half termly overview sensory base term: summer term …

HALF TERMLY OVERVIEW

SENSORY BASE TERM: Summer Term 1 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & MY LITERACY

PRE REQISITE WRITING – GROSS MOTOR MOVEMENTS IN MEDIA

Week: Wk 1 – 22/4/19 Wk 2 – 29/4/19 Wk 3- 6/5/19 Wk 4- 13/5/19 Wk 5- 20/5/19

Diary events: N.B Repetition of 2 weeks due to pupils not being in

until the Wednesday

N.B Repetition of 2 weeks due to the pupils being away residential for final week

Weekly Theme:

Flowers/plants/Growing

Seeds and Vegetables Mini-beasts

Activity Title: Run your hands through the scented petals

Chasing seeds

Sieve the soil to look for worms

Activity photo:

Resource list:

Large water tray, petals, glitter Pulse, black food dye

Brown moon sand, cooked spaghetti

Write dance group: Mon: Yellow Group

Varied seeds (provide writing tools –for Amy & Jacob) Brown cornflour gloop in large tray

(Provide small spades for Amy and Jacob)

Write dance group: Mon: Pink Group

Action based – person to person. Use ribbon wands to encourage movements – do on bean bags or where pupil is placed – Make Rhythmic movements on pupils body along with encouraging movements of hands/arms and joints.

HALF TERMLY OVERVIEW SENSORY BASE TERM: Summer Term 1 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

ME & MY LITERACY WRITING - MARK MAKING WITH A TOOL

Week: Wk 1 – 22/4/19 Wk 2 – 29/4/19 Wk 3- 6/5/19 Wk 4- 13/5/19 Wk 5- 20/5/19


until the Wednesday

N.B Repetition of 2 weeks due to the pupils being away residential for final

week

Weekly Theme:

Flowers/plants/Growing Seeds and Vegetables Mini-beasts

Activity Title:

Round and round to create colourful flour heads

(group art work)

Carrot writing

Caterpillar printing

Activity photo:

Resource List:

Roll of white paper, crayons, felt tips, pencils

White card, carrots with carrot

top!, orange paint

Brown card, 2 x toilet rolls, green and red paint, paint plates


ME & MY LITERACY Pre- requisite WRITING – MANIPULATION - DEVELOPING FINE MOTOR CONTROL

Week: Wk 1 – 22/4/19 Wk 2 – 29/4/19 Wk 3- 6/5/19 Wk 4- 13/5/19 Wk 5- 20/5/19


until the Wednesday

N.B Repetition of 2 weeks due to the pupils being away residential

for final week

Termly topic:

Flowers/plants/Growing Seeds and Vegetables Mini-beasts

Activity

Title/skill focus:

Water those flowers for our sensory garden

Plant and watch that bean stalk grow

Bug fossils

Activity photo:

Resource list:

Water bottles, 2 x trays of pansys, tuff tray, artifical

flowers

9 x yoghurt pots or plastic cups, soil,

trowel, bean seeds

Brown playdough, plastic insects (not too small), magnifying glass x

3, rolling pin, cutting board, playdough utensils

http://1.bp.blogspot.com/-xfEs9mBAwPE/TbzxLyxiNiI/AAAAAAAAbEI/zVgGJq3Gb-E/s1600/DSCN0546.JPG


LITERACY

PRE-REQUISUTE READING – VISUAL TRACKING - GAINING AND BUILDING ATTENTION SKILLS

Week: Wk 1 – 22/4/19 Wk 2 – 29/4/19 Wk 3- 6/5/19 Wk 4- 13/5/19 Wk 5- 20/5/19

Diary events N.B Repetition of 2 weeks due to pupils not being in

until the Wednesday


week

Termly topic: Flowers/plants/Growing Seeds and Vegetables Mini-beasts

Stage 1 Attention box

1 x visual stimuli 1x auditory 1 x olfactory

1 x kinaesthetic

Activity Title: Flower stencils Cabbage painting Construct your minibeast

Activity photo:

Stage 2 Short sequenced

activity to observe only

Resource list: Large tuff tray, brightly coloured mixed glitter, flower head templates made from card, sieve, scoop

2 x half cabbages, 2 x half sprouts, white card, 3 x primary colours,

green paint, 1 paint brush

Playdough (green), chopped straws, chopped pipe cleaners, googly eyes (large only)

WOW Group

Friday afternoon Repeat above activities

http://www.firstpalette.com/images_600x400/fruitandvegetableprints-garden.jpg


ME & MY LITERACY SHARED READING – topic book supported by related props & symbols

MATCHING -generalising from object, photo, symbol, LIGHTROOM VISUAL AWARESS - startle reflex, tracking from left to right, up and down, reach whilst looking

Week: Wk 1 – 22/4/19 Wk 2 – 29/4/19 Wk 3- 6/5/19 Wk 4- 13/5/19 Wk 5- 20/5/19


until the Wednesday


week

Termly topic: Flowers/plants/Growing Seeds and Vegetables Mini-beasts

Book Title: Jaspers beanstalk The enormous watermelon The hungry caterpillar

Activity photo:

with matching symbol grid and

props (food related

props this term to

encourage tasting)

Activity title: Its all gone green Spring time colours Nature sensory bag Spring scents Spring time colours

Early reading skills

Visual tracking Lightroom

Wednesday

Resource list: Leave previous

week in box

Rice dyed in assortment of green shades, shower curtain, small dots, zlyophone, drum

Spring colour scarves, paper fans, projector light

Zip lock bag, torch, spring items, clear hair gel or soap

5 x pots (spice jars), lavender, lemon, suncream, perfume, cherry,

Assortment of coloured oats – spring colours, shower curtain


ME & THE ARTS ART, MUSIC, POETRY, DRAMA

ME & THE WORLD SCIENCE - EXPLORATION

Weekly Theme: Activity 1: Activity 2: Activity 3: Activity 4: (free exploration)

Paint some flowers for mum and dad (class project)

Plant your sunflower seed and watch it grow

Watering station Sunflower heads (handprints) & poppy seeds

Spring soup!

Wk 1 and 2 Flowers/ plants/

Growing

Bubble wrap,(long roll( bright coloured paints, painting tools, glitter, a bunch of real flours to explore, colour symbols to match

9 x cups, compost, trowel, gardening tools (child’s version), 9 x sunflower seeds

Water tuff tray (outside if good weather), pourers, water wheels, watering cans,

Yellow paint, white paper, poppy seeds, green tissue paper, pva glue

Small flowers, scissors, ladles, grass, leaves, water, varied sized bowls, scoops and pots, spoons to mix, sieve.

Wk 3

Seeds and Vegetables

Dig for vegetables Capacity using seeds Stomping in mud/soil Chopping and making vegetable soup Matching props to story

Tuff tray table, compost, carrots, varied bowls, spades, gardening gloves, flower

pots

Large amount of varied seed, different sized containers, long tubes,

measuring spoons, scales, pourers, lids for containers,

Tuff tray, compost mixed with water, wellie boots, large matting

Chopping board, vegetable holders (ask Juliette), vegetables for soup, stock, 3 x chopping boards, 3 x blunt knives, blender, r

vegetables to match story, compost, long tray, bowl, Oliver’s vegetables book

http://intheplayroom.co.uk/2016/02/26/fun-activities-to-encourage-healthy-eating/


ME & THE ARTS ART, MUSIC, POETRY, DRAMA

ME & THE WORLD SCIENCE - EXPLORATION

Weekly Theme: Activity 1: Activity 2: Activity 3: Activity 4: Free exploration

Natures butterfly Rescues those spiders Snail trail Create a web Find those insects

Wk 4 and 5 Mini-beasts

Assorted leaves and flowers, A3 butterfly template, PVA glue

Washing basket, string, spiders, insects, bowl

Borrow Bongo the snail, 2 x cups, 3 x spoons, A4 black card, honey, pva glue, glitter

9 x paper plates with pre made holes,

black string, plastic spiders, string

celotaped at the end to enable threading

Mini beast insects, gardening pots,

compost, twigs, leaves, bark,

magnifying glasses

Other afternoon activities

Sensory cooking as a group – following topic (Monday afternoons)

HALF TERMLY OVERVIEW

SENSORY BASE TERM: Summer Term 1 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: Spring is here

MY COMMUNICATION THROUGH MATHS NUMBER, USING & APPLYING, SHAPE SPACE & MEASURE , PROBLEM SOLVING

Week:

Wk 1 – 22/4/19 Wk 2 – 29/4/19 Wk 3- 6/5/19 Wk 4- 13/5/19 Wk 5- 20/5/19

Diary events: Class residential

THIS TERMS FOCUS:

MEASURE More Less Full

Empty Heavy Light Same

Pouring stations Capacity sensory bin Capacity/Balancing Heavy/Light

Resource:

Funnels, bottles, water tray, jugs, coloured water, containers, symbols for half and full, markings on bottles to show where full is, scoops

Lentils, split beans, plastic containers, jars (plastic) with lids, capacity worksheet for J and A.

Water tray, balance scales, soft play balls, ice cream scoop, ladles,

Coloured rice, scales, ice cream scoop, ladles,

Heavy and light objects, 2 x symbols of heavy and light, 2 x containers, balance scales

** NB All staff to be aware that they should use mathematical language throughout the pupils week in their everyday movements and activities. They will do this by using positional language, pointing out colours in the environment, counting objects in front of the pupil, allowing the pupils the opportunities to problem solve before helping, using objects and photos for now, or now and next for sequencing, capacity and measure as part of their weekly sensory cooking sensory and object permanence when seeking for their own belongings.


MY MOVMENT VESTIBULAR INPUT – SENSORY PROCESSING – GROSS MOTOR MOVEMENT

(see individual targets for movement)

ME & YOU PROPREOCEPTION – SENSORY PROCESSING - MY BODY AWARENESS

(Pink group will participate in Summer Sensesology every morning for 15 mins)

Day of the week: Monday Tuesday Wednesday Thursday Friday

Room: Secondary Softplay Hall Primary Soft play/Hydro pool Hall Hydro pool/Sensory Base Session:

Vestibular Input

Vestibular stimulation is the

input that your body receives when you

experience movement or gravity. It’s our ability,

desire, or avoidance to move through space. Spinning,

Turning, Flipping, Climbing… these are all vestibular

activities.

(Pupils with specific physio plans participate in these plans daily in movement

Active play session in soft play

Pupils are to experience physical and interactive games with the supporting adult eg jumping into ball

pool, climbing up steps, rolling on soft surface,, walking on uneven surface, kneeling, bending,

crawling inside tunnel.

Summer Sensesology

Rebound Therapy

Pupils access individual 1;1 sessions on the trampoline for

gross motor movement and

vestibular/proprioception feedback..

Session led by Brian.

Active play session in soft play

Pupils are to experience physical and interactive games with the supporting adult

e.g. jumping into ball pool, climbing up steps, rolling on soft surface,, walking on uneven surface, kneeling, bending, crawling inside

tunnel.

Movement in water

All pupils access 1/2 x weekly hydro/swimming sessions. Pupils will

experience making big and small movements with arms & legs. Blowing bubbles with face

in water. Floatation on front & back. (specific swimming targets from swimming instructor)

Vestibular equipment

Pupils will access a range of equipment/apparatus in a large space to

experience the following vestibular movements –

spinning/rocking/rolling/bouncing/ jumping/running/swinging

Bikes/Scooters/Skateboards/ Scoot boards

Pupils will be encouraged to experience sitting on a bike – adult may need to give full support. Pupils will feel the motion of their legs pedalling. Some may be able to apply pressure on pedals .

Movement in water

All pupils access 1/2 x weekly hydro/swimming sessions. Pupils will experience making big and small movements with arms & legs. Blowing bubbles with face in water. Floatation on front & back. (see I can statements)

Dance Pupils will have the opportunity to move freely to a range of music

Session: Proprioceptive Input:

Proprioception refers to the body's ability to sense

movement within joints and joint position. This ability enables us to know where

our limbs are in space without having to look. It is important in all everyday

movements

Sec.Lightroom Squash and squeeze: Push and Pull

Beginning of session is used as a calming period after

gross motor activity. Pupils will experience deep or light touch on head,

arms, legs, feet, shoulders, back and joints according to sensory assessment to develop body

awareness (pink group to rhyme)

ORAL MOTOR


Beginning of session is used as a calming

period after gross motor activity. Pupils will experience deep or light touch on head, arms, legs, feet, shoulders, back and joints according to sensory assessment to develop body awareness (pink group to

rhyme)


Beginning of session is used as a calming

period after gross motor activity. Pupils will experience deep or light touch on head, arms, legs, feet, shoulders, back

and joints according to sensory assessment to develop body awareness (pink group to

rhyme)

Sensory Base TACPAC – Sensory massage

To promote body awareness

through touch with a variety of textures & sensory massage with lotion, whilst relaxation video clips on IWB are played with sound &

movement Topic related.

See individual sheets

MY MOVMENT

PE SKILLS - I can throw or roll a ball using both under arm and over arm NB: All other familiar pieces of apparatus should still be made available for the pupils individual vestibular needs eg ropes, spinner, scoot boards, net, crash mat, benches, large physio ball,


ME & THE WORLD ICT

All pupils receive a targeted ICT session 1 x weekly within the sensory base Pink group attend a prerequisite ICT session in the lightroom looking at projection and UV work. They also explore the lightroom equiptment around the room along with battery operated light toys and the use

of the opti music Equiptment around the school is pointned out to our pupils throughout their week and are giving the opportunity to explore them eg printer, autonmatic doors The following ICT equiptment is available within the Senosry Base. This includes: IWB, IPAD, laptop, switch toys and desk top comuter All pupils have been baselined within the ICT checklist and this is filled out weekly accordingly. Appropiriate differentiated ICT equiptmentment is available and used within the sensory base to support and enable progression in small steps. This includes:

Different sized and textured switches to activate PC and switch adapted toys: one button switches one button mouse roller ball mouse coloured 2 button mouse to support left and right click partner 2,4 and 6 intelli key keyboard

Communication aids are available to explore within the ICT session and during the week. This includes:

Recorder Pens in literacy and topic Partner 2, 4 and 6 Big macs with recorded music and sounds Small audio switches

Pupils have the opportunitiy to choose songs on the IWB daily (target practice) and spend time attending to the screen, tracking movements and notcing patterns

ICT sensory base session set up as described below: Table 1 – Toys activated by a variety of switches Table 2 – IPAD – cause and effect apps/visual awareness of the screen Table 3 – Communication aids available to explore as noted above IWB - Choosing,tagetting, tracking, cause and effect, touch screen Desk top PC – Programmes with one botton switch, 1 button mouse, roller ball. colour coded mouse, 2 button mouse

Prgrames that we use: Help kidz learn website Priory woods Mouse skills Choose it 1 Choose it 2 2 Simple paint Big bang

All pupils have ICT assessment for the pre –requisities Ict, along with an ICT checklist for the development of mouse skills and the IPAD. This is dated weekly and highlighted in colour when criteria is achieved to show progression

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwie6qe5-4LQAhWG1xQKHfRCDDEQjRwIBw&url=http://www.fentek-ind.com/Bigtrack.htm&bvm=bv.137132246,d.ZGg&psig=AFQjCNFxaW8RcDMkO96uNe4qI96ceaAjHA&ust=1477931849064303

http://www.rehabmart.com/category/pediatric_assistive_technology_switches.htm

http://www.odaat.org/9c5487-one-button-mouse-quick-shopping

https://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjqn67w_ILQAhVHWhQKHaFfBeYQjRwIBw&url=https://uk.linkedin.com/in/optimusic&bvm=bv.137132246,d.ZGg&psig=AFQjCNFSM6wjBZu-JHYr506TM05wLcWLJg&ust=1477932249311466

http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi6xpqO_YLQAhVDUBQKHW8MAp4QjRwIBw&url=http://interactivewhiteboardnz.tumblr.com/&bvm=bv.137132246,d.ZGg&psig=AFQjCNHfmSSbhMR9jfvaeWBOkxql8ZSwOg&ust=1477932323471328


ME & THE WORLD GEOGRAPHY & HISTORY

When it is time to leave the sensory base all pupils are sung ‘goodbye’ to.. Pupils will begin to recall what this song signifies and will begin to make their own way to the door un-prompted by the adult. When the pupil has finished the activity the adult will immediately sing ‘Thank you for working so hard’ pointing/showing them the activity they have just attended. This is to signal the end of the activity. Staff give praise as part of a plenary immediately after activity to encourage being reflective of what has just happened within activity. Staff to show completed activity when singing to the pupil and tell them

what they are specifically pleased Before the pupil joins in with an activity an object of reference is taken to them to show them what is happening next Becoming familiar with daily routes around the school: Staff to ensure pupils are visually and physically aware of the object/photo before transition. Allow pupils to make their way to the next session without

adult holding hands – assess if links are being made in association with the object and if they are re-calling what the object represents. Can they remember which way to turn at corners? Adult to walk slightly behind to support reading of object/photo and not adults gestures.

Opportunity to explore various environments around the school and as part of their individualised timetable. These include the hall, soft play, light room, hydro pool, class base, sensory base, courtyard, playground, and the music room

Opportunities to experience class trips with registration class out in the community and local area where they will show responses to natural and environmental stimuli Pupils are encouraged to explore their immediate environment in the sensory base to access different toys and activities independently Staff use vocab of now and next daily supported by objects of reference or photos All pupils have individual transition targets (link to geography) which are supported by object, photo or symbol. This differs according to the individualised needs. All pupils have an individualised transition

bag Opportunities will be given to find environments outside of the normal routine to ensure that pupils can accept change in their day. Opportunity to explore the outside areas Audio cues will be used to support sequence of the day.

ME & THE WORLD RE – CELEBRATIONS/FESTIVALS/AWE & WONDER

During the year the pupils will experience festivals/special days that will be delivered and accessed appropriately to their level. This will include: Easter, Christmas,

Remembrance day Harvest Birthday celebrations with their peers

Across the year activities will relate to Me & my family, Special things, Special days Learning about themselves and others Living things

Pupils may display reactions/emotions of awe/wonder in response to captivating resources (Focus in Friday Session - Sensory massage where projections, varying scents, materials and music are offered) ME & THE WORLD

SENSORY COOKING INTERVENTION SESSIONS

Pupils will access weekly Sensory cooking sessions where they will explore food items using all senses. They will also have the opportunity to use kitchen utensils, follow short sequences when they are visually

modelled and to become aware of cooking equipment.


ME & YOU

PSHE – EMOTIONS/FEELINGS/BOUNDRIES/PERSONAL SPACE

o

Spend time building relations with one another through Intensive interaction.

Enjoy being together. Be intuitive and responsive to their behaviours and attend to what they enjoy doing. Pupil to lead, adult to copy. Build the pupils awareness of an adult through this approach.

Show empathy, understanding and acknowledgement of their behaviours – happy, sad, tired, excited.

Label and model emotion back to them of what they’re showing when appropriate

Look for changes in facial expressions through interactions

ME & YOU

PERSONAL DEVELOPMENT - INDEPENDENCE/ SELF - HELP SKILLS

All pupils have individualised targets to support the progression of independence skills. Regular opportunities to promote these skills have been implemented into their individualised timetables across their week. Staff will record on this.

We will be mindful to promote independence as much as possible throughout their day. This will include wiping faces, washing hands, toileting, recognising that they need the bathroom.

Dressing/Un-dressing skills will be one of the focusses in Jacuzzi sessions along with the swimming sessions.

Some pupils may participate in sessions where the focus is brushing their teeth, allowing an adult to wash their hair and having their hair brushed.

There will be a focus across the year on pupils recognising their own belongings e.g. retrieving own coat, taking coat off/on. Collecting packed lunch box at lunch times. Finding shoes, removing and putting them on. Removing jumper when feeling warm

ME & YOU

SENSORY PROCESSING

Pupils will access sessions across the week with the focus on attending to their vestibular and proprioceptive needs, Please see movement planning for more information

All staff are to be vigilant of the when the pupil is displaying hyper or hypo behaviours and will react according E.g. deep pressure may be needed if hyper, extra physical activity may be needed if displaying hypo behaviours.

All staff to be aware of the pupils needs, regulation, emotion and sensitivities e.g. if a pupil is showing he is sound sensitive, the key worker will lower background noise e.g. IWB, musical toys. If a pupil is light sensitive on that day, blinds will be pulled and some lights should be turned off.

Pupils to experience movement sessions daily in a safe environment ensuring that equipment is provided to suit each pupils sensory needs e.g. swinging, rocking, jumping, rolling – see Sensory Inventory assessment and report

Touch and massage is used daily to support awareness of their own body in proprioception sessions and in literacy.


MY COMMUNICATION SENSORY BASE TOTAL COMMUNICATION APPROACH

TOTAL COMMUNICATION – AUDIO CUES/OBJECTS/PHOTOS/MAKATON/GESTURE/

All pupils are being shown objects of reference for transitions around the school. Each pupil has their own object of reference bag individualised to them. A & J have large A3 photos of familiar people and

rooms.

Staff to ensure pupils are visually and physically aware of the object before transition. At times allow pupils to make their way to the next session without adult holding hands – assess if links are being made in association with the object and they are re-calling what the object represents (early reading) LINK TO GEOGRAPHY – SEE INDIVIDUAL GEOGRAPHY/TRANSITION TARGETS

Before the pupil joins in with an activity an object that represents the activity is taken to them to show them what is happening next. The adult is to also gesture to the location where the pupil is to travel to

within the room. The adult may tap the table or the chair whilst stood next to him and then repeat the process of showing the object when stood next to the pupil again. LINK TO HISTORY-NOW AND NEXT LINK TO GEOGRAPHY -TRANSITIONS AND EXPLORING IMMEDIATE ENVIRONMENT

When the pupil has finished the activity the adult will immediately sing ‘Thank you for working so hard’ pointing/showing them the activity they have just attended. This is to signal the end of the activity as an audio cue, LINK TO HISTORY/ and to give praise as part of a plenary LINK TO HISTORY-being reflective, LINK TO PSHE– emotions – receiving praise

When it is time to leave the sensory base all pupils are sung to by myself individually – goodbye song. Pupils will begin to recall what this song signifies and will begin to make their own way to the door un

prompted by the adult. LINK TO HISTORY – what’s next. Audio cue.

During the week adults will use words, gesture, Makaton, objects, phots, music and rhyme to develop understanding and total communication depending on ability level of each individual pupil. See individual communication targets. LINKS TO READING

Pupils to access choice making. Pupils will make their preferences known through a variety of ways. E.g. reaching out, pushing an object of reference towards you, picture exchange and gesture/body

movement/eye pointing depending on individual ability level. See communication targets for approach and media used.

Pupils will access Intensive Interaction daily as part of the approach in the sensory base – awareness of the adult interacting-this will be recorded. LINK TO PSED – building relationships

All pupils are to have an access target within the following areas of communication: interaction, initiation, vocalisation and choosing

*Remind adults to label objects clearly, to comment on play and to give instruction using 1 or 2 keyword.

half termly overview sensory base term: summer term …

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