Structured / Traditional
Timetable:
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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
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You might expect to see me…
…using a written schedule or task list.
…relating learning to real life concepts.
…naming a subject area e.g. Drama and Perf. Arts
…communicating effectively with familiar adults and peers.
…accessing my lessons with increasing independence and working towards accreditation.
…taking a sensory break as part of my daily routine, or to self-regulate.
…during ‘break times’ I may incidentally working on my routines or behaviour.
..engaged in the Bluebell Park Traditional curriculum
…needing time to process information, new information or more complex information.
…being supported to make and/or maintain positive friendships and relationships.
…generalising some information.
…making choices independently and beginning to reflect upon my behaviour and/or actions.
…transitioning successfully, amongst nest groups, classes, around school and in the community.
…accessing different communities independently.
…objectives based in Progression steps, Accreditation Physio/OT/SALT, EHCP, knowing the child
…Evidence to be captured via work booklets (Sometimes EFL) and data input on Progression steps and/or AccreditationHere are some examples of work I might do:
- TRADITIONAL – book review
- TRADITIONAL – building brick-addition and subtraction board game
- TRADITIONAL – colour by numbers
- TRADITIONAL – fruit salad addition
- TRADITIONAL – handwriting
- TRADITIONAL – Letter-Formation-Worksheets
- TRADITIONAL – line pattern
- TRADITIONAL – mini beast subtraction
- TRADITIONAL – Number-formation-workbook
- TRADITIONAL – Numeracy topic (1)
- TRADITIONAL – pen control phase 2 words
- TRADITIONAL – rain forest subtraction
- TRADITIONAL – Seaside Crack the Code Addition to 10
- TRADITIONAL – Sun, Sea and Beach Safety Worksheets
- TRADITIONAL – toy wordsearch
- TRADITIONAL – toys then and now
