Lower School: L2 – Buttercup
Structured / Sensory
Timetable:
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You might expect to see me…
…learning to an object of ref. timetable
…Clear use of the for areas of SEND in my lessons
…learning to use alternative means of communication including
switches, on body Makaton, some eye pointing or possibly pointing
…I may or may not be able to communicate my basic needs
…be presented with limited choices e.g. choice of 2
…take part in simple routines
…take part in age appropriate learning
..engaged in the Bluebell Park sensory curriculum
…co-active experience of learning with 1:1 support to access learning experiences
…Visual, Audio and movement based impacting lessons and relating learning to tangible objects
…multi-agency approach (e.g. OT/Physio/SaLT)
…partaking in learning activities which involve lots of sensory exploration
… Supported with personal care
…objectives based in Engagements steps, Quest, Physio/OT/SALT, EHCP, accreditation and knowing the child
…Weekly evidence to be captured via EFL and data input on engagement steps/and or AccreditationHere are some examples of work I might do:
- SENSORY – bedtime yoga
- SENSORY – sensory activity cards
- SENSORY – Sensory Circuit at home
- SENSORY – sensory circuit CARDS
- SENSORY AND STRUCTURED – Lego-Building-Challenge-Dice
- SENSORY AND STRUCTURED – Mr Potato Head game
- SENSORY AND STRUCTURED – Scissor Cutting Skills Booklet
- SENSORY AND STRUCTURED – shape worksheet
- SENSORY AND STRUCTURED – Therapy Ideas
- SENSORY AND STRUCTURED Day and Night Sorting Activity
- SENSORY No Cook Playdough Recipe
- SENSORY AND STRUCTURED – Playdough Mats
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You might expect to see me…
…using/and or following a visual or Now and Next schedule.
…Clear use of the for areas of SEND in my lessons
…using alternative means of communication e.g. PECS.
…being supported to communicate feelings.
…making simple choices.
…learning about my behaviour.
…following daily routines (including communication and PECS sessions).
…relating learning to tangible objects.
..engaged in the Bluebell Park structured curriculum
…during ‘break times’ I may incidentally working on my routines or behaviour.
…partaking in learning activities which involve sensory exploration.
…multi-agency approach (e.g. OT/Physio/SaLT)
…accessing short learning sessions, sometimes between 30 seconds to 10 mins at a time, which may include 1:1 ABLES/ AFLES/ SCERTS/ TEACCH/ Work/ Tray sessions.
…being supported with some of my personal care.
…working towards generalising some information.
…supported interactions with others.
…objectives based in Engagements/Progression steps, ABLLS/AFFLS, Physio/ OT/ SALT, EHCP, knowing the child.
…Weekly evidence to be captured via EFL and data input on engagement steps/and or AccreditationHere are some examples of work I might do:
- STRUCTURED AND TRADITIONAL – addition to 10
- STRUCTURED AND TRADITIONAL – Odd one out workbook
- STRUCTURED AND TRADITIONAL – SNAIL AND THE WHALE literacy
- TRADITIONAL AND STRUCTURED – maths mats
- TRADITIONAL AND STRUCTURED – 2D-shape-word-mat
- TRADITIONAL AND STRUCTURED – colour by numbers (1)
- TRADITIONAL AND STRUCTURED – letter formation
- TRADITIONAL AND STRUCTURED – Literacy topic
- TRADITIONAL AND STRUCTURED – Pen control
- TRADITIONAL AND STRUCTURED – pencil control workbook
- TRADITIONAL AND STRUCTURED – Science topic
- TRADITIONAL AND STRUCTURED – shapes to make house
- STRUCTURED AND TRADITIONAL – maths and English
- STRUCTURED AND TRADITIONAL – various topics