elaborated curriculum: personal and social developmentedc.roddystuart.net/elaborated...

Elaborated curriculum: Personal and Social DevelopmentAttainment outcome Life skills

Strand 40 Eating and drinking

Notes

Targets Programme of study/teaching strategies/resources1 … will hold food/drink briefly

in mouth then swallow… will open mouth and make movements and lip sounds in anticipation of food

Ensure that pupils are seated in good position with a tray or table in front of themPupils can be encouraged to swallow by gently stroking the throat in a downward movement. There are lots of ideas in 'Pre-Feeding Skills and Feeding - A Guide to Assessment & Intervention'. Where necessary enlist the help of the Speech TherapistEncourage lip movement by modelling smacking lips and encouraging imitation, use mirror gamesModel smacking lips saying "Mmmm" at snack and meal times, encouraging imitation from pupil

2 … will use upper lip to remove food from spoon… will bite and chew vertically… will swallow with mouth closed… will hold biscuit

Be aware of the different types of spoons, cups and bowls available for feeding, and ensure that appropriate equipment is used to promote and improve feeding skillsEnsure that food is not too sloppy and spoon is not scraped on teeth as it is removed. Give facial stimulation to strengthen lips, if necessaryWhere required, thicken the food, progress the texture of food to encourage biting and chewingFacilitate lip closure during swallowing manually where appropriate. Ensure that facilitation is not intrusiveEncourage and prompt where necessary to hold biscuit and take to mouth

Elaborated curriculum: PSD 1 © North Ayrshire Council 2001

Targets Programme of study/teaching strategies/resources3 … will seal lips on cup/spoon

… will chew mashed food with some side movement… will drink from feeding cup… will practise holding spoon… will pick up food

To prompt lip seal and chewing use facial stimulation and physical prompts where necessaryDo not scrape food off chin with spoon - blot it with a tissue to stimulate this region and avoid confusionUse cups with graded tops, gradually increasing size of holes until an open topped cup can be used. Facilitate pupil to hold with two handsGive pupil extra spoon to hold whilst being fed. Do lots of generalised grasping activitiesGive variety of appropriate finger goods, 'Wotsits', slices of peeled fruit, plain biscuits

4 … will establish lateral and rotational chewing… will drink from ordinary cup with 2 hands - often spilling… will bring spoon to mouth

Avoid mince for children learning to chew. It is gritty and encourages tongue thrustUse foods of appropriate texture to encourage chewing, moving from finely to roughly chopped foods. Keep foods separate on plate, even if they have to be chopped, mashed, or liquidisedMove from lidded to open 2-handled cup, fading prompts for holding itPrompt to load spoon and take to mouth - fade the prompts in whatever way suits the individual pupil

5 … will usually keep lips closed when chewing… will hold glass or cup… will load spoon and use correctly… will play with food

Give facial stimulation before meals and manual facilitation to close lips when chewing. Gradually withdraw facilitation - and always ensure that it is not detracting from the pupil's enjoyment of foodGrade from handled cup to beaker. Beware of using glass with pupil who still has a bite reflex. Familiarise pupil with a variety of drinking vesselsPrompt to load spoon and fade prompts. (Try alternate spoonfuls.)'Messy' play can be done with, eg porridge, custard, tinned tomatoes, beans, jelly, etc, but for most of our pupils playing with food at mealtimes is inappropriate, though some will learn eating skills by going through this exploratory stage


Targets Programme of study/teaching strategies/resources6 … will feed himself/herself

completely with spoon and fork… will use straw but chew… will ask for food and drink when wishing it

Continue to ensure appropriate seating and table height. Introduce holding a fork and move on to stabbing with forkMake up blowing and sucking games with straws with and without liquidEncourage pupil to 'ask' for food at snack and lunch time. Accept sound, gesture, word or symbol - whatever communication system the pupil usesReward with food when pupil 'asks' for it at appropriate times between meals

7 … will use knife and fork… will spread butter… will cut food with knife… will pour liquid… will obtain drink from tap… will serve himself/herself at table

Replace spoon with knife for main courseUse activities such as spreading jam, chocolate spread, sandwich, etc. Also use art activities for spreading - glue acrylic paint, etcFacilitate to cut food both at meal times and during Home Economics activities such as cutting sandwiches and fruitHave water play activities to help pouring skills as well as; eg pouring juice at snack timeGive opportunities and encouragement to use tap appropriately - at hygiene and meal timesFacilitate and encourage to serve self at snack and lunch times - start with pupil getting just one item for themselves, eg potatoes



Strand 41 Dressing

Notes

Targets Programme of study/teaching strategies/resources1 … will fix and track adult and

clutch own clothes during dressing routines… will tolerate being dressed… will grasp parts of body while lying down

Stick to same dressing and undressing routines and talk them through as you do themBuild undressing and dressing into daily routines, eg shoes and socks for sensory room, playing in sand or paddlingMake use of the routines involved in getting ready for pool or gym and changing routinesEmphasise body parts during hygiene and dressing routines, and during other teaching activities

2 … will grab sock - may pull off… will resist dressing routines sometimes, eg by throwing body back… will anticipate getting up and going out routines

Encourage, prompt and praise to grasp sock, glove, hat, shoe, etc, and help to pull offContinue with same dressing and undressing routines, prompting pupil to touch or grasp clothes appropriately more and moreHave a distinctive and structured routine for coat times in morning and afternoon - building in fun and anticipation


Targets Programme of study/teaching strategies/resources3 … will carry out spoken or

gestural instruction, eg "take it" or "give it to me" when ball is held out… will echo key words in sentences

Encourage pupil's co-operation with dressing routines. Pause - prompt to offer limb and take a more active part in dressingBe aware of pupil's physical abilities when teaching dressing skills - ensure good positioning to aid balance and functional use of hands and armsUse dressing-up play activities with adult helper. Use group time activities to encourage choosing garment, putting it on and taking it offOften backward chaining is the easiest way to teach undressing - the pupil completing the last part of the task of removing a garment and then the last two parts and so on

4 … will take off socks and unfasten shoes… will pull at buttons and zips… will complete removal of T-shirt with assistance… will try to put on coat

Build sock and shoe routine into daily/weekly activities, moving all the time to more anticipation, participation and independence for the pupilEncourage to find and touch fastenings on own clothesUse backward chaining methods. Structure teaching so that pupil can always experience success in some way and try to ensure that dressing and undressing is mostly done for a purpose, although some dedicated teaching may be necessary for specific skillsStart by putting one arm into coat and other arm partially in encouraging pupil to push arm right into sleeve. Use a task analysis that will suit the needs of the individual pupil to learn this task

5 … will remove unfastened garments/T-shirts… will find armholes in T-shirt and pull down… will fetch right clothes for bedtime and outings

Try to ensure that undressing activities such as taking off a T-shirt are practised in an appropriate situation, eg getting ready for pool or gym, changing if clothes have got dirty. Use backward chaining as in step 3Again use appropriate situation to practise dressing and backward chaining so you put T-shirt over child's head and facilitate them to complete the last 2 steps of putting arms in sleeves and pulling downGive plenty of opportunities to fetch/indicate, eg swimwear for pool, coats for home, apron for dinner, smock for artEncourage lots of clothes play such as with dolls' clothes and dressing-up activities


Targets Programme of study/teaching strategies/resources6 … will pull on socks albeit

with difficulty turning heel… will put on shoes - maybe wrong feet… will be independent with use of pull down garments

Start by putting on sock over heel for pupil and leaving them to pull up the last bit, gradually increase the amount that the pupil is doing until they can complete the task independentlyEncourage as much independence as possible. Allow mistakes to be made. Praise all effortAgain change shoes at appropriate times, eg for gym, after playtime, etcProvide garments that are easy to put on and pull off and use backward chaining to build up to pupil completing whole task independently

7 … will fasten buttons and zips… will dress with some supervision… will knows back/front of garments consistently… will put on T-shirt

Practise with fastenings through use of commercial toys such as 'Fastenings block' and 'Fastenings dolly'Practise, consolidate and hone dressing skills through regular structured routines embedded in practical activitiesIt can be useful to have garments with a picture on the front, eg school logo. Move on to garments with less distinctive differences between back and frontBuild on skills of previous steps until pupil can put on T-shirt independently



Strand 42 Personal hygiene - washing

Notes

Targets Programme of study/teaching strategies/resources1 … will show anticipation of

face being washed… will show enjoyment of bathing… will start to reach for objects in the bath

Draw attention to and talk through preparation of materials for hygiene routines. Ensure that steps and routines are followed in the same order every timeMake sure that hygiene sessions for showering and bathing are fun and that any fear the child may have of water is respected and gradually overcome. Make sure that pool sessions are enjoyable with lots of funEncourage to reach for and play with floating toys in pool and in water play activities. Use objects which pupils find particularly motivating

2 … will grasp sponge and face cloth with intent… will hold face up to be washed… will resist washing routines sometimes

Continue established routine for face washing, etc. Prompt and facilitate to take sponge - prompt to hold up face and co-operate in routinesIf possible try to have consistency with same staff helping pupils with hygiene routinesMake washing routines fun! They must be motivating for the pupil. Only teach one level of hygiene routine at a time, but encourage to co-operate throughout the routinePraise all co-operation. Make washing fun by using nice smelling soaps and toiletries, different toothpastes, animal shaped sponges, etc


Targets Programme of study/teaching strategies/resources3 … will suck toothbrush

… will hold out hands to be washed… will play with objects in water

Encourage acceptance of toothbrush in mouth. Encourage pupil to hold brush and put in mouth. Gradually build up acceptance, co-operation and participationSimilarly with washing routines - prompt pupil to anticipate and co-operate by holding out their hands, gradually fade promptsAppropriate co-operation will depend on individual needs and physical abilities. Build hand washing into daily routines - before lunch, after toilet, etcUse water play to practise some of these skills, making them fun. Help pupil to explore objects in water, eg hold a light item under water and then release and let it pop up

4 … will put hands in water and pat face in imitation… will rub hands together when soaped… will splash hands in water to rinse

During washing routines facilitate actions with appropriate prompts, telling pupil what is expected all the timeEnsure that structured routine is followed in the same order each day. Use adult modelling, prompting either forward or backward chaining to extend skills. A symbol or picture chart can be used to illustrate each level of the routineGive physical prompts, or model and encourage pupil to imitate skills for hand washing. Gradually reduce help given

5 … will complete washing routine with help (prepared cloth, towel and water)… will indicate wish to have face or hands washed

Move from giving full facilitation for all steps of washing routine to pupil doing small tasks for themselves - eg patting face with cloth, or soaping or rinsing hands, thus extending and consolidating activities from previous stepsUse the language of 'dirty' and 'clean'Use mirror to draw attention to state of hands and face. Praise cleanliness after face has been washed


Targets Programme of study/teaching strategies/resources6 … will attempt to wash and dry

face and hands… will wash own arms and legs in bath… will brush teeth in imitation

Encourage pupil to complete their personal hygiene routine at meaningful times during day, eg wash hands before lunch, after painting. Wash face and hands after lunch or after snack. Praise all efforts and gradually withdraw helpAt shower time after pool and during hygiene lesson prompt to wash one limb and fade prompts. Build up to pupil washing both arms and both legs independentlyUse games such as "This is the way we brush our teeth". Also demonstrate and prompt brushing teeth after lunch and snack

7 … will wash and dry face and hands on instruction… will brush teeth… will know when to go and wash

Ensure appropriate routines in place, use every opportunity to consolidate and move towards independence and minimal adult supervisionGive physical, gestural or verbal prompts to put toothpaste on brush, brush teeth and rinse off. Set a timer for brushing teeth, gradually building up the time to 2 minutesEstablish link between routines such as washing hands before eating, cleaning teeth after eating, washing hands after going to toilet. Encourage pupils to carry out linked routines independentlyEmploy vocabulary of 'clean', 'dirty', 'sticky', 'grubby', etc



Strand 43 Personal hygiene - toileting

Notes

Targets Programme of study/teaching strategies/resources1 … will accept

toileting/changing routine passively… will show signs of discomfort, eg by crying

Ensure structure and regular routine for toileting and changingTalk about what is happening and what you are going to do next. Stress the names of body parts as you are working, eg now put your foot through your trousersTake time over activity and make it enjoyableRespond appropriately to any sign of discomfort - soothe and remove the source of discomfort

2 … will begin to co-operate with toileting/changing… will begin to show awareness by facial expression when nappy is wet or soiled

Give opportunities and prompts for co-operation, eg help pupil to lift bottom for pad to be slid underWhen a pupil is being changed ensure maximum privacy and dignity. Older weight bearing pupils should stand to be changed and if soiled sit on 'Arjo' toilet or shower seat to be washedUse language of 'wet', 'dirty' and 'clean' discreetly and give pupil appropriate facial expression for them to mirrorReact to any indication that pupil is aware of wetting or soiling by immediately taking to toilet or changing area. Praise pupil for letting you know they are uncomfortable


Targets Programme of study/teaching strategies/resources3 … will co-operate actively with

toileting and changing… will indicate by gesture when wet or soiled… will have established regular pattern

Encourage active participation during toileting and changing routines by giving time for anticipation, praising and facilitating actions. Ensure that same sequence of actions is always followed during routinesHelp pupil to indicate if they are wet or soiled by providing them with appropriate gesture, eg patting nappy area - give physical prompt to do this and follow up with "You're wet, let's change you"Start toilet training by toileting every half hour, fill in toilet chart. If a pattern of wetting/soiling is apparent from the chart, set toileting times to fit the pattern

4 … will begin to indicate needs by gesture/restlessness… will look for private place… will perform when taken… will have variable bowel control

Continue to toilet at regular intervals and respond appropriately to any indication of need between timesEnsure privacy for pupils at toileting times and react with shock if that privacy is intruded uponEncourage to sit on potty or toilet at the time which has been established as the most likely to get results and give time to perform. Praise any resultsEnsure appropriate toilet aids are available for pupils with physical difficultiesChart timing of bowel movements and, if a pattern emerges, arrange for toileting at the most appropriate time

5 … will indicate wish to be taken to toilet even if too late to avoid accidents… will use standard words, signs… will be dry at night if lifted

Always encourage pupil to use word or symbol for toilet at regular toileting times. Remind or take pupils to toilet at regular intervalsEnsure minimum fuss after accidents and encourage to sit on potty or toilet after accidentKeep language clear and simple - use consistently at every visit to toilet. Introduce the male and female toilet symbolLiaise with parents so there is consistency in how toileting is carried out and an exchange of information about progress with bladder and bowel continence


Targets Programme of study/teaching strategies/resources6 … will use bathroom for bowel

movements… will indicate wish to go in time to avoid accidents… will have daytime control… will pull down pants by himself/herself

Use toilet chart to identify any pattern for bowel movements, if possible in conjunction with home. Take pupils to toilet when bowel movement is expectedEstablish use of toilet symbol, sign or word at regular timesReact to indications of need by encouraging pupil to use sign, symbol or word as you go to toiletEstablish consistent toileting pattern during school day and liaise closely with home and respite situations to ensure same pattern is followed everywhereUse opportunities to teach dressing and undressing skills for pants, tights and trousers during toileting and changing routines

7 … will rarely have accidents… will establish night control in the main… will use toilet standing up in the case of boys

Daily toilet routines must be established. Give positive response to any indication of need at other timesKeep up close liaison with home. Try to establish cause of any accidents, eg excitement, too long on outing, change in dietWhere appropriate and in conjunction with home encourage boys to stand to urinate


Elaborated curriculum: Personal and Social DevelopmentAttainment outcome Social relationships

Strand 44 Awareness of self and others

Notes

Targets Programme of study/teaching strategies/resources1 … will still, smile, turn,

vocalise at adult presence, voice or touch… will respond to own name… will recognise some people

Encourage enjoyment of adult presence by singing, chanting, rhymes and providing tactile stimulation. Encourage response from pupils by repeating any stimulation they have found enjoyableFamily and staff should all use agreed name for pupil (usually their forename)Build in use of agreed name, peer's names and adults' names during daily routines and group time. Be consistent in use of name, using it at all opportunitiesEncourage and prompt if necessary to respond to own nameStaff should have individual 'markers', eg wear a distinctive perfume, or a tactile wristband. Use agreed names for staff consistently

2 … will discriminate familiars from strangers… will imitate vocalisation to communicate… will make wants known… will know himself/herself in mirror

Use language such as "We've got a visitor today" and talk about having a visitor in the classroomDuring interactions prompt and encourage vocalisations by echoing back pupil's responsesEncourage to respond with sound, gesture or word to: eg "Do you want a drink?" Lead on to pupil making wants known independently. Respond positively to any attempt from pupil to communicate or make wants knowMake up lots of fun mirror games with pupil and with groups of pupils. Use mirror in hygiene routines


Targets Programme of study/teaching strategies/resources3 … will prefer some people

… will point to himself/herself when asked "Where is …?"… will relate well to strangers… will know 'mine' and 'yours'… will know himself/herself in photo

Use terms such as 'friend', 'Mum', 'Dad', 'brother', 'sister' in daily routinesUse group times, table games, 'Hide and Seek' games to encourage pupil to identify selfEncourage to 'speak' to visitors in classroomUse pronouns 'mine', 'yours' throughout the day and teach in formal group time and individual settingsUse variety of photographs, albums and wall displays and games of "Where's …?" and "Show me where you are"

4 … will give name on request… will like to be with others… will share belongings, but not attention… will identify relationships - brother, sister

Have formal sessions "What's your name?" Practise frequently. Encourage visitors to ask pupils' names and wait for their replyMake school fun! Set up structured play to encourage sharing of toys and experiencesEncourage sharing through passing things round at group time and snack time. Get pupils to bring in a toy and show it to othersTalk about families at news time. Make use of family photographs. Use language of 'brother', 'sister', etc. Do a simple family tree for each pupil using photographs

5 … will use pronouns 'me', 'you'… will enjoy dressing up… will indicate 'man', 'woman', 'boy'. 'girl', own sex… will take turns… will co-operate with adults

Encourage use of pronouns through repetition and imitation. When pupil says "Jim went fishing" encourage to repeat "I went fishing", etcUse variety of adult directed structured play activities including dressing up. Also give opportunity for free playEnsure dressing up box has male/female garments and that clothes are of suitable size for pupilsUse photographs and sets of pictures as well as real people to talk about man/woman etc. Sort pictures into sets. Make a boys' table and a girls' table for an activityPromote turn-taking at group times and through structured play and table gamesFollow any Behaviour Support Policy in school and use praise and reward to encourage co-operation


Targets Programme of study/teaching strategies/resources6 … will understand 'we'

… will like to make friends… will attempt to draw self… will imitate adult roles… will attempt/give name and address

Encourage pupils to feel part of group, by being included in group time activities and other routines. Stress the pronoun 'we'Give play opportunities with other pupils and encourage visits from local primary school pupils. Draw attention to other pupils in group and use language of "Jane's your friend"Encourage drawing and modelling of self and others using variety of drawing, painting and other tactile materials such as 'plasticine'. Use closure activitiesTalk about adult roles. Use role-play, television, books about people who help us, etcFormal teaching sessions for name and address. Build up from name to name and street, then name, street and town

7 … will sometimes give age… will recognise basic body shapes, physical similarities and differences… will begin to select friends and exclude others

Formal sessions for "What age are you?". Celebrate birthdays. Introduce children and prompt them to give their age to classroom visitorsTalk about people - big/little, boy/girl. Use posters, books, puzzles. Use the terms 'bigger than', 'smaller than'. Draw round people, use wall displays to illustrate peopleEncourage pupil to respond to questions like "Who do you want to play with/sit beside?" Use visiting primary school pupils to talk about friends. Use group songs that highlight the names of classmates and friends. Use photographs of friends. Staff must ensure that all pupils feel valued in this context



Strand 45 Personal organisation (handling information, making choices)

Notes

Targets Programme of study/teaching strategies/resources1 … will co-ordinate eye/hand

movements… will track objects and people… will respond differently to stimuli… will indicate likes/dislikes

Provide opportunities and prompts to pick up, move and play with a variety of toys. Make use of computer switches and touch screenEncourage to track by use of travelling lights, suspended toys, adults on wheely stoolsGive a variety of sensory stimulation both in single mode and multi-sensory. See Strands 20, 21 and 22. Note responses and use results to aid with teaching planGive opportunities for choice with toys, food, activities, etc. Encourage to indicate choice by eye pointing, touch or vocalisation, etc and respect choice made

2 … will be attentive to everyday sounds, touch, routines… will try to grasp cup… will vocalise to attract attention, listens, then vocalise again

Draw attention to everyday sounds as they arise. Talk pupil through handling and hygiene routinesGive appropriate prompts to grasp cup, spoon, etc and gradually fade promptsAdults should respond positively to any vocalisation. Model vocalisation and give pupil time to repeat it


Targets Programme of study/teaching strategies/resources3 … will know 4 body parts

… will move appropriately to 'up' and 'down'… will leave alone when told "don't touch"

Use physical or gestural prompt as appropriate for pupil to carry out instruction. Ensure that toys and objects are motivating. Use songs and rhymes at group time for 'taking' and 'giving' tasksUse a variety of facial expressions and gesture and vary pitch and tone of your voice in group and individual sessions. Teach pupil to be aware of both verbal and non-verbal messages, such as a smile, frown or pointOnce preferences are established give choices of two objects, one of them motivating. Use both formal and informal sessions such as individual time, snack time and play time. Move on to choice of two where both objects are motivating

4 … will know where objects go… will ask for object by eye pointing, vocalisation, gesture or simple words… will make needs known

Give practice at putting toys into toy box, cutlery into tray, coats on pegs, equipment into cupboard, etcPrompts to ask for things with "What do you want to do/like?", etc. Respond positively to any reply or reaction such as pointing to a toyRespond positively to any spontaneous request from the pupil. Make use of pictures - eg pupil to bring you a picture of a biscuit to exchange for a biscuit

5 … will follow two-part instruction… will respond appropriately to "What do you want to eat/do?"

Establish the response to a number of one-part instructions, eg "Come here", "Sit down", "Look", "Pick up", etcCombine two learned instructions, eg "Come here and sit down" or "Pick up the book and bring it to me"Give pupils the opportunity to indicate what they want to do by giving choice of food, tasks, toys, etcBe aware that, for some pupils with physical disability, indication of choice may be made simply by change in facial expression or posture. Pupil can choose from real objects, pictures or symbols, or they can locate these themselves to indicate their choice


Targets Programme of study/teaching strategies/resources6 … will give information/pass

on simple message… will choose from range of objects when asked… will ask for help if needed with eg drink, toilet

Grade activity from taking an object to someone, then a written message, then a verbal message. Use the 'Big Mack' switch for non-verbal pupilsContinue choice-making activities building up from a choice of 2 objects to more. Always respect the choice made. Choices could be used to make up a personal book such as a 'Record of Achievement' or a diary about self. Choices could go into a personal box or treasure chest of favourite itemsEncourage pupils to seek help by using language such as "Do you want me to help you?"Adults should respond positively when asked for help

7 … will carry out sequence of instructions… will show initiative when given opportunity… will sometimes give reasons for a choice

Once two-part instructions are established move on to more complex instructions, eg "Come here, sit down and drink your juice". Start on a small scale - three activities that can be done in one place, and move to larger scale, which may involve moving round school, or outsideGive opportunities for showing initiative; eg to ask for or to offer food at snack time, to suggest or seek out materials for art or free playTalk about choices - ask "Why do you like that?" If necessary help pupil to answer with further questions such as "Is it because it is red?"



Strand 46 Self confidence and self esteem

Notes

Targets Programme of study/teaching strategies/resources1 … will focus attention on

familiar adult… will vocalise delightedly when spoken to… will engage in and initiate interactive routines

Adult should draw attention to self by making voice interesting with changes of tone, pitch, intonation, rhythm and speedAdult should give time for pupil to respond and reinforce response. Persevere in this activity for as long as it takesEncourage interaction during routines such as hygiene, changing for pool, start of movement routines and throughout the day

2 … will encourage adult reactions, eg by casting objects… will repeat action to create laughter and assertion

Encourage interaction and mutual enjoyment through action rhymes, games and stories. Taking turns games like 'Peek-a-boo' are also good in this contextRespond positively to spontaneous appropriate actions and gamesThe pupil will often make a game out of an action and the adult should join in with the game by repeating pupil's action or sound or giving a complimentary reaction, eg pupil splashes in pool and adults say "Oooh!", then the cycle is repeated


Targets Programme of study/teaching strategies/resources3 … will imitate adult's playful

vocalisation or gestures with enthusiasm… will respond with pleasure to attention regarding appearance

Adult should initiate noises, songs, rhymes, games, fun, tickling. Give pupil time to imitate and praise attemptsAdult should draw attention to pupil's clothes, eg new shoes picture on jumper, etc and model pleasurable reactionAdults should respond positively to each other - modelling the giving and receiving of praise and showing care and courtesy to each other and to all pupils

4 … will repeat many actions/skills for own enjoyment… will show some competence in personal life skills… will alternate between clinging and resistance

After formal teaching of skills and actions such as building bricks, using computer switch, riding large toys or clapping hands, give plenty of opportunities for free play with structured equipment. Comment on the play and praise skills and actions practised until pupils are doing them for their own enjoymentUse structured approach to developing self-care skills such as dressing and brushing hair. Praise efforts and resulting appearanceBuild confidence and self-esteem by ensuring success in learning activities through appropriate graded tasks, prompting and praise

5 … will work or be alone for periods of time… will choose favourite clothes… will be confident in well established routines

Begin to leave pupil to complete motivating task alone. Gradually increase time for working alone and widen choices for self-occupationUse group time activities such as selecting hats, gloves or a garment from dressing-up box to encourage making choice of clothesTalk about clothes that people are wearing and use pictures of clothes from catalogues and other sourcesAdult should ensure that the same sequence of tasks is followed in daily routines to enable pupil to build up their confidence through understanding of what is coming next


Targets Programme of study/teaching strategies/resources6 … will begin to question adult

instructions… will be aware of own abilities and use them… will tolerate minor changes in routine

Adults must be consistent with instructions and expectations, ensuring that instructions are reasonable. Give simple explanation where appropriateBoost pupil's self-esteem and self-image through praise of actions. Encourage to do things for others, eg collect the coats, point to the person who is next, press the switch to open the door, etcGive warning and explanation about any changes in routines and support pupil through the changes. Any changes you are making should be minor if possibleHelp pupil to accept changes by use of timetable photographs, pictures and symbols

7 … will carry out everyday routines independently… will exert some control of emotions, eg "be brave"… will be inclined to enjoy being 'cheeky' with adults

Gradually withdraw prompt/support for daily routines, giving pupil the opportunity to be independent. Praise all efforts, reinforce successful attempts. Record successes on a chartTalk about and identify own and pupil's emotions. Use picture material, story books, happy/sad musicUse role play to aid awareness of emotions and teach socially acceptable ways to display themHelp pupil to control emotions appropriately, eg "take a deep breath", "rub it better"Initiate jokes and fun with pupils and allow them some jokes against adults. Adults could have a joke with one another that pupils are part of, eg adult drawing attention to themselves doing something silly - maybe naming a pupil wrongly



Strand 47 Appropriate social behaviour

Notes

Targets Programme of study/teaching strategies/resources1 … will indicate when

hungry/in distress/discomfort… will co-operate in basic caring routines… will respond positively to friendly contacts

Adults should respond appropriately to indications of distress. Use language such as "Does it hurt?", "Are you hungry?"Adults should always talk through sequence of actions in everyday routines, encourage, prompt and praise, co-operation and participationAdults should initiate friendly contacts, eg "Good morning" and a smile. Give time for pupil to respond. Friendly behaviours should be part of all interactions in daily routines and contacts

2 … will imitate adult's social gestures - "bye-bye"… will vocalise to express strong negative feelings… will communicate needs to a wider group

Use waving "bye-bye" and other social gestures in context, eg in daily routines, when visitors come and go. Prompt and encourage pupil to imitate - fade prompts as appropriate, always giving time for responseEncourage appropriate vocalisations to express negative feelings, eg "no" instead of screamingTo encourage pupils to express their needs to a wider group use news time, group time and snack time with pupils communicating in their own way


Targets Programme of study/teaching strategies/resources3 … will be aware of unfamiliar

people or situations and stay near familiar adult… will understand "No"… will indicate refusal and resistance appropriately

Draw attention to other adults in school and on outings. Promote confidence in mixing with people by supporting appropriate interactions, eg welcoming visitors to class room, paying at a checkout, returning library books, etcPrompt appropriate response to "no", eg say "No" and give physical prompt to move from potential danger. Give physical prompt to stop unwanted behaviour and offer alternative activity. Try to gradually fade prompts to obey "no"Give choices - accept refusal and shape it into a socially acceptable refusal, such as pupil saying "No thank you" or gently pushing an object away instead of throwing it

4 … will consistently relate to familiars… will show affection to peers… will carry out instruction willingly… will be assertive - indicating "No"

Build consistent interactions into daily routines and group activities, eg looking at neighbour and naming if appropriate, shaking hands, patting, etcModel showing affection to peers and encourage pupil to indicate affection by touch or vocalisation. Adults should always treat each other and the pupils with courtesyEnsure activities are motivating and that instructions are given in language the pupils can understand. Reward and praise for carrying out instructionsEnsure indication of "No" is appropriate and socially acceptable rather than inappropriate behaviour such as head banging

5 … will be more comfortable with unfamiliar adults in established routines… will co-operate 50% of time… will use "please" and "thank you" if reminded

Gradually introduce pupil to a wider circle of adults in daily routines in school and in established routines for outings and visitsPrompt, praise and encourage co-operation at all times. Do not let non-cooperation affect praise for co-operationAdults should use the terms "Please", "Thank you", "Hello", "Goodbye", "You're welcome", etc with pupils and with each other and prompt pupils to use themNon-verbal pupils should be encouraged to sign or use chart or other aid to join in with these words and phrases


Targets Programme of study/teaching strategies/resources6 … will make choices

… will show understanding of feeling 'angry', 'sad', etc… will greet others with no reminder… will like to help with chores

Give opportunities for making choices throughout the day. Respect choice madeTalk about feelings with pupils. Identify expressions on peoples' faces and in pictures - 'happy', 'sad', 'angry'. Use Happy Face rewards. Use tactile materials for making happy and sad faces, eg by using 'plasticine' to make the mouth. Use pictures, stories and television materials to explore feelingsContinue with social rituals and gradually withdraw prompts for greetings and "please", "Thank you", etcEncourage pupils to participate in activities such as washing dishes and setting the table. Praise any effort. Pupils can be allocated specific duties to do on a daily or a rota basis such as wiping table, collecting coats, collecting diaries

7 … will understand social rules, eg not shouting inappropriately… will engage in basic social conversation… will be kind to others

Encourage and model appropriate social behaviour throughout the school day, on outings and with visitorsHave structured 'talking' sessions - question and answer, news time, chat at meal times. Encourage pupils to talk to classroom visitors and to people they meet frequently on outings, in bus, in café or shop. Incorporate talking to adults in wider community such as librarian or shop assistantFor non-verbal pupils with, eg a 'Big Mack', ensure interesting things are recorded on it, eg "I stayed with my Gran last night", or "What do you think of our new teacher?"Adults should show kindness and courtesy to each other and to pupils. Pupils should be prompted to do likewise


Elaborated curriculum: Personal and Social DevelopmentAttainment outcome Social competence

Strand 48 Household tasks

Notes

Targets Programme of study/teaching strategies/resources1 … will watch adult engaged in

housework… will reach for items of cleaning equipment… will help to load/unload machine/drier

Adult should talk through activities as they are being done and draw pupil's attention to themEncourage pupil to reach out and touch the cloth as you wipe the table or 'help' you hold the brush as you sweep up sandPupils could be prompted to participate with appropriate activities such as helping to wipe the table or putting the washing in the basketGive lots of practice helping with simple tasks. Build into daily and weekly routines

2 … will help clean up own area… will load/unload machine/drier… will add water to drink… will help to stir… will make simple snack

Facilitate to put away own table top activity, wipe own part of table after snack, etcChoose meaningful tasks for pupil and break into small stepsStick to the same sequence. Prompt pupil to participate and gradually fade promptsHave regular Home Economics sessions with lots of repetition of tasks such as preparing drink. Use timetable and wall pictures for pictorial sequence. Use daily routines as teaching opportunities to promote skills necessary to complete simple tasksUse stirring in water play and sand play as well as with drinks and cookeryFacilitate to, eg make ham sandwich, cheese sandwich, cereal and milk. Each level such as spreading butter or opening packet needs to be taught as part of the whole sequence


Targets Programme of study/teaching strategies/resources3 … will help to wash up

… will attempt part of other cleaning tasks… will select ingredients and make simple snack

Teach each level required for a routine like washing up separately. Teach to do one or two of the steps as part of daily routine, eg washing up after snack and lunchTeach separate steps of cleaning up after art and craft activities, tidying toys and materials away at end of activitiesGive opportunities to select from, eg two sandwich fillings. Set up tasks to identify appropriate ingredients, eg to select butter and bread from 'fridge for sandwich. Establish a routine of wearing an apron, washing hands, being careful near hot things. Incorporate skills of spreading, mixing, cutting, beating, etc

4 … will attempt whole cleaning task, eg doing dishes… will open door of machine/drier at appropriate time… will shop for ingredients and make simple hot dish

Combine individual steps into whole cleaning tasks, eg putting away paints and wiping tablePrompt to open machine or microwave door, etc at end of programme. Draw attention to start and stop and to signs of programme being finished such as sound, light, passage of time, how far the dial has movedTeach steps of identifying ingredients, shopping for them, cooking each ingredient separately and then combine into whole taskAlways emphasise one part of a complex task at a time and build into a whole

5 … will use damp cloth/duster effectively… will operate switches/dials for pre-set programme… will know when clothes need washing

Expect more effective use of and independence with cleaning materials and tasks. Help pupil to understand 'dirty' and 'clean' through use of appropriate vocabularyTry prompts such as sticky tape on dials of machine to show position for starting and stoppingUse opportunities as they arise, eg paint on apron, washing doll's and teddy's clothes to raise awareness of when clothes need washing


Targets Programme of study/teaching strategies/resources6 … will use cleaning equipment

effectively when asked… will help to sort clothes for appropriate programme… will help to plan meal

Give plenty of opportunities to practise using cleaning equipment. Praise all efforts to cleanDo sorting activities with lots of talk about colours, dark and light, towels versus clothes, etcUse looking at pictures, pictorial recipe books and cards. Have tasting sessions with ready prepared food. Talk about what we would eat first such as soup, then the main course, then the pudding. Use pictorial charts to show sequence of coursesEncourage pupils to ask others what they would like to eat

7 … will use cleaning equipment to carry out a task without prompting… will help to plan, shop for, prepare and clean up simple meal

This step involves practise, consolidation and extension of previous steps leading to maximum possible independence - using common household tools such as vacuum cleaner, brush, duster, washing machine, drier as appropriateInclude using food preparation tools - spoons for mixing, electric whisks, rolling pins. Pay great attention to safety when using hot things. Pay attention to details such as opening packets and tins, using simple measures such as cupful and spoonful



Strand 49 Freedom of movement

Notes Similar to Strand 54 - Safety in the environment

Targets Programme of study/teaching strategies/resources1 … will be curious about

immediate environment… will anticipate transitions… will give differentiated response to various environments… will get round obstacles

Adult should draw attention to immediate environment, eg plants, furniture, picturesUse timetable pictures to alert pupil to transitions and talk through them. Model anticipation and pause for pupil to anticipateTry to ensure that each room has something distinctive, eg music or 'danglies'. Try different aromas in different rooms. Set up teaching bases with distinct parts, eg quiet corner, house corner, teaching spaceClassrooms should be clutter free if possible. Draw pupil's attention to any obstacles and help to negotiate them. In the gym set up obstacle courses with large equipment. Teach to negotiate, using mainstream pupils to model if appropriate. Gradually fade help given

2 … will indicate need for help, eg with closed door… will initiate/participate in transitions… will explore immediate environment safely

Before helping with task, adult should pause so that pupil can make some indication that they need help. Prompt asking for help with "What do you want? Shall I help you?"At transition time, pause to give pupil chance to participate. Respond positively to appropriate initiation of transition from pupilEnsure that immediate environment is safe and interesting. Encourage and prompt to explore - "What's that over there?" Regularly set up different centres of interest in classroom, gym and playground, eg nature table, a 'soft' corner and so on


Targets Programme of study/teaching strategies/resources3 … will make way along

pavement when guided… will make way round school and/or home… will take written message

Ensure that there is safe opportunity on outings for pupil to walk along pavement. Draw attention to traffic, 'Green Man' crossings and other road safety aspectsGive pupil opportunities to move around in school in daily and weekly routines. Gradually withdraw help given, eg holding hand coming in from bus, following at a distance when going to gym, etc Use pictures as clues to where you are goingGive pupil realistic opportunities to take message to adult in next room, to office and so on, gradually withdrawing the support given

4 … will go along pavement safely and confidently… will go on errand for one item in school or home… will apply one or two simple rules of safety

Take regular walks to the same place, so pupil learns the way from, eg school to the shopGradually withdraw the support given on walks. Talk through the dangers of traffic and the need to stay on the pavement. Ensure pupil has understanding before releasing their handStart with errand in room such as getting cup out of cupboard then bringing a toy from next room and so onAdult should talk through safety 'rules' as equipment is being used, eg "Do not touch hot trolley", "Keep your fingers away from the doors", "Fasten your seatbelt". Pupils should indicate their understanding by repeating the words, or express their understanding in their own way

5 … will know to stop at kerb… will behave appropriately on public transport… will go on errand for 3 or 4 items in school

Use the words. 'pavement', 'kerb' and 'road' frequently. Ensure that pupil has the opportunity to be aware of what you are referring to. Use the words 'stop' and 'look' as you prepare to cross the road. Start with quiet streets and move to busier roads. Always ensure adequate supervision on all outingsTeaching activities should include buying ticket, finding seat, speaking quietly, sitting stillGive pupils structured opportunities to use buses, taxis, and trainsOnce pupil can do one errand, eg getting the juice from next door, build up to 2 errands in the same venue, then one errand from one room and one from another. Continue to extend skills in this way


Targets Programme of study/teaching strategies/resources6 … will cross a quiet road and

use 'Green Man' crossing with help… will use public transport, go to local shops, café in a group

Gradually withdraw prompts when crossing road and encourage pupil to direct events by saying when to stop and look, if there is traffic coming and if it is safe to cross. When teaching to use 'Green Man' crossing, teach to press button, watch for the 'Green Man' and listen for the soundEmphasise that when the 'Green Man' is on it is safe to cross because the traffic has stoppedEstablish use of public transport using, eg the 10.00 am bus regularly. Establish behaviour in shops such as choosing item, waiting in queue, paying at checkout or counter, pushing trolley in controlled manner. In a café teach skills of finding table for number in group, choosing and ordering food, eating and drinking appropriately and paying

7 … will undertake shadowed activities as in step 6

Use an analysis of skills approach for each public amenity that is accessed, so that the range of venues is extended to include what is available in your own area, eg library, bowling, country parkEnsure that each pupil has an achievable goal for each outing and ensure that helpers and volunteers know what is expected of their charge



Strand 50 Living in the community using facilities knowing the rules

Notes

Targets Programme of study/teaching strategies/resources1 … will tolerate group visits to

limited range of venues… will express pleasure for preferred activities… will eat in a familiar context without fuss

Visits should be short, structured, purposeful and enjoyable. Pupil should be prepared for visit through talking about it and use of photographs or artefacts. After the visit there should be follow up and evaluation. Visits and outings should form part of the overall teaching planAdult should model expressions of pleasure, such as smiling and laughing and should respond positively to pupil's expression of pleasureEnsure that a calm, regular routine is established for snack and meal times so that pupils feel confident and secure in this situation

2 … will show awareness of other participants… will co-operate with sequence of tasks… will eat in an unfamiliar context without fuss

Encourage pupils' awareness of each other at snack, lunch and group times by looking, naming and prompting to touch other members of the group or passing things to themEnsure that the same sequence of steps is followed within tasks and between tasks. Support pupil through sequence. Ensure that tasks are both fun and purposeful. Tasks could include practical activities such as setting the table or class work activities such as getting materials out, working through one or two pieces of equipment and putting them away againOnce eating routine is established minor changes can be made, such as a different adult helping or eating in a different area until, for example, the pupil can take juice at a café


Targets Programme of study/teaching strategies/resources3 … will sometimes interact with

other participants… will complete one aspect of sequence… will indicate choice of food and drink in a café

Encourage pupils to interact by shaking hands, passing toys or sweets around in a structured situation. Give opportunities for interaction at free play by careful provision of toys or play areaUse forward and backward chaining as appropriate to teach first level of, eg turning tap on for washing hands, or the last level of undressing at pool by pulling vest over headGive pupil opportunity for making choices in school, moving from concrete to verbal clues where appropriateIn cafés start with using pictures of food to help pupil indicate choice to familiar adult

4 … will enjoy interaction with other participants… will know some aspects of sequence when using amenities… will order own drink in café

Continue to encourage interaction with others and use all opportunities throughout the day, eg meeting people in the corridor or with visiting pupils in other classrooms, etcWhen arranging seating for group times take notice of a pupil's preferences for othersEnsure that outings are regular and purposeful with sufficient repetition to enable pupils to learn the sequence of tasks required to use the given amenity. Concentrate on one amenity at a time and consolidate skills there before moving on to a second amenityGive pupil plenty of experience of going to cafés. Build on skill of pupil indicating to a familiar adult what they wish to have and extend to them indicating their choice appropriately to a waiter or waitress

5 … will show some sensitivity to needs of others… will carry out most of sequence when using amenities… will anticipate own turn

Draw pupils' attention to the needs of others. Prompt pupils to help each other and adults, eg by bringing someone's coat for them. Encourage pupils to accept a share of adult's attention, reassuring them that they will soon get a turnContinue with structured visits, gradually withdrawing adult support and extending the number of amenities usedUse games and activities which give lots of practice in turn-taking such as table games, using playground equipment such as swings and roundabouts. Use language of "It's your turn next". Pause to allow pupils to show anticipation and to indicate when it is their turn


Targets Programme of study/teaching strategies/resources6 … will show sensitivity to

needs of others… will use lift/escalator… will 'pay' for items… will help himself/herself to item at self-service café

Respond positively with praise when pupils are kind to each other. Encourage them to draw your attention to others who need help. Adults should show sensitivity and model kind and helpful behaviourWhere environment is appropriate use structured approach for learning to cope with lift or elevator, drawing attention to safety aspects. Make use of pictures and role-play and provide plenty of reassurance for pupils who are initially wary of these thingsUse role-play in school, paying for items. Use real coins in school tuck shop. Provide with a £1 coin to exchange for one item in a shop such as a loaf of bread. Even where pupils have little concept of value, it is important to establish the principle of exchanging money for goodsExtend and consolidate choice-making activities with food and drink. Give opportunities to serve self at lunch time, taking appropriate sized portions. Extend activities to café situation, starting with choosing one item and continue from there

7 … will be aware of needs of others - offering some help… will know sequences, can share to use amenities… will order simple meal in café

Encourage pupils to identify the needs of others, eg Billy hasn't got a paintbrush, Sally hasn't got a cup, Jimmy is crying. At a later stage encourage pupils to meet the need themselves by passing a paintbrush or cup or soothing someone who is upset. Host other pupils for snack or lunchRange of amenities used can include hairdresser, record shop, sports centre, libraryMake use of stores and cafés where conditions are duplicated at all branches, eg MacDonalds, Burger King, Tesco



Strand 51 Appreciating and exploring the environment

Notes

Targets Programme of study/teaching strategies/resources1 … will be aware of school

environment… will recognise own classroom… will recognise different areas of school

Draw pupil's attention to environmental differences such as home, school, outside, on the bus. Emphasise vocabulary of "In your classroom", "In your bus"In own classroom draw attention to significant areas, eg own seat, toy corner, snack table, work table. Draw attention to the differences between the classroom and other parts of school such as the sensory roomWhen moving around in school talk through where you are going and where you are just now. Emphasise names of areas in school such as pool and gym, and encourage pupil to repeat or demonstrate understanding in their own way. Use tactile clues on walls. Arrange to have different smells in different rooms through use of aromatherapy oils. Draw attention to noises in different rooms

2 … will enjoy school environment… will anticipate different area/activities in school… will be aware of own pictures on wall

Make school fun! Ensure that pupil has a regular routine with plenty of opportunities for anticipating what is coming next. Visit different classrooms in schoolMake use of timetable pictures, artefacts and photographs to facilitate anticipation. Help anticipation by taking plate to dinner hall, armbands to pool, reflective rod to sensory room, etcEnsure that wall displays are accessible to pupils. Encourage them to help put their own pictures on the walls and give opportunities for them to talk about wall displays


Targets Programme of study/teaching strategies/resources3 … will anticipate routine of

group outings or events… will enjoy visits to local amenities, eg swings… will be aware of playground layout

Set up routines for daily and weekly events. Make use of timetable pictures or objects of reference to talk about and prepare for each event, following the same sequence all the timeStarting with regular use of facilities in school, extend structured routines to include visits to local amenities. Make sure that activities are properly prepared and planned for and there is a goal for each pupil on the outing. Talk about and do follow up activities after each outing. Make regular visits to amenities and build up familiarisation with one amenity before introducing anotherName and draw attention to the different parts of the playground - the grass, the tarmac, the gate, any equipment used, etc. Play games of jumping on the grass, hopping on the tarmac, throwing a ball at the goal. Ensure non-ambulant children have similar opportunities to enjoy the playground

4 … will be aware of growing things in, eg playground… will be aware of and enjoy different environments, eg inside/outside

Give pupils opportunities to care for plants both indoors and outdoors. Include activities such as planting seeds, transplanting and use of simple garden toolsMake use of the school garden drawing attention to grass growing and being cut and to plants and flowersDraw pupil's attention to different environments on outings - flowers and plants in season, gardens, trees with/without leaves, pavement, shops, fields, animalsMake use of a variety of structured outings to, eg country park, seaside, lake, river, harbour, woods, farm parks, zoos. Visit these places in different kinds of weather

5 … will enjoy visits to town amenities, eg library… will be aware of need to keep playground litter-free… will grow plants in classroom

Structured visits to amenities should be tailored to the needs of individual pupils. Preparation, planning and follow up are essential. Start by using the same route to the amenity each time and the same routine - eg always press the button at the crossing. When familiar with one amenity extend to others, eg visit different shops and cafésRaise awareness of the need for tidiness through activities such as tidying up in class, tidying toys away, putting bikes away, putting rubbish in binUse the language of 'litter', 'rubbish'. 'tidy', 'untidy'Foster increasing awareness from pupil about the need for plants to have water and light to grow. Move from prompting pupils to water plants regularly to them being able to indicate that the soil is dry and so the plant should be watered


Targets Programme of study/teaching strategies/resources6 … will take part in simple

gardening… will help to create classroom displays

Structure activities such as preparing soil, choosing and buying plants, planting, watering and weeding. Use picture and photographic material - matching up with digging, planting, watering, weeding. Follow up and enjoy the results!Encourage pupils to gather materials for display. On outings help with prompts such as "Shall we take this back for our classroom?" Accept any spontaneous suggestions from pupils positivelyInvolve pupils in creating displays from collected materials as much as possibleGet them to help you arrange, eg a table showing what you bought today, put up a poster about the CD you got or arrange shells from the beach in a pattern

7 … will explore available opportunities for leisure and recreation… will be aware of broader conservation issues

Continue to set up a programme of structured visits to amenities such as the library, local pool, indoor bowling and local parks. Use books, pictures and magazine materials with pupils to aid in planning and following up visitsEmphasis conservation issues by drawing pupil's attention to litter in the streets, litter-free areas, wheelie bins, etc. Point out changes in the environment such as building going on. Point out people taking care of the environment by gardening, grass cutting, emptying bins, etcEncourage pupils to take care of environment by picking up their own litter, switching lights off, not wasting, not spoiling things, etcWhere possible give pupils experience of the "great" outdoors - the beach, hillside, etc


Elaborated curriculum: Personal and Social DevelopmentAttainment outcome Healthy and safe living

Strand 52 Body awareness, growth

Notes

Targets Programme of study/teaching strategies/resources1 … will be aware of hands

… will respond to touch… will react to discomfort, pain, hunger… will be aware of immediate family members

Encourage pupil to bring hands in front of face by using activities such as putting reflective tape or bells onto fingers and wrists, clapping, rubbing and waving handsUse group and individual time to give experience of objects and materials to touch, feel, tap, squeezeGive experience of appropriate touch from adults such as tickling for play, soothing for comfort, practical for changingBe aware of pupil's body language and signs of discomfort and respond appropriatelyUse information in daily diary and family photo album to talk about family members at news time, etc. Encourage close family members to visit the classroom

2 … will be aware of hands and feet… will indicate 1 body part… will organise body for movement… will be aware of wider circle of people

Give pupil lots of tactile stimulation such as use of spa bath, feet and hand prints, feet in sand, poly chips, macaroni or lentils. (Be careful with pupils who tend to put small objects in their mouths.) Use massage on hands and feetEmphasise names of body parts at group times and hygiene times, stressing the same body part in each activityHelp pupil learn to organise own body through methods such as conductive routines, plinth work, rhythmic intention, hygiene routines and MOVE targetsHelp pupil to be aware of a wider circle of people by introducing visitors and other members of staff in weekly routines, eg when pupil goes for lunch trolley or having a visitor at group time


Targets Programme of study/teaching strategies/resources3 … will point to/name 3 body

parts… will organise body for safe movement… will be aware of boys and girls… will use 'I' and 'Me'

Continue with rhymes, songs and games for body parts such as 'Simon Says', Extend to two then three parts, naming same parts in each activityDraw pupil's attention to and support safe ways of, eg coming off chair or plinth, going up and down stairs and using gym equipmentRaise pupil's awareness of gender by highlighting boys' and girls' names, counting boys and girls and making groups of boys and girlsEnsure that toileting is carried out in single sex groups and curtains are drawn for privacyEncourage use of personal pronouns through lotto games - "Who has …?", "I have …"., "Give it to me". At group time model use of "I" and "Me"

4 … will point to/name 5 body parts… will have general awareness of age differences… will be aware of need for hair and nails to be cut

Continue to emphasise names of significant body parts and use a variety of activities to help pupil learn them. Point body parts out on dolls and other pupils. Use floor puzzles or simple body puzzlesIncrease awareness of generation by talking about family - grandparents, Mum, Dad, big/wee sister or brother. In school talk about juniors and seniors. Use picture materials, thematic approaches - 'myself', 'my family'. Celebrate birthdays. Talk about "When you were a baby", "When you were in Mrs Smith's class", etcFoster pupils' pride in and awareness of their own appearance by drawing attention to hair growing - "It's getting long" and nails growing and being cut. Comment positively when staff and pupils have had haircuts. Liaise with parents in preparing for hair cuts, etc

5 … will compare himself/herself physically with others… will be aware of cause of discomfort, pain… will be aware of man, woman, boy, girl

Encourage pupils to compare for example colour of clothes at greeting times, news times and group times. Talk about differences - hair colour or length, eye colour, height, type of wheelchairHelp pupil to identify source of pain by questioning, eg "Is your tummy sore?", "Show me where it hurts"Raise awareness of gender by use of storybooks and picture material. Draw pupils' attention to visitors and members of the public by gender, eg the lady/woman in the kitchen, the boy or girl from local primary school. Use posters of baby, child, adult


Targets Programme of study/teaching strategies/resources6 … will react appropriately to

cause of discomfort or pain… will be aware of own sex… will be aware of own growth and development

Help pupil to seek help to deal with discomfort by prompting "Show me where it hurts". Adult should deal appropriately with cause of pain - showing sympathy and caring - but encouraging pupil not to over-reactRaise awareness of pupil's own gender by talking about being a boy or a girl and drawing attention to gender of peers. Use language such as "This girl is good at walking". Talk about and use pictures and practical examples of male fashions and female fashionsAid awareness of growth and development through use of pictures, recent photographs, photographs of past events, family photographs. Talk about "When you were a baby". Have a "Me" book - "I am David, I am a boy"Celebrate birthdays - emphasise changes - "You're getting bigger", etc. Link object or activities to age groups, eg baby's bottle, children's toys, teenagers' CDs etc

7 … will name most body parts… will be aware of different generations and own 'age'… will be aware of male/female… will be aware of/can deal with bodily functions

Extension and consolidation of previous steps in body parts, concentrating on those still not mastered. Use all opportunities for naming body parts - coats, snack, hygiene time. Use puzzles, pictures, dolls, etcTalk about and draw pupil's attention to different generations with a "Me" book or a family album - "I am six", "My gran is old". Draw attention to older/younger pupils in own group and throughout the schoolFor 'male' and 'female' use activities similar to step 5 including gender flash cards, signs on toilet doors, etcHelp pupil through routines for toileting, hygiene, dealing with menstruation, gradually withdrawing support and encouraging independence. Do things in the same order each time to enable pupil to learn sequence of, eg going to toilet, rearranging clothes, washing hands. Extend skills to coping in unfamiliar toilet or bathroom



Strand 53 Looking after oneself

Notes

Targets Programme of study/teaching strategies/resources1 … will be given privacy for

toileting and dressing… will co-operate with feeding… will co-operate in hygiene routines

Adults must ensure that pupils have privacy in toileting areas at all times, particularly from the opposite sex. Similarly with changing for pool - make use of screens. Emphasise privacy aspect by giving a shock reaction when someone interrupts, guarding pupil's privacy by immediately covering them upAdults and pupils should knock and wait before entering toilet and changing areasEncourage co-operation with feeding by setting up a regular routine, maintaining a calm, quiet atmosphere and ensuring good positioning and appropriate utensils. Seek advice from speech therapist for children with physical problems which affect feedingEncourage co-operation with hygiene routines through appropriate prompts for individual pupils, fading prompts as soon as possible

2 … will be aware of need for privacy in toileting etc… will participate in feeding… will participate in hygiene routines

Raise awareness of need for privacy by talking about being private, covering up pupil's body and responding positively to signs of pupil wanting privacyUse structured approach to encourage active participation in feeding and hygiene routines, eg reducing physical prompt to load spoonRefer to Strand 40 for progression of skillsFor progression in hygiene and dressing routines refer to Strands 41, 42 and 43. Again teach one level of each routine at a time and gradually fade prompts given, encouraging pupil to do more and more for themselvesOlder weight-bearing pupils should stand to be changed and, if soiled, should sit on the Arjo toilet or similar to be washed


Targets Programme of study/teaching strategies/resources3 … will have a desire for own

privacy in toileting etc… will accept healthy foods… will actively participate in exercise routine

Emphasise privacy aspect of toileting whether pupil is independent in toileting or needs to be changedIntroduce healthy foods at snack time such as fruit, raw vegetables, cheese, wholemeal biscuits. Encourage pupils to eat balanced meal at lunchtime. Talk about which foods are good for you and foods which you should not eat as much of. Use displays of food, categorising into different typesTo encourage active participation stick to the same sequence in school routines. For pupils with physical disability use rhythmic intention, giving time and opportunity for participation and gradually expecting more from pupil. For other pupils set up regular exercise routines, daily if possible, using gym or classroom

4 … will respect privacy of others… will choose some healthy foods… will tolerate appropriate clothing

Draw pupil's attention to others' privacy - "We can't go in there, she's getting changed". Talk about privacy and where it is appropriate to dress or changeEstablish pupil's preferences from choices of healthy foods, eg cheese or apple. Avoid sweet sticky foods as far as possibleEncourage toleration of, eg wearing shoes in school, gloves outside in the cold. Use such methods as giving rewards for keeping on or building up length of time worn. Fade prompts and rewards as time goes on

5 … will be aware of difference between healthy/non-healthy foods… will choose right clothing for activity/weather… will enjoy exercise

At snack and meal times talk about food that is good for you or not good for you. Make use of pictures and posters and provide a variety of healthy foods, occasionally allowing less healthy food, but pointing out why it is less healthy, eg Birthday cakeRaise pupil's awareness of appropriate clothing through role-play, dressing-up games. Have big contrasts - jumper versus sunhat, shorts versus coat. Point out anomalies using books and appropriate worksheetsRegular exercise routines should be fun for everyone and at an appropriate level for each pupil so that success is ensured. It may be necessary to build up the time a pupil is able to exercise, while for other pupils vigorous exercise several times a day may be beneficial


Targets Programme of study/teaching strategies/resources6 … will be aware of social need

for modesty… will be aware of personal appearance/hygiene… will recognise when clothes are dirty

Talk about what parts of our bodies are private. Emphasise the need to sort clothing before leaving toilet. Prompt and remind pupil to, eg zip trousers or pull skirt downMime shock/horror at immodest behaviour but do not overdo it so that it becomes a rewardTalk about and praise pupil's appearance, using the language of 'clean', 'dirty', 'comb hair', etc. Introduce use of shower materials and deodorantsDraw attention to dirty clothes, eg when food gets spilt and they need changing. Respond appropriately to pupils by praising when they point out that a garment is dirty. Make use of the school laundry for clothes where appropriate and necessary

7 … will be aware of 'stranger - danger'… will volunteer to improve appearance/hygiene… will choose preferred healthy exercise/diet

Where appropriate talk about and draw pupil's attention to a stranger by saying "We won't go near that person because we don't know them". In school say "We need to find out who that is before we talk to them". Also more formal teaching - "We do not speak to strangers". Use of commercial material, eg 'TACADE'Encourage pupil's independence through acceptance of routines such as washing hands after toilet. When a pupil has acknowledged that, eg their hands are dirty ask them, "What can you do about that?" Encourage and praise all attempts to improve appearance and hygieneProvide plenty of opportunities for regular exercise at an appropriate level for pupil. Establish preferences, eg swimming or jogging. Provide with varied diet and establish preferences between healthy foods and others



Strand 54 Safety in the environment

Notes

Targets Programme of study/teaching strategies/resources1 … will be aware of

surroundings - including common dangers… will be aware of edible/non edible materials

Draw pupil's attention to different surroundings such as classroom, pool area and playground by pointing out distinctive featuresDraw attention to dangers such as hot trolley, sharp edges, uneven surfaces and help pupils to avoid or negotiate themGive appropriate reactions to pupil trying to put non-edible items into their mouth by saying "Yuk, nasty, not for eating", etcWith edible items use "Yum, nice, mmmm", etc

2 … will be aware of danger of heat - hot tap, radiator, fire… will be aware of clean and dirty food… will know not to touch plug points

When pupil displays any knowledge of danger respond positively. Encourage awareness of danger of heat through prompts not to touch radiator, fire, etcDiscourage from eating food dropped on floor, table or apron. Use words like "No", "Dirty"Adult should always use switches on sockets when plugging in and disconnecting equipment. At this stage pupils should be strongly discouraged from touching plug points.


Targets Programme of study/teaching strategies/resources3 … will be aware of need to

stay near known adult… will negotiate small spaces, eg doorways safely… will know simple rules for food hygiene

Ensure that pupils stay near adults through use of wrist strap and holding hands when on outings. In safer places such as play park pupils can gradually be allowed more freedom, but should be prompted to return to adult when calledHelp pupil to negotiate small spaces by drawing attention to doorjambs and prompting to draw in elbows if in a wheelchair, or to get through before automatic doors close. Use games in gym such as crawling through tunnel to help pupils learn to organise their bodySet up routines for hand washing before food, wiping table, washing cutlery that is dropped and using cutlery appropriately. Emphasise cleanliness of hands and equipment at Home Economics sessions

4 … will keep toys tidy and floor clear… will be aware of danger of, eg scissors, knife… will know when help is needed, eg if lost/hurt

Set up routines for pupils to help tidy up after activities. Where appropriate adult should ensure clear floor and draw pupils' attention to obstacles and encourage them to clear awayWhen using sharp tools in everyday situations, adult should draw pupil's attention to dangers through language such as "Sharp, don't touch, be careful". Adult should model appropriate use of tools and prompt pupil to use them safelyAdult should respond positively when help is needed, prompting pupils to seek help when hurt, eg if they fall or bump themselvesUse stories about children being lost and role-play asking for help. On outings emphasise to pupils that they must stay close to named adult and look for that adult if they should fall behind

5 … will plug in and switch on appliance safely… will use scissors, knife safely… will know who to approach for help

Teach pupils first to switch appliance on and off at wall, then to pull plug out, lastly to put plug in. Stress the safety aspects at every stageGive more opportunities to use sharp tools, continuing to emphasise safety aspects and correct useContinue with stories and role-play about getting lost, being hurt and people who can help us. On outings point out, eg policeman or policewoman as someone who could help


Targets Programme of study/teaching strategies/resources6 … will be aware of saying

"No" to strangers… will be aware of dangers such as plugs, heat, traffic… will know safety rules, eg turn off cooker after use

Raise awareness of the need to say "No" to strangers by role-play, stories, use of materials such as 'TACADE'. If possible set up and use materials such as 'Safe Kids' or 'Kidscape'. Make up similar personalised materials to suit individuals where appropriateTalk about common dangers, use pictures and role-play to show what can happen if safe routines are not followedTeach safe routines, eg using fireguard, oven gloves, 'Green Cross' Code, putting cold water into bowl first, etc

7 … will be aware of road safety - able to cross road… will get help if lost… will get help in emergency… will be aware of safety posters

Teach the 'Green Cross' Code, emphasising safe places to cross such as at the 'Green Man', on a quiet road, using traffic islands, etc. Where possible pupils should be given the responsibility for saying when it is safe to crossRole-play getting lost and practise asking a policeman to help - giving them own name, address and telephone numberTeach to use 999 and ask for fire, ambulance or police through role-play and storiesDraw attention to safety posters such as slippery floor and help and encourage pupils to draw their own



Strand 55 Safe relationships

Notes

Targets Programme of study/teaching strategies/resources1 … will respond to empathic

touch and handling and 'rough and tumble'… will be aware of familiars/strangers

Adult should provide appropriate experience of 'rough and tumble' games in sensory room, pool and gym. Also soothing and sensitive handling when pupil is upset, also during hygiene routines and planned routines such as quiet timesDraw attention to visitors in classroom. Draw attention to the fact that new personnel will not be involved in changing routine until a trusting relationship is built upAll personnel in regular contact with pupils should use the same approach for greeting, etc so that pupil can differentiate between that and a stranger's approach

2 … will respond appropriately to unwelcome touch and handling… will 'know' what a friend is

Pupils should be given maximum privacy and allowed dignity during all changing routines, eg standing, not lying where at all possible. There should be minimum exposure for pupils - use "Do not enter' signs on toilet doorsAdult should show shock and disapproval where a pupil's dignity or privacy is not maintained or the pupil is touched inappropriately say by another pupilTalk about 'your friend'. Act in a friendly manner to adults and pupils. Have stories about friends. Involve primary school pupils. Adults should talk about their friends. Take notice of apparent dislikes a pupil may have for others


Targets Programme of study/teaching strategies/resources3 … will offer appropriate

greetings - who not to kiss/cuddle… will have friendship skills - sharing, turn-taking

Use cheerful, friendly greetings and goodbyes in school. Discourage pupils from kissing anyone other than family membersIn school, cuddles should be limited to special occasions - a reward or to soothe when a pupil is hurt or distressedStaff need to be very sensitive to the needs of the individual as regards appropriate cuddlingConcerns about inappropriateness should be discussed with the management teamUse group time to encourage sharing and taking turns. Also use snack time and table games for sharing and gym activities for turn taking. Pay particular attention to pupils in wheelchairs, enabling them to sit next to someone they like

4 … will know about appropriate touch, both given and received… will know who we can help… will know who helps us, eg teacher, nurse, doctor

Provide activities to encourage appropriate touch from pupils such as shaking hands, 'Pat-a-cake'. Discourage inappropriate touch such as grabbing or touching 'private' parts. Ensure that adults apologise appropriately for inadvertent inappropriate touchEncourage pupils to help each other and staff by, eg tidying up, fetching messagesEncourage older pupils to help younger pupils by, eg passing them toysEncourage ambulant children to push wheelchairs to help othersRole-play being a doctor, nurse, etc and use stories, puzzles and topic books to improve understanding of people who help us

5 … will have more friendship skills - helping, giving… will know function of people in community, eg police, Lollipop person, shop assistant

Set up a routine where each pupil has the opportunity to be the monitor or helper for snack time, giving out cups, biscuits, etc and clearing awayContinue sharing and turn taking activities from step 3, gradually withdrawing prompts to share and take turnsDraw attention to, eg Lollipop person and policeman on outings. Use role-play activities to act out what each of these people does. If possible access work experience placements to give a realistic impression of what they do. Visit police station or fire station


Targets Programme of study/teaching strategies/resources6 … will be increasingly aware

of 'danger - stranger'… will understand caring relationships outside family and school, eg respite, neighbours

See Strand 53 step 7 and Strand 54 step 6Talk about pupil's relationship with family, school, friends, respite carers and others in pupil's lifeEncourage pupils to talk about their feelings for others and illustrate them by drawing pictures or using photographs or video film

7 … will say "No" to strangers… will enjoy wider friendships, eg through 'Buddy' letters and visits

Role-play saying "No". Also use commercial material such as 'TACADE'. Use videos and storiesGive opportunities for wider friendships through regular outings to pool, café and librarySet up a 'Buddy' scheme with another local school. Have regular reciprocal letters and visits with Buddies. Ensure that Buddies are participating in activities with our pupils, rather than being helpers


elaborated curriculum: personal and social developmentedc.roddystuart.net/elaborated...

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