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Teaching & Learning Academy

Recognition 2 Writing Frame

Guidance Notes

This writing frame template provides a structure and supportive process to enable you to complete a Recognition 2 Project. Its use is optional and is not a guarantee that your project will be recognised.

The writing frame should always be used in conjunction with the TLA Recognition 2 verification criteria. These can be found at www.tla.ac.uk together with the TLA Recognition Project Cover sheet which needs to be sent in with your project.

The template is divided into four parts, each with expandable text boxes:

1. Preparing for the Learning Journey2. Planning the Learning Journey3. On the Learning Journey4. The Learning Breakthrough

The first and third sections (Preparing for the Learning Journey and On the Learning Journey) have prompts, headings and questions to help you. They provide a basic framework to get you started but you will need to check your answers cover all the verification criteria before handing in your project. Don’t just rely on the prompts.

If you want to do a written project, you can either write under the headings or you can refer to these as you write in continuous prose. The suggested word limit for Recognition 2 is 1500 words for the learning plan and learning journal and 1000 words for the learning breakthrough. So if you feel you have already communicated something do not feel obliged to repeat it later on. If you want to present in other media e.g. audio or video clips, you may find the prompts useful as a reference or you could ask your coach/mentor to use these as interview prompts/questions.

The second section (Planning the Learning Journey) must be presented in written form and it is strongly recommended that you use the template as the headings and questions cover all the requirements for this part of your Learning Journey. This section can stand alone if sections one and three are presented using other media.

Please remember that you can complete the different sections during as well as at the end of each part of the journey, refining and amending what you have written before submitting

Led by the TLA Consortium- a partnership of Higher Education Institutions with a strong commitment to Continuing Professional Development

http://www.tla.ac.uk/

your final version of your project. You can also delete the italicised prompts before you submit the project to be verified.


Section 1- Preparing for the Learning Journey

Deciding upon your learning and change focus

It is important to establish a clear and manageable focus for your learning by considering what you already know and identifying where you might find out more. Such a knowledge base can include literature, research findings and pupil data. It will often include evidence from your own and other colleagues’ practice, gathered through experience, dialogue or observation.

Work in dialogue with your coach/mentor to decide upon and refine your learning and change focus. It is a good idea to have a learning agreement with your coach/mentor and ensure that you plan opportunities throughout the learning journey with them to provide support and challenge and to assist in the review and evaluation.

1.1 Briefly describe your working contextBarbara Priestman Academy is a secondary special school in Sunderland for pupils with ASD and complex needs. Most of our students join us in Y7 and the majority stay until Y14. We have 118 pupils on role with 94% of our pupils having a diagnosis of ASD. A third of our pupils are 6th formers.

I have been teaching for 7 years, 3 of which at my current Academy in the role of ICT Co-ordinator. At present I teach mainly Key stage 4 and 5.

1.2 Access to coaching and mentoringI have chosen to work with 3 other colleagues. One of whom is a German teacher, another who is a Humanities teacher and the third is Head of Key Stage 5 and the coordinator of the whole project. We have had regular meetings and follow up sessions to discuss and refine the focus of this study and as a group we have looked closely at how to implement Visual Strategies and Chunking.My group all have an excellent knowledge of pupils on the Autistic Spectrum as the entire group have Level 3 NVQ – Understanding and Knowledge of Autism.

1.3 What is the focus for your learningTo use the ‘Chunking Method’ with Communicate InPrint as the visual strategy to create simple hand outs. The project was to use current data to highlight a pupil, who is not advancing as they should. We were looking at teaching and learning specifically pupil progress.Chunking is a strategy that is deliberate, conscious and a process of goal orientated outcomes. The Visual Strategy that I have implemented is Communicate InPrint which is a software program that attaches relevant simple images to the text typed. This software program uses visual aids and simple tasks can be listed visually to help the focus student achieve the tasks of the lesson. In this instance we were focusing on one pupil who was low in progression regarding levels.


We were particularly concerned with what we wanted our focus student to achieve in regards to each lesson we studied. We wanted to raise the attainment and attention within all lessons across the curriculum.

1.4 Analyse in what way your learning focus is relevant to your pupils, directly or indirectly?During our last window of data entry one of the action points highlighted, and wasraised as a concern, was that there were a percentage of pupils who were not achieving across most subjects. From this data we highlighted one pupil whom we all teach and therefore without too many constraints, observe her interaction in lessons. We want our students to become more independent learners through the use of new and innovative strategies that have be proven in other schools. The areas that we were focusing on when planning the implementation of the strategies were; pupil involvement in completing simple 5 minute tasks and using visual strategies to aid this.

1.5 What do you hope will change as a result?I am hoping that our pupils will become more autonomous and empowered in their own learning. I wanted to raise the attainment and attention within all lessons across the curriculum.

I am hoping that at the end of the year the focus pupil will be more able to access the tasks of her lessons, an increase in confidence as she will be working more independently and to complete all tasks within lessons to achieve her goals. Although I am specifically looking one pupil I am hoping that the evidence we collect will show that Chunking and Visual strategies will have an impact on the learning of more pupils who are not achieving as well as we expect. This is of course not the only strategy that we use within lessons to improve a pupils attainment and progression. I just feel that this strategy puts a picture to the task and therefore has a twofold impact as it has images and text.

We as a group hope to learn whether or not Chunking and Visual Aids are an effective way of getting pupils to achieve the tasks of their lessons.

We also as a group hope that the pupil will enjoy working in this way and will develop the PLTS(Personal Learning and Thinking Skills) – Self-Managers. The way we hope they will develop is to take a section of the PLTS Self Managers, namely; I can complete a task when I am supported in terms of what to do, and how to do it. It is an optimism that the pupil can take the resources given and use them to complete tasks without the intervention of the teacher or LSA.


1.6 What ethical considerations/issues have you identified?As the focus was a year 10 pupil who has a statement of special needs the equal opportunities I needed to consider were more around the student’s diagnoses of ASD. We needed to be aware of her needs in respect to:-

Access to a broad and balanced developmental curriculum leading to the National Curriculum at a level appropriate to her ability and attainment through carefully differentiated programmes of study although she may need extensions, modifications and disapplications to take account of her special educational needs.

We needed to consider all other students in the group being observed also.

I think most of our pupils will respond well to the strategies implemented and feel comfortable enough in an environment where all pupils are using the same strategies. We as a group also feel that some pupils will struggle with the strategies as they are being given hand-outs which contain pictures and words and may think they are somewhat childish in their approach.

1.7 What diversity/equal opportunities have you identified in relation to e.g. gender, ethnicity, language, disability and SEN or G&T?All our pupils have a statement of special needs all opportunities have been identified

Check that you have covered the following in this section, amending what you have already written or providing additional information in this box:

Section 2 Creating a Plan for your Learning Journey

At this point you create your plan in dialogue with your coach/mentor.

Please confirm your intended learning and change focus here:

To use the ‘Chunking Method’ with Communicate InPrint as the visual strategy to create simple hand outs.

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

Make sure that you have included all key activities on your plan e.g

o Refining learning focus with coach/mentoro Contact with coach/mentor including progress review, evaluation opportunities


o Reading, observing, dialogue with.... (i.e. Accessing the Knowledge Base)o Evaluation Plan (How and when do you intend to evaluate your own learning and

changes to practice? E.g. feedback from colleagues or pupils, recorded observation, data collection)

o Sharing learning with other colleagues (give details of what and who)

Actions Timescales/Key dates

Resources/People inc. Sources of

support and challenge

Success Criteria

Begin reading around challenging learning and Chunking and Visual Strategies namely; Communicate InPrint, also Lesson Study.Learn to use Communicate InPrint software,

September 2012Winter term

- Speak to our group and highlighting which pupil we will focus on determined by summer data

-Research undertaken and information found on Lesson Study, Chunking and Visual Aids.-A good understanding of how to use the new software.-Understand how Chunking can be used in the lessons

Plan first Lesson Study

September 2012German Lesson

-To make notes on how the pupil prepares for the task.-To refine ideas and build in this term’s PLTs-To produce resources for Communicate InPrint in simple easy to follow tasks.

-Notes will highlight how the learner learns- Communicate InPrint and Chunking to be used in the next Lesson Study

To deliver Chunking and Communicate InPrintand embed these strategies into the next Lesson Study.

September 2013Follow up meeting

-To deliver thenext lesson with the use of Communicate InPrint and Chunking- Observe delivery and adapt the Communicate InPrint resources to achieve the goal of the Humanities lesson.

- Focus pupil is engaged and motivated- Pupil has achieved success criteria.

Plan second Lesson Study

January 2013Humanities Lesson

-To use the subject refined Communicate InPrint resources- To produce resources for the next Lesson Study, namely; ICT Lesson

-Notes will highlight how the learner learns using Chunking and Communicate InPrint- Communicate InPrint and Chunking to be used in the next Lesson Study

To deliver Chunking and Communicate InPrint and embed these strategies into the next

January 2013Follow up meeting

-To deliver the next lesson with the use of Communicate InPrint and Chunking- Observe delivery and adapt the Communicate

- Focus pupil is engaged and motivated- Pupil has achieved success criteria.


Lesson Study. InPrint resources to achieve the goal of the ICT lesson.

Plan third Lesson Study

May 2013ICT Lesson

-To use the subject refined Communicate InPrint resources- To produce resources for the next lesson in the pupils’ curriculum.

-Increased progression will highlight how the learner learns using Chunking and Communicate InPrint- Pupil has achieved success criteria.

Check the following, amending what you have already written:

For each action have you been clear about the intended timing, any resource implications, and by what criteria you will judge the success of the action in terms of its contribution to your journey? Are any changes made to your plan obvious?

Have you covered all the verification criteria for Planning the Learning Journey?


Section 3 On the Learning Journey

At this point refer back to your plan with its key dates and actions and consider your progress.

3.1 What has been the influence engaging with the knowledge base?In September 2012 we were introduced to Lesson Study and its benefits within a CPD session. The Headteacher gave us literature and advice on how we could use the research. She also timetabled in Lesson Study sessions and follow up meetings in order to give the study gravitas and importance. It was clear that after reading about Chunking and Visual Aids that it would certainly help our students gain independence and empowerment of their own learning.

The Headteacher gave us an article from the Teacher Development Trust written by Professor Peter Dudley which detailed Lesson Study as a simple but effective way for pupils with learning difficulties to access the curriculum. As a group we were excited by the strategies involved and were very keen to implement them within lessons.

The project is based on lesson study which was developed in Japan by Professor Peter Dudley. “Lesson study is a breathtakingly simple and common sense way of developing teachers’ knowledge of how best to teach pupil X to pupils like Y.” iIn addition we as a group have chosen to display the tasks written in Communicate InPrint as ‘Chunks’ of work. Chunking according to a recent website I visited describes ‘Chunking and Visual strategies as; “One of the greatest benefits of making something visual is that you can keep it. Verbal language flies away. It disappears. Keeping visual information to review over and over helps students remember and understand”.iiMoreover, “Chunking is an example of a strategy that helps student’s to breakdown difficult text into more manageable pieces. Dividing content into smaller parts helps students identify key words and ideas, develops students’ ability to paraphrase, and makes it easier for students to organize and synthesize information” iii. With this in mind we have chosen to use the ‘Chunking Method’ with Communicate InPrint as the visual strategy to create simple hand outs. The project was to use current data to highlight a pupil, who is not advancing as they should. We were looking at teaching and learning specifically pupil progress.After reading Kanner, I decided to focus on visual aids. I was excited at the prospect of using a visual aid that combines simple images with the relevant text underneath in order to give a visual clue as to the requirements of the task. It is proven that using visual aids for pupils with ASD focus their attention and increase progress. Kanner et al describe a number of advantages of using visual aids from timetables and schedules to behaviour strategies. Moreover, I felt that students would not find using visual aids patronising as we already use a variety of visual aids to improve students’ progression. Namely; Thinking Hats, Thinking Maps and Purpose-Resources-In/Out-Noise-Time (PRINT), after careful consideration we decided to use recent data to highlight the pupil who we would eventually focus onWhen we as a group began planning the first lesson Study in September 2012 and had highlighted the pupil that we were to focus on based on current data and the need to raise attainment we set about planning how we were going to observe the pupil and what strategies to use in order to help her progress.It was very important to us as a group that we showed the students how the strategies could be used in every lesson. Alongside this we wanted to build in the PLTS; self-managers.


As mentioned earlier in this paper I can complete a task when I am supported in terms of what to do, and how to do it. This section of the current terms PLTS was highlighted as we are trying to make the focus pupil more independent and therefore more involved with her own learning. It is an optimism that the pupil can take the resources given and use them to empower her own learning.The group were very supportive and suggested ideas and activities how to use Communicate InPrint to list the tasks of the lesson.The planning of the Lesson Study sessions was a process that involved liaising with all members of the group on a regular basis in order to focus on the priorities of the pupil.It was clear that the pupil involved was engaged and motivated from the outset and enjoyed reading the tasks as images and text. She was also following the instructions and completing the tasks as required. It was also clear that her self-esteem was increasing as a result of being able to access the lesson and the tasks. This was evident in the plenary when the focus pupil was able to answer questions relevant to the lesson. She was also able to understand what was required of her and how it can be achieved.After the first session I decided to use chunking in conjunction with her reading sessions. With the help of the Speech and Language Therapist we set up a camera and as the pupil read we recorded her responses to questions after reading a page of her book. I asked her 5 questions based on the story. The pupil was able to answer 1 question correctly and had to refer back to the book for the other answers. I then reduced the reading to one paragraph and asked another 5 questions. I did this until she was able to read a small paragraph of her book and answer all questions correctly. These questions were not written using Communicate InPrint as the software was not available.In January we began planning the second Lesson Study using resources created using the visual Aid Communicate InPrint. The resources were simple instructions relevant to the topic in the lesson and handed out to all in the class. The reason for this was so that no pupil thought they were being singled out. We wanted the focus pupil to become familiar with the visual aids and to rely on them and understand them in order to complete tasks within the lesson. The resources were very simple instructions detailing how to access the work, how to complete the work and how to print the work. The use of images and text helped most of the pupils in the group complete the tasks.We took the information for the resources from the lesson plan produced by myself. Once again the pupil focus was excellent and she was able to complete all tasks within the time of the lesson. She was also able to use these resources at the end of the lesson to answer questions about what she learned, what she completed and how she printed her work.We as a group were extremely pleased with the work that was produced from all three lessons studies. The use of the Visual Strategies and Chunking has improved the pupils attention, understanding and involvement within the lessons. I have since started to use Communicate InPrint in all lessons and I have seen a dramatic improvement in understanding, attention and hopefully, when the next data collection is required, an increase in attainment.As a group we thought that just because our pupils have ASD, it shouldn’t hinder them in becoming independent and confident.

3.2 How did mentoring or coaching influence the way you learned and/or the outcomes of your learning?


The whole group have been invaluable throughout my preparation for Learning. They have been supportive and given constructive criticism when observing the focus pupil. They have also been prepared to be observed also when teaching the focus pupil.

3.3 What, if any, changes were made along the way? What impact did the review have on the remainder of your learning plan?N/A

3.4 How did you evaluate your intended learning outcomes?At the end of the project we collected some responses. In addition we observed the pupil after the strategies had been implemented. We also looked at the pupil in other lessons. Some of the comments from the focus pupil and subsequent pupils only reinforced our decision as a group to implement the strategies within lessons.

“I learnt how follow instructions”“They help me"“The pictures help me with the words”“I learned to complete tasks within the lesson”

We are as a group are hoping to evaluate the use of Chunking and Visual Strategies through data analysis of the focus pupil looking at their attainment, access to the lesson tasks and autonomy. We started the programme at the beginning of the Academic year in the autumn term and had two more lesson study observations in the spring and summer terms.

3.5 What has changed as a result of your learning? I am more willing to step out of my comfort zone and take on strategies and aids that

will improve our students’ confidence and achievement. I have shared the findings of the project with my line manager and discussed how we are

going to embed the process within all lessons

3.6 How did you share your learning with others?As a group we plan on sharing our overall findings with the whole school in twilight sessions held at our Academy.

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, addressed.As the focus was a year 10 pupil who has a statement of special needs the equal opportunities I needed to consider were more around the student’s diagnoses of ASD. We needed to be aware of her needs in respect to:-

Access to a broad and balanced developmental curriculum leading to the National Curriculum at a level appropriate to her ability and attainment through carefully


differentiated programmes of study although she may need extensions, modifications and disapplications to take account of her special educational needs.

We needed to consider all other students in the group being observed also.

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 our pupils have a statement of special needs all opportunities have been identified

Check

Have you covered all the verification criteria for On the Learning Journey, amending what you have already written or providing additional information in this box:

Section 4 Learning Breakthrough

This is the written part of your project that demonstrates the depth of your reflection and analytical thinking. As such your writing needs to be clear and succinct, with correct grammar and spelling.

Although the learning breakthrough is presented as a written piece, there is no reason why you shouldn’t refer to other, non-written parts of your project. For example, if your learning breakthrough came through being mentored and if you have an edited audio recording of your mentoring meetings as part of your learning journal, you can refer to specific parts of the recording in your learning breakthrough.

Write a descriptive and reflective account of a learning breakthrough (i.e. a critical learning incident of no more than 1000 words).

Check that your account includes the following:

o The impact on your learningo How the plan and practice were affectedo The importance to the learning of pupils and/ or colleague/so Next steps taken

The Learning Breakthrough


I have learnt that Visual Aids and Chunking are very effective strategies when aiding pupils to access more of the curriculum and to empower them in their own learning. They help focus the pupil and make the learning fun. The pupil was engaged when using the Communicate InPrint hand-outs was able to complete simple tasks. Pupils around them who didn’t have the visual aids were curious and I found they also may benefit from this strategy. The pupil observed, in an ICT lesson, was able to recall software used, and subjects chosen, using the language on the hand-outs.

The pupil we focused on has certainly improved in my subject, namely; ICT and I have seen her using the skills that were visualised in her ICT lessons. She is now interacting more with her tutor group and reads and answers questions with a very good rate of correct responses.

One of the most interesting outcomes for me about Chunking and Communicate InPrint is that every pupil who has been using them has increased their work rate and understanding of the subject.

I also learned that giving the pupil the resources and aids in lessons along with strategies already in place only helps break down the further barriers to their learning.

Exploring Chunking and Visual aids has given me the confidence to try new things within lessons. I also have to thank my Headteacher for introducing the group to these strategies. The focus pupil has certainly become a better self-manager with the use of these strategies. She is a more active member of lessons where Communicate InPrint is being used.

Some of the comments from the focus pupil and subsequent pupils only reinforced our decision as a group to implement the strategies within lessons.

“I learnt how follow instructions” “They help me" “The pictures help me with the words” “I learned to complete tasks within the lesson”

Communicate InPrint is a new strategy that I have been using in all lower ability classes and with a few able students in other classes. In our Academy we use a plethora of visual strategies e.g. thinking Hats, Thinking Maps, Purpose-Resources-In/Out-Noise-Time (PRINT), to name but a few, that are proven to achieve progression in the classroom. This strategy being used in conjunction with those mentioned can only further a pupils understanding of a task and improve teaching and learning.

The implementation of this strategy alongside others that we use has had many positive effects. The pupils that I have started using this strategy with are more aware of what is required within the lesson. Even some of the more able students we have, have no qualms


about using Communicate InPrint to aid them in their work. One pupil who was confused about ‘save’ and ‘save as’ used Communicate InPrint to clarify the difference.

It has also helped LSA’s who are assigned one-to-one duties by detailing clearly what the tasks are of the lesson. A comment from an LSA after using Communicate InPrint for the first time in a lesson was very positive. She commented that “he was a lot calmer using that strategy”. This only reinforces the use of Communicate InPrint.

It has helped my understanding further of autism and how learners learn and I have created a bank of resources using the software. They include; instructions on using the Shared Area on the Academy’s server, and other complex tasks to simply finding an image from the internet and pasting it into a Microsoft Publisher document. I have also started using them for ‘Time Out’ cards that we use for pupils who find it difficult to manage their emotions. Staffs are also using Communicate InPrint to create timetables and day schedules for pupils who need visual structure.

As a result of this study, Communicate InPrint is to be used for the other pupils who were also highlighted in the data meeting. It is hoped that they will also show improvement in progression by using this strategy alongside their existing strategies. It is intended that this will lead us to being more innovative and proactive practitioners and encourage us to try new things in the classroom.

Impact on Students

Clear engagement and motivation with the use of Chunking and Visual Aids (Communicate InPrint)

They have a clear structure to the tasks they need to complete.

The focus pupil has become more involved in the classroom.

Impact on Staff involved

An opportunity to use a visual aid to aid them in planning for students of all abilities.

Seeing that the use of proven strategies raise attainment, attention and achievement within all lessons observed in lesson study can be used throughout the curriculum.

The final resources were shared with staff and LSA’s within my lessons and provide an easy and simple list of lesson tasks that can be followed and undertaken by all students.

The feedback I have received from staff and LSA’s was extremely positive and encouraged me to create resources for all lessons that I teach.


The other members of the group, who teach the focus pupil, said that they have seen a difference in her behaviour and said that she was reading more and asking more questions although this is not the case within other lessons that the pupil has.


i Teacher Development Trust –The Power of Lesson Study,SecEd – February 28 2013.iihttp://en.chunking.org/wiki/Chunking. Chunking and Psychology- last accessed 12/08/13iiihttp://www.facinghistory.org. Facing History and Ourselves – last accessed 11/08/13

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