QFT Strategies For Teachers

CBSC SEND Quality First Teaching:
The 4 Strands of Universal Provision
Inclusive Quality First Teaching

Audit tools for classroom use
Contents:
Page No.
2. Strategies for all learners – QFT checklist
Areas of Need – strategies for students who may have difficulties in the following
areas:
3. Communication and Interaction
4. Cognition and Learning
5. Social, Emotional & Mental Health
6. Sensory and/or physical (including co-ordination)
1
Cansfield SEND – General Advice and Support on iQFT
Strategies for all learners – QFT checklist
Quality First Teaching

Classroom well organized and labelled
Subject specific vocabulary clearly displayed
Clear lesson structure with learning objectives presented orally and visually
Instructions given in small chunks with visual cues
Understanding checked by asking students to explain what they have to do
Understanding is demonstrated in a variety of ways
Five positive comments to one negative
Praise is specific and named
Learning coaches planned for and used to maximize learning
Students are clear what is expected of them
2
Area of Need: Communication and Interaction

‘Rules’ of good listening modelled and regularly reinforced
Student’s name or agreed cue used to gain individual’s attention – and before giving
instructions
Key words/vocabulary emphasized when speaking and displayed visually with picture cues
Range of multi-sensory approaches used to support spoken language e.g. symbols, pictures,
concrete apparatus, artefacts, role-play
Instructions broken down into manageable chunks and given in the order they are to be
done
Delivery of information slowed down with time given to allow processing
Students are given a demonstration of what is expected
System of visual feedback in place to show if something has been understood
Students are encouraged – and shown – how to seek clarification
Prompt cards using a narrative framework (who, where, when, what happened etc.) used
to support understanding of question words
Talking buddies or similar used to encourage responses
Classroom furniture and groupings consider whether students with speech &
communication needs can see visual prompts and the teacher
Where possible, access to a quiet, distraction free work station if needed
‘Word walls’ or similar to develop understanding of new vocabulary
Appropriate use of visual timetables – personalised to the student
Opportunities to work on exam access techniques with a scribe, laptop or reading pen
Small group or 1:1 work to develop social skills
3
Area of Need: Cognition and Learning

‘Next steps’ for learning derived from what the student can already do – referring back to
earlier stages when necessary
Make sure you know the level of difficulty of any text you expect the student to read
Key words/vocabulary emphasized when speaking and displayed clearly

Pre-teaching of subject vocabulary
Instructions broken down into manageable chunks and given in sequence
Teach sequencing as a skill e.g. sequencing stories, re-ordering texts, timelines
Students encouraged to explain what they have to do to check understanding
Links to prior learning explicitly made – and linked to ‘real life’ experiences and concepts
Key learning points reviewed at appropriate times during and end of lesson
Alternative ways to demonstrate understanding e.g. diagrams, mind maps, use of voice
recorders
Provide – and teach use of – range of writing frames to aid organisation
Mark writing for content – encourage students to highlight one or two words themselves
that may be incorrect to be looked at later
Occasional opportunities to work with a scribe – perhaps in a small group to produce writing
for ‘publication’ e.g. displayed on the wall, read to others
Use IT programs and apps. to reinforce and revise what has been taught
To support short term memory, have small whiteboards and pens available for notes, to try
out spellings, record ideas etc.
Text presented clearly – uncluttered, use bullet points and clear font
Diagrams and pictures to add meaning alongside text
Don’t ask student to read aloud in class unless you know they have pre-prepared and are
comfortable with this
Additional time to complete tasks if necessary
Teach and model memory techniques
Use different coloured pens to support learning spellings, identifying different sections of
text, one colour for each sentence etc.
Minimise copying from the board – provide copies for student if necessary
Teach student how to use planners, task lists etc.
Encourage and practice keyboard skills
4
Area of Need: Social, Emotional and Mental Health

‘Catch’ the student being good and emphasize positives in front of other students and staff
(where appropriate)
Give the student a classroom responsibility to raise self-esteem
Give breaks between tasks and give legitimate ‘moving around’ activities
Provide lots of opportunities for a variety of learning e.g. practical activities, experiential
learning, multi-sensory resources
Use interactive strategies
Make expectations for behaviour explicit by giving clear targets, explanations and modeling
– don’t assume that students should ‘know’ what to do
Where possible, create a quiet area both for working and as a ‘quiet time’ zone
Use a visual timer to measure and extend time on task – start small and praise, praise,
praise
Teach students how to use post-it notes for questions and ideas rather than interruptions
(when appropriate)
Legitimise movement by getting student to take a message, collect an item or have pens
with variety of textures to aid sensory needs
Give a set time for written work and do not extend into breaks to ‘catch up’ – the student
will need these breaks
Use student’s name and give eye contact before giving instructions
Consider seating – student seated at the back of the class may not be as tempted to turn
around. Students who interact with other students may need to sit at the fron with their
back to the class
Communicate in a calm, clear manner
Keep instructions, routines and rules short, precise and positive
Communicate positive achievements – no matter how small – with home and encourage
home to do the same. Could be in the form of text messages, ‘good notes’, postcards,
merits, rewards
Ensure groupings provide positive role models
Transition from whole class work to independent or group work is taught, clearly signalled
and actively managed
5
Area of Need: Sensory Needs
Quality First Teaching – Visual Difficulties

Give as many first hand ‘real’ multi-sensory experiences as possible
Ensure correct seating in relation to board, whiteboard, Smartboard taking into account
levels of vision in each eye
Try out smartboard colours to try to find best contrast
Consider lighting – natural and artificial – which is most comfortable?
Avoid shiny surfaces which may reflect light and cause dazzle
Where copying is required, ensure appropriate print size photocopy is available. Minimise
photocoping as this can simply blur text or images
Ensure range of writing materials is available so that student can choose most appropriate
to maximize vision
Always uses verbal explanations when demonstrating to the class. Read out aloud as you
write on the board
Address the student by name to get their attention
Avoid standing in front of windows – your face becomes difficult to see
Avoid the sharing of texts/monitors unless doing so is a priority for social reasons e.g.
working together on a project.
Quality First Teaching – Hearing Difficulties

Careful seating that allows the student to see the teacher clearly and also see other
speakers (back to the window is good)
Gain student’s attention before important information is given
Keep background noise to a minimum
Slow down speech rate a little, but keep natural fluency
Do not limit use of rich and varied language – trying to stick to short words and limited
vocabulary can limit natural speech patterns and full meaning
Allow more thinking and talking time
Model and teach careful listening along with signals when careful listening is required
Repeat contributions from other students – their voices may be softer and speech unclear
Occasionally check that oral information/instructions have been understood
Face the student when speaking and keep hands away from mouth
Key words on board to focus introduction and conclusion
Divide listening time into short (ish) chunks
Use visual symbols to support understanding
6
Quality First Teaching – Co-ordination and Physical Impairment
Consider organisation of classroom to allow free movement
Allow the student plenty of space to work – where space allows, could he/she be placed
next to a ‘free’ desk?
Ensure that left and right handed students are not sitting next to each other with writing
hands adjacent
Seating should allow student to rest both feet flat on the floor – check chair heights
Desk should be at elbow height – sloping desk provided if possible
Positioned so student is able to view the teacher directly without turning the body – close
enough to see and hear instructions
Seated where there are minimal distractions e.g. away from windows and doors
Encourage oral presentations as an alternative to some written work
Lined paper with spaces sufficiently wide to accommodate student’s handwriting
Ensure range of different pen/pencil grips is available
If copying from the board is absolutely necessary, use different colours for each line and
leave a gap between lines
Equipment clearly labelled and kept in same place in class
Teach student how to use planner, diary, lists to organize themselves as appropriate
Allow additional time to complete tasks
Allow access to lap-tops/tablets etc. & teach key board skills
7
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CBSC SEND Quality First Teaching:

The 4 Strands of Universal Provision

Inclusive Quality First Teaching

2. Strategies for all learners – QFT checklist

3. Communication and Interaction

4. Cognition and Learning

5. Social, Emotional & Mental Health

6. Sensory and/or physical (including co-ordination)

Quality First Teaching

Quality First Teaching

Quality First Teaching

Key words/vocabulary emphasized when speaking and displayed clearly

Students encouraged to explain what they have to do to check understanding

Quality First Teaching

Quality First Teaching – Visual Difficulties

Quality First Teaching – Hearing Difficulties

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