Areas of need set out in the SEN Code of Practice

Planning for students with behavioural, emotional and social difficulties

Special educational needs and/or disabilitiesTraining toolkit

Session 12

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Learning outcomes

You will:− know how to build into your day-to-day planning appropriate

opportunities for behavioural, social and emotional learning for students with BESD

− be familiar with some teaching styles and approaches for students with BESD

− know how to remove barriers for students with BESD − know how to annotate planning to take account of learning

objectives, teaching approaches and modifications/adjustments for students with BESD

− know how to link day-to-day planning to students’ targets

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Learning outcomes

You will know how to:− identify appropriate learning objectives for

students with BESD− build work on these objectives into your

day-to-day planning

Activity 1

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Learning objectives and BESD

− For academic subjects, these may be the same as those set for the whole class

− Students are likely to need additional work on behavioural, social and emotional learning objectives

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Learning outcomes

You will:− be familiar with some of the teaching styles and

approaches that are appropriate for students with BESD− understand how to build these into your lesson planning

Activity 2

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Teaching approaches

− Active and interactive teaching strategies− Effective use of ICT− Structure and predictability− Clear rules and routines− Help to work independently

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Teaching approaches (continued…)

− Catch the student being good− State the behaviour you want to see− Use predictable consequences, linked to the

language of choice− Label the behaviour not the student− Take steps to build relationships

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Learning outcomes

You will:− be familiar with some of the strategies to remove

barriers for students with BESD− understand how to build these into your lesson

planning

Activity 3

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Strategies to remove barriers

− Help the student manage stress, anxiety and anger− Provide opportunities to be active and take breaks− Give students individual workstations− Use support from other students− Use support from additional adults− Strengthen home-school links− Provide a curriculum that is interesting and relevant

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Learning outcomes

You will know how to:− annotate your planning to take account of students

with BESD− link your planning to students’ targets

Activity 4

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Effective planning for students with SEN and/or disabilitiesEffective planning will:− be incorporated into your usual planning format− include personal targets wherever possible− draw on the three principles of inclusion− involve collaboration

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Learning outcomes

You will:− reflect on the session− identify key points of action to consolidate and apply

your learning

Activity 5

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Key learning points

− Behavioural, emotional and social difficulties have multiple causes

− They often arise when a student’s basic needs are not met

− Understanding the antecedents and consequences of specific behaviours can help teachers develop effective strategies

Session 12Planning for students with behavioural, emotional and social difficulties Areas of need set out in the SEN Code of Practice

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Key learning points (continued…)

− Students with BESD often require a multi-agency response

− Teachers should plan appropriate learning objectives and teaching approaches, and make modifications/adjustments to remove barriers, so that students can succeed in school and develop behavioural, social and emotional skills