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Miss Quibell

Miss Quibell’s Class

Working from Home

Monday 13th July - Wednesday 22nd July

Around the World

My Communication

  • Setting the scene: create a colourful area, look at pictures from different places around the world. Sit on or feel a piece of carpet. Play the music a “whole new world from Aladdin. Use one sensory stimuli to give the pupil where they are going first.
  • Listen to the Rumble in the Jungle story.  Make it a massage story by doing the following:
    • Create a relaxed atmosphere in which the child is comfortably positioned in or around the magic carpet.
    • Play the Rumble in the Jungle story and as each animal is mentioned carry out the following actions using your hands and fingers:
    • Chimpanzee: With your fingertips use a quick, light grabbing motion

imitating a monkey picking fleas from another monkey.

    • Lion: Using clawed hands, draw the fingers down the body to

imitate the lion’s sharp claws.

    • Elephant: Using curled-under fingers, gently and slowly knead the

body, imitating elephant’s footsteps.

    • Zebra: Place your palm on the body and gently drum fingers in

order to imitate the galloping of the zebra.

    • Snake: Using flat palms, make wavy patterns down the body imitating the slither of a snake.
    • Giraffe: Place fingertips on the body and fan out so that fingers are

spread in order to imitate the giraffe’s spots.

    • Hippopotamus: Gently and slowly squeeze the body, imitating the slow firm footsteps of a hippopotamus.
    • Crocodile: With your fingertips draw zigzag patterns on the body to

imitate the crocodile’s teeth.

    • Rhinoceros: Place your palm flat on the body and spread fingers, then

draw the fingers up to imitate the horn of the rhinoceros.

    • Gazelle: Moving your fingers very quickly, flutter the fingers on the

body to imitate the bouncy gazelle.

    • Gorilla: Quickly and gently tap the body with the palms to imitate

the gorilla banging his chest.

My Thinking

  • Read “My Granny went to market” https://www.youtube.com/watch?v=P61tyqTntpI .  Practice counting by co actively counting objects into pots as you listen to the story again.
  • Watch some Numberblocks https://www.bbc.co.uk/cbeebies/shows/numberblocks
  • Complete some numeracy lessons either at the early development or building understanding level.
  • Sweet Shop: Allow the children to explore the sweets, textures and smell (doesn’t have to be sweets could be anything interesting. Allow the children to co-actively count the sweets.   Some children may then be able to identify how many sweets they have using symbols.   Some pupils may be able to co-actively add one more to a jar, or put their hand in an take out one to make one less.
  • Ten tin cans – or water bottles filled with water and glitter:

Ten sparkly tin cans sitting on the wall.

Ten sparkly tin cans sitting on the wall.

And if one tin cans  should accidentally fall.

Nine….Eight….Seven…. Six….Five…..Four…..Three….Two….One

(Children who have more limited physical ability,  to have a piece of string attached to the bottle in order to pull it off, encourage the pupil to do this as independently as possible, let them do the last little bit themselves, even if it takes a while)

 

My Creativity (food tech)

  • Try making some the of the recipes below if you can.
  • Explore some foods from different countries around the world.

My Creativity (Art)

  • Make some Egyptian treasures: https://www.activityvillage.co.uk/ancient-egypt-crafts
  • Make patterns on a large piece of paper to make into your own flying carpet.
  • Make a Chinese fan: https://www.activityvillage.co.uk/chinese-fan-craft
  • Explore some winter craft: https://www.activityvillage.co.uk/winter-crafts
  • Ice painting
    • Explore the coldness, texture and colour of the ice
    • Co-actively use a blender to crush the ice, if any has a switch attachment plug the blender into the switch box – adult holds the blender, child presses the switch.
    • Feel the different texture of the ice now.
    • Put the ice into a deep tray and smooth the top.
    • Squirt small amounts of the food colouring into the slush.
    • Watch what happens
    • Mix up the slush to get a rainbow.
  • Ice cube painting:
    •  Measure a piece of card so it fits into the bottom of a tray.
    • Explore powder paint and choose a colour to use (you can use powdered jelly instead of powder paint).
    • Place an ice cube in the container, rotate and create a painting.
    • Try another sprinkle of a new colour.

 

My Creativity (Music)

My World

  • Visit to Egypt: Use these two links to visit Egypt in a sensory way - http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/dep/docs/MC_WEB_Files/MC_Resources/MC_Resource_1_Notes.pdf and http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/dep/docs/MC_WEB_Files/MC_Resources/MC_Resource_1_Slides.pdf
  • Visit to India: Use this link to visit India in a sensory way - http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/dep/docs/MC_WEB_Files/MC_Resources/MC_Resource_2_Slides.pdf  Show the Whiteboard slides in Resource 2: A Day in India, and as each picture appears on the screen, bring the appropriate items out of your treasure basket for the child to see, taste, smell and feel. This will help to reinforce the image. You will need some of the following or some alternatives: Indian music; Magic carpet; Dried fruit such as raisins, dates, apricots and so on. Herbs and spices such as: cumin, coriander, turmeric, curry powder/leaves, cinnamon, cardamom, chilli powder, Indian bells, Trinkets, Silk scarves, Rubber snake, Saris, Cushions, Beanbags covered in Indian fabric.
  • Visit to China: This time, the magic carpet ride takes the learner to the oriental land of China as the celebrations for the Chinese New Year are beginning. Create a magical atmosphere with colourful red and yellow lanterns, the recorded sound of fireworks and drums, and pictures and posters of dragons and dancers with their sparkly costumes and fans.   Alternatively look at some pictures off the internet of China and Chinese New Year Celebrations.
  • Look at Resource 4: http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/dep/docs/MC_WEB_Files/MC_Resources/MC_Resource_4_Slides.pdf
  • Burn some incense sticks to further enhance the atmosphere. Present the child with some traditional Chinese items from a treasure basket. Give the child time to explore and experience these items. A treasure basket containing:
  • Chinese spices
  • Rice
  • Dragon toys
  • Incense sticks
  • Silk fabrics or scarves
  • Chopsticks
  • Use Resource 5: Chinese New Year Lantern to create a lantern with the child. http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/dep/docs/MC_WEB_Files/MC_Resources/MC_Resource_5.pdf The lanterns could be decorated before being “put together” with glitter, paint or colouring pens.
  • Trip to the Antarctic: Create a snowy area around your magic carpet with white fabric, fake snow, paper icicles and snowflakes and any snow-themed resources you may have available or look at some pictures.
    • After flying to many hot lands, the magic carpet now heads south, to the chilly and snowy land of the Antarctic.
    • Introduce the lesson by searching online for poems/songs about penguins. You can also use pictures of Antarctica in Resource 6: The Antarctic. Explain to the child how penguins love to live in the cold, snowy Antarctic. http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/dep/docs/MC_WEB_Files/MC_Resources/MC_Resource_6_Slides.pdf
    • Search online for a ‘cloud dough recipe’
    • For the Clean Mud recipe visit, www.thechocolatemuffintree.com and search for ‘colorful clean mud’ – note spelling of colourful!
    • Paint using shaving foam or white paint on tinfoil or foil plates
    • Fill small cups or beakers with water and different colours of food colouring and glitter and freeze them, then let the learners touch these and watch what happens as they melt
    • Mix white paint with shaving foam to make a sticky paint
    • Use some bowls, pans, cups, and a bowl of warm water to warm hands and experiment with melting snow or ice cubes.
    • Make ‘Fluffy stuff’ out of two boxes of cornflour and a can of shaving foam.
    • Explore a bowl/basin full of cotton wool balls
    • Make white dough by adding white powder paint and white glitter to your play dough mixture
    •  Recreate a cold, snowy scene by using the following:
    • shredded white paper
    •  ice cubes
    • spray bottles, squirt bottles, paintbrushes, and droppers
  • The Great Barrier Reef: The Great Barrier Reef is the largest coral reef system in the world, found in the Coral Sea, off the coast of Queensland, Australia. It is home to a wide range of life, including fish, sea turtles, giant clams, seahorses, sea turtles, stingrays, sharks and many more. Resource 7: The Great Barrier Reef can be used to introduce this activity.   http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/dep/docs/MC_WEB_Files/MC_Resources/MC_Resource_7_Slides.pdf Play underwater work music to enhance the atmosphere.
    • Small world activities: Create an underwater experience using a large tray filled with shells, sand, seaweed, replica crabs and turtles for your child to explore with their hands and feet. Plastic storage bin, Aquarium rocks, Aquarium plants, Glass-coloured rocks, Shells, Ocean animal toys such as crabs or turtles, Sand, Seaweed (plastic)
    • Colour different sea scenes.
    • Have a go at making some fish: https://www.thebestideasforkids.com/fish-craft-ideas/

My Computing

  • Have a look at the booklet by Flo Longhorn – “Special Apps for very special Learners” to see whether there is anything in there that your child might like.
  • If you have a tablet at home take pictures of each other, Facetime / skype a member of the family.
  • https://www.ianbean.co.uk/senict-members-resource-portal/ - Lots of simple cause and effect games which can be accessed on a computer.   You will need to register though to access the site.
  • Games on Apps such as Cbeebies.
  • www.helpkidzlearn.co.uk – if you register a small number of games are free to explore.

 

My Physical Development

  • Have a go at some dancing: https://www.bbc.co.uk/iplayer/episodes/m000jsds/otis-boogie-beebies
  • Continue physio exercises where appropriate.
  • It might be appropriate for some to practice supporting their own head or sitting whilst watching something on the TV.
  • It might be appropriate for children to practice balancing, this could be stimulated be drawing a chalk line outside, can the child walk along it.
  • Choose some appropriate activities off of the PE part of the home learning section of the website.
  • Encourage children to move over different surfaces, uneven, flat, grass, trampoline.  Encourage children to move in different ways, crawl, roll, walk, move on bottom.
  • Practice some fine motor skills. Find some objects that your child can hold on to. Practice doing the following once your child can do this move onto the next stage of activity.
  1. Hold on to the object once it is placed in one hand. Can they do hold the object in either hand?
  2. Hold onto the object, can they keep hold of the object if they move their arm or they are assisted to move their arm.
  3. Can they keep hold of the object and intentionally drop it?
  4. Can they keep hold of the object and then drop it on a target? As they get better this make the target smaller.
  5. Can they pick up an object and then drop it on the target?
  6. Reduce the size of the objects to make it harder and use different targets for example, pots, bowls, Pringles tubes.
  7. Use spoons or tongs for picking up the object and putting in the pot.
  • Encourage your child to move a ball with their feet, this could be in anyway, whether it is moving it a few centimetres or moving or kicking it from standing still, walking, running or using a walker. 
  • Encourage your child to throw items into a container or if you have some play skittles.

My Self

  • There is no place like home: The magic carpet has taken you on a magical journey around the world, but like all good things it must come to an end. After experiencing all that the foreign countries had to offer we are going to finish our travels by focusing on our homes and families.
    • Look at photos of friends and family, can they identify who is in the picture?   Can they identify themselves?  Play favourite pieces of music and make a treasure basket containing the things that they really like to explore, favourite toys, food, books, sometime exploring these things together.   You or siblings may like to also like to make treasure baskets (if appropriate) and share some of the things in your treasure baskets with the family.
  • Feeling using the feelings cards and pictures below -together match the feelings symbols with the pictures. Then start to match the symbols to how your child is feeling, for example showing them the happy symbol when they are obviously happy for example.
  • https://www.thenational.academy/online-classroom/specialist/communication-and-language  - have a go at some of the lessons at an early development stage.
  • Continue to make choices around when at home and work on skills such as independently washing hands and tidying up their own clothes / toys.
  • If appropriate have a go at some of these lessons: https://www.thenational.academy/online-classroom/specialist/independent-living

Work on ECHP targets – please let me know if you don’t have a copy of current ECHP targets and I can send them to you.  

You might also find some other useful resources and activities here: http://www.thesensoryprojects.co.uk/covid19-resources

Email some pictures to Miss Quibell of what you have done!

Monday 29th June -  Friday 10th July

On Safari

 

My Communication

Sensory Story: We’re going on a Lion Hunt:

We’re going on a Lion Hunt (Picture of a Lion / toy)

We’re going to catch a Big one

What a beautiful day

 

Oh no, Impala.   Lots and Lots of Impala.

We can’t go over them, we can’t go around them.

We’ll have to go through them.

Neigh, clip-clop, neigh, clip-clop, neigh, clip-clop (Something that makes the sound of the “clip-clop” and a picture)

 

We’re going on a Lion Hunt

We’re going to catch a Big one

What a beautiful day

 

Oh no, hippos, two very big hippos (in a river)

We can’t go over them, we can’t go under them.

We will have to swim around them.

Splish, splosh, splish, splosh, splish. Splosh. (Water to play in and a picture / toy)

 

We’re going on a Lion Hunt

We’re going to catch a Big one

What a beautiful day

 

Oh no, giraffe. Some very tall giraffe.

We can’t go over them, we can’t go under them.

We’ll have to go through them.

Munch, munch, munch, munch, munch, munch (Leaves to explore, if possible high up to encourage children to try and reach up for the leaves)

 

We’re going on a Lion Hunt

We’re going to catch a Big one

What a beautiful day

 

Oh no, and elephant, an elephant squirting water. (Spray bottle of hose pipe)

We can’t go over her, we can’t go under her.

We’ll have to go round her.

Shhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhhh yuck, I’m all wet

 

We’re going on a Lion Hunt

We’re going to catch a Big one

What a beautiful day

 

Oh no, some monkeys, monkeys climbing trees.

We can’t go around them, we can’t go over them.

We’ll have to go under them.

Eek, eek, eek, eek, eek, eek, ekk (picture of monkey, encourage moving like monkeys)

 

We’re going on a Lion Hunt

We’re going to catch a Big one

What a beautiful day

 

Oh no, a rock and very big rock. (a rock)

And what should be hiding behind this rock.

It has 2 big eyes, and a long tongue.  (to balls to look like eyes, piece of material for tongue, chopped apple for teeth and some furry material)

It has some very big teeth and a very furry main.

Roar!  (Make the noise)

Oh no it’s the lion.

 

(Do all actions again)

Back under the monkeys, eek, eek, eek, eek, eek, eek.

Back around the elephant Shhhhhhhhhhhhhhhh, yuck, I’m all wet.

Back through the giraffe, munch, munch, much, munch.

Back around the hippo, splish, splash, splish, splash, splish, splash.

Back through the Impala neigh, clip-clop, neigh, clip-clip, neigh, clip-clop.

Into the house and up the stairs. (if practical act this bit out in the house as far as possible) 

Oh no, forgot to shut the door,

Back down the stairs, shut the door, back up the stairs, and under the bed.

We’re not going on a Lion hunt again.

 

The books could be read together if you have copies of the books at home. The relevant files for symbols relating to these books are below.

 

My Computing

  • Have a look at the booklet by Flo Longhorn – “Special Apps for very special Learners” to see whether there is anything in there that your child might like.
  • If you have a tablet at home take pictures of each other, Facetime / skype a member of the family.
  • https://www.ianbean.co.uk/senict-members-resource-portal/ - Lots of simple cause and effect games which can be accessed on a computer.   You will need to register though to access the site.
  • Games on Apps such as Cbeebies.
  • www.helpkidzlearn.co.uk  – if you register a small number of games are free to explore.

 

My Thinking

  • Parts of an animal - Co-actively if possible touch different parts of their body, eyes, nose, ears, face, mouth, arms, legs, hands, feet. (There are symbols for this for humans from the previous 2 weeks) Then work on touching the same parts of different animals – using a picture or toy. Some children may be able to identify different parts of their own or the animal’s body using symbols or pictures, encourage this.   Some will be able to use the “I see” before identifying the part of the body. Symbols in file below.

https://www.twinkl.co.uk/resource/t-t-23703-african-animals-display-photos

  • Rumble in the Jungle -  Watch Rumble in the jungle - https://www.youtube.com/watch?v=2FY9DOHn7EE  - then allow them to pick which animal that they want to explore from a relevant number of choices for the pupil.   Encourage the child to collage an enlarged version of the animal that they have chosen in a material which is like the real animal.   The make a collage of the animal’s habitat with different materials.   Some child may be able to identify the parts of the animals and label them. https://www.twinkl.co.uk/resource/t-t-23703-african-animals-display-photos https://www.twinkl.co.uk/resource/african-animals-colouring-pages-t-tp-6879
  • Making Animal Tracks - Children to explore the different animals toy model which are given to them and then choose the first one which they want to use.   Some children may be able to identify the animal which they have chosen.   Children can then choose whether they want play doh or paint and either encourage the pupils to make tracks with the animals in the play dough or make track with the animal’s feet after dipping them in paint and moving them across the paper. File to choose the different animals below.
  • Handa’s Surprise – Collect together the fruit from Handa’s Surprise in a basket. Look at the fruit in the basket.   Experience the different fruit, naming and handling each one. Talk about the smell and texture of each one, encourage tasting of those who can.  Count the fruit into the basket and put it onto your head. Read the story slowly and help each animal take the correct fruit. As you tell the story count from seven to none as the fruit is taken by the animals. The goat could bring the tangerines to refill the basket for Ayeko’s surprise.
  • Exploring Big and Small – Children to explore the different African animals and then to co-actively sort big from small animals.
  • African Animals - Explore the selection of African animals in a sensory way.   Some of them will feel differently and some may make noises etc.    Count small African animals (use toy model animals) and collect them together in boxes, some pupils may be able to count and then indicate how many of a certain animal they have.   Collect similar animals together or post them into boxes, which look like their homes.
  • Listen to the sounds different safari animals make, show the child the symbol of the animal as you are listening.   Some children then might be able to start to recognise what they are listening to; some might then be able to learn the “I hear” symbol as well.

 

My Creativity (food tech)

  • Try making some the of the recipes below if you can.
  • Make a fruit salad – choosing the fruit to add.

 

My Creativity (Art)

  • Tie dye T-shirts / bags / piece of material - Children to explore examples from internet and pick the colours of dye they want to use.   Co-actively tie string in loops on the t-shirt and then dye it.   Once completed hang to dry. This needs to be done on a day which ensure that things can be hung outside. (You will need an old t-shirt, dye and string)
  • Handy Giraffes - Co-actively draw around the child’s hand / arm and then get them to independently paint in whichever way is easiest for them all of it yellow. Once dry stick brown pompom or paint spots to make the markings of the giraffe and co-actively draw the face and ears.    
  • Sunset pictures - Get some pre-cut safari animals - in black paper to look like silhouettes. Child to squash different shades of orange / yellow paint in between some laminating pouches, open the laminating pouch and add some strips of red / yellow / orange tissue paper and allow to dry on one side of it.   Once dry put the animal on it and hang in the window.
  • Sensory Zebras - Pre-prepare cut outs of large zebras.   Cover the floor and put the Zebras on top, encourage the child to mark make using washing up bottles and syringes to squirt the black paint onto the cut outs.
  • Paper plate snakes - Allow the child to choose the green paint that they want to use, they can use several shades of green.   Give the pupils a piece of bubble wrap to explore and then encourage them to cover it in the different green paint.   Then print onto a paper plate or several.  Once dry, co-actively cut the paper plate in a spiral and add a face.  
  • Shredded paper lion - Explore the paper and other materials.   Give each child a paper plate and allow them to choose coloured paint using their preferred communication method. Put the paint on the paper plates and cover with cling film.   Allow the pupils to spread the paint as independently as possible, let this dry.   Once dry add a face using shapes and googly eyes and then put glue around the edges and get the pupil to add the shredded paper.

 

My Creativity (Music)

  • Go on a Soundabout Safari https://www.youtube.com/watch?v=GWDRmgtxl_4
  • Have a go at some of the music lessons here: https://www.thenational.academy/online-classroom/specialist/creative-arts
  • Sentences on the Drum - child to hit the drum in time to the “beats” of the sentence that is being said.
  • Beanbag Toss - I spy with my little eye something which is (colour).   Some child may be able to identify the colour others this will need to be then done co-actively.   Child then to co-actively throw the beanbag at the gathering drum.
  • African drumming music - Child to (or co-actively play along to) African drumming music.   Some pupils are encouraged to feel the vibrations of the drumming.

 

My World

  • Safari hat and binoculars - Children to explore the real items and then co-actively make the safari hat and binoculars, decorating them as they wish to.   Some children may be able to make a bigger choice over what they wish to decorate them with.  (You will need: Examples of Safari hat and binoculars, Kitchen roll tubes, Paint, String, Sun hats)
  • Make either a safari or waterhole “small world environment” – encourage the child to explore the environment and find the different animal toys or pictures in the small world environment using the checklists below. Look on Pinterest for some ideas.
  • Pretend to be on an African “camp” in the garden. Children to explore the tent and the things in the tent (set up as a tent would be when camping), where possible children are put onto the air bed to experience that and the other items in the tent.    Pupils then “go to bed” and have a bedtime story – experience being in a tent with the doors closed and seeing shadows of animals on the outside of the tent and “in the African plains” background noise of animals etc. https://www.youtube.com/watch?v=u0EN8itpQZo
  • Have a “camp fire” and experience some toasted (but not hot) marshmallows etc. Sing some campfire songs, (both ones common in the UK and some African ones (or listen to them) https://www.youtube.com/watch?v=XyhYHyLp6Kc
  • Life in an African Village – Children to explore some of the sensory stimuli which may be found in an African village.   Some children may be able to sort items and name items using symbols.   Some may be able to identify what some of the items are made out of.   (Mud, Straw, food common in Africa such as corn, coffee, food)
  • Ndebele Art - Children to look at pictures from the powerpoint, then pupils to be given some shaped sponges which they can use to make their own Ndebele Art using bright colours which they can choose. (Ndebele Art PP - https://www.twinkl.co.uk/resource/za2-t-45-ndebele-art-powerpoint  , Sponges in some basic shapes like those on the pictures, Aprons, Paint trays, Paper)
  • Weather in Africa - Establish with the children the weather in Africa is usually quite hot.   Use pictures to do this.  Encourage the children to explore items that they would need in hot weather, sunhat, suncream etc. Some children may be able to use symbols or picture to identify the different items and the weather, some could possibly sort the items needed in the sun from other items.

https://www.twinkl.co.uk/resource/roi-t-2548224-whatever-the-weather-dressing-for-the-weather-activity-english

https://www.twinkl.co.uk/resource/serens-seasons-dress-seren-for-the-weather-powerpoint-t-tp-2548940

https://www.twinkl.co.uk/resource/dress-ups-weather-laminating-cards-au-a-170

 

My Physical Development

  • Do the monkey! Boogie Beebies https://www.bbc.co.uk/programmes/p01z03gr
  • Continue physio exercises where appropriate.
  • Practice moving around like different safari animals such as snake, crocodile, monkey, elephant, lion, zebra.
  • It might be appropriate for some to practice supporting their own head or sitting whilst watching something on the TV.
  • It might be appropriate for children to practice balancing, this could be stimulated be drawing a chalk line outside, can the child walk along it.
  • Choose some appropriate activities off of the PE part of the home learning section of the website.
  • Encourage children to move over different surfaces, uneven, flat, grass, trampoline.  Encourage children to move in different ways, crawl, roll, walk, move on bottom.
  • Practice some fine motor skills. Find some objects that your child can hold on to. Practice doing the following once your child can do this move onto the next stage of activity.
  1. Hold on to the object once it is placed in one hand. Can they do hold the object in either hand?
  2. Hold onto the object, can they keep hold of the object if they move their arm or they are assisted to move their arm.
  3. Can they keep hold of the object and intentionally drop it?
  4. Can they keep hold of the object and then drop it on a target? As they get better this make the target smaller.
  5. Can they pick up an object and then drop it on the target?
  6. Reduce the size of the objects to make it harder and use different targets for example, pots, bowls, Pringles tubes.
  7. Use spoons or tongs for picking up the object and putting in the pot.
  • Encourage your child to move a ball with their feet, this could be in anyway, whether it is moving it a few centimetres or moving or kicking it from standing still, walking, running or using a walker. 
  • Encourage your child to throw items into a container or if you have some play skittles.

 

My Self

Work on ECHP targets – please let me know if you don’t have a copy of current ECHP targets and I can send them to you.    

 

Email some pictures to Miss Quibell of what you have done!

Monday 15th June - Friday 26th June

Let’s do Magic

My Communication

  • Follow the video story of Room on the Broom https://www.bbc.co.uk/iplayer/episode/p0102qfj/room-on-the-broom  
  • Once it has been watched once pause at some favourite scenes and talk about what can been seen in the picture.
    • Pupils who use PECs should may be able to use the “I see” symbol and the relevant symbol for the animal.
    • Pupils who use an Etran frame and symbols will need to choose between the “I see” and “I want” symbols and then choose which animal they can see from a choice of between 2-4. Then put the 2 symbols together and read them to them to confirm the choice.    Please email me if you need to know what your child should be doing in respects to this.
  • Continue with mark making activities from earlier weeks.
  • Some children might want to practice drawing vertical and horizontal lines.
  • Waking the senses: Sorcerer Sense.   Use magical textures, tastes, sounds, smells and visual aids as prompts and cues. Play magic themed music in the background. Use the link to the Slide show to help.
    • Sight – darken the room and use a glitter / disco ball / torch to stimuli the eyes.
    • Sound – use a recording of an owl hooting or an owl musical whistle.
    • Touch – add jelly sweets, such as worms to jelly to allow children to explore and experience more textures.
    • Taste – Make you own slime lime jelly with the child or experiment with colours and flavours to smell, feel or taste.
    • Smell – invite child to smell witch-hazel gel or cream.
  • Welcome to the magic academy (sensory story) – http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/witches_and_wizards/resources.asp
  • Complete some pencil control sheets https://www.twinkl.co.uk/resource/t-t-14881-wizard-school-pencil-control-sheets

 

My Computing

  • If you have a tablet at home take pictures of each other, Facetime / skype a member of the family.
  • https://www.ianbean.co.uk/senict-members-resource-portal/  - Lots of simple cause and effect games which can be accessed on a computer.   You will need to register though to access the site.
  • Games on Apps such as Cbeebies.
  • www.helpkidzlearn.co.uk  – if you register a small number of games are free to explore.

 

My Thinking

  •  Potions and Lotions: This learning activity uses a multi-sensory hand massage involving textures and smells to enhance the experience. Create a calming environment in the room with dimmed lights. Use a slowly rotating coloured light or mirror ball to create a magical ambience. Play mystical themed classical music in the background. The sequence of your movements should be in time with the rhythm of the music. Begin massaging one hand at a time.  Massage each hand using the same hand actions, sensory experiences and techniques. Wrap heated towel around the learner’s hands after the massage or if a learner has to wait, wrap their hands before the massage to ensure they are included in the lesson.
  • What you will need: Rotating coloured light or mirror ball
  • Wizard or witch hats (from previous learning activity)
  • Wet wipes
  •  Feather
  •  Essential oil such as tea tree or lavender (this must be mixed with a base oil) – do not let child eat it.
  • Scented hand cream
  • Talcum powder
  • Heated towels or heat packs
  • Shallow tray or table to rest your child’s hands on
  • Suitable background music, for example the theme from a Harry Potter film
    • Use a wet wipe and gently rub up and down from the palm of the hand to just above the wrist. Repeat this for the top of the hand.
    • While maintaining contact with the child’s hand, repeat the above movements using a feather.
    •  Again, keep contact with the child’s hand and drop half a teaspoonful of the oil mix or a basic scented hand cream onto the palm. Repeat the movements above.
    • Then, with the palm facing up, start to massage the palm using your thumbs simultaneously. Gently start to massage each individual finger and thumb. Turn the hand with palm facing down and repeat the above sequence.
    •  Retain contact with the child’s hand and sprinkle on some talcum powder. Gently rub up and down on the top of the palm to just above the wrist and repeat for the back of the hand.
    • Finish by wrapping the child’s hand in a heated towel.
    • Repeat the process for the other hand.
  • Bubble Trouble: Take all opportunities to involve your child in making choices such as which food colouring they prefer.
  • What you need:
    • Clear bottle with a slim neck (like a large juice bottle)
    • Vinegar
    • Baking soda
    • Washing up liquid
    • Food colouring (selection of colours)
    • Saucepan
    • Glass or mug
    • Cup measure
    • Funnel
    • Spoon
  • When your child have explored the ingredients, begin the experiment:
  •  Place an empty bottle in the middle of a saucepan.
  • Pour or spoon baking soda into the bottle until it covers the bottom.
  • In a cup or mug, combine ¼ cup of vinegar, two big drops of washing up liquid and a few drops of food colouring.
  • Using the funnel, pour this mixture into the bottle.
  •  Stand back and watch as your bubbles erupt!

A Witches Brew

  • Create a witch’s cauldron from black card, a flowerpot or a large saucepan.   Fill it with green jelly, orange or green shredded paper.
  • Stir with a long wooden spoon.
  • Create a spooky atmosphere using music or say “Double, double toil and trouble; Fire burn and cauldron bubble.”
  • Encourage the child to explore what is in the cauldron and add other ingredients counting as you add things to the potion such as chocolate mice, sweets shaped like spiders, snakes and frogs.
  • Support the child to explore the potion, feel, smell and taste.

Exploring full and empty

 

My Creativity (food tech)

  • Try making some the of the recipes below if you can.

My Creativity (Art)

  • Magic Wands – Create a magic wand by using a dowelling rod, drumstick, stick, old paintbrush and decorate in coloured paper, wool, tissue paper etc.
  • Make a witches / wizards hat – use stiff paper or card and create a tall cone shaped wizard or witch’s hat with a wide brim. Encourage the child to decide what colours and items that they would like to use to decorate the hat.
  • Have a go at the “melt the witch” sensory bin https://sugarspiceandglitter.com/melt-the-witch-sensory-bin/
  • Make a Magic Potion jar.   You will need a plastic jar with a lid, glitter, glitter glue, baby oil, different items and water, tape or a glue gun.  Explore the different items that could be put in the jar, add the different items, glitter or glitter glue and then some baby oil.   Fill to the top with water, seal with tape or a glue gun (especially if your child can undo lids)
  • Magic painting - Encourage the child to make marks on a piece of paper using a white wax crayon. Once they have finished this ask the child to choose a colour of paint and add some water to it into a dish. Encourage the child to paint over the top of the picture to reveal what they have done.

My Creativity (Music)

 

My World

  • Make a Father’s day card.
  • Dress up as a witch / wizard
  • It is the first day of summer on the 20th June – make a picture or collage of the sun.
  • World music day – 21st June – listen to different music around the world and move to it.

 

My Physical Development

  • Continue physio exercises where appropriate.
  • Choose some appropriate activities off of the PE part of the home learning section of the website.
  • Practice some fine motor skills. Find some objects that your child can hold on to. Practice doing the following once your child can do this move onto the next stage of activity.
  1. Hold on to the object once it is placed in one hand. Can they do hold the object in either hand?
  2. Hold onto the object, can they keep hold of the object if they move their arm or they are assisted to move their arm.
  3. Can they keep hold of the object and intentionally drop it?
  4. Can they keep hold of the object and then drop it on a target? As they get better this make the target smaller.
  5. Can they pick up an object and then drop it on the target?
  6. Reduce the size of the objects to make it harder and use different targets for example, pots, bowls, Pringles tubes.
  7. Use spoons or tongs for picking up the object and putting in the pot.
  • Encourage your child to move a ball with their feet, this could be in anyway, whether it is moving it a few centimetres or moving or kicking it from standing still, walking, running or using a walker. 
  • Encourage your child to throw items into a container or if you have some play skittles.

 

My Self

 

Work on ECHP targets – please let me know if you don’t have a copy of current ECHP targets and I can send them to you.    

 

Email some pictures to Miss Quibell of what you have done!

Monday 1st June - Friday 12th June

There’s no such thing as a Gruffalo!

My Communication

  • Look at and enjoy https://www.bbc.co.uk/iplayer/episode/b00pk64x/the-gruffalo.
  • Once it has been watched once pause at some favourite scenes and talk about what can been seen in the picture.
    • Pupils who use PECs should may be able to use the “I see” symbol and the relevant symbol for the animal.
    • Pupils who use an Etran frame and symbols will need to choose between the “I see” and “I want” symbols and then choose which animal they can see from a choice of between 2-4. Then put the 2 symbols together and read them to them to confirm the choice.    Please email me if you need to know what your child should be doing in respects to this.
  • Experience the Gruffalo sensory story (see below) and https://www.youtube.com/watch?v=s8sUPpPc8Ws for pictures and narration that go with the story.
  • Continue with mark making activities from earlier weeks.
  • Some children might want to practice drawing vertical and horizontal lines.

My Computing

  •  Explore https://www.gruffalo.com/ together.
  • If you have a tablet at home take pictures of each other, Facetime / skype a member of the family.
  • https://www.ianbean.co.uk/senict-members-resource-portal/  - Lots of simple cause and effect games which can be accessed on a computer.   You will need to register though to access the site.
  • Games on Apps such as Cbeebies.
  • www.helpkidzlearn.co.uk  – if you register a small number of games are free to explore.

My Thinking

  •  Use these picture card to see whether they can match the different pictures together. Take one of the pictures, show them another 2 pictures (one of which matches) Ask them “Which one is the same? “ https://www.gruffalo.com/gruffalo/files/01/01ed1676-48ac-4284-8f24-880390caf036.pdf
  • Explore the big and small pictures of the characters. Some pupils may be able to sort the big and little pictures.  This can be done more practically sorting big and small object.
  • Look at pictures of the some of the characters from the Gruffalo – together count how many eye, legs etc the animals have.
  • Make some shape Gruffalo themed shape animals: https://theeducatorsspinonit.com/?s=gruffalo
  • Listen to the sounds that things in the wood make, how do the children react to it / look at the pictures / symbols as you do this.  Together match the sounds to the animal / item. Look at www.freesoundeffects.com and search for the sounds.
  • Explore a Gruffalo sensory bin. A sensory bin is a collection of objects place in a tray which are based on a theme which children can explore with different senses.   You will need:
    • Small orange plastic eggs with black permanent marker drawn on to look like eyes.
    • Large green pompom for poisonous wart.
    • White dried beans for terrible teeth.
    • Black ribbon for the black tongue.
    • Two probiotic yogurt drink (or liquid food supplement) containers with labels removed for the terrible tusks
    • Brown sock cut into strips for fur – or some brown faux fur.
    • Purple coloured rice for the purple prickles
    • Two disposable gloves one filled with water and the other with popcorn kernels for the terrible claws.
    • You can either colour the rice with paint and let it dry or put the rice in a container, put some food colouring on it with a small amount of vinegar, put a lid on it and shake.   Then let it dry.   You can also use beetroot juice for this.

My Creativity (food tech)

  • Try making some the of the recipes below if you can.
  • Have a Gruffalo picnic (use PECs / symbols to request things at the picnic):
    • Cheese puffs (eyes)
    • Grapes (poisonous wart)
    • Marshmallows (teeth)
    • Banana (tusks)
    • Pizza (mouse) – Cut a cheese and tomato pizza up into slices, use pieces of mushroom for 2 ears, slice an olive in 3 and use that for 2 eyes and nose, use sweetcorn for the middle of the eyes and a spring onion for whiskers and put in the oven.
    • Sausage rolls (knobbly knees)
    • Pasta with sauce (scrambled snake)
    • Ice cream (Ice cream with eyes and nose make from sweets / sprinkles / chocolate buttons)

My Creativity (Art)

  • Gruffalo play dough – for this you will need to make some play dough (see below) and collect together some items which can be used for teeth, nose, horns, prickles and arms etc. these items could be dried pasta, straws, sweets, chocolate buttons.  With your child look at pictures of the Gruffalo and have a go at sticking some of the items in the play dough. You could make other animals from the story with other colours of play dough.   Children should be encouraged to explore the different items and the play dough as independently as possible – it really doesn’t matter what the end product looks like, it is what they do whilst they are doing it.
  • Make some splat painted trees.
    • You will need some large pieces of paper, masking tape, green paint, something to draw the tree trunks on the paper with, some tights and one of the following – dried beans, rice, lentils, tennis ball.
    • Draw some tree trunks on the large piece of paper and tape them to the floor.
    • Cut the tights so you have “two legs” fill the “foot portion” with either dried beans, rice, lentils or a tennis ball, and then tie a knot just above the contents to make a ball.
    • Dip in the green paint and then let the child throw, roll or bounce it on the paper.
  • Decorate characters from the Gruffalo.  Draw or print off a character from the gruffalo.  Give your child some items that they can stick on it / colour / paint.   These can be anything suitable you can find, such as dried food, paper, material wool, leaves, faux feathers.

My Creativity (Music)

My World

  • Explore some different woodland animals, either by looking at pictures on the internet or in books or exploring toy animals you might have at home.   Explore the textures of the different animals by touching items that feel like fur and one that is smooth like a snake.
  • Explore different items you might find in a wood.   This could be done by making a woodland sensory tray; add leaves, twigs, grass, small bowl of water to make a pond, toy woodland animals. Then let the child explore.

My Physical Development

  • Continue physio exercises where appropriate.
  • Choose some appropriate activities off of the PE part of the home learning section of the website.
  • Practice some fine motor skills. Find some objects that your child can hold on to. Practice doing the following once your child can do this move onto the next stage of activity.
  1. Hold on to the object once it is placed in one hand. Can they do hold the object in either hand?
  2. Hold onto the object, can they keep hold of the object if they move their arm or they are assisted to move their arm.
  3. Can they keep hold of the object and intentionally drop it?
  4. Can they keep hold of the object and then drop it on a target? As they get better this make the target smaller.
  5. Can they pick up an object and then drop it on the target?
  6. Reduce the size of the objects to make it harder and use different targets for example, pots, bowls, Pringles tubes.
  7. Use spoons or tongs for picking up the object and putting in the pot.
  • Encourage your child to move a ball with their feet, this could be in anyway, whether it is moving it a few centimetres or moving or kicking it from standing still, walking, running or using a walker. 

My Self

Work on ECHP targets – please let me know if you don’t have a copy of current ECHP targets and I can send them to you.  

 

Some of you have been asking for some more sensory type messy play activities you can use. I am in the process of writing these down and will send them out when they are done.

No cook play dough

You need:

•2 cups plain flour (all purpose)

•2 tablespoons vegetable oil  (baby oil and coconut oil work too)

•1/2 cup salt

•2 tablespoons cream of tartar

•1 to 1.5 cups boiling water (adding in increments until it feels just right)

•gel food colouring (optional)

•few drops glycerine

 

Method:

•Mix the flour, salt, cream of tartar and oil in a large mixing bowl

•Add food colouring TO the boiling water then into the dry ingredients

•Stir continuously until it becomes a sticky, combined dough

•Add the glycerine (optional)

•Allow it to cool down then take it out of the bowl and knead it vigorously for a couple of minutes until all of the stickiness has gone.

•If it remains a little sticky then add a touch more flour until just right

To make brown play dough add coffee to the boiling water.

 

Email some pictures to Miss Quibell of what you have done!

 

Monday 18th May - Friday 29th May

Please feel free to also go back and look at any of the activities from previous weeks.

My Communication

  • Look at “Space song rocket ride” https://www.youtube.com/watch?v=R1Qn2bcZRTo or look at any other books about space.
  • If possible, do some “mark making” in space goo. (p.14 & 30 of “To infinity and beyond” - below)
  •  Read together “The best dressed ever” encourage pupils to either match the symbols to the symbols in the book or to find the symbols.

My Computing

My Thinking

My Creativity (food tech)

  • Try making some the of the recipes below if you can.

My Creativity (Art)

My Creativity (Music)

My World

My Physical Development

My Self

  • Can children identify their own belongings? If you show them their jumper and trousers and ask them “where is your jumper?” can they take it or look at it. To make it more difficult show them their jumper and your jumper, can they identify their own jumper? (this is difficult)
  • For some children it might be appropriate to practice one aspect of helping to get dressed or undressed that they can’t already do.

Email some pictures to Miss Quibell of what you have done!

Monday 4th May - Friday 15th May

Please feel free to also go back and look at any of the activities from previous weeks.

My Communication

  • Look at “A hole in the bottom of the sea” https://www.youtube.com/watch?v=R1Qn2bcZRTo or look at any other books about the sea or the seaside.
  • Read “The rainbow fish” https://www.youtube.com/watch?v=QFORvXhub28
  • If possible do some “mark making” in sand or flour / sugar.
  • It might be possible for children to identify the sea animal that they can see in the picture, using PECs or symbols.
  • Practice signing some of the sea creatures and things to do with the seaside.

My Computing

  • Watch Mr Tumble out and about the beach available on You Tube.
  • Practice turning “safe items” on and off around the house.
  • Play some sea / seaside related games on Ian Bean’s site https://www.ianbean.co.uk/

My Thinking

My Creativity (food tech)

  • Try making some the of the recipes below if you can.

My Creativity (Art)

My Creativity (Music)

  • Listen to the sounds of the sea and seaside (ice cream van, children playing, seagulls). Do you have a favourite sound?
  • Try and re-create the sounds that you hear using items that you find around the house.

My World

My Physical Development

  • Move in different ways to the sounds of the sea.

My Self

  • Complete activities which show concentration and interacting with others, playing with toys and sharing that attention with siblings / adults.
  • Practice putting own toys away.
  • Practice using PECs books or symbols asking for food / different toys.
  • Practice washing hands as independently as possible.
  • Some children might want to practice taking pieces of clothing on and off.

 

Email some pictures to Miss Quibell of what you have done!

 

Monday 20th April - Friday 1st May

 

My Communication

  • Children to be asked to find one of the everyday objects on a tray - name the object and then see whether they can choose the correct item.
  • Scarves - Encourage the children to explore the scarves, describe the scarves to them using single words, such as the colour and big or little, as well as the sense they are using.   With adult help, allow the pupils to move the ribbons and scarves around in the air.   Put some music on to help them explore this and move the items to the music.
  • Squash, poke, squeeze (play-dough) - Encourage the child to explore the dough, do this hand over hand to begin with, however after 5 or 10 minutes of exploration with their hands let them carry on without you to see what they do.   Just observe and give verbal encouragement and ensure safety.

Give the child a selection of tools to use, allow them to pick the ones they seem interested in, hand over hand or independently allow them to explore the dough with the tools.

  • Gloop and mess -  Put some of the “gloop” in the tray.   Allow the child to explore the material, using the electric whisk to do this if needed.    Only use hand over hand or hand under hand if necessary for a short amount of time and then see whether they can do it themselves. (Gloop might be -  Cornflower, soap flakes, modelling bath foam, shaving foam)
  • Icing Sugar patterns - Help the child make the icing sugar mixture, adding 5 heaped teaspoons of icing sugar to about 125ml of water. Mix until the icing sugar has dissolved.   Allow the child time to investigate this.   Using a wide paintbrush, help the child to spread the sugar mixture all over sheets of white paper.   Now with a brush or dropper drip the food colouring onto the wet sugary paper.   Allow the child to explore what they have done and react to it.
  • http://www.bagbooks.org/bookshop/diy  - Bag books are giving away some ideas on making your own DIY sensory stories. There are some more sensory stories from Pete Wells at: https://equals.co.uk/whiteboard-room-pmld-sensory-stories/
  • Share a book together and talk about what can been seen the pictures.
  • If pupils have PECs books or symbols at home encourage them to use them to request things at relevant times of the day.
  • https://singinghands.co.uk/  - enjoy some of Singing Hands, signed stories.
  • https://www.youtube.com/watch?v=TOYLwqzyyYE  - outlines what singing hands are doing during the time everyone is at home, they are doing something everyday and some of it will be free to access on You Tube.
  • Learn some more signs and have a family “singalong” using “singing hands” songs off of You Tube. There is now a lovely version of the “baked potato song” by Matt Lucas done in Makaton by singing hands.

 

My Computing

  • Practice pressing buttons on toys and seeing what they do, or playing with “noisy toys”.
  • If you have a musical keyboard, explore the keys on this.
  • If you have a tablet at home take pictures of each other, Facetime / skype a member of the family.
  • https://www.ianbean.co.uk/senict-members-resource-portal/  - Lots of simple cause and effect games which can be accessed on a computer.   You will need to register though to access the site.
  • Games on Apps such as Cbeebies.
  • www.helpkidzlearn.co.uk  – if you register a small number of games are free to explore.

My Thinking

Number (most of these activities are based on plants and flowers because of some the resources we have in school – you can use anything you happen to have as resources.

  • Explore the items which are in the bucket / container.   Co-actively count what is in there and practice taking the contents in and out of the container.
  • Plant the correct number of flowers in the pot (toy).
  • Co-actively add the correct number of items to the hoop.
  • Collect 5 flowers, trees, fruit, vegetables, beans, bulbs etc. Put one of each object in the pot etc.
  • Hunt for the 5 items in the sand / jelly etc, count as they are found.
  • Explore different numbers and numbers on things: Numbers made of different materials and textures. Numbers which light up and make noise. Items with numbers on them such as phones and numbered birthday cards.

People

  • Explore faces in mirror, make faces, put on funny hats – if you haven’t got a mirror use the camera on a tablet/ phone.
  • Identify parts of the face – mouth, nose, hair, eyes, ears etc.
  • Identify hands, feet, arms, legs etc.

 

The Great Exhibition

The Telephone (Sound)

Use the pencil to make a hole through the bottom of each paper cup. Thread one end of the string up through one of the cups and tie a knot on the inside.   Ensure that the string is long enough to allow a reasonable distance between you and the learner.   Thread the other end of the string through the hole in the other cup. Tie a knot on the inside.

Hold the cup to your mouth and talk into it.  Have a member of staff support the learner to hold the cup close to their ear.   It is important to keep the string taut between the cups.   Ensure that nothing touches the string.   Give each learner time to vocalise in response.

Instruments (Vibration)

Enable the pupils to feel the vibrations as you strike guitar strings, pluck elastic bands stretched across a box or shake a sealed pot of dried peas.   Guide each learners to feel your throat as you speak or their own as they speak or vocalise.

Explore making sounds softer and louder by putting a ticking clock or wind-up musical box into a container such as a cardboard box or metal bucket.

Pulleys (Forces and Energy)

Simple pulley 1

Choose an object of interest to the pupil, for example a favourite toy or bright, eye catching object. Tie this to one end of the string. Loop the other end of the string around the rolling pin and fasten. Rolls the rolling pin around and so lift the item on the simple pulley.

Simple pulley 2

Tie an object your learners find interesting to one end of the rope.

Position your stand centrally. Drop one end of the rope over the stand and pull down on the rope to lift the toy. Some pupils may be able to copy or be supported to make a pulling down action. You can also guide pupils to pull items towards them across the floor.

Explore other types of pushing and pulling, for example wheeled toys, opening and closing doors, or reaching out for items.

Light and Dark

Darken the room to explore different light sources.   Shine lights onto the dark wall or window blinds, concentrating on one light source at a time.

Materials

Encourage the pupils to explore the materials which were on display at the great exhibition.   Give the pupils a range of different materials to explore their properties.   Some may be able to identify them.   For example, soft, hard, smooth, rough.

My Creativity (food tech)

  • Try making some of the things we were going to make in school – recipes below.
  • Help in the kitchen! Explore ingredients with senses, help to mix, look at how things change as you add ingredients. Learn about the dangers – e.g. do not go near the oven.   Some may be able to practice cutting or spreading with a butter knife.
  • Ideas at: https://www.bbc.co.uk/cbeebies/curations/easy-cooking-with-kids-recipes

My Creativity (Art)

These are some of the activities that I was going to do with the children in school this half term – if you want have a go (most of them will make a mess)

  • Painting with a rubber glove: Fill the glove with their chosen filling. When full secure with a rubber band tightly. Press the glove into the selected paint, then press, bang, pat, squelch or slap on the card. Choose another glove and repeat. Try dropping the glove from a height. (Aprons, Selection of different sized and coloured rubber gloves, Rubber bands, Funnel, Large sheets of cards, Shallow bowls of thick coloured paint, Fillings to go into the gloves such as lentils, pegs, string, dried peas, Lego or sponges.)
  • Painting with bubble wrap: Children to be given a choice of paint and paint brush or stamper.  Children then encouraged to put the paint on the bubble wrap.   Once they have finished print what they have done onto the paper. (Aprons, Paper, Bubble wrap, Selection of brushes, Selection of paint , Paint tray)
  • Paint using an ice cube: Put a piece of card in the bottom of a tray and then explore the powdered jelly and sprinkle in the bottom of the tray.    Place the ice cube in the bottom of the tray and get them to move it around in the tray, add other colours if chosen. (Aprons, Tray, Powdered Jelly, Ice cubes)
  • Painting with toothpaste: Children encouraged to explore the toothpaste and then to mark make with it on the paper. (Aprons, Trays, Toothpaste, Paper)
  • For other ideas (depending on what you have at home) go to www.pinterest.co.uk and search “sensory art”.

My Creativity (Music)

  •  Go to http://ambertrust.org/amberplus/app/login/ , you will need to register, but it is free. Once you are logged in. Try completing some of the challenges at Level 2 or 3.
  • There are songs on there that you can use to do some of the activities to, go to menu in the top right hand corner and select “songs”.  The children may well recognise some of the songs as we use these weekly in music.

My World

When school closed we were on a journey through time, here are some of the easier activities we were going to do:

  • Great Fire of London: Make some bread. Float boats on water.
  • Edwardians – watch Mary Poppins, make a kite ready for when we are allowed out.
  • Listen to music from 50s, 60s, 70s & 80s.

For the other ideas, please look at (some might be more achievable at home than others): http://www.nicurriculum.org.uk/curriculum_microsite/SEN_PMLD_thematic_units/stepping_back_in_time/index.asp

 

My Physical Development

  • Do some of the PE challenges on the PE part of the home learning on the website.
  • Complete Physio programmes, if applicable.
  • Move around the room / garden in different ways e.g.  rolling, jumping.
  • Throw / push a ball or other item towards a target.
  • Push balloons through the air.

 

My Self

  • Complete activities which show concentration and interacting with others, playing with toys and sharing that attention with siblings / adults.
  • Practice putting own toys away.
  • Practice using PECs books or symbols asking for food / different toys.
  • Practice washing hands as independently as possible.
  • Some Childs might want to practice taking pieces of clothing on and off.

 

Email some pictures to Miss Quibell of what you have done!

 

Monday 6th April - Friday 17th April

My Communication

  • Mark make with different things on Easter Egg outlines.
  • Read some books together about Easter and spring, encourage children to identify what is in the pictures.
  • http://www.bagbooks.org/bookshop/diy  - Bag books are giving away some ideas on making your own DIY sensory stories. There are some more sensory stories from Pete Wells at: https://equals.co.uk/whiteboard-room-pmld-sensory-stories/
  • If pupils have PECs books or symbols at home encourage them to use them to request things at relevant times of the day.
  • https://singinghands.co.uk/  - enjoy some of Singing Hands, signed stories.
  • https://www.youtube.com/watch?v=TOYLwqzyyYE  - outlines what singing hands are doing during the time everyone is at home, they are doing something everyday and some of it will be free to access on You Tube.
  • Learn some more signs and have a family “singalong” using “singing hands” songs off of You Tube.

My Computing

  • Practice pressing buttons on toys and seeing what they do, or playing with “noisy toys”.
  • If you have a tablet at home take pictures of each other, Facetime / skype a member of the family.
  • https://www.ianbean.co.uk/senict-members-resource-portal/  - Lots of simple cause and effect games which can be accessed on a computer.   You will need to register though to access the site.
  • Games on Apps such as Cbeebies.
  • www.helpkidzlearn.co.uk  – if you register a small number of games are free to explore.

My Thinking

  • 1:1 correspondence: putting one of each item into each bowl / hole in a bun tray or one ball in each bucket.
  • Matching socks / coloured bricks together.
  • Can you make the TV or radio work all on your own?
  • Can you explore different materials, which ones are soft and which ones are hard?   Which ones do you like the best?

My Creativity (food tech)

  • Make some Easter biscuits, recipe below.

My Creativity (Art)

My Creativity (Music)

My World

My Physical Development

  • Do some of the PE challenges on the PE part of the home learning on the website.
  • Complete Physio programmes, if applicable.
  • Move around the room / garden in different ways e.g.  rolling, jumping.
  • Throw / push a ball or other item towards a target.
  • Push balloons through the air.

My Self

  • Complete activities which show concentration and interacting with others, playing with toys and sharing that attention with siblings / adults.
  • Practice putting own toys away.
  • Practice using PECs books or symbols asking for food / different toys.
  • Practice washing hands as independently as possible.
  • Some pupils might want to practice taking pieces of clothing on and off.

 

Email some pictures to Miss Quibell of what you have done!

 

 

Monday 23rd March - Friday 3rd April

 

My Communication

  • Read stories together, where possible practice turning pages and talk about what can be seen the pictures.
  • Mark make with hands or fingers in a tray of cornflower, jelly, flour, beans, sand, kinetic sand or anything really.
  • Some pupils could do some of the “over-writing” sheets on Twinkl. Trace the first letter of their name.
  • http://www.bagbooks.org/bookshop/diy  - Bag books are giving away some ideas on making your own DIY sensory stories. There are some more sensory stories from Pete Wells at: https://equals.co.uk/whiteboard-room-pmld-sensory-stories/
  • If pupils have PECs books or symbols at home encourage them to use them to request things.
  • Learn some more signs and have a family “singalong” using “singing hands” songs off of You Tube.

My Computing

My Thinking

  • Sorting colours  - selection of coloured items to sort.
  • Matching pictures together – using “snap” cards or the like.
  • Using shape sorters, posting boxes and building towers out of bricks / dulpo.
  • Practice playing with toys appropriately and using them how they were intended to be used.
  • Explore the plants and animals which can be found in a garden, if you can. May be look at some of the pictures on Twinkl of things which can be found in the garden.

My Creativity (food technology)

My Creativity (Art)

  • For ideas (depending on what you have at home) go to www.pinterest.co.uk and search “sensory art”.

My World

  • Decorate Easter egg, do an Easter egg hunt around the house / garden.

My Physical Development

  • Complete Physio programmes, if applicable.
  • Move around the room / garden in different ways e.g.  rolling, jumping.
  • Throw / push a ball or other item towards a target.
  • Push balloons through the air.

My Self

  • Complete activities which show concentration and interacting with others, playing with toys and sharing that attention with siblings / adults.
  • Practice washing hands as independently as possible.
  • Some pupils might want to practice taking pieces of clothing on and off.

EHCP Targets

  • Please work on your child’s EHCP targets, which you should have, possible activities are listed underneath the main target.
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