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.
2.
3.
4.
Preparing for the Learning Journey
Planning the Learning Journey
On the Learning Journey
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
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your final version of your project. You can also delete the italicised prompts before you
submit the project to be verified.
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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 context
Barbara 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 Coordinator. At present I teach mainly Key stage 4 and 5.
1.2 Access to coaching and mentoring
I 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 learning
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.
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
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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.
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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
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o
o
o
o
o
Refining learning focus with coach/mentor
Contact with coach/mentor including progress review, evaluation opportunities
Reading, observing, dialogue with.... (i.e. Accessing the Knowledge Base)
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)
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,
Plan first Lesson
Study
September 2012
Winter 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
September 2012
German Lesson
-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 2013
Follow up meeting
Plan second Lesson
Study
January 2013
Humanities Lesson
To
deliver
Chunking
and
Communicate
InPrint and embed
January 2013
Follow up meeting
-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.
-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.
-To use the subject
refined
Communicate
InPrint resources
- To produce resources
for the next Lesson
Study,
namely;
ICT
Lesson
-To deliver the next
lesson with the use of
Communicate
InPrint
and Chunking
- Focus pupil is engaged and motivated
- Pupil has achieved success criteria.
-Notes will highlight how the learner learns
using Chunking and Communicate InPrint
- Communicate InPrint and Chunking to be
used in the next Lesson Study
- Focus pupil is engaged and motivated
- Pupil has achieved success criteria.
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these
strategies
into
the
next
Lesson Study.
Plan third Lesson
Study
May 2013
ICT Lesson
- Observe delivery and
adapt the Communicate
InPrint resources to
achieve the goal of the
ICT 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?
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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 on
When 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
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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.
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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:Led by the TLA Consortium- a partnership of Higher Education Institutions with a strong commitment to Continuing Professional
Development


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
o
o
o
The impact on your learning
How the plan and practice were affected
The importance to the learning of pupils and/ or colleague/s
Next steps taken
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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
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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.
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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.
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i
Teacher Development Trust –The Power of Lesson Study,SecEd – February 28 2013.
http://en.chunking.org/wiki/Chunking. Chunking and Psychology- last accessed 12/08/13
iii
http://www.facinghistory.org. Facing History and Ourselves – last accessed 11/08/13
ii
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