Training Module: Teaching RSHE to Pupils with SEND - Relationships Education for Primary and Secondary Levels

Part of: Relationships education (primary)

Relationships and sex education (secondary)

ADAPT THIS FOR YOUR OWN PRESENTATION

Training module

[YOUR NAME, YOUR SCHOOL]

Primary

Secondary

March 2021

Teaching RSHE to pupils with SEND

Contents

    3

About this training module

    7

Safeguarding

  14

Ground rules 

  16

General guidance

  35

Communication and interaction needs

  40

Cognition and learning needs

  51

Social emotional and mental health needs

  57

Sensory and/or physical needs

  64

Sources

  67

Activities and templates for trainers

2

What you get out of today

By the end of this training you should:

●

understand your duties regarding SEND and relationships, sex and health

education

●

recognise some of the challenges pupils with SEND may face in these

subjects

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It is not suggested that all slides in this module are used in a single training

session.

3

Specific duties regarding SEND

Schools have a requirement to ensure that the needs of all pupils, including

pupils with SEND, are met.

It is important to emphasise that the teacher is responsible for meeting these

needs and that support staff work under their guidance.

Specific duties are set out in the 

Equality Act

and the 

SEND code of practice

.

4

Related guidance

Schools may also want to refer to the following related guidance when delivering

this module:

●

Statutory guidance: 

Relationships and sex education (RSE) and health

education

●

Teaching about relationships, sex and health

●

SEND Code of Practice

5

Support at 

[school name] 

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[Names, contact details of first aid leads]

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[Add details – e.g. school policy on PSHE, training opportunities]

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6

Safeguarding

7

Trusted adults

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A trusted adult will generally be someone who children feel comfortable to

turn to for help. Obvious examples include family members, teachers and

doctors.

It will be important when teaching this topic, and any other relevant topics,

that teachers explore this concept. Pupils should be comfortable and

capable of identifying who their trusted adults could be both within their

families and wider circles.  

8

Safeguarding and pupils with SEND (1)

Safeguarding is possibly the most pressing argument for teaching relationships,

sex and health education to pupils with special educational needs and disability

(SEND) — who are, generally, more vulnerable to abuse, bullying, exploitation

and other issues because of their SEND.

Pupils with SEND may need extra help to deal with peer pressure and coercion.

Pupils may be affected by issues discussed in lessons. 

Let your designated safeguarding lead or deputy and any other relevant staff,

such as pastoral leads, know what you are teaching. This will enable them to

identify and speak to relevant pupils, especially those who they know may have

been directly impacted by issues covered in the lessons and those with adverse

childhood experiences. 

9

Safeguarding and pupils with SEND (2)

When ground rules are set, and at the beginning of every lesson, make it clear

that some pupils may find the content challenging and suggest trusted adults

they could approach after the lesson to talk more about the content.

At the start of each lesson, remind pupils of the need to respect privacy. Pupils

with SEND may need to be explicitly taught what is meant by privacy, giving

examples that may not necessarily relate to relationships, sex and health

education. Pupils can discuss examples but must not use names or descriptions

that identify anyone, including themselves.

Consider pupils who struggle with their emotional regulation. Alongside revisiting

ground rules, start each lesson with a check-in on feelings. Offer mini breaks or

other strategies during the session for those who need them.

10

Safeguarding and pupils with SEND (3)

Have the Childline number, website and email on display should any pupil wish

to access support outside of school. To further support SEND pupils, consider

putting this information on a sticker in their planner at the start of the first lesson.

This can then be referred to in each lesson as a reminder.

Explain to pupils what Childline is and how to contact them. It may be useful to

roleplay a call to Childline and to demonstrate navigating their website.

It may also be useful to identify a trusted adult within the home that pupils can

speak to.

11

Questions

Due to the nature of their needs pupils with SEND may be more disinhibited than

mainstream peers and may ask explicit, intrusive or inappropriate questions. 

Establish appropriate boundaries as part of ground rules and ensure that staff

teaching this subject can respond with confidence. If necessary, teachers can

offer to answer questions in a later session, and seek advice from colleagues.

Consider having a box in which pupils can post anonymous questions to be

answered during the subsequent lesson. Be aware that this approach may

exclude pupils who struggle with writing 

and these pupils may need support from

a teaching assistant

.

12

Disclosures

Teachers may need to deal with disclosures or concerns (e.g. of abuse or

offending behaviour) in a way that safeguards pupils in line with school policies,

especially the child protection policy.

Create a clear process for disclosures that all staff are aware of and emphasise

identifying a trusted adult pupils can speak to if they have more questions.

If a pupil makes a disclosure during the lesson, ensure that it is dealt with

immediately by someone who knows them well (pupils with learning difficulties

may not be able to retain the information until the end of the lesson). 

Use photographs of school staff members alongside their names, to reinforce the

identity of people who pupils can talk to after the lesson if they have any

concerns or worries. 

13

Ground rules

14

Additional ground rules for pupils with SEND

Ground rules are discussed in each module. You may need to establish

additional ground rules when teaching pupils with SEND and to refer to these

ground rules at the beginning of every lesson. Suggested approaches include:

●

identifying public vs. private acts and spaces including emphasising that the

classroom will be changed from a public space to a space where pupils may

discuss private issues

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setting Behaviour for Learning targets

●

discussing appropriate and inappropriate questions (for example, personal or

intrusive questions vs. questions about the content)

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emphasising the need for self-control and explicitly teaching what this means

(particularly where pupils might be embarrassed by the content)

15

General guidance

16

Focus on individual needs

Before teaching relationships, sex and health education, teachers should work with

the special educational needs coordinator (SENCO) to identify pupils with SEND

and to be sure of what their individual needs are.

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“The purpose of identification is to work out what action the school needs to take,

not to fit a pupil into a category. In practice, individual children or young people

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2

1. 

Special educational needs and disability code of practice: 0 to 25 years

, p25

2. 

Special educational needs and disability code of practice: 0 to 25 years

, p97

17

Importance of RSHE to pupils with SEND (1)

Historically, some pupils with SEND have felt excluded from relationships, sex

and health education. For each lesson, consider whether pupils will feel

excluded, and make sure you address their needs. 

Pupils with SEND are generally more vulnerable to abuse, bullying and other

issues because of their SEND:

●

in 2019, 37% of pupils with SEND reported being bullied based on other

pupils’ attitudes or assumptions towards their SEND at least once in the past

year. (source: 

DfE report

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Importance of RSHE to pupils with SEND (2)

Pupils with 

social, emotional and mental health (

SEMH) needs or learning

disabilities can especially benefit from relationships, sex and health education. In

particular, a focus on friendships and healthy relationships and how this can

impact on emotional wellbeing.  

In addition, this focus on healthy relationships must be taught explicitly and

referred to at appropriate points throughout as pupils with SEND can be

vulnerable to abusive relationships 

(including ‘mate crime’ where people with

SEND are targeted and befriended for financial abuse).

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LGBT needs and inclusion

Primary schools are enabled and encouraged to cover LGBT (lesbian, gay,

bisexual and transgender) content if they consider it age appropriate to do so.

Secondary schools should include LGBT content.

When doing so, schools should ensure:

●

LGBT-relevant knowledge and examples are included throughout

programmes of study (not one-off teaching)

●

inclusive language is used, considering how individual pupils may relate to

particular topics

SEND can add to the challenge of supporting pupils who are exploring their

identity. This increases the need to provide additional support to staff and

families.

20

‘Preparing for adulthood’ outcomes

You might want to link lesson outcomes with statutory ‘preparing for adulthood’

outcomes for those with an education, health and care (EHC) plan. (See 

SEND

code of practice

, section 8.)

In particular you may want to consider outcomes such as:

●

participating in society – including having friends and supportive

relationships, and participating in, and contributing to, the local community

●

being as healthy as possible in adult life

21

Teacher wellbeing

You may need to be more practical and explicit when teaching some pupils

with SEND and these pupils can lack social barriers.

It is therefore especially important to consider the safeguarding needs of

staff delivering the lessons.

Talk to your line manager, in the first instance, if you do need support. 

22

Whole school approach and cross-curricular links (1)

Use informal opportunities for teaching (such as queueing at lunchtime or

performing care routines) as well as formal ones. Activities should be practical

and, wherever possible, in context.

Embed policies that apply to the whole school, including language, privacy and

touch. 

Include all school staff in the training of relationships, sex and health education

for pupils with SEND, including teaching assistants, newly qualified teachers

(NQTs) and other support staff. Be aware that NQTs in particular might struggle

with delivering these topics to pupils with SEND.

23

Whole school approach and cross-curricular links (2)

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This should be reflected in the school’s relationships, sex and health education

policy.

Identify opportunities for cross-curricular links; this is vital for reinforcing key

messages and consolidating understanding.

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General approach (1)

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High quality teaching that is differentiated and personalised will be the starting

point to ensure accessibility. (p15)

Ensure that teachers and teaching assistants assigned to deliver relationships,

sex and health education to pupils with SEND are confident and comfortable with

the content, and with teaching this material to pupils with SEND. 

If your school has no single teacher who is confident and comfortable with the

content, consider dividing the material between teachers who are confident with

particular modules or team teaching sensitive topics.

It is paramount that teaching is presented neutrally and without judgment. Pupils

with SEND must not be made to feel ashamed of their sexual needs and desires.

25

General approach (2)

Set the tone and establish ground rules to build a safe environment which

encourages pupils to ask questions and express their thoughts.

This is particularly important for those pupils with SEND who may lack maturity

and need to be given the tools to be able to take part in these lessons

appropriately. 

As mentioned above, pupils with SEND are generally more vulnerable to abuse,

bullying and other issues. They will need to feel that the classroom is a safe

space where they are able to explore the topic without fear of ridicule or

judgement from their peers.

26

General approach (3)

When the needs of pupils in the classroom suggest it, consider supplementing

the approach with alternatives to classroom teaching, such as digital

approaches, one-to-one discussions, small-group sessions, or targeted sessions

for some pupils.

This can help to teach key vocabulary or concepts that pupils may not

understand, consolidate learning, and ensure content has been understood. It

also gives an opportunity for personalised teaching to meet specific needs.

For some pupils with SEND, it may be necessary to repeat lessons in order to

consolidate understanding.

If possible, consider using learning support assistants to provide support and

facilitate pupils’ emotional regulation (for example, by taking short breaks away

from the classroom).

27

General approach (4)

Adapt desired learning outcomes according to the different needs of your pupils.

It may be helpful for some pupils to use a task plan so they can see where the

lesson is going. This can also act as a tool to reduce any anxiety or behaviour

issues by incorporating breaks where appropriate.

Consider explicitly preparing some pupils ahead of difficult topics where their

particular needs might make this necessary. Discuss how these pupils might

handle any discomfort and how staff can support them.

Visual timetables may help some pupils with SEND to understand when

relationships, sex and health education lessons are scheduled and help them to

be mentally and emotionally prepared.

28

Assessing pupils’ readiness for a topic

Knowing the children in a given lesson is key to assessing their readiness for a

particular topic. Wherever possible decisions on pupils’ readiness should be made by

staff who know them well.

This understanding can be deepened through careful questioning and assessment.

●

encourage pupils to tell you what they already know about the topic

●

find out what areas of the topic they may need support with

●

consider how they have dealt with other topics that may be less challenging 

●

make sure your approach to assessing readiness is clear and succinct; if

appropriate for your pupils use visuals to support text when assessing

●

where you are unsure how a pupil might react to a topic, discuss with parents

the best approach and ensure they are aware of when the subject is being

taught

29

Language and inclusion (1)

Use inclusive language. Convey to pupils with SEND the message that their

needs are important and they deserve to learn this material. 

Provide pupils with resources that are representative of a variety of SEND (and

feature different ethnicities, sexes, and sexualities). 

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Consider providing a glossary that explains the terms used (including pictures)

and lists alternative language such as slang. 

Use straightforward, explicit explanations and language. Avoid euphemisms –

some pupils with SEND may not understand them.

Reinforce explanations visually wherever possible.

30

Language and inclusion (2)

Consider using narrative, for example role play or social stories.

When introducing a topic, develop the narrative by introducing and building

fictional characters who will go through various experiences relating to the topic.

The narrative can be used to support and develop understanding for pupils with

SEND. Put each important concept into the story. Include key words and terms,

and refer back to them throughout the lesson using the narrative.

For some pupils it may be useful to develop their own physical character (using a

blank body template) and to use this character when referring to the topics

covered. Note that this approach may be problematic when pupils exhibit literal

thinking.

31

Involving parents and carers

Good quality relationships, sex and health education for pupils with SEND is

dependent on parental engagement so that messages can be reinforced in all

settings. 

Communicate regularly with parents and carers and keep them

informed on upcoming topics. Consider running a Q&A meeting especially for

parents of pupils with SEND.

Discuss the importance of teaching about healthy relationships, especially for

pupils with SEND. Explain that the focus of this teaching is on how to stay safe in

a relationship, what constitutes a healthy relationship and coercive relationships.

To consolidate learning, send home simple straightforward ‘homework’ to help

parents and carers to support pupils. An example may be a card sort with

visuals: what is/is not a good friend. 

Consider providing support to help parents

and carers to answer difficult questions or to understand risks.

32

Grouping pupils (1)

In mainstream schools, the complex needs of some pupils may make it

impossible to keep all pupils with SEND in the lesson, but when taught

separately pupils with SEND will miss out on the benefits of discussion time with

the other pupils.

Pupils with SEND (as discussed elsewhere in this module) may also benefit from

additional lessons on building healthy relationships and recognising healthy and

unhealthy relationships.

Consider whether the benefits of group discussion outweigh the need to tailor

teaching to ensure understanding or to create a safe space to explore difficult

topics. Aim for a balanced approach.

33

Grouping pupils (2)

If possible, arrange learning into smaller groups to meet different needs more

effectively. 

Assess the advantages and disadvantages of each type of grouping that you are

considering for your cohort of pupils. This will need to be handled sensitively so

pupils do not feel singled out because of their SEND.

34

Communication and interaction needs

35

Definition (1)

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1. 

Special educational needs and disability code of practice: 0 to 25 years

, p97

36

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1. 

Special educational needs and disability code of practice: 0 to 25 years

, p97

37

Language and vocabulary

Some of the vocabulary in the materials is difficult. Use simple, clear,

unambiguous language alongside key technical vocabulary. 

Pre- and post-teach key vocabulary explicitly using visuals, concrete objects,

word mats, and role play. 

Concepts such as ‘friend’ may need to be explicitly taught, as may the concepts

of public and private (which need to be explicitly revisited when ground rules are

presented at the beginning of each lesson). 

Visually reinforce all key messages wherever possible, and use visual prompts

where appropriate. 

Consider specialist resources such as Augmentative and Alternative

Communication (AAC) support tools.

38

Assessing progress

Be constantly aware of the levels of understanding. 

Use a variety of apparatus to explore and explain the concepts, to increase

comprehension. 

To support SEND pupils to participate while still assessing their understanding,

pupils can hold up visual prompt cards. For example, true/false cards or yes/no

cards.

39

Cognition and learning needs

40

Definition - cognition and learning needs (1)

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1. 

Special educational needs and disability code of practice: 0 to 25 years

, p97-98

41

Definition - cognition and learning needs (2)

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Special educational needs and disability code of practice: 0 to 25 years

, p97-98

42

Assessing development and understanding

Cognitive development will not necessarily correspond to chronological age or

key stage. You must conduct detailed individual assessments before teaching,

to ascertain what has been retained, 

decide on age-appropriateness

, and

identify gaps in the learning.

Physical development may be ahead of cognitive development. This can be

particularly relevant to topics regarding puberty and may increase the likelihood

of abuse. 

Topics such as puberty may be especially challenging for some

pupils; consider preparing them for these topics ahead of lessons. 

Teachers should regularly check for understanding. Social stories are

invaluable in ascertaining a pupil’s level of understanding about the ‘grey’ areas.

Use narratives to support understanding.

43

Delivery approach (1)

When pupils with cognition and learning needs are present

, some topics will

need to be broken down and taught over a longer period of time. Reduce the

amount of content in each lesson, and focus on a key question or theme (e.g.

What is a healthy relationship?). 

Revisit key themes (such as friendships or relationships) frequently and discuss

their relevance to the current lesson.

Much of the learning may need to be regularly revisited and consolidated. 

Some children with learning difficulties can lack social barriers and may be very

explicit in discussions – teachers need to be sufficiently experienced and

confident to handle this safely while still encouraging pupils to engage and ask

questions.

44

Delivery approach (2)

Assess pupils with SEND in a lesson and consider whether approaches may

need to favour discussion and other approaches over written work. Practical

demonstrations by the pupils may be necessary to demonstrate understanding.

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As mentioned above, consider using narrative and relate the topic to the life

experiences of the characters. For example, “Sarah has started her period and

needs to use a sanitary pad”. Have a real packet of sanitary pads for pupils to

touch and feel.

45

Delivery approach (3)

To support understanding of puberty, consider using a timeline. Pupils can be

invited to bring in pictures of themselves at different stages in their lives to add to

the timeline.

Alternatively, use a fictional narrative pointing out the differences at each stage.

Include references to different social activities and increasing independence. Be

mindful of those pupils who have very little independence due to their care

needs.

46

Literal thinking (1)

Some pupils with SEND are very literal in their understanding. It may be

necessary to be more explicit with them and to avoid euphemism. 

Activities need to be practical and, wherever possible, performed in context / in

situ. Reinforce key concepts from lessons at other times. For example, discuss

healthy food choices at lunchtime or personal hygiene after PE lessons.

Try to refer to emotions as pupils are experiencing them. For example, highlight

the difference in emotions felt after breaktime to those after a long lesson. T

ools

and visual aids may help pupils who struggle with emotional learning to express

themselves.

47

Literal thinking (2)

Lifelike, realistic, representative resources are essential where pupils exhibit

literal thinking. 

These approaches can be supported with social stories or narratives as

discussed above.

48

Lifestyle (1)

A significant number of pupils with learning difficulties have very little freedom.

Therefore, almost all risk comes from within the family or online. 

Parents and carers may need to be informed that the digital skills of pupils with

SEND may be far more advanced than their skills in other areas, this leads to

increased risk.

Some pupils with SEND may struggle to recognise when an online contact is

misrepresenting themselves. This discernment may be difficult to teach; parents

and carers will need to use the necessary parental controls and supervise or

monitor their child’s online activity.

Online safety must be reinforced in every module wherever possible.

Teachers may like to refer to the SEND specific online safety toolkit at

https://www.childnet.com/resources/star-send-toolkit

. 

49

Lifestyle (2)

Because of this lack of freedom, some pupils may find it harder to access help or

support.

Remind pupils of the staff members they can talk to in school (and show

photographs of these staff members as mentioned above).

50

Social, emotional and mental health

needs

51

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1

1. 

Special educational needs and disability code of practice: 0 to 25 years

, p98

52

Prevalence of mental health issues in pupils with SEND (1)

Mental ill health is extremely prevalent in pupils with SEND.

70% of children with autism will develop a mental health issue at some point.

1

Approximately 15% of children are identified with SEND

2

, but children with SEND

are three times more likely to have mental health problems

3

.

A major barrier to diagnosing mental health problems in people with a learning

disability is that symptoms shown might be seen as behaviour related to their

learning disability instead of a mental health problem.

1. 

Children and young people with learning disabilities - understanding their mental health

2. 

Special educational needs in England

3. 

Learning disability statistics: mental health problems

53

Prevalence of mental health issues in pupils with SEND (2)

Some studies suggest the rate of mental health problems in people with a

learning disability is double that of the general population (Cooper, 2007;

Emerson & Hatton, 2007; NICE, 2016).

54

Emotional support

Relationships (as covered in these materials) are key to mental health. 

Developing a sensitive teaching style will be key to ensuring all pupils feel safe

and supported in lessons and able to engage with the key messages. 

Consideration needs to be taken for those who will be emotionally dysregulated

by the information shared. Such pupils should be offered timeout cards to

support them to emotionally regulate and attend to their learning. Use zones of

regulation or similar approaches to encourage those pupils to articulate how they

may be feeling and to take appropriate steps to support them to remain in the

lesson.

Pupils with autistic spectrum condition (ASC) may need to be explicitly taught to

recognise emotions in themselves and other people.

55

Being aware of one’s own mental wellbeing

The best kind of teaching can enable young people to become aware of mental

wellbeing as a thing which can be described and monitored.

This helps pupils to know what is normal for them, and to recognise when they

might need help.

There are a variety of approaches that can help to develop and support

emotional literacy and that can be taught alongside mental wellbeing. 

Support pupils to come up with their own personalised mental health wellbeing

first aid kit. This is a box of physical items and/or strategies to help them to calm

and regulate. This is particularly important for pupils with social, emotional and

mental health needs who may outwardly display challenging behaviour.

56

Sensory and/or physical needs

57

Definition - sensory and/or physical needs (1)

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58

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59

Pupils with sensory impairments (1)

When teaching pupils with visual impairments, use high-quality, realistic

resources 

and models that they can explore by touch. Support this with detailed

verbal descriptions.

Consider carefully how to adapt lessons for pupils with sensory impairments. For

example, how can pupils with visual impairments learn how to put on a condom

safely, how will they know what other people’s bodies are like?

Very high quality resources can help with this.

60

Pupils with sensory impairments (2)

Pupils with visual impairments will not have the same access to information on

relationships, sex and health education as their sighted peers and this can affect

the development of their sexuality.

“This is not a reflection of mental deficiency, lack of vision seriously undermines

children’s ability to gather information about sexuality.” (Davies, 1996)

61

Pupils with sensory impairments – relationships

The points below include pupils with hearing or visual impairments as well as

those with 

sensory processing difficulties

.

Pupils with sensory impairments can miss nonverbal visual or auditory cues.

They may be unable to discern other people’s emotions from their facial

expressions or vocal tone, or they may miss parts of group conversations.

These and other related factors can lead to difficulties in social communication

and misinterpretations by their peers.

In turn this can lead such pupils to withdraw from social situations and to

experience feelings of uselessness.

62

Pupils with physical disabilities

Pupils with physical disabilities must not be given the impression that some of

these topics are ‘not for them’.

Use a variety of images that reflect the needs of the group.

Teaching pupils who require intimate care about touch and consent can be

challenging, as it may be difficult for them to distinguish between appropriate and

inappropriate touch.

It is particularly important to work collaboratively with parents or carers of pupils

with physical disabilities, as there may be additional sensitivities around some

areas of teaching.

63

Sources

64

Sources (1)

Statutory guidance: Relationships and sex education (RSE) and health education:

https://www.gov.uk/government/publications/relationships-education-relationships-and-sex-education-rse-

and-health-education

Teaching about relationships, sex and health: 

https://www.gov.uk/guidance/teaching-about-relationships-

sex-and-health

SEND Code of Practice:

https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/398815/

SEND_Code_of_Practice_January_2015.pdf

Special educational needs: analysis and summary of data sources:

https://www.gov.uk/government/publications/sen-analysis-and-summary-of-data-sources

Plan your relationships, sex and health curriculum - Creating an inclusive classroom:

https://www.gov.uk/guidance/plan-your-relationships-sex-and-health-curriculum#creating-an-inclusive-

classroom

65

Sources (2)

Introduction to requirements: 

https://www.gov.uk/government/publications/relationships-education-

relationships-and-sex-education-rse-and-health-education/introduction-to-requirements

Safeguarding children with special educational needs and disabilities (SEND):

https://learning.nspcc.org.uk/safeguarding-child-protection-schools/safeguarding-children-with-special-

educational-needs-and-disabilities-send

Statutory RSE: meeting the needs of children with SEND:

https://www.sexeducationforum.org.uk/news/news/statutory-rse-meeting-needs-children-send

Teaching RSE to pupils with SEND: 

https://my.optimus-education.com/teaching-rse-pupils-send

Including pupils with SEN and/or disabilities in primary PSHE and citizenship:

https://dera.ioe.ac.uk/13786/1/citizenshipandpersonalsocialandhealtheducationpshe.pdf

RSE for disabled pupils and pupils with special educational needs:

https://www.sexeducationforum.org.uk/resources/advice-guidance/rse-pupils-send-short-guide

'Relationships, Sex and Health Education for pupils with special educational needs and disabilities'.

Webinar available at 

https://www.pshe-association.org.uk/content/send-hub

66

Activities and templates for trainers

67

About these activities and templates

Subject leads can use the following templates and training activities

to plan training on teaching the new curriculum topics. 

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68

Training activity: 

Rate your confidence

69

Rate your confidence (trainer notes)

Ask your colleagues to rate confidence before and after topic training

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If teachers still rate confidence as low, discuss ways you can develop

their subject knowledge, offer peer support etc. 

70

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72

Training activity: 

Dealing with difficult questions

73

Dealing with difficult questions (trainer notes)

Use the following slides in your training to help teachers:

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74

Dealing with difficult questions (1) 

[Prepare ‘difficult’ questions to discuss in training or give

teachers a blank version to fill with their own questions]

What would

you say?

What wouldn’t you

say?

Follow up

75

Dealing with difficult questions (2)

Pupils may well ask questions because they: 

●

want information

●

are seeking permission - “Is it OK if I …?”

●

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●

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●

don’t feel pressured or that you have to answer straight away

●

don’t disclose personal information - use third-person examples,

say ‘some people...’

●

seek advice if you need it

76

Training activity: 

How will I teach this?

77

How will I teach this? (trainer notes)

Use the following slides in your training to help teachers:

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78

How will I teach this? 

79

Additional slides for structuring training

80

Any concerns?

ADAPT THIS FOR YOUR OWN PRESENTATION

Any questions?

What support do you need?

81

XX%

ADAPT THIS FOR YOUR OWN PRESENTATION

[Use this format to present your own key facts and statistics - e.g. from your local

authority or own monitoring. Include the source.]

82