invis-Ability offer a wide range of choice for all schools from one-off workshops to after-school and lunchtime clubs. All are delivered by our friendly, experienced facilitators who bespoke the sessions into the Key stage groups. All of our team are DBS checked and are able to tutor any of our courses and workshops to your school’s needs, ensuring that invis-Ability can enhance and complement your curriculum giving your students an experience that will stay with them.<\/p>\n\n\n\n
- Lunchtime\/After-school Sign Language Club<\/li>
- Lunchtime\/ After school Sign Choir<\/li><\/ul>\n\n\n\n
Simply Sign<\/strong> KS1 & KS2<\/p>\n\n\n\n
Simply Sign, our primary age sign language sessions are perfectly placed to help children learn the lifetime skill of signing together in a fun and informal way that provides enhanced interactions for all concerned. Suitable for school settings or can be organised as a private group after school.<\/p>\n\n\n\n
Simply Sign courses run over a full term and are available both at lunchtime (25 mins) and after school clubs (25mins or 45mins). Each week building on the previous week’s work to enable your students to communicate basic needs in BSL and Signed Supported English (SSE). They will gain knowledge and confidence of D\/deaf awareness and etiquette.<\/p>\n\n\n\n
BSL is the 4th most commonly used native language in the UK and is now recognised as a Modern Foreign Language (MFL). SSE is using BSL signs but in the word order of spoken English \u2013 it is used often in schools to support English Language learning.<\/p>\n\n\n\n
Simply Sign is suitable for KS1 and KS2<\/p>\n\n\n\n
- Colours<\/li>
- Emotions<\/li>
- Pets<\/li>
- Family<\/li>
- Food<\/li>
- Community<\/li>
- Holidays<\/li>
- Hobbies<\/li><\/ul>\n\n\n\n
Voices Herts and Hands<\/strong> \u2013 Sign Language Choir<\/p>\n\n\n\n
Sign Language brings music to life adding another\ndimension to understanding the song and its lyrics. Using a mixture of British Sign Language and\nSigned Supported English, we take a song and over a few weeks learn to sign along\n\u2013 voices are optional! Songs are taught\nin sections in a fun and relaxed environment.<\/p>\n\n\n\n
Sign choir can be booked in half-termly or termly blocks which stand alone \u2013 this enables more of your students to try the choir. It can be delivered at lunchtimes (25mins) or as an after-school club (25mins or 45mins). It is suitable for Upper KS1 and all of KS2.<\/p>\n\n\n\n
An example of a half-term programme:<\/p>\n\n\n\n
- Week 1 \u2013 Sign Etiquette, ‘Let it go’ pt 1<\/li>
- Week 2 \u2013 recap Pt 1. Pt 2.<\/li>
- Week 3 \u2013 recap Pt 1 and 2. Pt 3<\/li>
- Week 4 \u2013 recap Pt 1, 2, 3. ‘You’re Beautiful’ Pt 1<\/li>
- Week 5 \u2013 polish ‘Let it go’. ‘You’re Beautiful Pt 2<\/li>
- Week 6 \u2013 Performance polish.<\/li><\/ul>\n\n\n\n
SSE is using BSL signs but in the word order of spoken English \u2013 it is used often in schools to support English Language learning.<\/p>\n\n\n\n
Super You, Super Me<\/strong> KS1-4<\/p>\n\n\n\n
Did you know we all have superpowers? Things that we can do well. It’s sometimes easy to forget our superpowers when we are faced with things, we find difficult.<\/p>\n\n\n\n
Super You, Super Me \u2013 helps us all to find the superpowers we all possess \u2013 kindness, acceptance and understanding \u2013 as well as our own unique gifts. Super You, Super Me is not just about disability equality and awareness it is about understanding we all have similarities and differences and how important it is to celebrate these.<\/p>\n\n\n\n
Our Super You Super Me workshop is 2 hours long and can be split into 2 x 1-hour sessions. The workshop comprises of the following topics:<\/p>\n\n\n\n
What\u2019s your Superpower?<\/strong> \u2013 encouraging young people to look at their skills<\/p>\n\n\n\n
Different but Similar<\/strong> \u2013 Through simple games and fun discussions we look at similarities and differences and that it’s not just OK to be different \u2013 it makes the world go round<\/p>\n\n\n\n
Different Ability or Disability?<\/strong> \u2013 looking at each person as an individual and not one size fits all mentality,<\/p>\n\n\n\n
Deaf Awareness<\/strong> \u2013 Finger spelling their names, how to ask for help? How do Deaf people use phones or call for help? For youth groups, their promise is signed.<\/p>\n\n\n\n
Visual Impairment Awareness<\/strong> \u2013 Find out about Braille and try our Braille machine to write their own names. Play games with our giant Braille frames. Look at Braille in action.<\/p>\n\n\n\n
Deaf\/Blind Awareness<\/strong> \u2013 How do Deaf\/Blind people communicate?<\/p>\n\n\n\n
Guide and Assistance Dogs<\/strong> \u2013 Different harnesses mean different things. Find out all the different amazing ways animals can help people. What to do when you see an assistance dog?<\/p>\n\n\n\n
Physical Impairments<\/strong> \u2013 Different ways to move and play.<\/p>\n\n\n\n
Our Brain the computer<\/strong> \u2013 A gentle introduction to Learning Difficulties and the Autistic Spectrum disorder.<\/p>\n\n\n\n
Resetting our computers<\/strong> \u2013 Understanding the importance of mindfulness and who can help us to reset our computers (mental health awareness).<\/p>\n\n\n
\n![\"\"](\"http:\/\/www.invis-ability.org.uk\/wp-content\/uploads\/2022\/06\/image-4.png\")
<\/figure><\/div>","protected":false},"excerpt":{"rendered":"A recent study of young people, both Deaf and hearing, across the UK, found over 90% want to learn British Sign Language. BSL is an amazing skill to have and has the following benefits for young people: Increased awareness and use of eye contact during communication. Improved fine motor skills and spacial awareness. assists with … Continue reading “Educational facilities”<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-78","page","type-page","status-publish","hentry"],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.invis-ability.org.uk\/index.php?rest_route=\/wp\/v2\/pages\/78","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.invis-ability.org.uk\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.invis-ability.org.uk\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.invis-ability.org.uk\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.invis-ability.org.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=78"}],"version-history":[{"count":12,"href":"https:\/\/www.invis-ability.org.uk\/index.php?rest_route=\/wp\/v2\/pages\/78\/revisions"}],"predecessor-version":[{"id":622,"href":"https:\/\/www.invis-ability.org.uk\/index.php?rest_route=\/wp\/v2\/pages\/78\/revisions\/622"}],"wp:attachment":[{"href":"https:\/\/www.invis-ability.org.uk\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=78"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}