Williamwood High School Supporting pupils during transition and beyond.
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Transcript of Williamwood High School Supporting pupils during transition and beyond.
Williamwood High School
Supporting pupils during transition and beyond.
Transition process
Pupil support: November/December 2014 Year head visits: March/April 2015 Transition groups: May/June 2015 Induction days: June 2015 Official start: August 2015
Pupil Support visits: Nov/Dec ‘14
Examination of learning file. Discussion with primary additional support
needs coordinator. Observe classes. Meet with class teachers.
Year head visit: Mar/April ‘15
Visit 1 - routine of school: school uniform, timetable, school day.
Visit 2 - differences between primary and secondary: Q and A with S6 pupils.
Transition group: May/June ‘15
Lesson 1: Equipment needed for high school, organisation of school bag, differences between primary and secondary, Q and A.
Lesson 2: Lunchtime procedures, lockers, timetable, navigating the building, Q and A.
Induction days: June 17th and 18th
Talk from year head and timetable issued.
Follow a full timetable for two days.
Meet with pupil support teacher.
August 2015 onwards: How you can support your child’s learning: Buy a sensible schoolbag. Use coloured pockets for different subjects. Check planner/home school diary daily. If you have any concerns about the amount of
homework/class work, contact the school. Help with packing the schoolbag every evening. Find a quiet location to do homework. Help establish a routine as quickly as possible.
August 2015 onwards. How we will support your child’s learning:
Share learning profiles with staff. Provide appropriate support for
assessments. Provide targeted support for pupils
(Cowriter). Give additional training to staff on
supporting pupils with dyslexia.
S1 dates of note: Information evening – 15th/16th June
Tracking report – October 2015
Full report – April 2016
Parents night – May 2016
Thank you for listening.
Do you have any questions?
An ideal school bagPE kit
School booksPlanner/pencil case
Locker key/
Lunch card
Coloured pockets
Example learning profile:
**** has a formal diagnosis of dyslexia which lies at the mild to moderate end of the spectrum. In order to support her spelling **** should be given the opportunity to use ICT, particularly for extended pieces of writing. **** is comfortable using co-writer for extended pieces of writing. **** should also be encouraged to self check her written work upon completion. She has been diagnosed with a condition called Binocular vision, a condition which affects the ability to focus clearly on an object using both eyes, for which she has received treatment. **** also has a diagnosis of Irlen syndrome and should wear her coloured lenses when reading in class.
Strategies:
Should be given the opportunity to use ICT for extended writing.Written work should be marked for content only.Should be given printed notes – extensive copying from the board may be challenging.Reading aloud in class should be optional for ****.Should be reminded to wear her coloured lenses when reading in class.