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