A set of resources created for a group 16-19 year olds with high functioning ASD (autistic spectrum disorder) but suitable for any E2-E3 literacy /Functional English student.
Involves discussion of year’s highlights, and a written reflection and prediction exercise. Finally, the students record their hopes and wishes which are then kept in sealed envelopes until l the end of the academic year (or other agreed date).
Entry level lottery activity that involves deciding how you are going to spend the money. Structured, with fill-in boxes for expenditure etc.
Written for learners on the autistic spectrum (who often find it particularly difficult to infer meaning that is not explicitly stated) but suitable for many literacy and/or numeracy students.
Level
Entry Level 1
Entry Level 2
Entry Level 3
English
Wt/E1.1
Wt/E2.1
Maths
AN MSS1/E3.1 Add & subtract money using decimal notation
N2/E3.4
General
Autistic spectrum support
Generic resources for literacy, numeracy and beyond
Planning a Journey. Research and plan a journey for Wales to Italy. Structured, with fill-in boxes for destinations, mode of transport, cost, etc. Covers many areas of the E3 – L1 literacy & numeracy curricula. Inc: money, timetables, calendars, extracting information, reading strategies.
Written for learners on the autistic spectrum (who often find it particularly difficult to infer meaning that is not explicitly stated) but suitable for many literacy and/or numeracy students.
Written for learners on the autistic spectrum (who often find it particularly difficult to infer meaning that is not explicitly stated) but suitable for many literacy and/or numeracy students.
General financial numeracy theme on budgeting, expenditure, saving etc – accompanied by two way discussion, making sense of monetary idioms and cliches (e.g. ‘making both ends meet’), and writing complete sentences.
Level
Entry Level 3
Level 1
Level 2
English
Rw/L1.3
AL Rw/L2.3 Vocabulary (language features, synonyms, formality)
Writing a recount task sheet with definitions, notes on purpose, and planning steps.
Written for learners on the autistic spectrum (who often find it particularly difficult to infer meaning that is not explicitly stated) but suitable for all.
Level
Entry Level 3
Level 1
Level 2
English
AL Wt/E3.1 Plan & draft writing
Adult Lit Wt/L1.1 Plan and draft writing
Wt/L2.1
Wt/E3.2
Wt/E3.3
Adult Lit Wt/L1.3 Present information in a logical sequence, using paragraphs where appropriate
Adult Lit Wt/L2.3 Present information and ideas in a logical or persuasive sequence, using paragraphs where appropriate
Encourages learners to think (and mind-map / thought-web) about skills required for a good conversation and then test them out and evaluate after a 5 minute conversation with a partner.
Written for young adults with Autistic Spectrum Disorder or Aspergers Syndrome but suitable for all.
Two versions of a planner / writing frame (one is more detailed than the other) that encourage learners to look critically at non-fiction information books – looking out for features such as illustrations, headings, glossaries etc. and extracting interesting facts.
Written for young adults with Autistic Spectrum Disorder or Aspergers Syndrome but suitable for all.
Level
Entry Level 2
Entry Level 3
English
Rt/E2.2
Rt/E3.2
AL Rt/E2.4 Use illustrations and captions to locate information
A useful planner to focus learners and help them decide what to write about, and what information and layout features to use. Use in conjunction with Anne’s non fiction book review.
Written for young adults with Autistic Spectrum Disorder or Aspergers Syndrome but suitable for all.
Level
Entry Level 3
Level 1
English
AL Wt/E3.1 Plan & draft writing
Adult Lit Wt/L1.1 Plan and draft writing
Wt/E3.2
Adult Lit Wt/L1.3 Present information in a logical sequence, using paragraphs where appropriate
Adult Lit Wt/L1.5 Use format and structure for different purposes