key stage 1 to be me feast for the senses · key question 4 to be me feast for the senses wind of...

To Be MeFeast for the Senses

A CCEA Publication © 2009

Key Stage 1 (SLD)

Skills listed on a dark orange background are Cross Curricular Skills

Skills listed on a light orange background are Thinking Skills and Personal Capabilities

A practical resource to support the Personal Development and Mutual Understanding (PDMU) Area of Learning in the Northern Ireland Curriculum

The To Be Me (Personal Development and Mutual Understanding) thematic unit for Key Stage 1 pupils with severe learning difficulties (SLD) aims to provide teachers with support in beginning the planning, teaching and assessing of PDMU within the Northern Ireland Curriculum.

This resource is comprised of six sub-units• FitforLife• Let’sGetMoving• HomeisWheretheHeartis• FeastfortheSenses• StraightfromtheHeart• Let’sGetTogether

It details suggested learning activities and methodologies which will assist teachers in developingchildren’spersonal,emotional,socialandhealthneedsattheveryearlieststagesofdevelopment.

ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricularskills of Communication, Using Mathematics and Using ICT. The resource also connects to the Areas of Learning where appropriate and incorporates the principles of Assessment for Learning.

Strand 1Personal Understanding and HealthThemselves and their Personal Attributes Begin to recognise uniqueness and value personal qualities and abilities

Their Own and Others’ Feelings and EmotionsBegin to recognise and manage some feelings

Keeping Healthy and SafeBegin to recognise some aspects of a healthy lifestyle

Strand 2Mutual Understanding in the Local and Wider CommunitySimilarities and DifferencesBegin to recognise differences in each other

Learning to Live as a Member of a CommunityBegin to understand their role in the classroom community

Relationships with Family and FriendsBegin to understand the relationships within a family

Similarities and DifferencesBegin to recognise differences

WritersAnnaWoznica,LisanallySchool,ArmaghHelenStewart,TorBankSchool,DundonaldStephanie Anderson, Tor Bank School, Dundonald Caroline Currie, Lisanally School, Armagh

Resource Sheet in this booklet

Powerpoint Activity

1To Be Me Feast for the Senses

Curriculum ObjectiveTo develop the young person as an individual

Key ExperiencesPupils will have opportunities to:• developawarenessthattheirhandscan

provide information about their immediate environment;

• usethesenseoftouchtointegrateinformationcomingfromvariousareasofthe body;

• respondtoarangeoftactilestimuli;• distinguishbetweendifferentmeasures

of temperature; • experimentwithvarioustextures;• discriminatebetweendifferentcolours

and smells;• developanunderstandingofdifferent

tastes;• begintodiscriminatebetweendifferent

sounds;• locate,trackandconcentrateonvisual

stimuli; and• developmemoryskills.

Learning IntentionPupils will begin to:• beawareoftheirsenses.

Progress in LearningI am beginning to:• developmysenseoftaste;• developmysenseofsmell;• developmysenseofhearing;• developmysenseofsight;and• developmysenseoftouch.

Success CriteriaPupils will:• begintoexplorewhotheyare;and• begintorecognisewhattheycando.

Attitudes and Dispositions• Self-confidence• Curiosity• Tolerance• Opennesstonewideas


Key Question

2 To Be Me Feast for the Senses

What can we feel and do with our hands?

You will need:

Resource 1: Massage Tips

• Hand massage products

In Good HandsMassageisaformoftherapeutictouchwhichassistswiththedevelopmentofcommunication,bodyawarenessandsensoryprocessing.Handmassage,istherefore,ofbenefittopupilswithspecialeducationalneeds.Itcanrelaxorstimulatedependingonwhichessentialoilsareused.

Usemassagetoencourageawarenessofthehands.

Pour some oil onto your palm and rub yourhandstogethertowarmtheoil.Startmassaging the pupil’s least dominant hand until they get used to the sensation.

3

Cross Curricular Skill:Communication –Readarangeoftextsforideasandenjoyment

Thinking Skills and Personal Capabilities:Showexcitement,enjoymentandsurprisein learningPlay for pleasure and as a form of creativeexpression

To Be Me Feast for the Senses

Massageboththefrontandbackoftheirhand,includingtheirfingersandpalm.Varythepressureandspeedofmassage,usingagentlebutfirmtouch.Thenrepeatontheirdominanthand.Considerusingaselectionofmassageproducts,suchashandcream,essentialoils,babyoil,tactiletoys,woodenmassagers,etc.

SeeResource1forthedo’sanddon’tsandtipsforgivinghandmassage.

Youcanmakelinksto:• Language and Literacy by singing or saying

rhymessuchas“ThisLittlePiggy”and“TenGreenBottles”;

• Dramabyusingfingerpuppetstoretell a rhyme or story after the massage; and

• Mathematics and Numeracy by countingonfingers.

Encourageyourpupilstoparticipateintherhymesandstoriesifpossible.

Key Question


Wind of ChangeBlowaircurrentsontothehandsandfacesofpupilsusingavarietyofsourcesofcoldandwarmair.

Youcanuseanyorallofthefollowingcollectionofresources:straws,ahairdryer(withacoolairsetting),fans(madeinanartlessonorboughtinashop),afootpump,balloonsandplastictubing.

Startwithalevelofstimulationappropriatetothepupilandlookcarefullyforaresponse.Again,youcanusethislessontotellstoriessuchas“TheThreeLittlePigs”(makinguseofaircurrentsforhuffingandpuffing).Tryvaryingthesecondsbetweenblowingtoobserveanticipation.

What can we feel and do with our hands and faces?

5

Cross Curricular Skills:Communication –Understandnon-verbalsignalsCommunication –Takepartinorallanguageactivities

Thinking Skill and Personal Capability:Showexcitement,enjoymentandsurprise in learning


You will need:

• Equipmenttocreate aircurrents(straws, pump,hairdryer,etc.)

Youcanmakelinksto:• The Artsbymakinganddecoratingfans;• Language and Literacy by telling the

storyofthe“ThreeLittlePigs”;• Mathematics and Numeracy by

usingwarmandcoldairandvaryingthe time lapses between the stimulus; and

• The World Around Us (Geography) by using warmandcoldairtomakelinkswiththeweatherandtheseasonsandlookingatthedifferent materials used to build the houses in thestoryof“TheThreeLittlePigs”.

Key Question


Feeling GoodBrushandstrokeyourpupils’hands,faces,arms,legsandfeetusingarangeofmaterials.

Startwiththefirstmaterialanduseitinsequenceonallpartsofthebodythatarementioned.Lookforanindividualresponseandanticipation.Allowatimegapbeforemovingtothenextstimulus.

Lookforpupilsusingeyepointingasamethodofexpressingachoiceoffavouritestimulus.

You will need:

• Stimuliforbrushing andstroking

• Stimuliforvibration

How do my hands, face and body feel?

Cross Curricular Skill:Communication –Contributecomments,askquestionsandrespond to others’ points of view

Thinking Skill and Personal Capability:Becuriousandaskquestionsabouttheworld around them using the senses to exploreandrespondtostimuli


Materialsthatcanbeusedinclude:• ababyhairbrush;• gloves;• make-upbrushes;• afeatherduster;• cottonwool;and• fur,velvet,satinorotherfabrics.

Allownon-verbalpupilstochoosebypointingorpictureexchange.Encouragethosepupilswithverbalskillstomakeaverbalchoice.Usethisasaturntakingactivityandtalkaboutthechoiceseachpupilmakes.Ifpupilsfinditdifficulttomakeachoice,acknowledgetheirresponseandtalkaboutwhattheyseemtolike.

Youcanmakelinksto:• Language and Literacybytalkingthroughthe activity;and• The World Around Us (Science) by using different

stimulusmaterials.

Extension activityAllowyourpupilstoexperiencevariousformsofvibrationusingtheresourceslisted below:• vibrationcushions;• afootspa;• electric/batterymassagers;• anelectrictoothbrush;and• pull-stringvibratingtoys,etc.

How do my hands, face and body feel?

Key Question


Touchy FeelyPlaceavarietyoftexturedmaterialsonatrayforyourpupilstofeelusingtheirhands.Tryaddingunusualobjectsthatarestrangetothetouch.

Encourageyourpupilstofeeltheobjects.Lookforfacialresponsesortactileresponsestoindicatewhethertheylikeordislikeacertaintexture(youmayneedtodothishandonhand).

Encourageverbalpupilstodescribewhat they feel using simple language suchassoft,hard,bumpy,rough,smooth,jagged,etc.

MakeatexturedbookthatyourpupilscanreadaftertheactivitybyselectingafewofthematerialsandattachingthemtobothsidesofindividualA4cards.Bindthepagesandgiveyourbookafrontandbackcover.

What can I feel with my hands?

You will need:• Texturedmaterials(bubblewrap,felt,

cotton,wool,silk,velvet,sandpaper,aluminiumfoil,kitchenscourers,foam,carpet,tinsel,polystyrene,sheepskin, playdough,shreddedpaper,etc).

• A tray • SheetsofA4card• Binding material •Materialforcover

Cross Curricular Skill:Communication –Understandandexplorefeaturesintexts

Thinking Skill and Personal Capability:Experimentwithideasthroughmodelmaking


Explainwhat’sinsidetoyourpupils.Usethebookinarepetitivepattern,eitherworkingindividuallyorinagroup.Asthepagesarebound,theywilllearntoanticipatewhichtextureiscomingnext.Somemaybeabletosaywhichtextureiscomingnextandwhichonestheylike/dislike.

Youcanmakelinksto:• Language and Literacybymaking

personalisedreadingbooksforchildrenwithPMLD,wherepossiblechoosingfavouritematerialstoincludeintheirbook;

• The World Around Us (Science) by using different materials; and

• Mathematics and Numeracy bydescribingproperties ofmaterials.

Key Question


You will need:

Resource 2: Hot,Coldand WarmSets

• Items of varying temperature

• Vennrings

Cold, warm or hot?

Differing DegreesGathertogetheritemssuchas:• ahotwaterbottle;• anicegel-pack;• ahandwarminggel-pack;• metallicitems;• variouspackscontainingpulsesthatcanbeheatedinthe

microwave;and• icecubesorplasticshapesdesignedforfreezing,etc.

Encouragepupilstohandleobjectsofvaryingtemperatures(forexamplehotorcold)anddistinguishbetweenthem.Observetheresponsesmadebynon-verbalpupils:facialgesturesortactileresponses(forexamplepullingaway,graspingtightly).Non-verbalpupilscanalsoexchangeorpointtosymbols.

Introducewarmasthemeasurebetweenhotandcold.

Cross Curricular Skills:Communication –TakepartinorallanguageactivitiesCommunication –Understandnon-verbalsignals


PlaceobjectsintolargeVennringsorsetsaccordingtothehot,cold,warmcriteria.Aftermodellingthistypeofsorting,seeifsomeofyourpupilsareabletosort.RecordtheoutcomeonResource2,ordesignyourownrecordingsheet.

Youcanmakelinksto:• Mathematics and Numeracy by investigating

measuresofcold,warmandhotandorganisinginformationinamathematicalformat(sets);

• Language and Literacybydescribingwhattheyfeelorlisteningtodescriptionsofwhattheirclassmatesmightbe feeling; and

• The World Around Us (Science) bydiscussingtemperatureandsafetyintheclassroomandathome.

Key Question


Oursenseofsmellisimportantasithelpsustogatherinformationaboutourenvironmentandwhatishappening. Itisalsoverycloselylinkedtooursenseoftaste.

Beforecarryingoutthefollowingactivitiesconsultthepupils’recordsforanymedicalconditionsorallergiesthatwouldpreventapupilfrombeingabletotakepartinsensoryactivitiesinvolvingsmell.Neveruseliquidsthataredangerousandalwaystakethenecessaryhygieneprecautions.Alsoensurethatyourpupiliscomfortable.

Smelly DoughMake(orbuy)playdoughinseveraldifferentcolours.Addadifferentsmelltoeachcolourusingflavouringsdesignedforcooking(forexamplegreencanbescentedwithpeppermint,yellowwithvanillaandredwithcherryorstrawberry).SeeResource3forinstructionsonmakingplaydough.

Topreventanxiety,tellyourpupilswhatisgoingtohappenandexplainwhateachsmellis.

Encouragepupilstomanipulate,exploreandexperiencethevarioussamplesofplaydough.Ensureyourpupilshavesufficienttimetohaveagoodsmell.Observeyourpupils’responsesandrespondtotheirchoicesandpreferences.

You will need:

Resource 3: PlayDoughRecipe

• Playdough/playdough ingredients

• Foodflavourings

• 8–12small,emptycontainers

• Cottonwool

• A variety of substanceswithstrong odours

What can I smell?

Cross Curricular Skills:Communication –Readarangeoftextsforinformation,ideas and enjoymentCommunicate information –ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary

Thinking Skills and Personal Capabilities:Play for pleasure and as a form of creativeexpressionTalkabouttheirmemoriesandexperiences


Encourageyourpupilstotalkaboutwhattheycansmell.

Developfinemotorskillsbyusingthedoughtoroll,pinch,poke,flatten,etc.

Youcanmakelinksto:• Language and Literacybycreating

letter shapes out of the dough and by talkingaboutanddescribingcoloursand smells; and

• The World Around Us (Science) by investigatingdifferentcolours.

Key Question


(Continued)

Smelling BeeGather12small,emptycontainers(forexampleplasticvitaminjars,margarinetubs)andcreateseveralpinholesinthetopofeachone.

Placeasampleofthefollowingitemsineachcanister:

• anonion • vinegar

• alcohol • perfume

• abananachunk • peppermint flavouring

• vanillaextract • cinnamon

• ground coffee beans • orangeoil

• freshherbs • mincedgarlic

Usecottonwooltosoakuptheliquidscentsandplaceinacanister.Thennumberthecanistersandmakeanoteofthecontents.

Begin the lesson by spraying some perfume or air freshener intotheairandalertingtheclasstothefactthattheyareusingtheirnosestosmelltheperfume.Encourageyourpupilstoclosetheireyessotheycanconcentrateonthesmellratherthanwhattheysee.

Youmaywishtolimitthenumberofcontainersforthefirstlesson,astoomanymayconfusethepupils.Smelleachoneinturnandpassitround.Encourageyourpupilstouselanguageskillstocompareanddescribeeachscent.

What can I smell?


Giveyourpupilstheopportunitytotrackthesmellormovetowardsit.

Lookforresponsessuchasbodyandheadmovements,wideningoftheeyes,sneezing,smilingorfrowningfromyourPMLD/non-verbalpupils.

Respondtoyourpupils’choicesandpreferences.

Lettheadultshaveagotoo.

Youcanmakelinksto:• Language and Literacy by describingsmells.

Key Question

To Be Me Feast for the Senses16

Run Run as Fast as You CanUseatraditionalstorysuchas“TheGingerbreadMan”todevelopaliteracyactivityinvolvingthesenseofsmell.

Repeatthestoryseveraltimesusingthesamebookordifferentformatssuchas:onlinestories,fingerpuppets,visualaids,ormakeyourownbooks.

Discussthestorywithyourpupils,usingthefollowingfocusedquestionsasprompts:• Whatdoeshelooklike?• Whatmighthetaste/smelllike?• Whywaseveryonechasinghim?• Whatmighthappenwhentheycatchhim? Encourageyourpupilstopredictthesequenceofthestoryandtoretellitusingpicturesorintheirownwords.

Exploregingerbreadfurtherbybakinggingerbreadmenandeatingthematbreak-time(insteadofbaking,youcouldbuythegingerbreadmenfromashop).Encourageyourpupilstosmellthegingerbreadmenandifbakingthemyourselfencourageyourpupilstosmell theingredients.

Makegingerbreadplaydoughandallowpupilstocreateandplaywiththeirowngingerbreadmen.Encourageyourpupilstosmellthegingerbreadplaydough.UsetherecipesinResource5fordetailsonhowtomakegingerbreaddoughandplaydough.

You will need:

Resource 4: The Gingerbread Man

Resource 5: GingerbreadRecipes

PowerPoint: Gingerbread Man

• Ingredientstomakegingerbread dough (seeResource5)orgingerbread men bought from a shop

Can we use our sense of smell in listening to stories?

Cross Curricular Skills:Communication –Understandandexploreideas,eventsandfeaturesintexts

Using ICT –Accessandmanagedataandinformation

Using ICT –Investigate,makepredictionsandsolveproblemsthroughinteractionwithdigitaltools

Thinking Skills and Personal Capabilities:Showexcitement,enjoymentandsurprisein learningExperimentwithideasthroughwriting,drawing,markmaking,modelmaking


UsingResource4,allowpupilstocreatetheirownpapergingerbreadman.Togethercolourinhisdecorations,cuthimoutanddecoratehimwithsprinkles,sweetsandspicessuchasgingerandcinnamon.Encourageyourpupilstosmellthespices.

YoucanalsoprovideyourpupilswithICTexperiencesbyusingthePowerPoint:GingerBread Man with them or by helpingthemaccessthestoryonlineat: www.topmarks.co.uk/stories/gingerbread.htm

Booksandfingerpuppetsareavailablefrombookshopsoronline.

Key Question


Tastingcanbeincludedaspartofanoralandarticulationprogrammetoencouragelipandtonguemovement.Itcanalsobeusedtostimulatethesenseoftaste,todevelopatoleranceofarangeoftastesandtoencouragedevelopmentoffeedingskills.

All in Good TasteGatherinformationfromparents/carersaboutthefoodstheirchildrenliketoeatathome.

Organiseatastingactivitytoexplorethefourmajortastes thatthetonguecansense:bitter,sweet,sourandsalty.

Respectthepupils’likes/dislikes,don’tsimply makeassumptions.

Consultthespeechandlanguagetherapist/physiotherapistoroccupationaltherapistbeforedoinganyactivities,whichinvolvefoodordrink,orpositioningofpupils.

Alsomakesureyouareawareofanyspecificdietaryrequirementsyourpupilsmayhave,includingallergies.

Collectfoodsthatarebitter(forexamplelemon,grapefruit,unsweetenedcocoaandplainchocolate),sweet(forexamplejam,honey,toffee,syrupandmilkchocolate),sour(forexamplenaturalyoghurt,souredcream,pickle)andsalty(forexamplecrisps,baconandsaltedpopcorn).

Takeseverallessonstocoverallthetastes(forexamplecoversweetandsouroneday,bitterandsaltythenext).

Preparethetastesamplesoncleanutensils,takingthenecessaryhygieneandfoodsafetyprecautions.Ensurethatyouwashyourhandsbeforeandaftertheactivity.

You will need: Resource 6: Sweet,Salty,Sour andBitterSets

• Variousfooditemsfrom the four major tastecategories• Vennrings

What can I taste?


Allowtimeforthetastetohaveanimpactonyourpupils.

Observeyourpupils.

Givepupilsadrinktocleartheirpalatebetweensamples.

Encouragetheverbalpupilstodescribethe sensations they are feeling with words like“sweet”,“yummy”,“salty”and“yuk”.Encouragenon-verbalpupilstousethe traffic-lightsystemofcommunication.

Respondtoyourpupils’choices andpreferences.

Finally,togethersortthefoodsintocategoriesusingasimilarmethodtothelessononcold,warmandhotsensations.PuttheitemsintoVennringsonthetableandrecordtheinformationonpaperasindicatedinResource6,oryoucandesignyourownworksheet.

Youcanmakelinksto:• The World Around Us (Science) using the

senses;• Mathematics and Numeracybycollecting

the information and displaying it for the purpose of interpreting the results; and

• Language and Literacy by verbally describingthedifferenttastes.

Cross Curricular Skill:Communication –Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary

Thinking Skills and Personal Capabilities:BewillingtotakeonnewchallengesShowexcitement,enjoymentandsurprisein learning

Key Question


To Your Taste?Tryablindfoldedtastinggame.Blindfoldpupils(whofeelcomfortablewiththisprocedure)andencouragethemtotastedifferenttypesoffooditemsinsmallquantities.

Youcaneithershowthemthefooditemsfirstornot,depending on your judgement of their level ofability.

Verbalpupilscandescribeandguesswhattheycantaste.Non-verbalpupilsmaydistinguishlikesanddislikesbyusinggestures.Resource7listssomeoftheresponsestowatchfor.

RecordtheinformationindividuallyonResource8.Imagesofadditionalfooditemsarealsoprovided,whichyourpupilscanpasteontotheirsheet.Alternativelydesignyourownsheet.

You will need:

Resource 7: Non-VerbalTaste Responses

Resource 8: Like/Don’tLike

• A blindfold

• Severaldifferentflavoursofcrisps

• Jam

• Honey

• Jelly

• Cereals

• Raw vegetables• Fruit

• Icecream

• Hotchocolate

DoIlikethis or not?

21

Cross Curricular Skill:Using Mathematics –Identifyandcollectinformation

Thinking Skills and Personal Capabilities:Play for pleasure and as a form of creativeexpressionBewillingtotakeonnewchallenges


Youcanmakelinksto:• Language and Literacybyhavingthemdescribewhat

they taste; and • Mathematics and Numeracybytogetherrecording

wholikeswhatorhowmanytastesareliked/disliked.

Key Question


Sounds GoodGoona“SoundWalk”withyourclasseitherinsidetheschooliftheweatheriswetoroutsideiftheweatherisdry.Preparethegroupbeforeyousetoffbyexplainingtheneedtobesilentasyouwalkaround.Agreeonasignaltostopandlisten,suchasahandintheair.

Nospecificresourcesareneeded,butitwouldbeenjoyable(andreinforcing)torecordsoundsasyoupassthemusingataperecorder,mobilephone,laptop,etc.

Whenbackintheclassroom,playthesoundsandseeifthepupilscanidentifythem.

YoucanprovideyourpupilswithICTexperiencesbyrecordingandlisteningtosoundeffectsonthecomputer.Soundeffectsarealsoavailableontheinternet from www.soundrangers.combyclicking“soundeffectdownloads”,choosing“sounds”fromthelistandclickingon“demos”Youcanalsosearchsoundsbytypingintothesearchbox.

You will need:

• Ataperecorder/CDplayer

• Variouspicturesound lotto games available fromeducationalcataloguesorontheinternet

What can I hear?

Cross Curricular Skill:ICT – Accessandmanagedataandinformation

Thinking Skill and Personal Capability:Becuriousandaskquestionsabouttheworldaroundthem,usingthesensestoexploreandrespondtostimuli

Soundsarealsoavailableonwww.sounddogs.com by clickingon“SoundEffects”inthelefthandcolumn.Chooseacategoryfromalistofsounds.Clickon“preview”.

Extension activityPlay sound lotto to identify and name familiar sounds and matchthesetocorrespondingpictures.YoucanalsoplayaBingogameusingpictureboardsandcounters.

Youcanmakelinksto:• The World Around Us (Science) using the senses; and• Language and Literacybyaskingyourpupilsto

describewhattheyhear.

To Be Me Feast for the Senses 23

Key Question


Light FantasticCreateamulti-sensoryroomorcornerthatenablesyoutoblockoutnatural/artificiallight.Youcanusealargecardboardboxasanalternative.SeeResource9forideasonhowtocreatethisspace.

Exposepupilstovarioussources/formsoflight(forexamplereflectivesurfaces/objects;glitteringsurfaces;brightintenselight;torchlight;lasers;fluorescentmaterials;projectedimages).

PromoteanddevelopvisualtrackingskillsbyengaginginsimplevisualtrackinggamesforpupilswithPMLD/limitedattentionspan/visualimpairment.SeeResource10forsuggestions.

For pupils with some verbal ability and moredevelopedfocus,promotesustainedinterestandconcentrationonvisualstimuli.Forexample,usealaptopandaprojectortoprojectimagesfromDVDs,theinternet,PowerPointpresentationsandsoftware programmes onto a variety of itemstocreateinteresting,motivatingandexcitingvisualstimuli.

What can I see?

You will need:

Resource 9: AMulti-Sensory Environment

Resource 10: VisualTrackingand VisualAttention

Resource 11: CreatingVisual Stimuli

• Differentsourcesof light

• Visualstimuli

• Materials to projectonto

25

Cross Curricular Skills:Communication –Understandnon-verbalsignals

Communication –Takepartinorallanguageactivities

Thinking Skill and Personal Capability:Showexcitement,enjoymentandsurprise in learning


SeeResource11forarangeofitemsyoucouldprojectontotoaddvarietyandvisualinterest.

Youcanmakelinksto:• Language and Literacybyencouraging

visualtracking.

Key Question


Remember RememberPlay a visual memory game involving a collectionoftopic-relatedorinterestingobjectsonatray.

Beginwithtwoobjects.Pickupanddescribeeachobject,listthemverbally,thenhidethetwoobjectsunderacloth.Removeoneobjectfromundertheclothandencouragepupilstonamethemissingobject.Thiscanbedoneasaturn-takingactivity.Ensureyournon-verbalpupilscantakepartbyusingpicturesoftheobjects.

Buildupthenumberofobjectsgradually,accordingtotheabilityofpupilsinthegroup.

Combinevisionandtouchbyplaying a game that involves identifyingpicturedobjectsbytouch,see“What’sInNed’sHead?”availablefrom www.hawkin.comThisgamecomeswithalltheequipment needed and suits non-verbalaswellasverbalplayers.

Can I remember what I have seen?

Cross Curricular Skill:Talkabouttheirmemoriesandexperiences


You will need:

• A tray

• Acloth(largeenoughtocovertray)• Acollectionofobjectsthatbelongtoparticulargroups(forexamplefruit,vegetables,clothing,toys,kitchenequipment)

Playavisualodd-one-outgamewithobjects(suchasanapple,orange,bananaandaspade;gloves,ahat,ascarfandateddybear)orbyusingpicturesorsymbols(forexamplecolours,lettersofthealphabet,shapes,sizes,topic-relatedpictures/words).‘Odd-one-out’gamesarealsoavailabletobuy.

Youcanmakelinksto:• Language and Literacy by having your

pupilsdescribewhatobjectsmightfeellike,nameobjectsorusetangiblelettersfromthealphabetortopic-relatedwords/pictures.


Resource 1Massage Tips

Tomakesuretheactivityisapositiveandsafeexperience,thefollowingpointsshouldbenoted:•Nevermassagedryskin.•Nevermassageskinwithbruisesorcuts.

Essential Oils• Donotuseessentialoilswithoutobtainingpermission

fromparentsfirst(babyoilorhandlotionaresuitablealternatives).

• Assomeessentialoilscanirritatetheskinorcauseotherhealth-relatedproblemstheyshouldnotbeusedwithoutconsultationfromanaromatherapist;occupationaltherapistsandphysiotherapistsmayalsobeabletoofferadvice.

Massage Room• Themassageroomshouldbewarmanddraughtfree.

• Thelightingshouldbesoft,anddistractingnoiseshouldbekepttoaminimum.

• Inorderforconnectionstobeconsolidateditmaybeofbenefitforthemassagetotakeplaceinthesameareaoftheroomeachsession,withthesamemusicplayingandthesamescent(eitherintheroomatlargeorwithinthemassageoil)tobeevident.


Resource 2Hot, Cold and Warm SetsSortitemsintohot,coldandwarm.Thenrecordyourfindingshere.


Resource 2Hot, Cold and Warm Sets

To Be Me Feast for the Senses32

Resource 3Play Dough Recipe

Play Dough200g plain flour100g salt1tbspcookingoil2 tsp cream of tartar300ml waterExtract of your choice (mint, vanilla, cinnamon, cherry, herbs, oils)Choice of food colouring

Mixflour,saltandcreamoftartartogetherinabigsaucepan.Addwatergraduallytoremovelumps(Foodcolouringandextractscanbeaddedtowaterorlefttotheendwhenyoukneadthedough).Putpanoveralow-to-mediumheatandcook,stirringconstantly(Itishardwork).Themixturewillsuddenlybegintothicken.Continuestirringuntilthedoughbecomesverystiff.Removepanfromtheheat.Scrapeoutdoughontoasmoothsurface.Soakpanimmediately.Kneadbuttakecare–thedoughwillbeveryhotinthecentre.

Storeyourdoughinseparateairtightcontainers. Itcanbeusedmanytimes.


Resource 4The Gingerbread Man

Colour the eyes, mouth, buttons and icing.Add your own decorations.


Resource 5Gingerbread Recipes

Gingerbread DoughIngredients (15-20 biscuits)350g plain flour 1 tsp ground ginger 1/2tspgroundcloves1/2tspgroundcinnamon1 tsp bicarbonate of soda 100g butter 175g soft brown sugar 1 egg 4 tbsp Golden Syrup

Method1. Mixtogethertheflour,spicesandbicarbonate

ofsoda.

2.Rubinthebutteruntilitlookslikebreadcrumbs.

3.Addthesugar.

4.Inaseparatebowl,mixtogethertheeggandgoldensyrupthenaddtothedryingredients.

5.Mixtogetheruntilitformsadough.Tipoutontoaclean,flouredworksurfaceandkneadforaminuteortwountilitissmooth.

6.Pre-heattheovento180°C/gasmark5.

7.Rolloutthedoughtothedepthofapencil(approx.5mm)andcutoutshapeswithgingerbreadmencutters.

8.Laythebiscuitsonagreasedbakingtrayandbakefor10–15minutesuntilgoldenbrown.

9.Leaveonthebakingtrayuntilcool.

Youmayprefertobuyapacketmixforgingerbreadmen,whichwouldhaveasuitablecutterinside.

Gingerbread Play DoughIngredients1 cup flour½ cup salt2 tsp cream of tartar1 cup water1 tsp vegetable oillots of cinnamon, allspice, ginger, nutmeg, etc.

MethodMixthedryingredients. Playwiththespicesuntilyougetthescentandcolouryouwant.Mixthewaterandoiltogetherfirstandthenaddthem to the dry ingredients andstir.Inapot,cookthemixturefortwotothreeminutes,stirringfrequently.The dough will start to pull away from the sides of the panandclumptogether.Takethe dough out of the pan and kneadituntilitbecomessoftandsmooth.Allowtocoolandstoreinanairtightcontainer.


Resource 6Sweet, Salty, Sour and Bitter Sets

sweet


Resource 6

salty

Sweet, Salty, Sour and Bitter Sets


Resource 6

sour



Resource 6

bitter



Resource 7Non-Verbal Taste ResponsesBelowisalistofpositiveandnegativeresponsesyoumayseeyournon-verbalpupilsexhibitduringthetasteactivity.

RefertoCCEA’sQuestForLearning.

Rejection• movesawayfromtaste

• spitsout

• pushesoutwithtongue

• pushesoutwithteeth

• cries

• startles

• stills

• widenseyes

• shudders

• opensmouthwide

• movestongue

• movesteeth

• closesmouth

• grimaces

Acceptance• movestowardsthetaste

• swallows

• moveshead

• moveslips

• movestongue

• movesmouth

• movestongueagainstteeth

• movestonguearoundinside of mouth

• facialexpressionschange

• gurgles

• lickslips

• movesarms/legs


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Resource 8Like/Don’tLikeRecordyourpupils’tastepreferenceshere.Listtheirlikes/dislikesfromyourtastingactivityand/orassistthemwithpastingthefoodimages providedintotherelevantcolumn.

Ilike Idon’tlike


Resource 8Like/Don’tLike


Resource 9A Multi-Sensory Environment

Inordertolimitdistractionswhenpresentingpupilswithvisualstimuli,itmaybebesttoconductsuchactivitieswithinamulti-sensoryenvironment.Amulti-sensoryenvironment/spacecanbefashionedinavarietyofdifferentwaysincludinga:

• largecardboardboxandatorch;

•softplayroom;

•quietroom;

•darkroom–insucharoomitisadvisabletostartwiththe room being empty and to bring in visual stimuli gradually;

•whiteroom–whitefloorsandwalls;

•relaxationroom;and

•interactiveroom–wherepupilscanaccessallequipmentbythepupilsandtheycanmakechoicesastowhichequipmenttheywanttouse.

Tips:•Ensurethattheroomiseasilyaccessible.

• Ifpaintingaroom,useamattoregg-shellfinish.

•Forblackoutmaterialusedarkgreeninsteadofblack.

•Haveafanintheroom.

•Ensurethatlightingissoft.

•Don’toverloadthewallsandceilingswithmobiles andpictures.

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HorizontalTracking:Placeobjectnearyourpupil’seyeleveluntilhe/shefixates.Thenmovetheobjectfromsidetoside.Suggestedresources–torches,lights,balloons,pull-alongtoys,fingerpuppets,bubbles,radio-controlledcar.

Disappearance of a slowly moving object: Maketoysslowlydisappearbehindyourbackorbelowatable.Suggestedresources–handpuppet.

VerticalTracking:As above with up and down movements.Suggestedresources–yo-yo,puppetonastick,kites,marbleruns,bouncingtoys,toysonastring,ribbon.

Partial hiding:Partiallyhidetoys,puppets,etc.behindcurtains,piecesoffurniture.Coveryourfacewithcloth,net,etc.andappearagain.

CircularTracking:Moveobjectinaslowcircleofaboutonemetre.Suggestedresources – a variety of objectssuggestedabove.

Finding a hidden object:Playapeek-a-bootypegamewithvariousobjectsthatcandisappearbehindyourback,inapocketorup asleeve.

IrregularTracking:Moveobjectinslowcurvesandangularmovementsforabout10seconds.Suggestedresources– a variety of objectsassuggestedabove.

Trackingatanincreaseddistance:Makeuseoftheobjectsusedfortrackingasmentionedabove.


Resource 10VisualTrackingandVisualAttention


Resource 11Creating Visual Stimuli

White Umbrella:Openawhiteumbrellaandplaceitonthefloor.Sit1–3pupilsonthefloorfacingtheinsideoftheumbrella.Placeaprojectoronthefloorattherearoftheumbrellaandprojectimagesontoit.ThisactivityworksparticularlywellwhenprojectingfavouriteDVDsontotheumbrella,asitformsahighlyvisual,concavecinemascreen.

White Net:Gather a few meters of plain white net.Thiscanbepurchasedatalocalfabricshop.Placethenetinapileonthefloor.Useaprojectorandprojectorwheeltoprojectontothenet.Thisactivityisparticularlyeffectiveusingcolouredwheelstocreatea magicaleffect.

Mosquito Net:Hang a white mosquito net from a hookontheceiling.Allowpupilstositinsidethenet.Projectimagesontothenetforahighlyvisualexperience.

White Sheet:Hang a white sheet onto a wall or drape over furniture within the classroomandprojectimagesontoit.

White Net Laundry Bin:Thesecanbepurchasedrelativelyinexpensivelyfromdiscountshops.Usealaptopandprojectororamulti-sensoryprojectorandprojectorwheelstoprojectimagesontothenetbin.

Thisisgreatfunwhenusingwithtopicssuchas“UndertheSea”.Pupilscanhangseaweed,shellsandfishinsidethebasketandprojectsea-likeimagesontoittoproducealovely3Dunderwaterscene(forexample,projectthe“FindingNemo”filmontothenetbin.

key stage 1 to be me feast for the senses · key question 4 to be me feast for the senses wind of...

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