these have changed and how their practices have changed as a result of completing the module.
Discuss these with the whole group. / · Resources for participants to use (Choose these from the Bibliography)
] / Individual activity – Task 8
Participants write their reflections individually. / · The Additional Educational Support Needs Handbook
/ Read Task 9 with participants. Read the outcome and the Focus Statement.
Read the examples given in the handbook and explain that they need to write their own examples, and add them to their own portfolio.
Show a make believe portfolio as an example.
Allow participants to spend two weeks completing Task 9. / · The Additional Educational Support Needs Handbook
· Portfolio example
Participants spend two weeks completing task 9, using the facilitator for support where necessary. Participants show facilitator completed task by the end of two weeks.
/ Read Task 10 with participants. Read the outcome and the Focus Questions. / · The Additional Educational Support Needs Handbook
/ Task 10: In pairs, participants discuss the methods of monitoring they would use for children with AESN, what documentation they would collect and how they would share this information with the adults who have been involved in these children.
Discuss these answers with the whole group. / · Resources for participants to use (Choose these from the Bibliography)
] / Individual activity – Task 11
Participants write their reflections individually.
Allow participants to spend one week completing Tasks 8 - 11 and any other previous tasks they have not completed.
Refer participants to the Assessment Rubric located in the Appendices section of the handbook for all tasks. / · The Additional Educational Support Needs Handbook
Participants spend two weeks making sure all tasks 8 - 11 are completed to the satisfaction of the facilitator and in accordance with the Assessment Rubric.
Participants hand in Part A, B and C to the facilitator for assessment purposes.
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