This Document Contains the Workbook for Your OCN Accredited Course

Dear candidate

This document contains the workbook for your OCN Accredited course.

Before you begin your workbook, we would be grateful if you could take a few minutes to look at the flowchart overleaf, which outlines the marking process.

As this process is designed to ensure the quality and standards of the OCN awards, it is very rigorous and this means that from beginning to end can take up to five months.

We will do our best to keep you informed of the progress of your workbook; however, a number of steps in the marking process are outside our control and, therefore, we hope you will understand if it takes longer for your certificate to be sent to you than we might wish.

If you have any queries regarding the progress of your work, please don’t hesitate to contact us at: .

We hope you have enjoyed training with us and wish you good luck with your qualification.

Best wishes

The BDA training team

OCN Marking Process Flowchart

Practical Solutions for Dyslexia Plus

OCN Credit 4 Learning

Level 3 Workbook

Note to candidates:

Thank you for taking the time and effort to undertake this award and we hope that you find both your training experiences and the completion of this workbook interesting and that it helps you to develop your knowledge, understanding and skills in this area.

Once you have completed your workbook please send 2 copies to the address on the previous page, 1 copy will be sent to your assessor and the other will be kept at the BDA Training Office. Please also ensure that you complete fully all your information details at the front of this workbook.

Once your work has been assessed it will go forward for both internal and external moderation, this process ensures both the quality of the assessment and maintains the standards of our awards. When this process has been completed certificates will be generated and these will be sent to you along with your assessment feedback and your workbook will be returned. We will be happy to update you on the progress of your workbook if you contact us.

If your workbook hasn’t met the required standard or you have forgotten to complete something your workbook will be returned to you for the additional work to be untaken and once this has been completed just resubmit your workbook for assessment. Should this happen your assessor will provide you with detailed feedback that will explain what you need to do in order to meet the required standard or which parts of the workbook need to be completed.

Please ensure that the work contained in the workbook is your own and whilst the support materials provided with your training are designed to support you with the completion of the tasks please try not to copy chunks out of them. If there is a group of you undertaking this award we encourage group working and that you help to support each other but again the work that you submit should be your own.

Finally if you feel you need any additional advice or support, or you are simply not sure about a question or you just get stuck, don’t panic, our assessors will be happy to help you, either contact the training office or Helen Boden (Head of Accredited Training) at

Best wishes and good luck

Helen

Assessment Activity 1:

Understand current approaches to dyslexia

1.1 Summarise current thinking about dyslexia, illustrate your answer with reference to relevant research in this area.

1.2 Review and evaluate current approaches to dyslexia, identify at least 2 different approaches to dyslexia and evaluate their potential effectiveness based on your own experiences and knowledge of dyslexia.

Assessment Activity 2:

Understand multi-sensory approaches to teaching & learning

2.1 Explain what is meant by a “multi-sensory” teaching approach and investigate the importance of a multi-sensory teaching approach in relation to working with individuals who are dyslexic.

(Why is such an approach important for dyslexic individuals?)

Assessment Activity 3:

Understand the importance of phonological skills

3.1 Investigate the importance of phonological skills in relation to the development of literacy, include references to relevant research to support your answer.

3.2 Assess the effects of inefficient phonological skills on both literacy learning and the broader curriculum.

3.3 Produce an activity to promote phonological skills

(Please ensure you include your activity and that it is securely attached to your workbook)

3.4 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

Assessment Activity 4:

Understand spelling rules and patterns

4.1 Summarise the importance of using a range of spelling strategies

4.2 Produce an activity to help a dyslexic learner spell an irregular word

(Please ensure that you include your activity and that it is securely attached to your workbook)

4.3 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

4.4 Investigate and explain the rule or convention in eight spelling patterns

1.

2.

3.

4.

5.

6.

7.

8.

4.5 Focus on 1 rule or convention to aid a particular learner explain (in detail) how you would teach this rule to the learner

Assessment Activity 5:

Understand the principles of basic and higher reading skills

5.1 Summarise the principles of basic reading skills

5.2 Develop an activity/strategies to help a dyslexic learner with basic reading skills.

(Please ensure that you include your activity and that it is securely attached to your workbook)

5.3 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

5.4 Summarise the principles of higher reading skills

5.5 Develop an activity/strategy to help a dyslexic learner with higher reading skills

(Please ensure that you include your activity and that it is securely attached to your workbook)

5.6 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

Assessment Activity 6:

Understand the difficulties that a dyslexic individual may experience with writing

6.1 Analyse the potential difficulties with writing that might be experienced by dyslexic learners.

6.2 Develop an activity/strategy to help a dyslexic learner with writing.

(Please ensure you include your activity and that it is securely attached to your workbook)

6.3 Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences.

Complete assessment activity 7 or 8

Assessment Activity 7:

Understand the potential impact of dyslexia on behaviour, motivation and self-esteem

7.1 Investigate how dyslexia can affect behaviour motivation and self-esteem

7.2 Evaluate strategies that can help with behaviour, motivation and self-esteem

7.3 Assess and comment on your role in supporting dyslexic learners

Assessment Activity 8:

Understand the potential impact of dyslexia on numeracy

8.1 Outline the difficulties a dyslexic learner might have with maths in the classroom

8.2 Produce an activity to help dyslexic learners with maths

(Please ensure your activity is securely attached to you workbook)

8.3Explain what your activity is and how you would use it. Review and evaluate the effectiveness of this activity based on your experiences of using it with learners

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