elaborated curriculum: understanding and relating to the ...edc.roddystuart.net/elaborated...

Elaborated curriculum: Understanding and Relating to the EnvironmentAttainment outcome Development of the senses

Strand 20 Development of vision

Notes

Targets Programme of study/teaching strategies/resources1 … will react to light

… will close lids against intense light… will demonstrate 'Doll's eye' reflex… will turn eyes and head to diffuse light

Help pupils to become aware of light, through use of mobiles, snake light, disco lights, candles, mirrors, shiny materials, shining torchlight off reflective materialsUse light of different intensities - bright white, coloured filters, candle light, etc. Switch lights on and off. Go for a walk in the sunshinePlace pupil in different positions when presenting visual stimuli - standing, sitting, lying - prone, supine and on sideUse visual effects in a sensory room such as bubble tubes, fibre optics, light panelPosition pupil with face to lightEnsure good contrast between foreground and backgroundVary pupil's position in room and in relation to the visual stimulusMake use of bright coloured posters, toys and ribbons

2 … will follow dangling ball briefly… will react to visual blocking… will regard nearby human face intensely

Place' danglies' near pupil in room or transport. Present objects which move randomly within a small area such as dancing flowers, toy dog that wags its tail. Alter pupil's position in relation to toy or objectHave fun with 'Peek-a-Boo' games and similar activities. Place pupil behind visual screen and call their nameMake use of close face-to-face interactions and games with pupil, giving opportunity for pupil to look closely at you. For pupils with low toleration use mirror games,. Wear funny hats, pull funny faces to stimulate pupil to look. Prompt pupils to touch your face

Elaborated curriculum: URE 1 © North Ayrshire Council 2001

Targets Programme of study/teaching strategies/resources3 … will scan surroundings if

held up - no face in view… will blink at shadow… will remove vision screen… will track left to right, and up/down

Ensure surroundings are bright and visually interesting. Make use of posters and simple pictures. Use clear primary colours. Draw attention to stimuli such as Christmas lights, floodlit buildingPass your hands in front of pupil's face, stand between pupil and focused sources of light. Use parachute games - waving the material around and then moving underneath itUse a towel, cloth or chiffon scarf and help pupil remove with 'Peek-a-Boo' games. Pause as you pull off a jumper so pupil has opportunity to remove it from eyes. Use 'Hide the toy' games such as 'Jack in the Box'Make us of dangly toys and objects and structure tracking activities, gradually increasing the length of the track, then the speed. Track first left to right, then up and downMove on to tracking rolling balls - use bright colours and strong contrasts for tracking activities

4 … will follow slow moving dangly 6-10 inches from face… will converge eyes for finger play… will have full visual field

Continue tracking activities from step 3, extending tracking games. Use toys such as marble run and tumbling clownsEncourage to move fingers and hands in front of face. Place small puppets on pupil's fingers. Use nail varnish on older pupilsTape reflective materials to hands or fingers in path of light to encourage pupil to look at them. Use finger bellsEncourage pupil to look for objects placed across the room, or pictures or photographs on the wall. Use ball games in the gym with brightly coloured balls and targetsEncourage to look at passing traffic animals in field, display in shop windows etc

5 … will be visually alert for near and far… will follow dangly in all directions smoothly… will look at small bead… will look closely at toys

Give time and opportunity to respond to visual signals both from across the room and close to. Continue to use a wide variety of visually stimulating materials including moving mechanical toys, projected images of slides on screen or colour wheel in sensory room. Use the Sensory room equipment in a structured manner to improve visual fixation and tracking. Use favourite toys for pupil to track. Give appropriate encouragement to fixate on small toys and objects, varying position of object in relation to pupil, and noting any preferences or blind spots in terms of visual fieldEstablish visual preferences for different objects or toys, including colour. You may need to fix or hold the toys so that pupils with physical disabilities can still be given the opportunity to develop visual skills


Targets Programme of study/teaching strategies/resources6 … will watch moving objects

within visual field… will follow dangly in all directions… will anticipate where rolling ball will go

Have pupils in different positions and facilitate to watch, eg toys being pulled on strings, clockwork car, spoon approaching mouth at mealtimeUse a variety of 'danglies', toys and other objects for pupil to watch and track, varying colours, structuring slow/fast movements, jerky/smooth movements and so onConstruct games of watching toy cars, rolling ball, etc. Make up mini snooker game - "Will ball go into green bag or red bag?" Roll balls slowly, point cars to pupils across big table - play "Who's getting the car?"Use group times to encourage watching peopleContinually encourage awareness of people and objects

7 … will see threads… will match identical toys… will match identical pictures… will be aware of different colours

Use increasingly small visual stimuli as pupil's skill developContinually draw attention to small things, eg drip of milk on table, dolly mixture, crumb of cake, small stone in a piece of jewellery, etcUse toys which are motivating for pupils - start with large toys - different categories eg cars and dolls. Refine to matching, eg 'Matchbox' cars from choice of cars and lorriesFor matching pictures use identical scanned photographs, 'Lotto' cards, pattern cards, etc. Always ensure that you present material in optimum position for individual pupil's visual field and pupil wear spectacles if they are prescribedMake use of both group time and individual times for colour games and other matching gamesEncourage awareness of colours in environment and everyday living, eg "What colour is your jumper?", "Who else has a jumper that colour?", etc



Strand 21 Development of hearing

Notes

Targets Programme of study/teaching strategies/resources1 … will 'startle' or 'freeze' to

loud noise… will turn head to look at nearby speaker/sound… will cry, coo, chuckle

Give wide variety of auditory stimulation, noting pupil's reaction and increased attention to sound. Use singing, placing near metronomes, ticking clock, tuning fork, wind chimes or other source of soundProvide sound through, eg tying bells to socks or sleeves, use small rattles, rustling paper, etc. Make use of tapes or radio - but not constantly. Vary the volumeGive prompts to turn head to sound. (NB: congenitally blind child does not turn head to sound - it creates too many distracting noises)Respond to pupil's vocalisation appropriately. Play tapes of voice sounds from people of different generations!

2 … will locate sound producing object or quiet voice close by… will make loud tuneful vocalisations

Vary position of sound source in relation to pupilPause during speech or song giving pupil opportunity to look at you for you to continue. Whisper to childUse exciting sounds such as clapping hands, blowing whistles, etcEnsure a wide variety of sounds and sound games and establish pupil's preferences. Place pupil in 'bath' of noisy things such as shredded paper. Help pupil to explore noisy and vibrating toysWhen singing or talking vary voice in both tone and pitchEnsure auditory stimulation includes bass and treble pitches and use a variety of instrumental sounds


Targets Programme of study/teaching strategies/resources3 … will shout to attract

attention… will locate sounds from further away (3-6 feet)… will babble… will imitate playful sounds

When pupil vocalises reflect the sound back to him/her. Try to get change in sound by altering end by intonation or 'word'. Respond positively to shouts for attentionUse sound games as in previous steps with source further away. Widen variety of sounds and make use of favourite soundsDraw attention to everyday sounds as they occurEcho babbles back to pupilHave fun with animal noises, 'raspberries', etc. Use sound books. Use computer programs with auditory reward

4 … will know and turn to own name… will respond to everyday familiar sounds… will be aware of unusual sounds

Use pupil's name consistently in interactions. Vary tone, pitch, intonation but ensure agreed name is usedDraw attention to everyday sounds and voices, encouraging appropriate response, eg stop activity when bell is rung, say person's name when they hear their voice, go to lunch table when they hear the trolleyDraw attention to outside sounds and their associated causes - traffic, tills in shops, birds, wind, rain, etc. Establish preferences - music and soundsContinue to stimulate with selection of music and sounds tapes, making use of sound effects in Sensory room, 'sounds Lotto' games, etcUse familiar sounds in unfamiliar situations, eg a tape of teacher at home or a tape of parent at school

5 … will be alert to quiet meaningful sounds… will track a moving sound… will turn to voice… will use jargon in play… will have speech cadences

Provide whispering, quiet times, calm, relaxing music. Make structured use of the sound effects in a Sensory roomGive experience of rooms with different acoustics, eg pool, gym, bathroom. Draw attention to the differences noting reactions or preferencesPlay a note/noise from an instrument to indicate/copy which instrument it wasMake up games for tracking sounds utilising pupil's interests and preferences in the auditory modeCall pupil's name, high and say "keek" as you appear, make funny and exciting vocal noises and encourage/facilitate pupil to turn to youEncourage pupil to echo simple speech patterns, rhymes and songs. Adults should echo pupil's vocalisationsAttribute meaning to pupil's sounds and interpret them as speech. Echo them after pupil has 'spoken'


Targets Programme of study/teaching strategies/resources6 … will have a few recognisable

words… will understand simple spoken language

Use lots of repetition of key single words. Ensure that adults use clear simple, repetitive language at all timesReinforce any speech which approximates to word-like sounds and encourage repetition of these soundsReinforce and encourage any recognisable wordsAdults must use simple language for instruction, group games and all interactions with pupilsUse the same vocabulary each time you do an activity, eg always use the word "lunch", don't alternate between lunch, dinner, food, etcContinue with wide variety of auditory stimulation

7 … will use short sentences… will use correct grammar

Reflect pupils' utterances back to themTry to extend existing vocabulary/sentence structure by adding/or inserting a noun or verb as you reflect back. Encourage pupil to repeat this new sentence or phraseEcho pupil's natural words, modelling correct sentence structure and grammar to encourage development of language skills. Ensure you use the language the child hears in their own environment. Do not insist on "Yes" if Mum always say "Aye"Use wide variety of rhymes and songs to encourage repetition of phrases



Strand 22 Taste, touch and kinaesthesis

Notes

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

smells… will associate different smells with different people/places

Expose to and draw attention to variety of smells - the smell of food, the smell of people, outside smells. Use different smelling body lotions, after-shave, massage oilsEmphasise connection between smells, their source, time of day or place, etcAdults should wear their own distinctive perfumesUse aromatherapy oils to give each room a distinctive and different smell

2 … will react appropriately to 'nice' and 'nasty' smells… will accept variety of foods and tastes… will show awareness of different tastes

Draw attention to the variety of smells encountered in everyday situations and model appropriate reactions for pupilsGive structured olfactory stimulation - smelly trays. Use selections of perfumes, herbs, spices, flower smells, etcGive opportunities and encourage to taste a wide variety of food and drink at snack and lunch timesGive structured tasting sessions, noting reactions to flavours and to the different taste modalities of salt, sweet, sour and bitter


Targets Programme of study/teaching strategies/resources3 … will be aware of edible/non-

edible substances… will prefer some tastes… will have likes and dislikes for food

Model appropriate reaction to inedible things going into mouth - "Yuk - not to eat"Give pupil opportunities to establish preferences and take note of themEnsure that different foods are kept separate on plate at meal times. Do not mash foods up together. If foods need to be of a finer texture then chop, mash or liquidise all food separately preserve their unique flavours. If food needs to be softened use appropriate liquid, ie milk for fish sauce, gravy for meatRespect pupils' dislikes in food after they have had plenty of opportunities to try a food in different settings and with different combinations of food

4 … will accept being handled and touched… will enjoy tickling games… will have different response to different textures… will be aware of hot/cold

Always tell pupils when you are about to pick them up or move their chair. Be consistent with caring routinesEnjoy gentle tickling, rolling games with pupil, eg "This little piggy". Use rough and tumble gamesHave structured sessions of tactile stimulation - stroke hands, body, face and feet with different textures and temperatures. Use such things as feathers, nylon panscrub, warm gel, chill pack. Have different textures in different parts of classroom. Each adult wear a different 'feely' braceletUse spa bath, draw attention to hot/cold water, wet/dry in hygiene routineTalk about hot/cold with food, drink, sunshine, weather

5 … will accept facial stimulation… will show preference for different textures and objects

Give gentle facial stimulation where appropriate. Always use same routine for washing and drying faceContinue with and extend tickling and stoking games as at step 4Give opportunity to stroke pets - dogs, lambs, budgies, etcFacilitate pupil to explore the different properties of water, sand, paper, fabric through pouring, 'guddling', squeezing, mixing, etcUse toys of different textures - furry/smooth. Emphasise opposites - smooth/bumpy, hard/soft, etcEstablish preferences in terms of texture of objects and in terms of preferred toysGive choice and respect the results


Targets Programme of study/teaching strategies/resources6 … will enjoy gentle

movements… will enjoy being swung… will enjoy rough and tumble… will be aware of position in space

Use music and movement activities with quiet slow music. Encourage pupils to move with adult and with each other. Give experience of different sensations of movement on a waterbed or in a therapy pool. Play roly-poly with pupil wrapped in sheets of foamFor small children use blanket swing, for bigger pupils use leaf hammock, playground swing, wheelchair swing. Build from small gentle swinging movements to bigger, faster onesWhere appropriate use rough and tumble games, bouncing on knee, wheelchair 'dancing' - anything that combines tactile and movement stimuliMake use of gym apparatus, therapy ball and roll, 'Wombler', rocky boat, vestibular boardUse playground apparatus such as roundabout, chute and swing

7 … will have balance in lying, sitting, kneeling, standing on different surfaces… will have balance on vestibular board

Make use of steps and chute, long bench and other gym activitiesEncourage pupil to go barefoot on different surfaces - sand, carpets, lino, paddling in sea, etcTry games of 'statues' to help improve balance skills in the different positions of lying, sitting, kneeling and standingExtend activities with vestibular board and 'Wombler' from previous step by encouraging pupil to balance in different positions, eg seated, kneeling, standing


Elaborated curriculum: Understanding and Relating to the EnvironmentAttainment outcome Social subjects and play

Strand 23 Understanding of objects

Notes

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

… will explore unfamiliar objects with eyes or hand… will attempt to get hard to reach objects

Give pupil opportunities to anticipate meal times - draw attention to the sounds of trolley coming, cutlery clanking, and juice being poured. Draw attention to the smells. Prompt to look at and touch the spoon, plate or cup before food or drink is givenProvide a wide variety of objects and toys to explore. Prompt to look, touch, grasp where necessary. Demonstrate different aspects of toys, different textures, actions, etc. Have personal toy box or bag for each pupil and vary the content to encourage exploration of new toysPlace motivating objects just out of reach, vary the position of the object or toy relative to the pupil

2 … will systematically explore toys, eg mouthing… will have eyes follow dropped toys… will be frustrated at loss of toy… will prefer some toys

Provide with wide variety of toys and objects and prompt the actions of the next stage of relating to objects through the progression of holding, mouthing, inspection, hitting, shaking, examining, complex schemas, dropping, throwing, socially-instigated, behaviours such as showing and namingMake up games of dropping and retrieving toys, ball rolling games, toy cars, 'Jack in the Box'Structure situations where pupils must share toys or where a dropped toy is not retrieved immediately. Encourage pupils to share toys or to wait for object to be picked up - or retrieve it themselvesEstablish preferences and respect them. Have familiar repertoire of toys and objects and occasionally introduce new ones


Targets Programme of study/teaching strategies/resources3 … will achieve indirect

attainment of objects… will grasp string to pull toy to self… will bang 2 objects together for noise… will show affection for toys - hugs teddy

Use structured activities with toys on strings, objects placed on tray or cloth. Prompt pupil to retrieve objects and gradually fade prompts. Use the 'One-armed Bandit' toyPrompt pupil to grasp string to pull a toy towards them. As well as commercial toys such as 'Clatterpillar', make up your own toys on strings with things the pupil finds motivatingEncourage mid-line skills and grasping with two hands when holding toys, holding drinking cup, etc. Make use of cymbals, pot lids, and drumsticks on table and so onModel role-play with teddies, dolls, toy animals - hugging, stoking, etc

4 … will understand function of objects… will play with push-along toys… will release object on demand

Use structured play situations such as tea parties, garages and cars, household tasks to foster understanding of function. Use real things such as jugs, cups, hairbrush, toothbrush, mixers, hammers, rolling pins, mops, etcPupil could take home an object to show parent what was done at school todayEncourage pupil to play with a variety of large and small-wheeled toys - you may have to model the play and praise when pupil begins to participate at allUse 'give me' games at all opportunities - in group times, in every day routines and at formal individual teaching times, eg "Give me your spoon" after lunch.

5 … will show early interest in pictures… will put small circle in shape board… will show early interest in books… will turn pages of a book

Provide a wide variety of simple pictures and photosVary subjects, colours used and type of picture, eg line drawing, abstract splodge, cartoon character, oil painting, water colour, pop posters, etcUse simple geometric shape boards. Start with circle, move on to square, then equilateral triangle. It is essential that you find a way of making this task motivating for the pupil. Give necessary prompts and fade them as appropriateEnsure that there are lots of opportunities to explore books of different kinds. Use board, foam, cloth and paper booksGive time and encouragement for pupil to share books with adult, sharing the tasks of pointing to pictures and turning the pages.


Targets Programme of study/teaching strategies/resources6 … will complete a 3-piece

inset board… will build up 4, 5, 6 cubes… will hold crayon to scribble… will make vertical line in imitation

Gradually increase complexity of inset boards, moving on to irregular geometric shapes and pictures. Give variety, establish preferences and respect them, but do not allow them to prevent moving on to the next stageHave lots of activities building with cubes, beakers, blocks, stacking rings. Make them fun and structure any teaching activity so that pupil achieves success and gradually improves skillsGive opportunities and encouragement to use variety of drawing materialsEncourage top to bottom and left to right marks - drawn freely and in imitation. Praise marks and scribbles made. See also Strands 18, 19 and 69

7 … will sort objects by colour, shape or size… will show sustained interest in books… will understand that objects are named

Start sorting by a single property such as colour, then use a selection of red objects and a selection of blue objects. Go on to a different single property such as shape, then the single property of size. Move onto matching for 2 properties, eg the big red ones and the wee blue onesEmphasise concept of same and different. Play matching games such as 'Colour Lotto'. Group and individual teaching times can be used for these activitiesEncourage to use, look at, and enjoy a variety of books and reading materials. Make use of favourite topics and use commercial or made up books that interest the pupil. Have quiet book times; make use of school and public libraries. Encourage appropriate use of books at all timesRepeat the name of an object as it is used with or offered to the pupil. Put written labels on objects and items in every day use, eg table, chair



Strand 24 Understanding of people

Notes

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

touched… will look at people… will smile at adult attention… will be calm when picked up… will wave 'bye-bye'

Stimulate pupil with tickling, stroking, cuddling, gentle rough and tumble, touching and holding handsMake up close face to face games to encourage eye contact. Make funny faces and noises to encourage pupil to look at your faceShow enjoyment of adult-child interaction. Use 'excited' voice as you talk to pupils and reinforce their positive response with your own smilesUse calming voice and rocking motion to quieten distressed pupil. For larger pupils use gentle stroking and patting as appropriateBuild 'bye-bye' into daily routines. Make up games with toys disappearing and use waving 'bye-bye' in this context

2 … will show appreciation of strangers… will smile at self in mirror… will play, eg 'Peek-a-Boo'… will return affection - kiss/hug

Introduce visitors to classroom; draw attention to other people on outingsPlay mirror games with pupil. Provide mirror toys for free play. Outline face in mirror with shaving foamUse mirror, drawing attention to reflections, during hygiene routinesUse lots of early interaction games such as 'This Little Piggy". When pupil is older make up games that are more age-appropriate in words, but still have similar content in terms of closeness and anticipationModel dramatic play - kiss, hug if age-appropriate and show appreciation when affection is returned. Use teddies and dolls


Targets Programme of study/teaching strategies/resources3 … will recognise familiar

people from a distance… will attempt to roll ball to adult

Use an object of reference for each person such as a tactile badge or scented wristband. As pupils recognition of familiar adults increases fade these clues and then build up to calling pupil's name from across room. Games of 'Who's that?', 'Who's coming?'. Group games - 'Who's next?'Use ball games and games with toy cars in a variety of situations such as classroom, gym and playgroundStart with giving ball or toy to adult then gradually increase distance between pupil and adult

4 … will perform simple imitation of adult behaviours, eg wipes table… will undertake simple pretend play… will attempt to join in nursery rhymes

Structured play with, eg toy iron, vacuum cleaner, tea-set, which illustrates function of the objectsEncourage pupil to imitate adult both in games and in every day situations such as wiping tableEnsure that there is a wide variety of toys for free play including dressing-up clothesSet up play with adult as well as peers, so having a model for playing alongside othersGive opportunities to join in nursery rhymes. Use nursery rhyme tapes. Use same rhymes and songs regularly such as at group time, during daily routines and at other set teaching times

5 … will identify photos of familiar adults… will play alongside other children… will greet familiar adults and peers if reminded

Use sets of up-to-date photographs, in both formal and informal sessions. Use photographs of family members, class group, friends involved in daily activities, special times such as outings and parties. Use scanner or photocopier to enlarge photographsContinued opportunities to play alongside peers and modelling of appropriate behaviour, enlisting the co-operation of mainstream pupils when they visitEncourage greeting of others at all opportunities such as group time, during morning routines, through role-play, with visitors from other rooms and when visiting other roomsAll personnel in school should be aware of the importance of greeting pupils and adults


Targets Programme of study/teaching strategies/resources6 … will ask questions about

people and things… will relate experiences… will tell age and sex… will be interested in conversation of others

Talk about people and things, adult could model asking questions and encourage pupil to repeat the question. Use complicity - "Let's ask …" Prompt pupil to ask adult or peer. Use diary time for helping pupils ask questionsAlternate adult and pupil telling news so that both ask questions of each other. Use questions at group sessionsStructured teaching of answer to "What age are you?" and "I'm a boy/girl". Use puppets and role-play. Encourage visitors to classroom to ask pupils what age they areEnsure there are opportunities to practise listening and talking in everyday conversations. Have formal sessions of listening, responding and reporting on what someone just said

7 … will tell details about siblings and family… will participate in conversations… will answer telephone and summons person

Use pictorial materials to help with conversation about family - wall displays, family photos, etc. In daily news session ask about Mum, Dad, sister, brother, auntie. Encourage and model use of the language of "my Dad, sister", etcHave structured 'conversation' sessions and use all chances for informal conversations with adult prompting where necessary. Make use of visitors to class to help draw pupils into conversationConstruct games with 'phones, eg "Ask Jennie to come and see me". Move from pre-planned calls, where the recipient is aware of what is required, to real internal calls, then using 'phone to 'phone home, or to 'phone school when on an outing



Strand 25 Understanding of place and time

Notes

Targets Programme of study/teaching strategies/resources1 … will anticipate, eg bath

… will look anxious in strange surroundings… will explore new surroundings visually… will splash in bath

Model and encourage excitement before pool, dinner and other easily identifiable enjoyable activities. Provide pupil with an object or picture to aid awareness of next activity. Draw pupil's attention by prompting them to look at things and touch them, to different parts of the classroom - the story corner, 'messy' corner, free play space, group space, individual work space, etc. Draw their attention to different parts of the school as you move between activities, and to the different parts of the playground - the grass, the tarmac, bike track, door to school, etc. Prompt them to listen to the typical sounds in the different environments. When you visit another classroom or go on outings talk about the different surroundings. Help pupils identify familiar things in unfamiliar settings , eg a friend who has moved on to a different class. Play games of "What can we see in this room/shop/park?", etc. "I can see a horse - what can you see?". Give whole body experiences in water with polychips, crinkly paper, lentils, etc. - beware of pupils who take everything to their mouths

2 … will find partially hidden toys… will be aware of cubes in box… will find cube in open box… will open box for cube… will find hidden object

Structure games of 'Hide & Seek' with toys or sweets hidden under cloths or cups. Play 'Peek-a-Boo', encouraging pupil to reveal your hidden face. Provide a variety of boxes, cubes and other similar materials. Show pupil cubes, shake box to give auditory clue and encourage to look, touch, etc. Use small toys or sweets to ensure task is motivating. Use language of "toys in box". Make up simple games with small toys and appropriate open containers - finding a sweet in a cup, a toy in a deep bowl, a doll's shoe in a box, etcUse boxes with easily removable lids, a beaker with a cloth over it, etc. Prompt pupil to remove 'lid' and find toy. Gradually fade prompts. Hide toys in a bag, a box, a jar or sand or flour. Make games of finding them, eg 'Lucky Dip' games


Targets Programme of study/teaching strategies/resources3 … will put cubes in/out of box

… will look for toys which have disappeared

Continue from previous step with lots of 'in' and 'out' games - different objects, toys and containers. Start with open box. Prompt "in" and "out". Just teach one action at a timePlace pupil where they can see a favourite toy disappearing out of sight and reappearingBegin to leave toy longer out of sight. Encourage pupil to find toy with appropriate prompts, rewarding with the toy and gradually fade the promptsUse games such as 'Hide the Thimble', treasure hunts and lift the cup. Encourage pupils to find toys in cupboards, boxes, etc

4 … will recall locations of objects… will be aware of way round home/school… will associate clothes with daily event

Make up lots of 'Hide and Seek' games with favourite toys/objects, letting pupil see you hide the toys. Encourage pupil to help put toys away in cupboards and to get them out again at appropriate timeTalk about routes as you move about the school. Point out landmarks as you move from place to place in routines such as going to the gym, pool, etc. Encourage pupil to show a visitor round school or home, pointing out their favourite things. Provide tactile, visual and auditory clues for different areas of schoolBuild up regular routines - apron for dinner, tabard for paint, coat for home, etc. Draw attention to the connection between the clothing and the eventUse clothing or pictures of clothing as part of an object/pictorial timetable

5 … will follow locational instructions… will know part of the day for specific activities… will be aware of home time

Begin by accompanying pupil to, eg office, then accompany part of the way and so on. Draw attention to surroundings and people to enable pupil to build up information about going to different parts of school alone. Draw attention to dinner, snack, group times and the routines which surround them. Use timetable photographs and symbols. Make use of rituals, eg group time song, washing hands before dinner, quiet time before home time. Help pupil produce a record of activities done using photographs, objects or pictures. Encourage pupil to touch pictures or objects on timetable before an activity begins and to turn them over or post them at end of activity. Emphasise different times of day, particularly the rituals associated with the beginning and end of day, including greeting, coat time and diary time. Help pupil prepare something to take home, such as a picture of something they did during the day


Targets Programme of study/teaching strategies/resources6 … will have time concepts -

today, last night, tonight… will be aware of weather - rainy, sunny… will be aware of areas of town

Use vocabulary of time consistently at news times and in general chat. Lots of repetition. Use diary time to emphasise what we did today and what will be done tonightDraw attention to the weather, talk about the weather every day. Use charts, pictures - have a daily time slot for this. Have outing to same place in different weathers. Fly a kite in the wind, have a picnic in the sun. Simulate weather with, eg wind in Sensory room, a hair dryer, visit an ice-rink or a hothousePlan walks to play park, local shops, library, café and pool. Point out landmarks. As pupils become familiar with route give them opportunity to lead and say which way to go next. Plan regular minibus outings, encouraging pupil to take note of which way the bus is going and tell the driver where to go next

7 … will understand yesterday, tomorrow, tomorrow night… will give address - street and town - when asked

Make an object or pictorial chart of what happened yesterday, today, what will be done tomorrow, etc. Use news time and home diary times to talk about what pupil did and will do last night, tonight, etcFor 'bigger' historical stories such as 'The Romans', talk about a long time agoHave a daily session where the pupil is required to give their name and address. Start with first name and build up from there. Extend to being able to tell name and address to a visitor to school



Strand 26 Social and imaginative play and imitation

Notes

Targets Programme of study/teaching strategies/resources1 … will reach for familiar

people… will hold arms out to be lifted… will imitate sticking out tongue

Give prompts - physical and verbal to reach out and touch adult's face. Have games of blowing raspberries on fingers. Try 'nonsense' talk varying tone and pitch of voiceEncourage pupil to hold arms out to be lifted or helped from their chair by saying "Come on, come to me". Model holding arms outPrompt to stick tongue out, wiggle it, lick lips, blow raspberries. Have babbling games with a lot of attention to movements of mouth. Use a mirror to help with these activities

2 … will imitate, eg clap hands… will co-operate in simple games, eg 'Peek-a-Boo', 'Pat-a-Cake'… will offer toy to adult (not to give)

Demonstrate clapping, nodding, waving, stamping actions. Use rhymes and games encouraging and prompting pupil to imitate your actionsUse a variety of 'mother-child' interaction style games, repeated frequently. As pupil becomes familiar with rhyme or game, pause to allow/encourage participation and co-operationEncourage pupil to offer toy to you or other adult or child. Praise and respond with pleasure when offered toy - but do not take it. Encourage pupil to explore a variety of toys. Use language like 'show me', 'let me see' to encourage offering of toy


Targets Programme of study/teaching strategies/resources3 … will dress up (hats)

… will identify 5 body parts… will pull at adult to show action or object… will imitate actions in songs

Use mirror play with variety of hats. Adult plays too - at home time pretend to put child's hat on yourself. Demonstrate lots of dressing up games, but emphasis hats for pupilUse variety of body rhymes and songs, name and pat body parts during songs and continue this during hygiene routines, etcContinue work on sharing/showing toys from step 2 to reach stage where pupil wants to show toy or objectSing action songs and rhymes. Adult should model actions in songs and encourage pupil to imitate, prompting if necessaryEnsure that same songs are repeated frequently so pupil begins to know what is required and what to expect. Praise any imitation from pupil

4 … will give toy to adult… will repeat actions for laughter or attention… will join in songs - adding last word… will imitate actions of peers

Structure a variety of 'Give me' games. Use everyday situations such as giving object back at end of group time, giving plate, spoon, etc after lunch. Always praise the action of giving even if it has been promptedAdult should give positive reaction to 'stunt' - lots of praise, etc. (On the other hand there should be no reaction or attention for behaviour which is not wanted!)Build on rhymes and songs from previous steps, adult pausing to give pupil time to add missing 'word'. Some pupils may only be able to vocalise to show awareness of the missing bitPrompt to do as peers in group and play situations. Adult should join in with play also imitating action of other children

5 … will pretend play sequence of actions, eg putting doll to bed… will share picture book with adult - 5 minutes… will join in songs - phrase

Adult should model play sequence. Help, prompt, encourage pupil to imitate. Use 'situations' which are motivating for pupil, eg making "dinner"To encourage sharing picture book with adult give lots of opportunities for 1:1 book sessions. Encourage to choose book, turn pages, point to pictures. Tell a story, using picture books, help child to imitate. Use sets of sequential picturesHave lots of repetition with familiar songs - use pauses to allow pupil to complete sentence or put in a phrase, or appropriate vocalisation, gesture or to sing


Targets Programme of study/teaching strategies/resources6 … will follow rules - by

imitating peers' actions… will share toys with others… will dress up - shoes, other clothes… will play co-operatively sometimes

At group time, play time and during class activities prompt to do as peers. Adult could model imitating another pupil for the others to followUse structured play to encourage sharing activities such as garage, tea party, 'Lego', 'stickle Bricks' and sand traysBe imaginative with dressing up clothes and ensure that there are appropriate sizes available for older pupils. Give time for pupils to explore costumes encourage and prompt them to dress up and role-playEncourage co-operative play by setting up simple sharing and turn taking situations, eg ball game, dice game, etc

7 … will follow rules in group game led by adult… will take turns with other children… will pretend role play, eg teacher, Mum, Dad

Use every opportunity to set up games with simple rules such as group time, table games and simple playground games. Make up your own games as well as using simple commercial gamesGive opportunities and prompts to take turns and praise pupils for waiting their turn. Use, eg taking turns to play on the piano, taking turns to do a gym circuitSet up situations where adult, mainstream pupil or older pupil models role-play. Use drama type activities with propsGive plenty of opportunities for structured play, which will lead to pretend play



Strand 27 Exploratary play

Notes

Targets Programme of study/teaching strategies/resources1 … will look at object/toy

… will track moving toy… will turn head to follow noise… will be aware of soft/hard textures on skin

Ensure comfortable, functional position for pupil, and ensure that objects are within visual field. Provide a variety of toys and objects, eg dangly, shiny, bright, reflectiveMove objects slowly in path of vision in different directions. Ensure that objects are interesting to pupil and start with a plain visual backdropDo similar activities with various noise-making objectsGive tactile stimulation by stroking face, arms, hands, legs and feet with variety of textures such as feathers, loofahs, cotton wool, nylon pan scrub, etc. Give whole body experiences such as foam bath, Jacuzzi, ball pool

2 … will hold and look at toy… will mouth toys… will reach, grasp for rattles and toys… will shake rattle or toy… will pat/poke toy/object

Provide a variety of toys, which are of appropriate size for grasping. Where pupil is unable to grasp, ensure that toys or objects are placed within line of visionEncourage young pupils to bring clean toys to mouth to explore. User edible 'messy' play such as 'Angel Delight' to encourage hand to mouth actionUse prompts and praise and make up games to pupils to reach for interesting toysOnce pupil is grasping toy, extend games to encourage shaking toy - use noisy toys and rattles to increase motivationUse malleable substances such as dough, wet sand and encourage patting and poking. Demonstrate exploring objects in this way and encourage pupil to imitate


Targets Programme of study/teaching strategies/resources3 … will look for toy inside

wrapping… will bang, slide toys on surface… will enjoy messy play (with hands, feet, mouth)

Have 'Find the treasure' games, start with toy half covered with a cloth and gradually make it more difficult to find toy - graduate to 'Pass the parcel' games and unwrapping sweetsMake up games, banging and sliding a variety of toys on different surfaces. Model actions and encourage pupils to imitate, then explore for themselves. Use music time to explore banging and sliding noises, etcStructure activities or 'messy' play. Use wide variety of substances such as sand, water, paint, dough, 'Angel Delight', tinned tomatoes, beans, lentils, peas, polychips. Encourage touching, 'guddling', stirring, pouring, adding water to dry substances, etc

4 … will pass toy from hand to hand… will use palmar grip… will use hand/tool to make toy move or produce noise, eg banging drum

Provide a variety of appropriately sized toys, which are motivating. Prompt pupil to pass from hand to hand - praise success. Hand to hand action can also be encouraged by offering a second toy to the hand already holding a toyUse variety of games to encourage grasping, eg 'Pass the Parcel'. Encourage grasping in 'real' life situations, eg holding spoon, carrying school bag, etcEnsure noise-making toys are of appropriate size to encourage active use. Try squeaky toys, drumsticks, tambourine, pots and pans. Also use things that roll, toys with wheels, etc

5 … will use pincer grip… will explore surroundings… will explore objects of different textures

Structure opportunities for pupils to grasp very small things, eg cubes, beads, pellets, 'smarties', 'Jelly Tots'. Be aware of safety aspects in the classroom situation. Prompt refinement of grasp gradually reducing size of objects as necessary until pincer grasp is establishedEncourage exploring small spaces, eg the corner of the playroom. Extend to Sensory room, different classrooms and so onAs well as drawing attention to variety of textures in toys and everyday objects, use 'feely' bags, discovery boxes, etc


Targets Programme of study/teaching strategies/resources6 … will manipulate small

objects… will build towers with bricks… will use variety of materials for building

Use toys such as ring stacker or cone stacker, threading toys and placing games with small objects and containers. Use dough and encourage pupils to break off small pieces and mould them into, eg a headUse a variety of building materials, eg cubes, 'Lego', 'stickle Bricks', construction toys and junk. Adult should model building, helping pupil with necessary prompts. Make the activities lots of fun - even if this means knocking it down againHave a variety of construction toys which involve the skills of stacking, screwing, aligning, fitting together and popping together

7 … will enjoy finding games, chasing games, 'Hide and Seek'… will enjoy climbing and using large equipment

Have lots of fun and structured finding games. Play at pupil's interest level - treasure hunts, 'Hunt the Thimble', 'Blind Man's Buff'. With 'Hide and Seek', enlist the co-operation of mainstream pupils during liaison timeProvide safe opportunities and encouragement to use equipment in gym, classroom, playground and at play parksSet up obstacle courses and circuits in the gym tailored to pupil's individual abilitiesOften an older pupil or a primary school pupil could model use of the equipmentDraw attention to balance, safety and controlled movement



Strand 28 Learning to learn

Notes

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

stimuli… will show awareness of self and others… will be aware of environment or situation

Give visual, auditory, tactile, olfactory, gustatory and kinaesthetic stimuli separately and note responses. Then combine different stimuli and react positively to responses from pupilDraw attention to body parts with songs and games, eg 'Your nose, my nose', to help establish awareness of self and others. Play 'You and me' games. Also use group times, being close to others, etcDraw attention to surroundings and to important points of activities. Ensure there is consistency in the environment and the way that activities are presented. Use tactile or object clues for different parts of classroom. Note different smells in different rooms

2 … will have increased awareness of sensory stimuli… will communicate in some way… will follow moving sound or object

Continue single and multi-sensory stimulation, building on responses to begin to establish preferencesBe aware of and react to any communication from the pupil, eg facial expression, body movement, sounds, breathing pattern, touchUse mobiles, remote control suspended aeroplane or bird toys. Play games with hand puppets - "Watch him, watch him - here he comes to tickle you". Always use sounds and objects which stimulate a pupil's interest


Targets Programme of study/teaching strategies/resources3 … will discriminate between

sensory experiences… will follow/wait for simple instructions… will enjoy 'fun'… will carry out early play

Look for different reactions as you provide sensory experiencesGive an instruction to the pupil and model the appropriate response. Prompt pupil to follow instruction, fading prompts as appropriate. Have lots of repetition in group and individual sessions and throughout the day so that pupil has situational clues about carrying out the instructionMake school fun - tickles, jokes, tone of voice, gentle 'rough and tumble'. Model pleasure and laughter and show enjoyment when pupil is having funGive variety of opportunities to explore toys and interact with adults and peers. Ensure that when pupils are in a self-occupation situation that environments and materials are suitable for their aptitudes and intervene from time to time to direct 'play' as appropriate

4 … will make choices in sensory experience… will attend to task briefly… will want to respond in learning situation… will co-operate with adult

Give plenty of opportunities for pupil to make choice and respect the choice made. Assume a positive reaction indicates a preference and use such experiences as rewardsTeaching should consist of structured short sessions with a variety of activities prepared beforehand, so you can move quickly on from one to the next. Stop as interest and concentration waneUse rewards and reinforcers in the learning situation. Ensure that rewards are really motivating for individual pupils and fade them as appropriatePraise and reward for co-operation - ensure that learning and co-operation are the most motivating things for the pupil

5 … will pay increased attention to task… will attend to task despite distractions

Begin to lengthen learning tasks, continue to have a variety of activities prepared to maintain interest in a learning situationBegin to vary the learning situation, eg moving from a 1:1 out into the classroom, building up tolerance to distraction. It is important to be aware of what is particularly distracting for individual pupils


Targets Programme of study/teaching strategies/resources6 … will have attention recalled

to task… will participate in a series of tasks… will choose favourite task… will be aware of link between task and reward

Ensure learning situation is rewarding for each individual pupil. Use a structured approach to exposure to distractions and necessity to recall attention to taskEncourage pupil to maintain interest for longer by continuing to build up length of tasks and number of tasks within a teaching session, still ensuring that all activities are made motivating for the pupil in some wayGive choice of relevant tasks and respect choiceUse behavioural approaches such as EDY for teaching with reward. Use praise such as 'Good sitting', 'Well done', etc., drawing attention to the completed task

7 … will respond to rewards and sanctions… will stay on task without adult presence

Give opportunities to respond to rewards and impose practical sanctions, eg withdraw a privilege such as no sweetie, or no special outingNB: It is not appropriate to withdraw lunch or a curricular activity as a sanctionSanctions must only be applied where a pupil can understand them. It is much better to encourage co-operation through a reward systemThere should be a selection of tasks available with opportunities for self-occupation. Encourage progression from a baseline of the pupil finishing the task alone, to doing the whole task aloneUse tasks that pupils are secure with for working alone, giving pupils a structure so they know to draw your attention after completing a task, or have a pattern for moving from one task to the next


Elaborated curriculum: Understanding and Relating to the EnvironmentAttainment outcome Science and technology

Strand 29 Understanding of Earth and space

Notes

Targets Programme of study/teaching strategies/resources1 … will deliberately gaze round

about… will anticipate food or pleasurable activity… will get excited at approaching footsteps etc

Hang dangly toys where pupil can see them. During caring routines and other appropriate times have adult's face close to child's. Use a wide variety of visually interesting materials such as blinking lights and shiny paper. Be aware of individual pupil preferences and choose materials accordinglyModel showing excitement as you put cup or plate down for pupil or as you change them for an activity such as swimming. Respond positively to smiles, etc. from pupil, building the excitementDraw attention to the noise of people opening classroom door, to the noise of the dinner trolley and other regularly occurring events. Stop what you are doing and use language like "Listen", "Look", "What is that?" to enlist pupil's interest and enthusiasm

2 … will explore properties of toys and household objects… will take part in building games… will point to interesting objects out of doors

Ensure pupil is presented with a wide variety of toys and smaller functional objects, eg brush and shovel, towels, duster. Help pupil to explore them if necessary. For functional items model their use and encourage pupil to imitateUse good variety of appropriately sized and easily handled building materials. Examples include cubes, bricks, 'Lego', 'stickle Bricks', 'Play-plax' and junkDraw attention to plants, vehicles, animals, people and so on when out of doorsEncourage pupil to look through the window when primary pupils are out playing, the grass is being cut or building work being done


Targets Programme of study/teaching strategies/resources3 … will put objects in and out

of containers… will understand size and movement of self in relation to size/position of objects

Use everyday situations to practise putting things in containers and taking them out, eg put rubbish in bin, toothbrushes into holders, toys away in boxes, toys out of boxes, sweetie out of jar, etcPrompt and encourage pupils to make their way round classroom furniture to reach their chairUse 'obstacle' courses in classroom and in gym. Draw attention to the barriers and ways of getting round them

4 … will understand size of self in relation to enclosed spaces, eg barrel, and to large, external spaces

Work with large toys and equipment such as boxes, tunnel, 'Wombler', ball pool, rocky boat, tents, etc. Use vocabulary of getting in, too big, too small, a long wayUse parachute both indoors and outdoors. Set up a real tentUse tables with sheets as tentsHave games of 'Pirates' - pupils must be on a mat or piece of equipment when you should shout "Stop!" or they 'drown'

5 … will show some appreciation for difference between present and past… will show appreciation of need to wait for satisfaction of wishes

Use a pictorial or object chart to illustrate what we did this morning, what we will do this afternoon. Progress to what we did yesterday, will do tomorrow, last week, next weekUse the language of 'today', 'yesterday', 'a long time ago', 'when you were a baby'. Talk about recent events - "What did you get for Christmas?", "Where did we go last week on our outing?", etcUse lots of opportunities and explanation to progress deferred gratification of wishes, eg (1) waiting for turn at group time, in table games and floor games; (2) waiting for turn at snack time, dinner time; (3) waiting until one activity is finished before another starts, etc


Targets Programme of study/teaching strategies/resources6 … will draw house

… will draw items with indication of environment… will make out of doors building with available materials

Provide opportunities to use a variety of drawing materials for scribbling. Even if pupil's scribbles do not resemble the picture you have asked them to draw, attribute meaning to the different parts and talk about "there's the door", "there's the window". Move on to using prompts, imitation and closure activitiesMove on to, eg helping add flowers to house picture, or tree to picture of dogUse outdoor activities with sandpits, beach walks, collection of 'junk', extra large play bricks, branches and leaves on woodland walks. Model playing and building with these things. Encourage pupils to imitate, and encourage making their own constructions

7 … will have ideas of seasons… will have idea of annual festivals - Christmas, birthdays… will have ideas of features of weather, of materials, eg sand, water, wood

Draw attention to seasons and festivals through theme work and daily talk about news and weather. Use murals, wall displays and art activities. Talk about wearing coat because it's winter, etcCelebrate birthdays with food, birthday parties and cards, taking into account pupils' individual preferences. Talk a bout when it was Ian's birthday, last Christmas, etcTalk about weather - use cards, daily weather routine. Give opportunities to experience different weather conditions, such as rain, snow, wind, and sunDo themed work with different materials so that pupils can begin to appreciate the qualities of water fabric, sand, wood, stone, etc. Consider how materials change through adding water, heating, cooling, leaving to dry. Consider things that float and sink



Strand 30 Understanding of living things and processes

Notes

Targets Programme of study/teaching strategies/resources1 … will smile socially

… will stop crying when picked up and spoken to… will be visually attentive to people, objects, animals and happenings

Encourage and respond to smiles from pupil. Stay cheerful and give lots of smiles to pupilGive comforting attention when pupil is distressed - soft speech, stroking, pick up if appropriateDraw attention to visual things and give structured visual stimulation - checking pupils' progress through Strand 20Where pupils have physical disability be careful about positioning, and ensure that pupils have happenings, objects, people in their line of vision. Ensure visitors to classroom are aware of making themselves visible to pupils

2 … will distinguish strangers from familiars… will recognise familiars and demonstrates affection… will respond to own name

Make a point of introducing new visitors to the classroom to pupils and introducing the pupil's to them. Draw attention to unfamiliar people as you move about school. Accept that pupils can be wary of strangers, but gradually increase the circle of adults and peers that they interact with regularly so they do not become 'tied' to a particular adultIn daily routines draw attention to pupils and adults through touching, looking at, repeating name, etcShow affection to pupils through tone of voice, smiles and general demeanour, model hugs where appropriate. Encourage pupils to show affection to othersAlways use pupil's agreed name consistently and frequently. Reward any response to their own name from a pupil


Targets Programme of study/teaching strategies/resources3 … will show body parts on

self, doll, others… will play alone but near others… will refer to self by name

Prompt to point to body parts during routines such as dressing and hygiene. Use body rhymes and songs, eg 'Two little eyes', 'Heads, shoulders, knees and toes'Build naming and showing body parts into daily routines such as washing hands for lunch, taking off coats, etcUse dolls and puzzles or form boards to help teach and consolidate names of body partsGive plenty of opportunity and appropriate support to play near others, using a variety of toys. Ensure activities and equipment are appropriate for pupil's abilitiesEncourage pupil to echo own name. Have games of "Who has .....?" Stress names at group times, etc

4 … will recognise self in photo… will know own full name, sex and age… will use pronouns - 'I', 'me' and 'you'… will help with gardening

Have a variety of photographs of familiar people, including pupil. Encourage pupil to identify self using albums, sets of photos and mirror gamesModel answer to questions such as "What's your name?" and "What age are you?"Model, emphasise and encourage use of pronouns at all appropriate opportunities during the day as well as at formal teaching times. Use mirror games - "I can see you", etc. "You/me" games, eg "You roll the ball to me, I roll the ball to you"Prompt through simple tasks such as planting seeds, watering indoor plants and basic outdoor gardening tasks. Use simple language to talk about the task and its purpose

5 … will attempt to draw person… will engage in dressing-up play… will show affection to younger children

Have a variety of drawing materials available. Use prompts and closure techniques. Adult should interpret appropriate drawing as a person, eg "Is that Mum?"Have a dressing-up box. Give time and opportunities for free play with dressing-up clothes and for structured sessions, leading on to role-play. Use imitation skills and prompting to progress play in this areaAdults should demonstrate affection appropriately and encourage pupil to, eg take another by the hand when walking along corridor


Targets Programme of study/teaching strategies/resources6 … will understand features of

boy/girl… will be tender and protective to pets and younger children… will ask names of objects and people

Teach features of boy/girl through use of news time talk, jigsaws and stories. Count boys and girls. Talk about differences in dress. Talk about brothers, sisters. Use and encourage the use of language like boy, girl, man, womanModel appropriate behaviour with pets or younger children. Talk about caring for pets and others at news time. Use visiting pets and visits to farm or farm parks. Encourage appropriate behaviour towards younger pupils, and to visiting babies, etcModel/echo asking names of objects and people. Prompt pupil to ask, "What's your name?" to visitors

7 … will categorise flowers, trees, animals and insects… will be aware of generations… will know that babies grow into adults… will care for plants/pets

Make use of indoor/outdoor pictures. Give experience of real things indoors and out - animals, insects, flowers, plants, trees, etc. Use a nature table, video material as well as pictures and book material. Utilise visits to farm parks, stables, the beach, garden centre, etcTalk about generations in news time, use family photos, special events such as a new babyHave series of photos of pupils showing their growth from baby to present. Keep adding to the collection as the pupil grows. Make use of babies born into the school community by having them visit regularly and talk about how they've grownUse potted plants indoors and make use of school garden, to teach pupils the basic skills required to care for plants. Arrange for pupils' own pets to visit school, keep fish in schoolMake a chart of the daily routine in caring for a dog, fish, cat, etc



Strand 31 Understanding energy and forces

Notes

Targets Programme of study/teaching strategies/resources1 … will turn eyes and/or head to

sound source… will be distressed by loud noises… will react to pencil torch

Use a variety of interesting sounds - bells, chimes, music boxes, sound tapes, etc. Prompt pupil to turn to sound and fade promptsTake note of reactions to loud noises which occur, such as liquidiser or vacuum cleaner being turned on. Comfort and reassure as necessary. Aim to lessen anxiety and increase tolerance to such noisesUse variety of lights - flashing, coloured, etc. to increase visual awarenessCandles can also be used, taking due safety precautionsIf child's pupils do not contract when pencil torch shone - alert medical services

2 … will watch toys fall… will watch rolling ball… will attend to everyday sounds, especially voices… will have limited awareness of dangers

Encourage to track using toys such as 'Helter Skelter', yo-yo, monkey on pole, tethered toys. Drop toys into tin, basin of water, rustly paper so that the noise draws attention to them droppingTo encourage pupil to watch rolling ball make up games with ball, pull-along toys, etcMake your voice exciting. Encourage visitors to talk to pupils animatedly. Draw attention to everyday sounds and echo themEnsure safety at all times and draw attention to potential danger, eg hot food, moving cars and buses, knives in cookery


Targets Programme of study/teaching strategies/resources3 … will ring small bell

… will listen with pleasure to sound making toys… will push wheeled toy… will avoid hot things when told

Provide a variety of appropriate sound making toys, eg bell, rattle, music box, castanets, 'Kabasa'. Give appropriate prompts for pupil to use them, gradually withdrawing the promptsEncourage listening to a variety of sound making toys and share pupil's pleasure in doing soPrompt to use variety of push and pull toys, from wee car through to trolley and pram. Gradually withdraw prompts. Use language of stop, go, push, pull, etcUse language of "Ooh, hot, burny". Prompt pupil to avoid hot things and fade prompts as understanding increases. Use prompts to avoid other potential dangers in a similar way

4 … will push and pull large toys and boxes round floor… will use feet to propel trike… will throw and kick ball gently/forcefully… will switch lights on/off

Give lots of opportunity to explore a variety of large toys and junk toys, pushing and pulling them both with and without adult intervention. Structure the opportunities to promote understanding of how different things move on different surfacesEncourage pupil to use sit and ride toys prompting to use feet. Use pedalled toys as sit and ride toysPlay with a variety of balls - large, small, heavy, light. Start with pupil throwing or kicking ball aimlessly and move on to have a target or returning the ball to you. Use gym, playground or playroomPrompt to door and light switches. Use remote control switch for lights for pupils with physical disability

5 … will push/pull large toys skilfully, turning corners… will ride trike using pedals and steer it… will throw, catch, bounce, kick ball

Set up obstacle course for pupil to bring toys round. Play 'bumper boxes'. Use roundabout, chutes, see-saw, swings for ideas of movement and forces. Help pupils to push supermarket trolleys, or push their friends' wheelchairsTalk about fast, slow, bumpy, round the corner, start, stop. Talk about how it feels to be in a wheelchair pushed over different surfaces - pavement, grass, cobbles. Let children ride in trailer of toy tractor and experience the forces of going round corners, bumping over grass, etcUse variety of sizes and density of balls. Use target games, interactive games and football, basketball, etc. with very simplified rules


Targets Programme of study/teaching strategies/resources6 … will use a bat

… will be expert rider of trike, executing U turns easily… will understand sound source, eg doorbell, radio, TV

Start with big faced light bat and soft balls. Pupil should hold bat and adult throw a ball at it. There should be no target. Move on to more advanced batting skills of aiming at large target area, knocking ball over a net, refine the type of bat and ball or shuttlecock usedGive opportunities to use appropriate sized pedal toys, manoeuvre electric wheelchair, or whatever wheeled 'vehicle' is appropriate. Give support and prompts and gradually fade them. Set up obstacle courses. Use natural 'obstacles' such as negotiating a corner in a corridor or a doorway. Use trikes, wheelchairs, etc. on slopesDraw attention to everyday sounds, eg "What's that noise?", "Where is it coming from?", "You do that noise". Use games like 'sound Lotto'. Help pupils to knock on a door before they enter a room

7 … will be aware of danger, eg fire, cooker, lights… will understand frictional effects of pushing and pulling on different surfaces

Give physical, gestural and verbal prompts about dangers. Talk about dangers. Have pupil say why something is dangerous. Use books, pictures, storybooks as well as real objects and situations. For non-verbal pupils use picture and symbol material for them to illustrate their understanding of dangersSlide large toys and objects along different surfaces, eg carpet, linoleum. Slide small things on cloth, sandpaper, shiny surface, 'Dycem', etc. Talk about rough, smooth, slippery, sticky, etc. Have a visit to the ice-rink where appropriate. Let pupils pull each other in blankets over different surfaces



Strand 32 Technology - control devices in the home, at play and leisure

Notes

Targets Programme of study/teaching strategies/resources1 … will turn to/reach for

sensory stimulus or movement, eg television, car… will look at own reflection… will watch adult doing laundry

Give experience of TV, tape recorder, music box, wind-up chimes, bubble tubes, light boxes, dangly toys, etc. Ensure a wide variety and draw attention to themUse mirror and reflective surfaces for games. Use mirror for hygiene routines - washing face, combing hair, putting on hat, etc. Draw attention to reflections in the mirrorDraw attention to children running around, people moving around and doing variety of tasks. Talk about a task as you are doing it, eg "Now I'm putting the water in the sink to wash the dishes", "I'm going to switch on the vacuum cleaner"

2 … will bang and shake objects… will anticipate events… will find hidden objects… will recognise 'seeing' side of mirror

Provide a variety of objects and surfaces to bang them onModel excitement and draw attention to special events, eg dinner or home time. Use anticipatory games and rhymes such as 'Ring a Roses'. Pause before action, to encourage and give time for anticipation. For older pupils ensure that rhyme content is age-appropriateTeach to find hidden objects using equipment such as 'Jack in the Box' and games like 'Hunt the Thimble'Use a variety of mirrors and mirror games to promote understanding of reflective surface


Targets Programme of study/teaching strategies/resources3 … will look for source of

sound outside room… will pull string to reach toy… will know sound of telephone… will use fastenings on clothing, eg velcro, zip

Draw attention to the sound of approaching footsteps and dinner trolley, etc. Draw attention to cars, diggers, aeroplanes, etc outsideUse variety of tethered toys such as 'Clatterpillar', and a reducing prompt patternDraw attention to telephone ringing. Model the noise of a telephone ringing using toy telephones. Use computer games with picture and noise of telephone, eg First StepsUse dolls' clothes and other equipment with a variety of fastenings. Encourage undoing and doing up own clothes, using backward chaining techniques where appropriate. Only teach one type of fastening at a time

4 … will look at/name TV characters… will 'talk' on toy telephone… will assist/imitate adult with household task… will use battery operated equipment

Talk about .TV programmes at news time or chat time. Have a structured TV time preparing for the programme and talking about it afterwards. Keep the programmes shortHave telephone games, use toy telephone in free play. Set up structured time with toy telephone with adult modelling appropriate languageSupport and encourage each pupil to be a helper in some way, eg wiping table. Use structured play and the house corner for planned teaching of simple household tasks, particularly those which involve the use of toolsUse variety of switch operated toys, torches, computer, 'Pethnas', pad switches. Use both in structured situation and in exploratory play

5 … will talk on real telephone… will wind up toys… will experiment with simple tools and equipment

Extend pretend play on toy telephone. Next have pupil take a turn with adult on internal telephone, eg "Say hello to Jennie". Move on to pupil calling parent at home, or calling school when on an outingUse variety of wind-up toys, showing and prompting to use, eg 'Fisher Price' radio and wind-up carsUse cutters and rollers with play dough, water toys in water play. Have spoons and forks for play activities, spanner toys, nuts and bolts, hammer toys, etc. Demonstrate use, allow pupil to explore and prompt functional use as appropriate


Targets Programme of study/teaching strategies/resources6 … will use words and phrases -

"switch on", "plug in", "play"… will operate switches, dials and on/off buttons purposefully… will use pumps, eg toothpaste

Adult should model appropriate language when using equipment and pupil should be encouraged to echo repeat and adopt the correct termsEncourage pupil to switch battery toys on and off, operate equipment in sensory room with switches, use personal stereo, Pethna, etc. Concentrate on one type of switch at a timeUse pump dispensers for toothpaste, hand wash, shampoo, etcUse sprays for hair, deodorant, air freshener where appropriate

7 … will use taps to control flow… will switch on light… will use toaster, 'fridge, hoover, kettle… will answer simple questions about change

Encourage appropriate use of taps during hygiene routines, doing dishes, after snack time, getting drink of waterGive appropriate prompts to use light switch when going into a dark room and switch light off when you leave. On outings use switch to call elevator, make the 'Green Man' appear, etcSet up a structured programme for Home Economics, emphasising safe use of electrical gadgetsEmphasise 'change' by talking about all activities, eg soft bread changes to crisp toast, we put the lights on so it will be light not dark, etc



Strand 33 Information and communication technology

Notes

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

dark… will be aware of noise and silence… will passively experience ICT in a number of contexts

Use sensory room to increase awareness of light and dark with such things as fibre optic strands, bubble tubes, etc. Draw attention to everyday activities such as switching lights on and off, going into a darkened room and into a brightly lit room. Use torches, lamps and candles to raise awareness of light and darkUse whispering/loud voices, volume controls on tape and CD players, sound beam. Talk about quiet and loud. Alternate sound with silenceDraw attention to the variety of ICT equipment in school - Pethnas, computers, communication aids, automatic doors, etc

2 … will understand mechanical cause and effect toys… will understand switch-operated toys… will use aids such as 'Big Mack' with support

Draw attention to the cause and effect nature of a wide variety of toys and equipment and facilitate pupil to use them appropriately. Equipment includes items such as trigger toys, wind up toys, pull string toysUse a variety of battery toys with simple switch insert to enable pupil to switch on and off easily. Use timer and latch switches so that the switch needs to be activated more than once. Use PethnasGive full physical prompts to operate aids such as 'Big Mack' and ensure that they are used in meaningful contexts for the pupils, eg to ask for crisp or to take message to the office


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

computer screen… will explore switches… will be aware of effects of activated electronic toy, eg Pethna

Use programmes with a rich variety of visual and auditory stimuli and ensure that pupil is placed so that he or she can easily pay attention to the screenProvide with pad switch, jellybean switch, squeeze switch head, foot, whole body switches, etc. to use for battery operated toys, computer and sensory room equipment. Give full facilitation to explore and use and gradually fade the promptsEnsure that pupils have the opportunity to access appropriate ICT equipment and that they are encouraged to use, eg a Pethna, a battery operated toy or an aid such as the 'Alpha Talker' or 'Big Mack'

4 … will use remote control toys… will use a simple communication aid to make a choice… will initiate using ICT in a single context

Make use of remote controlled cars with joystick controls. Use sound beam, 'V-tech' toys. Use remote controls for television, video, CD playerUse 2 'Big Mack' switches or 2-cell grid with "Yes" and "No". Facilitate pupil to answer questions. Give choice of, eg crisps or biscuit at snack time. It is important to act on the answer the pupil gives you - even if you believe they prefer the other item, so attributing meaning to their answerEncourage and give facilitation, gradually reducing it, for pupil to use 'Big Mack' switch with message from home, etc

5 … will use a single switch to activate a computer programme… will understand 'Boardmaker™' pictures or other picture/symbolic system

Play with toy computers - alphabet games, number games, etc. to obtain some kind of result. Use a switch the pupil has mastered with a single step programme. Facilitate to build up to a programme which requires several switch pressesPrompt to use 'Touchwindow' to activate simple hotspots by single press. Build up to dragging items by keeping finger on screen to pull to desired locationUse 'Boardmaker™' pictures with photographs or with objects for choice making, story telling and timetable pictures. Stick appropriate pictures on 'Big Mack' when conveying messages between school and home


Targets Programme of study/teaching strategies/resources6 … will have favourite

computer programs… will use ICT in a limited number of contexts… will use a computer program to produce an end result such as a picture

Give access to several programs and encourage to choose favourites at appropriate times, eg for reward after other computer workExtend exposure to ICT and build up skills, eg press switch several times to build a picture, hit correct switch (left to right) to activate 'switch on Travel', wait to press switch until beep sounds, eye point to item on screen, take turns with switches, switch a toy computer on and off without help, work through a simple programme with prompts, hit switch at correct time to activate cause and effect programme, change a series of picturesGive support for pupil to choose from two pictures on the screen or from two soundbites. Use simple drawing and painting programs using the mouse randomly to make patterns. Use scanning to make choices of favourite sequences

7 … will use mouse… will click on an icon and open a favourite program and close it… will be aware that the printout reflects what was on the screen… will access basic e-mail

Facilitate to use mouse to point, click and drag. Gradually fade prompts so that pupil takes over the action, as they begin to understand the relationship between the mouse and the pointer on the screen. Use mouse to move on in program, eg to next page in 'Pippa Longstocking' or next room in 'Silly Noisy House'. Use mouse to explore hotspots in 'Just Grandma and Me', 'Jump Ahead Toddlers', etc. Use mouse to drag pieces of jigsaw in 'Pippa Longstocking'As mouse skills and understanding improve, facilitate to open favourite programs with icon, and to close them properlyUse 'Kidpix' to make up and print pictures, building up understanding of relationship between screen and printed image. Print out a picture or certificate for use in ROAGive necessary prompts to access e-mail from safe source


Elaborated curriculum: Understanding and Relating to the EnvironmentAttainment outcome Mathematics

Strand 34 Matching and classifying, patterns and sequences

Notes

Targets Programme of study/teaching strategies/resources1 … will match things that go

together, eg teddy and scarf… will put together a 2-part nesting toy

Use pairs of objects such as cup and saucer, brush and comb. Use in structured play, free play and group activitiesUse everyday activities as they arise to emphasise things that go together, such a toothbrush and toothpaste, socks and shoes, etcPlay games of putting wee toys into boxes, bowls, bins, etc. Use variety of nesting toys. Start with a large visible difference between the sizes. Use physical prompts if necessary and fade them as appropriate

2 … will match sets of things that go together, eg cups, saucers and spoons… will stack rings on peg in no particular order

Build on matching activities from step 1 using sets of 3 or 4 objectsUse wide variety of stacking and building toys, allowing opportunity to explore in free play, and building up skills and understanding in structured sessions


Targets Programme of study/teaching strategies/resources3 … will sort sets of objects,

eg cars, lorries… will stack rings on a peg in order of size

Have wide varieties of sets of toys to sort in both structured and free play situations, eg cars into garage, spoons into cutlery tray. Make up games for these activities. Make up simple "Snap" type games with sets of different objects. Use the vocabulary of "the same as" and "the odd one out". For stacking activities, start with 2 rings or beakers with visible difference. Use physical prompts and fade. Ensure lots of variety, eg stacking rings, clown rings toy, 'stack-a-shape' and stacking beakers. If pupils are physically unable to stack themselves they can still be involved by choosing a ring to go next, or indicating where a toy should be put in a matching and sorting game

4 … will sort by colour… will sort by shape… will build towers in order of size… will use nesting toy accurately

Start with sorting 2 primary colours. Use blocks, wee toys, etc. Make up games so that sorting is fun and not repetitive and boring. Expand to sorting different colours. It is not necessary for pupils to know the names of colours at this stage. Start with two shapes, eg a circle and a triangle and do similar activities as in colour sorting. Once this is secure introduce a different shape. Only sort for one property at a time making objects, toys identical in every other respect. Once the property of, eg the same colour is established with these materials, introduce objects which are different in other ways, but continue to sort for the first property. Start with 2/3 beakers/blocks with significant size difference. Increase the number of pieces to be built and decrease the size difference. One technique may be to let the pupil finish building the tower. Use the same techniques to teach nesting - few pieces - large differences - pupil completing task, etc

5 … will sort by 2 properties, eg size and colour… will copy row of toys, eg car, cup, brick… will use 'shape' dominoes

Use different sets of blocks and dedicated matching toys and objects, eg sets of plastic teddies. Have daily structured session in both individual and group time. Ensure that pupils have mastered sorting by individual properties before you introduce sorting by 2 properties. Keep the tasks motivating by making them into fun and games situations. Reinforce with everyday activities and play, eg sorting big blue plates from other plates at snack time or in house corner. For pupil to copy a row of toys start with matching one to one and gradually build up to sequence of 2, 3, 4 and so on, using variety of matching equipment. As soon as pupil has begun to sort two shapes you can make up your own domino or other matching games using those shapes. As skills increase the game can become more sophisticated


Targets Programme of study/teaching strategies/resources6 … will copy a row of 3

coloured bricks… will copy a bridge of 3 bricks… will copy a sequence of large beads

Build up copying a row of bricks from 1 brick to 2 to 3. Start with identical bricks, then use 2 colours, then 3 coloursSimilarly build up copying bridge and row of beads. Facilitate pupil to complete building a bridge in imitation. Gradually get the pupil to do more of the task until they can copy the bridge unaidedMake up variety of copying games, some with you copying the pupil's pattern and table games with each person copying the pattern of the one before. (Limit the objects so that each pupil can succeed with minimal help.)Use lots of fun activities in both individual and group session, prompting, praising and building in progress

7 … will copy a longer sequence of bricks or beads… will colour shapes 'the same as'… will complete pattern

There are a whole number of structured stages in the 'Anson House Checklist' for copying sequences: (1) copy single colour row of beads; (2) copy row of beads with middle change of colour; (3) copy row of bead with alternating colours; (4) continue alternating colour patternThe progression used in your teaching plan will be driven by the pupil's individual preferences, interests and learning styleBegin by providing only one colour of crayon so that pupil must colour 'same as'. Build up to choice of colours then, eg all the circles to be red and all the squares greenStart with a row of bricks, all one colour. Pupil to add one brick to remaining space to complete pattern. Progress to, eg alternating colours, different shapes and more complex patterns



Strand 35 Spatial awareness - shape, position and movement

Notes

Targets Programme of study/teaching strategies/resources1 … will look/turn towards

sensory stimulus… will track moving objects… will locate a person or object across a room

Encourage pupil to look at, eg the velvet cloth you are stroking, their hand with or the musical toy you have placed on their table. Use language like "Look at this" and then, eg "Isn't it soft", or "Can you hear it?"Draw attention to rolling balls, danglies and people moving around. Ensure that these are in pupil's line of visionCall pupil's name from across room and encourage them to turn and look. Have other adults help with this task so that any necessary prompts can be given to pupil

2 … will complete 1 piece formboard - circle… will play at putting objects into others… will explore solid shapes

Use variety of large circle formboards. Make task interesting and motivating for pupil. Fade prompts from physical to gestural to verbalHave games and free play with a variety of containers and a variety of objects and toys, eg box and bricks, pail and plastic cars, sack and toys, purse and coins. Encourage and give necessary prompts for pupil to put the objects in and out of the containersGive opportunity and encouragement to explore variety of solid shapes and junk shapes. Encourage the actions of touching, holding, mouthing, inspecting, hitting, shaking, dropping, throwing, poking, showing, naming, etc


Targets Programme of study/teaching strategies/resources3 … will complete 3 piece -

circle, square, triangle - formboard… will use simple shape sorter/posting box

Use graded sets of formboards for formal teaching. Use the necessary prompts to ensure that pupil succeeds with completing formboard, and praise enthusiastically, even when full physical prompt is requiredHave a wide variety of inset boards and puzzles for self-occupation - that pupil finds motivating and can succeed withSimilarly with shape sorters - for formal teaching use graded sets of lids, post boxes, etcThese are activities which lend themselves well to the EDY approach

4 … will complete 6-piece inset board… will put together 2 shapes to make a whole… will place objects 'in' and 'on' to order

Use activities similar to those at step 3, progressing to more complex inset boards - it is often helpful to hand pieces to pupil one at a time for positioning, starting with the ones they find most difficult and giving the necessary help then encouraging pupil to finish the task independentlyUse a variety of 2 piece puzzles and 2 piece solid shapes - emphasise the idea of symmetryDo formal teaching of prepositions with variety of materials. Start with concrete materials, and move on to pictures and computer programmesStress language of 'in' and 'on' in everyday situations - milk in the cup, toothpaste on the brush

5 … will complete variety of 6 piece jigsaws… will name a circle and a ball… will understand 'in' and 'on' in relation to self

Introduce increasingly complex puzzles with a wide variety of subject matter. Ensure that there is balance between familiar puzzles and new ones, so that pupil does not become obsessed or bored, but maintains confidence in their ability to tackle puzzlesUse wide variety of flat circles and pictures, and a wide variety of balls and spheres both for formal teaching and for structured play and free play. For most pupils it would be inappropriate to be teaching words like circle unless words like cup, spoon, Mum, chair, dolly, etc. were mastered - either expressively or receptively through whatever communication system is appropriate to the individualStress language of sitting on the chair, being in the bus. Use gym activities - on the bench, in the ball pool, etc


Targets Programme of study/teaching strategies/resources6 … will place objects 'behind',

'under' and 'next to' on request… will follow instruction 'this way', 'that way'… will know 'up', 'down'

Formal teaching of prepositions with concrete objects, pictures, computer games, etc. Start with one preposition, eg behind, and establish this before moving on to the next. (Ensure 'in' and 'on' are mastered first.)Stress prepositional language in all activities, eg the ball is behind your chair, the biscuits are in the tin, the shoes are under the tableTo emphasise 'this way', 'that way', 'up and down', use things like large equipment in the gym and 'Hide and Seek' games. Use classroom activities with cards, house corner, etc. Use picture material and commercial packsStart with "stand up, sit down". Use language such as "the pictures are up on the wall", "shoes are down on the floor". Always use everyday situations to reinforce what is being taught formally

7 … will give circle, square, triangle on request… will complete complex jigsaw puzzles… will give ball, cube to order… will know right and left

During matching and sorting activities introduce the names of the shapes. Start with, eg a circle. Encourage pupil to repeat name of shape. Introduce names of other shapes graduallyGradually increase complexity of jigsaws in terms of type of cut, picture content, and number of pieces - continue to ensure balance between familiar and new puzzlesIntroduce the names of solids one at a time. Allow pupil time to explore materials as well as structuring formal teaching sessionsUse a different colour of tape on right and left hands to start withFormal teaching of right and left. Lots of games and actions with right and left - 'Simon says', 'Hokey, Cokey', etcGoing round school using directional instructions



Strand 36 Problem solving and enquiry: starting, doing and reporting on a task

Notes

Targets Programme of study/teaching strategies/resources1 … will demonstrate knowledge

of objects by mouthing, holding, looking… will know what satisfies hunger by trial and error

Have a wide variety of objects to explore - vary size, shape, texture, colour, and density - use both in self-occupation and with adult help. Consider the stages of exploring objects noted in Strand 23 step 2Expose to a wide variety of tastes and different foodsUse vocabulary of "hungry", "full", "Yum, yum", etc. Also use appropriate reactions to pupil attempting to put non-edible items into their mouth such as sand or paint - "Yuk", "nasty", "not for eating", etc

2 … will rotate/examine objects… will repeat action for its own sake… will co-ordinate 1 action with another

Continue activities for exploration of objects as at step 1, introducing new and interesting objects and toys frequentlyEnsure that objects are of an appropriate size for pupil to handle. Where pupils have physical disability you will need to help them explore objects using hand on handEncourage repetitions of appropriate actions such as clapping hands. Demonstrate repetitions, encourage to take turns with you or another pupil in repeating an actionPrompt to, eg pick up spoon and take to mouth, hold ladderback and step - choose actions which are appropriate to the pupil's level of movement skills and relevant to everyday living


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

appreciate own actions - the onset on intention… will clap for self when successful in a task

Encourage to bang purposefully, eg brick on table, encourage to use toys like 'Trigger Jigger', 'Jack-in-box' and so onEncourage to use toys appropriately, eg dial on a toy telephone, computer switchAdults should applaud and praise pupils when a task is completed. Prompt pupil to clap too. Cheer, etc. Encourage pupils to clap and cheer for each other when they have succeeded in somethingTake individual preferences into account - pupil may enjoy a reward other than praise or applause, and this is the one that they should be given and taught to give themselves at appropriate times

4 … will explore objects and materials… will persevere with a task… will set aside obstacle to reach a desired object

Present with wide variety of toys, household materials, and 'messy' play to encourage exploration. Give help where necessaryIncrease complexity and refine tasks in structured situation, eg move from pupil placing a ring beside a stacker to putting a ring onto a stacker, then gradually work up to putting the right size ring on the stackerPraise all effort and encourage sticking powerEncourage to follow obstacle courses in gym, classroom, playground, rewarding with favoured toy or activityPlace desired toys on a high shelf, behind chair. Prompt and help pupil to reach - fade prompts

5 … will investigate a new cause and effect toy… will use photographs to 'show' adult… will begin to do simple problem solving

Use wind-up toys, pull-handle toys, press button and switch toys, etc. Allow time for exploration. Demonstrate toy if necessary and encourage pupil to use it appropriatelyEnsure pupil has ready access to pictures and photo materials. Share pictures with pupils. Model reaction to photos of home, timetable photos, photos of outings, etcBuild on activities from step 4 for persevering and getting round obstacles. Give plenty of time to think about the situation and try different strategies, eg shaking a box, turning it upside down, Opening it to find a toy


Targets Programme of study/teaching strategies/resources6 … will elicit adult's help with a

toy… will imitate adult's actions with a toy… will begin to learn object permanence behaviours

Adult should be available and willing to help. They should encourage pupil to ask for help "Shall I help you?"Build in lots of fun situations where adult uses toy, encourage and prompt pupil to imitate. Take individual preferences into account, so that pupils' motivation is maintainedTo teach object permanence play 'Hide and Seek' games such as cup and sweet, 'Peek-a-boo', 'Kim's game', etc. Encourage pupils to find toys or biscuits in cupboards

7 … will wait for instruction… will follow instruction and show end result to adult… will understand cause and effect toy before exploration

Encourage turn taking in group situations. First use a simple instruction and give immediate reward, eg "Pick a … and show it to me". Use table games, 'simple Simon' games, musical statues, etcAt a later stage pupil should follow instruction, eg making a pattern of beads or doing a jigsaw, and when it is completed then they should seek adult's attention and show them the resultPupils need lots of experience with cause and effect toys in structured and unstructured situations, allowing time for them to think about the toy before they attempt to operate it. Use the vocabulary of thinking before acting so that behaviour is intentional, eg "Move the chair to reach it"



Strand 37 Information handling - collecting, organising, displaying, interpreting

Notes

Targets Programme of study/teaching strategies/resources1 … will attend to task

… will interact with objects and materials… will look at people, objects, pictures

Ensure that tasks are interesting and motivating. Engage pupil's attention to start with by making your voice exciting, drawing attention to impending activity or whatever is interesting for the individualPrompt/encourage to look at, pick up and explore a variety of materials and objects. Take account of preferences, but ensure wide variety of toys and objectsEncourage and prompt pupil to look at pictures, moving objects, people, etc. Use familiar material frequently, but keep up the interest level by introducing new pictures, objects, etc. occasionally

2 … will respond to learning environment… will explore objects and materials… will select objects/pictures

Classroom should have well defined areas for different activities, including work corner, snack table, transition area. Prompt appropriate behaviour in each areaEncourage to examine and explore different objects, materials and toys. Keep materials varied and interesting. Give hand on hand prompts for pupils with physical disabilities. Use 'sets' of materials, eg autumn leaves, baking items, set of counting teddiesEstablish preferences with toys, objects and pictures. Give choice and respect it. Do not assume you know what the pupil wants


Targets Programme of study/teaching strategies/resources3 … will know functional use of

objects… will point to pictures… will share with adult… will locate concrete materials

Encourage pupil to, eg brush own hair - hold up brush and say "What do we do with this?" then demonstrate or help pupil to perform action. Use every day situations for other objects. Play games of "Who can sweep the floor, wipe the table, clean their teeth", etc. - pupil with that items does action - or hands it to you. Adult should model pointing to pictures - "Look at …, where's the …?" Encourage and/or prompt the pupil to point. Make use of books, pictures, wall displays and objects for pointing to pictures and for sharing pictures. Encourage pupil to fetch an object from another table or find objects in cupboard, eg paint, biscuits, toys. For less mobile pupils encourage a 'Yes' or 'No' response as you go to a cupboard and ask, "Is it in here?"

4 … will memorise steps of task… will pair/match objects… will share with other child… will locate and compares concrete materials… will be aware of class displays

Tasks must be broken into manageable steps, eg setting table could have steps of putting out knives, then forks, then spoons, etc. Use forward or backward chaining to teach whole sequence. Use pairs such as brush and comb, pairs of socks, hat and gloves, counting bears or transport shapes. Give opportunities and encouragement to share toys at play time, food at snack time. Give opportunities to compare and select, eg "Shall we use felt tips or paint?", What's the best for this, a glass or a cup?", etc. Help pupils to participate in making classroom displays and showing them to visitors. Draw attention to displays and talk about them, help pupil to point to details

5 … will match objects to pictures… will recall events… will sort toys… will locate and identify pictures

Use everyday objects/pictures, eg spoons, brushes. Use materials from a wide variety of sources. Remember that the purpose of the activity in this strand is for handling information. Give plenty time to talk about and recall events, perhaps using photographs or timetable pictures as prompts. Encourage pupils to tell visitors about events. The non-verbal pupil should be encouraged to use pictures and photographs to 'talk' about and recall events., or to use a 'Big Mack' switch or similar. Teach to sort toys through formal matching sessions using cars, teddies, etc. Help pupils make a display of, eg toy cars, things used for eating, things they found in the woods. Give opportunities to practise sorting in free play, by providing appropriate materials. Encourage and help to find pictures in photo albums, 'Ladybird' books, etc. Look for pictures of food items in a magazine


Targets Programme of study/teaching strategies/resources6 … will match pictures

… will describe events - telling a story… will sort objects by shape, colour, size, class (1 property only)

Make use of 'Picture Lotto', sets of pictures and commercial materials. Remember that the purpose of the activity in this strand is for handling informationUse pictures as prompts to help with story telling. The non-verbal pupil can tell the story by sequencing pictures or photographs, or using an electronic communication aidHelp pupils record data for telling a story through use of a simple camera or recording deviceUse the results of sorting activities for display and information, eg how high is the column of circles compared to squares. How long is the line of red cars compared to pink planes

7 … will categorise objects… will order objects by size… will use/understand symbols… will compare concrete and pictorial materials

For categorising materials make use of a wide variety of situations, eg house corner, fruit in basket, pots in cupboard, etcSet up tasks with sets of objects graded in size. Use everyday situations to order objects by size, eg sorting different sized tins after shoppingIntroduce symbols through outline drawings, stick people, male/female signs on toilet doors, 'Makaton' symbols, 'Boardmaker' symbols, etcFor comparison of pictorial and concrete materials use project tables - leaves, flowers, shapes, toy catalogue and matching toys, floor cloth with toy shops, houses, trees, cars, etc. Encourage pupils to talk about, eg the leaves they found, the toys most people like best. Make a pattern or collage with suitable data



Strand 38 Ranges and type of numbers and money

Notes

Targets Programme of study/teaching strategies/resources1 … will choose largest quantity

… will use coins as objectsGive choice of half empty cup and full cup, or plate with one sweet and plate with a lot of sweets, etc. Emphasise more and less in as many every day situations as possible. Have formal teaching session of more or less, starting with a large difference between quantities. At first you are helping the pupils to choose the largest of, eg favourite drinks offered. They will not yet understand the vocabulary of more and less - they need to establish the concept firstUse toy and real coins in play situations. Encourage pupil to handle them, put them into boxes and bags, pile them up, post them into boxes, etc

2 … will indicate a wish for "more" or a repeat… will pretend play with money

Encourage to indicate wish for "more" by prompting "Do you want more?", pause for signal from pupil before repeating action or giving moreAlso encourage "none" and "all gone" at the end of lunch, when biscuits are finished etcMove on from just handling and exploring with coins to using them appropriately in pretend play such as having toy shop, role-play, doll play, etcAdult should model the play and encourage pupils to imitate


Targets Programme of study/teaching strategies/resources3 … will match 1 to 1 with 3

objects… will count to 3 in imitation

Have formal sessions of matching activities, eg hats on teddies, spoons in cups. Consolidate these during routines such as setting snack table, giving out coats, etcCount in all everyday situations - just up to 3. Use "3" stories - 'The Three Bears', 'The Three Little Pigs', etc. Use concrete objects for counting. Use simple number booksHave a variety of sets of objects such as animals, cars, bears, bricks, up to three. Have baskets, trays or 'rings' to count objects into. Use anticipation - "1, 2, 3 .... go!", etc. Clap hands, stamp feet, bang drum up to 3

4 … will have concept of '1' or 'more than 1'… will know money is needed to buy - not aware of value

Teach "take one" - use group time, snack time and individual sessions. "Give me one brick", "Take one sweet", etc. Talk about "one more" when, eg adding spoonful of sugar at 'baking'Use vocabulary of "one" and "lots", "one more", etc. Have book of '1' - 1 shoe, 1 ball, etcUse money with toyshops and role-play. Have visit to shops and help pupils hand over money for purchases. Go to the school office to ask for "Money to go to the shops". Use school tuckshop

5 … will count 1 to 5 by rote… will 1:1 exchange coin for object

Use songs, rhymes, a book of '3', a book of '5'. Model counting up to 5, encourage pupil to echo. Do not think that because a pupil can say 1, 2, 3, 4, 5 that they understand what the numbers mean in terms of quantityCount wheels on toy cars, buttons on coats, children round table, etc. Ask "how many" and prompt to count out one at a timeHave a 'penny' shop in school - pupils hand over one coin in exchange for one objectOn outings help pupils choose one thing in a shop (you will have specified something less than £1) and give them a £1 coin to pay with. Adult collects change


Targets Programme of study/teaching strategies/resources6 … will pick up specified

number of objects 1-5… will know coins have names

Set up games of "give me one, … two", etc. Use group times and individual sessionsHave sets of 5 objects - match them to outlines in a '5' tray. Have set of pegs to put 1-5 rings on. Use 1-5 work sheets. Dice games with numerals 0-5Sort into sets of 1, 2, 3, 4 or 5 objectsPlay with real and toy coins, adult should model play and name coins. Use coin cards. Extend 'shopping' activities with toyshop, and with school tuck shop and local shops

7 … will count by rote to 10… will recognise numeral 1, 2 and 3… will recognise 1 or 2 coins

Sing songs and chant rhymes up to number 10 - "Five Fat Sausages", "Five Little Ducks", "Ten Green Bottles", etc. Count out children in class, chairs round the table, places set for lunch, etcMake the numerals 1, 2, 3 from playdough. Have spinner numbers 1-3, a dice 1-3. Match digits to sets of 1, 2, 3 objectsUse tactile numbers, peg numbers, etc. Overwrite and copy digits 1-3. Use dot-to-dot numbers 1-3. Use form boards of digitsUse £1 and 10p coins. Use coin cards, games with toyshop, coin 'Lotto'. Match coins. Talk about "What can we buy with £1?", "What can we buy with 10p?"



Strand 39 Measure, estimate and time

Notes

Targets Programme of study/teaching strategies/resources1 … will point to 'big' and 'little'

on command… will respond to familiar events

Use vocabulary of 'big' and 'wee' at all appropriate times. Have formal and informal sessions with a variety of 'big'/'wee' objectsTalk about the senior pupils - big boys and girls, the youngest children - wee boys and girls. Talk about a 'big' book and a 'little' book, a 'big' box and a 'little' box, etc. Decide on your vocabulary - 'little'/'small'/'wee' and stick to itHave structured routines in place for daily events and ensure that each part of the day has its 'marker' at the beginning and end, eg a song to start group time, the phrase "All done" after lunch, moving to a different area for individual teaching, etc

2 … will name 'big' and 'little'… will anticipate events from situational clues

Use variety of objects of contrasting size and encourage pupil to say or sing correct 'label' for size - use toy cars, dolls, teddies, etcEnsure that routines have consistency as at step 1. Draw attention to these and to consistent happenings within the routines - give opportunity for pupil to show anticipation. Ask, "What do we do next? or "Whose turn is it next?" Praise any sign of anticipation


Targets Programme of study/teaching strategies/resources3 … will point to 'long' and

'short'… will be aware of 'day' and 'night'… will be aware of 'home time'

Have plenty of materials for comparison of length - straws, sticks of rock, lace and necklaces. Sort into sets - "All the long ones here, all the short ones there"Use day and night pictures, talk about day and night time activities. Pretend play different day and night time activitiesSet up a daily home time ritual. Have a daily ritual for other significant times of day, eg lunchtime. Talk about the rituals and draw attention to them as they happen. Make use of timetable pictures to aid understanding and to help pupils convey their understanding of the situation

4 … will name 'long' and 'short… will have an idea of 'morning' and 'afternoon'

Encourage pupil to tell you "That's short", etc. Use more sorting activities, use long and short in everyday situations - "She's got long hair, he's got short hair". "Sit on the long bench". "Do you want to put on your short skirt or your long skirt?", etcStress the vocabulary "this morning" and "this afternoon". Continue with rituals for different time of the day. Have a set of timetable pictures coloured differently for morning and afternoon

5 … will tell if 'heavy' or 'light'… will be aware of 'before'/'after' lunch

Use vocabulary of heavy and light. Provide materials, model language, use balances. Structured play with heavy/light things. Compare shopping items - bag of sugar, carton of milk, box of tissues, etc. Fill identical boxes with, eg sand, tissues, water and talk about heavy and lightContinue to stress time of day with language of, eg before and after lunch and associated rituals. Talk about "We haven't had lunch yet - it's before lunch", "We've finished lunch - it's after lunch". Use 12 o'clock for lunch time. Use a timer or alarm to recognise the passage of time


Targets Programme of study/teaching strategies/resources6 … will know 'full' and 'empty'

… will name period of the day - 'morning', 'afternoon', 'night'

Foster knowledge of full and empty through water and sand play, pouring juice, filling and emptying milk jug, etc. Use cupfuls and spoonfuls in Home EconomicsHelp understanding of periods of the day by extending activities from steps 4 and 5. Use language such as "What did you do this morning?" Use timetable pictures. Use wall displays for morning and afternoon activities. Encourage pupils to contribute to them. Divide home diary into 3 sections per page and use meaningful symbol to indicate one thing pupil did in each of morning, afternoon and night

7 … will fill jug to the mark… will know a clock or watch is to do with time… will be aware that each day has its own name

Filling and pouring in play, practising in snack time, watering plants. Use measuring jug for water milk, flour, sugar, etc. in Home EconomicsDraw attention to timepieces, especially at special times, eg lunch or home time. Use clock face with hands on it. Point to the clock or your watch at the end of an activity. Say "It's time to …"Use rhymes and songs with days of the week in them. Use names of the days for the week during morning rituals, "Today is Wednesday and on Wednesday's we …", etc


elaborated curriculum: understanding and relating to the ...edc.roddystuart.net/elaborated...

Documents