Child’s interests to be carried forward=next steps. Please see IEP on clipboard
Cognitive Development
(NC=Maths Humanities Science)
MATHS:
Looking and comparing sizes, learning associated language
(Verbal/ Makaton/ switches). Explore topic box and IEP Box.
Listen to sounds and copy rhymes with the use of musical
instruments /body part, Squeezing/Finding
objects/counting/sorting. Going under/in. Experiencing
textures. Taking part in number songs, stories and known
rhymes - Extending imaginative play. Use of cause and effect
IPad Apps. Tidying up and caring for resources.
HUMANITIES:
Being exposed to lesson plenary. Using touch cues and
support songs to indicate beginning of the new activity and
the end to previous one.
Reinforcement of Makaton signs for ‘next, finished, are you
ready’.
Topic Boxes set up on the carpet for individual exploration
SCIENCE: Exploring slime, ice, scented water etc.
Experiencing natural light and darkness.
Manipulating materials –prodding, poking, pinching, squeezing,
stretching, pulling, cutting, rolling, shaping, mashing, pressing.
Mixing to create dough, Measuring amounts, Use key words
for , texture, smell, shape etc.
Teacher: Andrea Williams
Class: QUARTZ
Communication, Language and Literacy Development
(NC=English)
BOOK. Traditional nursery rhymes/action rhymes.
S – Singing /signing/Copy / vocalise / sign more, thank you/PCS
S - Using name objects/Switches to communicate
S - Pass story props during Topic session; Sensory stories to
support texts; SALT
S – Undertake role play-make it sensory
L – Listen to the story on the tape/CD, Use of cause and effect
IPad Apps.
L – Listen to sounds related to the story and respond with body
language, facial expression, sounds or switches
L - Group time /Phonics Bag/Makaton signing/singing
R - Explore TEXTURED/NOISY bookS (front/back/print/)
R - Explore objects related to story /sounds related to story
R - Sequence objects related to story
R – Understanding objects Selecting objects from a choice OOR in
mornings
W – Mark making –‘writing’ the story / ‘drawing’ the story with
tactile materials
W-Making Class tactile book using /Makaton signs / tactile
representations/print
W – Matching objects related to stor
Fine motor skills:
Mixing, cutting, squeezing malleable resources;
Exploration of time machine capsule;
Exploration of facial feature;
Participation in simple finger games;
Participating in, posting, pegging and sorting activities;
Practicing pincer grip during Snack Time sessions;
Gross motor skills:
Participation in Sensory Workouts and Mobility Walks;
Trampolines/Tac pac;
Therapy ball /Swings
PE and MOBILITY:
See specialist teacher planning for PE, Rebound and
Swimming Sessions;
THERAPY:
See therapist planning
MOVE PROGRAMME
Handling small tools safely and effectively
Explore texture shape, space & form, through auditory/olfactory/visual/tactile exploration.
Make sculpture
DT:
Whisking and mixing
Making marks using fingers, hands, feet and different mark making
tools on lots of different materials and surfaces – indoors and out.
Mark making in different sensory materials eg mud, yoghurt,
treacle etc .Mark making outdoors using water, paint, mud, chalks
etc
BACK IN TIME -ERA’s & AGE’s
Physical Development
(NC=PE Mobility Therapeutic links)
Creative Development (NC=DT Art, Music)
ART
Making tactile self-portraits;
Exploration of tissues, card and sugar paper and PVA
glue;
Creating tactile prints with the use of sensory paints
with ‘lift off’ effect; Exploration of sensory paints;
Making clay/dough picnic food;
Class work and creation of tactile display board with
vegetable prints;
Creating group collage of Autumn/christmas textures
Create patterns and pictures using different media
MUSIC:
Exploring sounds in water
See music targets
Autumn 1 - ACTIVITIES
ECT/ICT (NC=ICT)
Exploration of switch operated equipment such
as doors, lifts;
Using cause and effect toys such as simple
switches;
Exploration of switch operated cooking
equipment such as microwave; juice maker,
blender, mixer
Using touch screens during individual iPad
sessions;
Exploring simple sound effects/pre-recorded
story/class made story,
Using switch operated musical
equipment/individual modes of communication
such as switches and doozy switch/Big
Mac/small press-pads on displays;
ICT sessions;
LIBRARY Sessions;
Personal, Social and Emotional Development
(NC=PSHCEE-Functional skills)
Settling into class and school routines after ½ term
Holiday.
Personal Care Group
Behaviour Management Plans
Café time/ Lunch Time
Feeding plans and Toileting plans
Group Time
OT group/Therapy group/SALT
Circle time- Me and my body parts
My family
Exploring what makes me happy
Sensory Workouts
Self-Care Sessions
TRIPS OUT/CELEBRATIONS
Birthday Party
Harvest
Halloween/Guy Fawlkes
Child’s interests to be carried forward=next steps. Please see IEP on clipboard
Class: QUARTZ
CREATIVE DEVELOPMENT
COMMUNICATION, LANGUAGE AND
LITERACY DEVELOPMENT
COGNITIVE DEVELOPMENT
(NC=Maths Humanities Science)
(NC=English)
Speaking
•
To share and enjoy a range of rhymes, music,
songs, sensory stories and tactile books
•
To communicate more/stop.
Listening
•
To attend and respond to objects
•
To notice and respond to stimuli
•
To use body language, facial expression and
occasional sounds when responding to music,
spoken language and/or signs
Reading
•
To explore tactile books ( front, back, text and
pictures)
•
To make a tactile book
•
To follow moving stimulus
Writing
•
To be able to make marks in a variety of ways
•
To use hands for mark making activities
•
To move fingers to cause an effect on
IPad/Plasma screen.
Teacher: Andrea Williams
MATHS:
•
To develop understanding of cause and effect.
•
To interact with objects in a variety of ways e.g. bang,
squeeze, press, swat, shake, blow.
•
To explore different shapes
•
Sorting: colours of objects.
•
Matching object to object
HUMANITIES:
•
To recognise change in the environment
•
To accept co-active exploration of objects and materials
SCIENCE:
•
To explore objects using a range of exploratory
•
•
•
procedures
To recognise when a stimulus starts or stops consistently.
To attempt to uncover object that is hidden or covered
To respond to light and reflective objects
BACK IN TIME -ERA’s &
AGE’s
Autumn 1 – WE ARE LEARNING TO
PHYSICAL DEVELOPMENT
(NC=PE Mobility Therapeutic links)
Fine motor skills:
•
To participate in activities with an adult
•
To work co-actively with an adult
•
To develop ability to hold grasp.
•
To initiate movement.
Gross motor skills:
•
To be aware of shape and space
•
To enjoy moving
•
To be aware of the movement of others around
•
•
them
To actively change own body position.
To react to body being moved
ECT/ICT
(Nc=Ict)
ART
•
•
To feel safe and secure when exploring
such material as glue sticks and PVA
glue
To know that ‘wash your hands time’
always follows up messy activities
DT:
•
•
To make choices during activities
To interact with an adult while exploring
malleable materials (e.g. to allow for
hand support or/and touch cues where
appropriate)
MUSIC:
•
•
To respond to sound
To join in with music through body
language, facial expression and
occasional sounds
See specialist teacher planning
PERSONAL, SOCIAL AND EMOTIONAL
DEVELOPMENT
(NC=PSHCEE-Functional skills)
•
To actively participate in feeding and toileting.
•
To use everyday objects such as soap, flannel,
•
To explore new ICT resources
•
To explore cause and effect equipment and
toothbrush and toothpaste during self-care
other forms of technology with an adult
sessions.
•
To use switch operated equipment within
classroom
•
To begin to adjust body position to
•
•
•
•
To show an interest in what is seen/ felt / touched
•
To make needs and want known through verbal
and non-verbal communication.
To make choices between two switch operated
•
To respond differently to different events.
computer programmes
•
To maintain attention on a task.
To explore and use simple cause and effect
•
To respond differently to different environments.
toys
•
To settle down after holiday period
To use gentle finger motion when using touch
•
To make needs and want known through verbal
and non-verbal communication
screen programmes on iPad
•
To accept co-active exploration of a range of
materials
accommodate variety of switch operated toys
•
PE and MOBILITY:
See specialist teacher planning for PE, Swimming
Sessions;
THERAPY:
See therapist planning
(NC=DT Art, Music)
•
Tolerate washing hands before and after
meals/snacks
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Quartz MTP Activities and Broad Learning Intentions