Teaching Boys Pragmatic Communication AdamJ. Cox, Ph.D.
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Teaching Boys Pragmatic Communication AdamJ. Cox, Ph.D.


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  • exposé
Teaching Boys Pragmatic Communication Adam J. Cox, Ph.D. First, let's simplify terms. Essentially, pragmatic communication means practical communication, and includes the basic elements of social communication, such as introductions, “hellos” and “goodbyes,” and the normal “back and forth” pace of typical conversations. Something which you might perceive as relatively simple – like giving a compliment – can be incredibly difficult and awkward for some boys.
  • understanding of special needs children
  • boys for compliment suggestions
  • compliment
  • pragmatic communication skills
  • effective supports for the children
  • special help
  • social skills group
  • boys
  • doesn



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Language English
POOL CE PRIMARY SCHOOLFocus- Maths Intervention Action Plan 2010 ACTION PLAN2010-11
Target (s): on children with specific difficulty in Mathematics and make appropriate provisionTo focus Key ObjectivesKey TasksPersonnel ResourcesEvaluation ofSuccess Indicators / Responsible InvolvedCost TimescaleImpactMonitoring of Progress Teachers understanding ofwhat£0 Spring2011 AllowingAll staffRW, KKteachers to play a fullStaff INSET – intervention isdistinguish rolein supporting the child and between ( wave 1,2 and 3), so thatHandouts identifyingthe barriers to they understand that interventionData – whole school attainmentlearning - thenby closing the links to quality first teaching (QFT)map gap Teachers and TA’s know whatTarget – resources in schoolFG, KKStaff £0Autumn 2010Each class has a bank of ready resourcesto use to close the gapavailable resources for QFT andneeds analysis (FG) in class and in the interventionAction - to be ordered and madewave 2 interventions programmes (QFT)up for each class and a bank of resources to be available to TA’s Staff INSET& TA training –FG, KKStaff use and model resources – laptops use and access toplan and target group needs for resources provisionQFT and wave 2 TA has support and knowledge of use of resources in class andTA’s have ability to deliver small group interventionsClass interventionwith resources See intervention budget forteachers ordering resources – cost Proforma’s for orderingResources ordered using resources proformas. The rightchildren are targetedwhole school, class, Maths£0 AutumnClass SLTintervention plans state2010 Class identified through data and carefulattainment mapsteachers andclearly SMART targets for tracking of progress – earlyTA’s childrento achieve – including
Action Plan Summer 2010 Shared with Staff – Amended – To be reviewed –
Key Objectives
POOL CE PRIMARY SCHOOLFocus- Maths Intervention Action Plan 2010 ACTION PLAN2010-11
intervention is key to success (cost effective)
There isclear entry and exit criteriafor each of the interventions The intervention programme enablesall children to identify their own learningtargets and assess their own progress
Timeis allocated to the class teacher and person delivering the intervention to review the child’s progress The intervention programme is assessedregularly and monitoredandevaluated
Key TasksPersonnel Responsible Involved Early intervention sheets identify clear gaps eg: Calculations, using and applying etc9 SMART targets on classClass Parents teachers intervention plan – (Notteachers best fit) Thechildren are involvedso that they understand the purpose and intended outcomes of the intervention Parent – partnership– parents involved, both in the decision of the child taking part and supporting the child at home. The programme is delivered as most effective for the needs of the pupil (not best fit- Every Child Matters Timetable intervention forClass teacherSF, MMcD delivery andTA’s Timetable for review of progressSLT TA deployment Timetable areas/spaces Cost effective Assessment meetings –SLT – FG, KKMMcD proformas to monitor progress – regularly Subject  leaders
Action Plan Summer 2010 Shared with Staff – Amended – To be reviewed –
ResourcesSuccess Indicators /Evaluation of Cost TimescaleImpactMonitoring of Progress strategies and resources £0 Summer2010 ClearSMART targets on intervention plans – understood by teachers, TA’s pupil’s and parents Consultation meeting with pupil and parents (10m minutes) To enable pupil’s to identify and assess their own target needs – take ownership.
£150 Autumn2010 ongoing
Summer 2011 complete
Agreed times , dates and places for delivery and review Timetables agreed and in place
Assessment meetings evaluate and monitor programme of intervention
POOL CE PRIMARY SCHOOLFocus- Maths Intervention Action Plan 2010 ACTION PLAN2010-11
Key Objectives
Are gains sustained?The long term impact of interventionis measured and evaluated
Key Tasks
Resources Cost Timescale
Action Plan Summer 2010 Shared with Staff – Amended – To be reviewed –
Evaluation of Impact
Feedback and monitoring sheets from TA’s Children who have the intervention are marked accordingly on whole school attainment map – class teachers and subject leaders to monitor progress. Pupils and parents evaluate the intervention- by questionnaire SLT and subject leaders evaluate impact against set criteria
Success Indicators / Monitoring of Progress Intervention is continued only if deemed to be effective Completed questionnaires lend weight to the evaluation and impact Measure and evaluate impact of intervention 9review next steps
Personnel Responsible Involved Class teachers & TA