Visuals for Schools

We have been trying to visualise our schools. It is hugely important to ensure visuals are consistent in schools. Here are some of the ones we have made for our schools.

getting ready to learn

Homework is due

what i will need

who is the teacher

This resource is used to show pupils and staff who is in the room and the subject they are teaching.

where are my class

Sometimes classes need to get covered and go to a different room. Putting this outside the original class means pupils and staff can quickly find their class.

voice volume

knife safety

When cooking in school, some safety rules are needed.

home ec prep

 

Changes to Self Isolation from 6/1/2022

This is based on information from the Scottish Government website and can be found here.

Coronavirus (COVID-19) update: First Minister’s statement – 5 January 2022 – gov.scot (www.gov.scot) (last viewed 6/1/22)

This is not our information, we have only visualised the information. If you have questions regarding the rules please contact your elected officials.

Changes to Self Isolation Jan 2022

 

What I need from you and what I need you to know

Reasonable adjustments are what we change in order to become more equitable or just. This may be something like building a ramp into a building to make it more accessible or it could be something providing access to ear defenders when there is a planned fire alarm. By giving young people the opportunity to work out what they need, allows them opportunities to advocate for themselves as they get older.

reasonable adjustments

We use this in class and pupils circle what they need in order for them to be able to access and take part in the learning activities.

We use this one to support pupils when they are unable to verbally express themselves. These are cut into cards and put onto a key ring. The pupil then sits this on their desk with the card facing up, when they have something to communicate.

Friendships

As we get older, we recognise the difference between healthy and unhealthy relationships. For some people, this comes easily, for others a lot of work needs to be done to recognise this.

Over the next few weeks, we will be adding more resources to look at friendships and how to get the best out of a relationship, give the best to a relationship and move on when a relationship ends.

friendships healthy and unhealthy

Setting Targets

These resources can be used to further develop a young person’s autonomy when planning their targets. We use then to develop a more structured conversation and to reduce anxieties. Using this allows young people to develop their own voice and the skills they need to advocate for themselves as they get older.

targets

Self Talk

How often do we give good advice to others but would never follow the same advice for ourselves? Why do we hold ourselves to a higher standard than we hold others? There are so many of our young people with high anxiety because they are holding themselves to an impossible standard. By supporting them in positive self talk, this helps them to build resilience and good mental health strategies.  Sometimes the most toxic relationship is the one we have with ourselves.

self talk

 

Money resources

What coins make…

UK coins

 

Working with smaller values- Not all pictures are uploaded so click the PDF link (blue underlined) for the full pack.

I can identify different ways to make up to 10p

This pack can be used with real coins.

I can identify coins updated

This resource we print and laminate. At the end of the booklet there are pages with duplicates that can be attached via velcro or blu tak for repeated use.

 

Feelings are okay

As a society, we are becoming more aware of the importance of recognising feelings and emotions. It is crucial we support our young people in their understanding of this.

It is okay to feel angry.  It is okay to feel sad. It is okay to feel tired. It is okay to feel cranky. By focusing on feelings and emotions as positive and negative, it encourages us to push down ‘negative feelings’. This can cause problems later in life. It is okay to laugh and it is okay to cry. By exploring emotions and feelings, allows us to develop emotional maturity which improves mental wellbeing.

Feelings are okay

What do I do when I have a problem?

It can be difficult to ask for help sometimes. When our young people (and adults) have a problem it can be difficult to work through. By breaking the problem down into chunks, this can help communicate what the issue is. This doesn’t lessen the problem, but may make it easier to work through. Regardless of how big it may appear to others, it is important to recognise how big the problem is to the person experiencing it. If we do this right, it allows for a more trusting relationship and creating a real and deep support network.

I have a problem

Covid Self Testing Kit

We have now added a simplified version of how to complete the Covid Self Testing.

self test

 

***Edited to fix typo***

Please follow the instruction in the booklet that will come with your testing kit. This has been created to give others an idea of what is required before getting the testing kit to ease some anxiety over what is required.

self test

Weekly Work Tasks for School

Weekly planner

This is a resource that is aimed more at secondary aged young people. When we are trying to balance dates and tasks, it can be tricky. This resource could be used by being saved as a photo to a table and then edit photo and write in when tasks are due and what the tasks are. Alternatively it can be printed and laminated to make it easily editable.

My weekly workload

Expectations

It can be difficult to balance choice, motivation and expectations when young people feel stressed. This can be used in school or at home. Must is the bare minimum of what they can do. Should is what you would prefer them to do. Could is if they want to push themselves.

At home we would use this for tasks such as eating. e.g. you must have two slices of toast; you should have two slices of toast plus an orange juice; you could have two slices of toast plus an orange juice and an egg.

Or for getting ready

You must brush your teeth and wash your face.

You should also wash your body.

You could style your hair.

 

At school this could be used to break down activities. e.g.

You must complete 3 sentences.

You should complete 5 sentences.

You could complete 5 sentences and complete a wordsearch.

 

must should could

Return to School February 2021

As always, our information comes from the Scottish Government website.

https://www.gov.scot/publications/coronavirus-covid-19-guidance-on-schools-reopening/(last viewed 19/2/21)

Return to school feb

return to school feb check in

Returning to school feb 2021

It can be really tricky to navigate childcare and work. Sometimes some families need more than one childcare option. This planner aims to help show where the young person will be going before school (or if they will be at home); where they are to go after school; who will be picking them up from their child carer and what the evening plans are e.g. going to the shops etc.

Weekly planner

Children and Young People’s Mental Health Week

Mental Health Week

This is an example of a timetable for the week to support positive mental wellbeing in children and young people.

These are examples of different fun activities that can be done around the home.

 

Mental Health Week 2

It can be very telling when asking anyone what they like about themselves. If someone has low self esteem, getting them to find one thing they like about themselves can be hard but by getting there, this is something that can be built on. Whether it is a case of encouraging them to look in the mirror and say “I like my eyes.” or getting them to use the one thing they like about themselves to recognise that there are positives about themselves.

 

Sometimes we can think people perceive us the same way we perceive ourselves. When someone does not think highly of themselves, it can be hard to recognise that others may see us in a more positive light. This is something that can happen at any age.

 

My skills

Information is Power

We often use words with our children or young people that they may not understand. When this is something that has a direct impact on them, it is important we give them the information. This allows them to better understand themselves. This helps improve their mental health as they recognise there is a reason for what they do or why they do something.

This is also important for other children and young people to help them to understand their peers.

These contain lots of information so have been separated by colour to allow these to be cut into smaller strips to avoid information overload.

Neurodiversity

Covid Positive Result

Something no one wants is to have a positive result from a Covid test. Unfortunately for many, that is a reality. For anyone it can be terrifying but particularly for our young people. Covid affects people in different ways and we are not medical experts or have any knowledge more than basic first aid so we have based our visuals on the nhs website. (last viewed 16/01/21)

https://www.nhs.uk/conditions/coronavirus-covid-19/self-isolation-and-treatment/how-to-treat-symptoms-at-home/ 

I have covid

 

Life Skills

When we learn a new skill, we become more confident. Learning new skills have more than just a practical impact. To help, we have created resources to show how young people feel about what they can do on their own. This can be used to give an idea of their confidence in their own ability.

Life skills

Lockdown Routines

Respectfully and due to copyright issues, please ensure that you keep our ‘made by Boardmaker’ on all our work.

We’ve edited our routines page and will be including this post so that you can make up your own timetable to suit you and your family/school during home learning 2021.

The PDF and pictures can be printed and cut out.

Lockdown Routine 2021

This powerpoint can be used as an interactive resource. See our blog Interactive first and then board for more information on how to do this. https://blogs.glowscotland.org.uk/glowblogs/communicationfriendlyenvironments/interactive-first-and-then-board/

interactive routine

This is an example of what you will see on each powerpoint once you zoom out.

 

 

Social Media

Social media is a huge thing for our society. We are creating a pack to support the understanding of this and the importance of being responsible online. More resources will be added.

Technology confidence questionnaire

Remote Learning Check in

remote learning

Social Media

Social Media 1

Social Media Scenario

These could be used to enter into discussions about appropriate and inappropriate reactions on social media.

 

Pupil Voice

We used this for our S1s today to find out how they feel they are settling in. We wouldn’t have been able to get this type of information from them otherwise. Sometimes asking pupils how they are getting on can result in the shutdown of “fine.”, to help, we have created this to give options on answers and to help break down the whole “How are you settling in?”. This could also be used for pupils who have moved schools.

Settling In Pupil Voice

Staying Safe at Christmas UPDATED

We have updated our information based on the latest Scottish Government guidance. This can be found on this link – https://www.gov.scot/publications/coronavirus-covid-19-guidance-for-festive-period/(last viewed 16/12/20 @20:45pm)

Christmas bubble updated

 

Christmas Bubbles Update

 

https://www.gov.scot/publications/coronavirus-covid-19-guidance-for-festive-period/  (last viewed 8/12/20 @8:40pm)

In line with updated guidance, we have created some visuals based on this to help explain the bubbles.

Christmas Bubbles

We have created a visual that can be personalised. You can write/draw on these to show who will be in your bubble and where you may be going.

Christmas bubble personalise

Motivation Boards

Motivating pupils for work tasks can be tricky. Some of our young people find it difficult to work, if they do not see the purpose. This can be okay and manageable at time, but at other times, this motivation to work on things they find uninteresting or lacking in purpose for them at this stage of their life, can be difficult.

To help, we use the motivation boards. We have attached some examples of what they may look like. The best ones are ones based on the pupil’s interest. We use pictures of things such as books, custard creams, favourite TV character, an image of an iPAd etc. These work best when completed individualised.

We use this for all pupils, but our target audience are pupils who are appearing to “opt out” of work tasks. It is important to recognise the pupil’s achievement. We have included an example of what we may give out jigsaw pieces for. This is deliberately rather vague as on some days, depending on how the young person is feeling, it may be enough of a challenge for them to even be in the room so if they are having a particularly challenging time, doing one task may be using up as much energy -emotionally and mentally-  as it would on another day to do 5 tasks.

We need to meet them where they are at that moment.

THIS SHOULD NEVER BE USED AS A BEHAVIOUR CHART. Pieces only get removed once they have completed their jigsaw and have been given their choosing time. NEVER remove for behaviour, as this is NOT a positive/negative reward system. It is to help motivate and give a purpose to something. This focus is solely on motivation therefore to use it for motivation and behaviour gives less opportunity for achieving success.

We cut the coloured sheet in the shape of the picture then cut it into pieces. We laminate both colour and black and white sheet. Then use velcro to attach the pieces. We also attach an envelope to the bottom of the page with the coloured pieces so that the young person has access to it.

Motivation Board Instructions

 

 

Scottish Government Levels

We have updated with another example of wearing face coverings.

https://www.gov.scot/news/updated-schools-guidance/ (Last viewed 1/11/20)

Face Coverings level 3 and 4

We have updated to included Socialising and Hospitality information for the levels.

https://www.gov.scot/publications/coronavirus-covid-19-protection-levels/pages/protection-level-3/ Last viewed 31/10/20

Socialising and Hospitality Levels

 

 

 

https://www.gov.scot/publications/coronavirus-covid-19-protection-levels/ Last viewed 29/10/20

Levels

Central Belt Restrictions in Scotland

https://www.gov.scot/publications/coronavirus-covid-19-local-measures/pages/central-belt/  last viewed 10/10/20

Please remember to regularly check localised guidance for updated information. We have attempted to visualise the rules as best we can. As the rules change, it becomes more complicated for us all. Please bear in mind we are simply visualising the guidance from the Scottish Government website. We do not make them so are unable to answer any questions relating to them. Please contact your local elected official for these answers.

Central Belt Restrictions

Central Belt Travel Restrictions

Visual Explanations

Here we are going to be adding some Visual Explanations to help explain different situations that may arise. Visual Explanations are what we use to help develop understanding, perceptions and development of communication. All behaviour is communication so we would use these alongside analysis of communication, sensory processing and environmental factors.

Colours of symbols are used to show how these can be printed and cut into strips so that young people are not overwhelmed by too much information. This would depend on the young person. With some young people, we would use this as a poster and refer throughout the day. For other young people we would cut them into strips so they can be taken to other areas more easily.

PDF versions can be downloaded by clicking on the blue underlined words.

What should I do when I am hurt

when should i wash hands

I need to move

I need help

Mum is having a baby

okay and not okay

okay angry

Scottish Government Guidance Update September

Please note we are visualising the guidance only. We have no input nor access to further information. Please contact your local elected representatives if you have any questions.

https://www.gov.scot/publications/coronavirus-covid-19-guidance-for-consumers/pages/tourism-and-hospitality/

 

https://www.gov.scot/news/new-measures-to-drive-down-infection-rate/

https://www.gov.scot/publications/coronavirus-covid-19-phase-3-staying-safe-and-protecting-others/pages/seeing-friends-and-family/#Extended households

Restrictions in scotland retail hospitality tourism

Self Isolating

https://www.gov.scot/publications/coronavirus-covid-19-test-and-protect/pages/who-needs-to-self-isolate/

Test and Protect Self Isolate

https://www.gov.scot/publications/coronavirus-covid-19-test-and-protect/pages/who-needs-to-self-isolate/ Last viewed 29/9/20