Teaching & Learning Academy

Recognition 2 Writing Frame

Section 1- Preparing for the Learning Journey

1.1  Briefly describe your working context
I am an Assistant Head teacher with responsibility for data and standards and also the Science curriculum, I have held this post since 2010. Our Academy is for learners aged 11-19 with ASD (Autism Spectrum Disorder) and complex learning needs. Prior to this I was a Head of Physics in a main stream school for six years. As my two teaching posts have been hugely different I have become increasingly aware that the methodology I was so familiar with simply isn’t appropriate within an ASD school. Since taking up this post I have received training and experience around the needs of learners with ASD and I try actively to find ways to engage all learners using visual methods and techniques.
1.2  Access to coaching and mentoring
Upon taking up my current post all staff were expected to complete an OCN Level 3 Autism Awareness course. This helped me to understand that people with ASD are visual learners and use visual resources very effectively to navigate their everyday life. Since then I have worked with our SALT to look at strategies/tools/methods that can be implemented within our school. We have invested in a piece of software called Communicate InPrint and found through our discussion that it wasn’t used widely in school. With the support of our SALT (Speech and Language Therapist) I started to experiment with resources I had produced in my Science lessons. I immediately saw the impact that the resources had on my learners.
During the academic year 2012-2013 we were placed into teaching and learning groups to undertake some class based research. We discussed many topics but a common thread amongst all of us was how to engage low level learners (Level 2 and below) and learners that found it difficult to access our curriculum due to the nature of their ASD.
Through our discussions I was able to support my group and suggested strategies such as activity chunking and using visual supports within lessons. As the members of our group were all UQT (Unqualified Teacher) apart from myself I was interested to see how these ideas could be implemented into a range of lessons and subjects.
Our group met fortnightly to discuss our ideas and also to talk about experiences throughout previous weeks. During this we were able to suggest strategies that could be implemented to facilitate learning. I showed the group how to use Communicate InPrint and initially demonstrated how it was used in one of my own lessons.
I was able to access mentoring myself from our Head Teacher and from other colleagues such as the staff member responsible for implementing the TLA (Teaching and Learning Academy) research.
1.3  What is the focus for your learning
During all our discussions within our group but also with colleagues generally there has always been concern around engaging certain individuals and making the curriculum accessible to them. Generally these learners had low levels (below level 2) at the end of KS2 (Key Stage 2) and some could exhibit challenging behaviour when faced with certain tasks. I considered how the appropriateness of the tasks and how accessible it was impacted on the level of engagement. With what I had witnessed in my own lessons I researched the significance of chunking and visual materials for learners with ASD.
1.4  Analyse in what way your learning focus is relevant to your pupils, directly or indirectly?
The National Autism Society states;
‘Visual supports can be used to help people with anautism spectrum disorder (ASD). They are adaptable, portable and can be used in most situations. We see and use visual prompts every day, for example road signs, maps and shopping lists. They help us to function, to understand the world around us, and provide us with valuable information. Many people with an ASD are thought to be visual learners, so presenting information in a visual way can help to encourage and support people's communication, language development and ability to process information. It can also promote independence, build confidence and raise self-esteem.’
I feel that it is imperative that we provide all the tools that our learners need to be able to access learning in a way that minimises stress and anxiety. I was keen to investigate how introducing Communicate InPrint into lessons would impact on engagement, anxiety and achievement in lessons; not only for students but for staff as well.
What do you hope will change as a result?
One of my interests is Teaching and Learning. As a teacher I constantly strive to find ways to adapt my teaching and methodology to allow my learners to feel inspired, safe and included. I hope that by showing others and providing the support for them to try it in their own lessons they will see for themselves how powerful the impact of Communicate InPrint can be. I hope that all teachers will use Communicate InPrint as a natural part of all lessons and that this will become a common language that we use in school to facilitate the learning of our young people.
1.5  What ethical considerations/issues have you identified?
During our study we initially focused on students that had data that showed they were working at or below a level 2. During the lessons that were observed all pupils were given the work using Communicate InPrint; this was to ensure that no individual was made to feel that they were being targeted. To limit any anxiety that may have been brought about by introducing an element of change, we explained what Communicate InPrint was and welcomed feedback from students.
1.6  What diversity/equal opportunities have you identified in relation to e.g. gender, ethnicity, language, disability and SEN or G&T?
The majority of our learners are male due to the nature of ASD and its tendency to affect more males than females. All students are statemented as we are working within a special school.

Section 2 Creating a Plan for your Learning Journey

Please confirm your intended learning and change focus here:

It is intended that pupils and staff will become more independent by using visual resources to help facilitate learning. Staff will incorporate the use of visual resources and chunking into lessons and a result learners will gain confidence and independence.

Action Plan: What are you going to do to ensure that you meet your learning objectives?

Actions / Timescale / Resources / Success Criteria/Comments
Meet as team to discuss common themes within lessons to define a learning focus / September 2012 / Time / We quickly discovered that despite our different backgrounds and experience that we all wanted the same within our lessons – to give all learners the opportunity to engage fully regardless of their barrier to learning.
Show Communicate InPrint to group and provide training to ensure they know how to use it. / On going / Communicate InPrint / Members of group will feel confident producing Communicate InPrint documents.
It was found that accessing Communicate InPrint was sometimes difficult and therefore this impeded progress. It was ensured that the team could access Communicate InPrint from my computer where necessary to ensure we kept on task
Discuss with the team research around the importance of visual resources for ASD learners and the importance of small chunks of information. / September ‘12 / Access to reading materials and direction towards authors.
Access to SALT input / The team were encouraged to produce a list of research and reading materials to be shared with the rest of the team at the end of the project to help with the write up.
Team members to produce Communicate InPrint resources in / Ongoing / Communicate InPrint and lesson plans / Group members will show their resources and
Identify learners in our lessons that we will focus on / 2 weeks / Class Lists/ data
Assessment data
Teacher feedback / Each team member will have a list of learners to focus on
Observe use of Communicate InPrint/chunking in AY lesson / 1 lesson – Oct ‘12 / Lesson Time
Feedback time / All group members will see Communicate InPrint implemented in a lesson.
The team were able to observe how the short tasks and Communicate InPrint resources were used within the lesson.
Observation Cycle using Communicate InPrint/Chunking
Plan/Teach/Evaluate / 5 months / Staff and lesson time / Communicate InPrint and chunking of tasks integrated successfully into lessons.
Planning and feedback sessions were useful in identifying ‘next steps’
Group evaluation of impact on teaching / May ‘13 / Staff time / Each team member will evaluate the impact of Communicate InPrint in their lesson.
The aim was that each team member would be observed at least twice and build upon the evaluation of the prior session. Meetings to feedback occurred every three weeks and we used joint planning to support integrating Communicate InPrint into the lesson. We used the planning meetings to support team members in considering alternative solutions to initial lesson ideas and to break down large tasks into smaller, chunked activities supported by visual strategies.

Section 3 On the Learning Journey

3.1 What has been the influence engaging with the knowledge base?
Throughout the project I used and shared information from a variety of resources. I found books such as ‘The Autistic Spectrum’ by Lorna Wing and Tony Attwood’s ‘Complete Guide to Asperger’s Syndrome’ particularly useful. I have completed the OCN Level 3 Certificate in Autism and found that the information regarding visual aids and how people with ASD interpret and process visual information very useful.
3.2 How did mentoring or coaching influence the way you learned and/or the outcomes of your learning?
I was able to access coaching and mentoring from a variety of areas. Our Head teacher was very helpful in coaching me to help the other members of my team who were all UQT. I accessed this support through performance management meetings and at other unscheduled times as necessary. This was helpful as it allowed me to feedback their progress and also structure our learning focus around their targets. In terms of using Communicate InPrint successfully and not making pieces of information that weren’t appropriate I accessed coaching and mentoring from our SALT. I found this very beneficial as I felt confident that the resources we were producing were of a high standard and of benefit to our students.
3.3 What, if any, changes were made along the way? What impact did the review have on the remainder of your learning plan?
Our team met frequently as stated within our action plan and as we progressed we felt that our initial plan still fitted our hope for change. The only major change that we encountered was that one team member due to his other responsibilities was unable to continue with the project. As we were aware that this was going to happen we ensured that observations for his lessons were carried out at the beginning of the cycle.
3.4 How did you evaluate your intended learning outcomes?
As a team we met before and after each observation. During the pre -observation meetings we discussed general issues//triumphs we had found in our general lessons and then decided how we would use those to inform our planning for the next observed session. We all teach different students and therefore it was very useful to be able to have the opportunity to discuss lessons generally and give the opportunity for each team member to identify their needs within lessons they found difficult to inform planning. Once we had planned the session; the team member would create the resources and bring them to me if they needed support with them and then deliver the lesson. We then met as soon as possible after the lesson to discuss and evaluate the impact of the resources in the lesson. During each lesson observation we also asked the learners their opinion of the Communicate InPrint resources and found that the feedback was very positive. During our meeting we would identify opportunities that we wanted to improve, implement new resources and discuss whether any improvement had been noted. Feedback from team members was always very positive and we began to really see an impact on our practice.
3.5 What has changed as a result of your learning?
As a result of my learning I feel that I am able to engage pupils more appropriately and help pupils to overcome their barriers to learning. I feel that on a wider school context I have helped to introduce Communicate InPrint to a wider audience and as a result more staff are able to access and use it. I feel that I have a greater understanding of the needs of people with ASD and their ability to interpret visual information.
3.6 How did you share your learning with others?
As part of my leadership role I have responsibility for data and progress. Within this I identify, with staff, target groups of pupils. Once groups have been identified we work together to consider strategies that can be implemented to help these learners to meet their identified targets. I was able to share my experience and learning of Communicate InPrint with other staff regularly to help facilitate this. I also worked closely with our SALT to create ‘drop in’ sessions for staff to come learn how to use Communicate InPrint. As a PGCE (Post Graduate Certificate in Education) mentor I was able to share the information with my student who found ‘chunking’ and visual resources invaluable in her lesson delivery. At the beginning of the Autumn term 2013 there was also an opportunity for the team to share their findings and outcomes with the rest of the school staff.
3.7 Refer back to the ethical issues you identified in Preparing for the Learning Journey and show how these were considered and if necessary, address.
During each observation we ensured that all learners were given the same resources as we did not want any learner to feel that they were being singled out. To reduce anxiety due to change we ensured that learners were told before the resources were given out that they were visual resources. Discussions afterwards were confidential and the identities of learners have been kept anonymous in the write up.
3.8 Refer back to diversity/equal opportunities issues you identified in Preparing for the Learning Journey. Show how these were considered and what actions you took to secure best possible outcomes.
All learners at our school have a Statement of Special Educational Needs, and boys outnumber girls due to the nature of Autism. Whilst we were focusing predominantly of learners below a level two, we were also very aware that due to the mixed ability levels of our groups there are other learners functioning at a much higher level. As a team we ensured that all resources and activities were suitably differentiated to accommodate the needs of all learners.

Section 4 Learning Breakthrough