HALF TERMLY OVERVIEW

SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

ME & MY LITERACY PRE REQISITE WRITING – GROSS MOTOR MOVEMENTS IN MEDIA

Week: Wk 1 & 2– 7/1/19 & 14/1/19 Wk 3 - 21/1/19 Wk 4 – 28/1/19 Wk 5 – 4/2/19 Wk 6 – 11/2/19

Diary events:

Weekly Theme:

All things white and blue All things cold… Snow, Icebergs, Glaziers

Land - Penguins and Polar bears

Water – Whales and Seals

Igloos- Lets stay warm, its cold

outside

Activity Title: Painting on foil using our hands

Painting on ice

Polar bear template

painting

Glittery ocean

Feel the fur

Activity photo:

Resource list:

Whole table, tin foil, blue and white paint, Large plastic box to freeze water, blue, purple and green paint

Polar bear template, A3 white card, blue and white paint

Baby oil, glitter (blue/purple/green) and water in water tray

Large pieces of furry fabric

Write dance group: Mon: Yellow Group

(PVA)

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: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

ME & MY LITERACY WRITING - MARK MAKING WITH A TOOL

Week: Wk 1 & 2– 7/1/19 & 14/1/19 Wk 3 - 21/1/19 Wk 4 – 28/1/19 Wk 5 – 4/2/19 Wk 6 – 11/2/19

Diary events: All things white and blue All things cold…

Snow, Icebergs, Glaziers Land -

Penguins and Polar bears Water –

Whales and Seals

Igloos- Lets stay warm,its cold

outside

Weekly Theme:

Activity Title:

Drawing in snow on lightbox Printing snowflakes Help the penguin find his fish. Trace a line.

Colouring in Print blocks to build a house

Activity photo:

Resource List:

Sugar and Salt, silver glitter, light box, varying paint brushes and

clay tools

3 x large lemonade bottles, light

blue paint, pale sugar paper

Templates made of above

picture, coloured pens, small

penguin character

10 x dolphin colouring sheets,

chubby crayons

Blue sugar paper, rectangle

sponges, white paint

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

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

Week: Wk 1 & 2– 7/1/19 & 14/1/19 Wk 3 - 21/1/19 Wk 4 – 28/1/19 Wk 5 – 4/2/19 Wk 6 – 11/2/19

Diary events:

Termly topic:

All things white and blue All things cold… Snow, Icebergs, glaziers

Land - Penguins and Polar bears

Water – Whales and Seals

Igloos- Let’s stay warm, its cold

outside

Activity

Title/skill focus:

Tearing paper Using two hands in your midline

Use palm grasp to pick up and release – extend

arm to throw

Rotate wrist to manipulate fish into

hole

Use pincer and whole hand to apply pressure

to squeeze

Use 2 hands and extend arms at the same time

to build

Activity photo:

Resource list:

Newspapers, tuff tray 10 x polystyrene cups, scrunched up

paper for snowballs.

Penquin shoe box, paper fishes x 10

(multi coloured)

Water play, water tray, syringes,

washing liquid bottles, icng piping

bottles, glitter

Wooden blocks wrapped in white

paper

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

LITERACY

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

Week: Wk 1 & 2– 7/1/19 & 14/1/19 Wk 3 - 21/1/19 Wk 4 – 28/1/19 Wk 5 – 4/2/19 Wk 6 – 11/2/19

Diary:

Termly topic: All things white and blue All things cold…

Snow, Icebergs, glaziers Land -

Penguins and Polar bears Water –

Whales and Seals

Igloos- Let’s stay warm, its cold

outside Stage 1

Attention box 1 x visual stimuli

1x auditory 1 x olfactory

1 x kinaesthetic

Activity Title: Flour templates Owl face Sequencial penquin building Drizzling paint Bubble snakes

Activity photo:

Stage 2 Short sequenced

activity to observe only

Resource list: Black sugar paper, flour, sieve, dolphin template, whale template Shower puff, brown and black paper, white paint, eyes and beak

features pre- cut

Pre cut penguin shapes in black, white and orange card, googly

eyes, white card

Funnel, Multi coloured paint, white paper

Black square tuff tray, water, washing up liquid, plastic cup, J

cloth, straw

Activity Title: All things snowy and white Watch the whale spout Build a bubble igloo with a penquin trapped inside

Waves in the sea Oh no its snowing on you Dolphin flour stencils

WOW Group Friday afternoon

Resource list: Black square tuff tray, water, washing up liquid, plastic cup, J

cloth

Tuff tray, water, plastic cups Paint blue,green, plastic tray, straws, washing up liquid

Long plastic tubing, water, food colouring

White sheet, clear umbrella, shredded paper

White flour, dolphin cut out x 5, sieve, blue sugar paper.

HALF TERMLY OVERVIEW

SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

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 & 2– 7/1/19 & 14/1/19 Wk 3 - 21/1/19 Wk 4 – 28/1/19 Wk 5 – 4/2/19 Wk 6 – 11/2/19

Diary events:

Termly topic: All things white and blue All things cold…

Snow, Icebergs, glaziers Land -

Penguins and Polar bears Water –

Whales and Seals

Igloos- Let’s stay warm, its cold

outside

Book Title: Bartys Scarf Where snowflakes fall Rainbow fish

Activity photo:

with matching symbol grid and

props

Activity title: Bubble blowing Blue Glitter through

sieve Under the sea

projection Foil bnket –wndy and

cold Shredded paper snow

Early reading skills

Visual tracking Lightroom

Wednesday

Resource list: Leave previous

week in box

Pots of blowing bubbles Sieve, blue glitter, medium sized tray

Projector/silver foil/mirror Foil blanket Shredded paper, tuff tray

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

ME & THE ARTS ART, MUSIC, POETRY, DRAMA

ME & THE WORLD SCIENCE - EXPLORATION

Weekly Theme: Activity 1: Dripping paint on easel

Activity 2: Ice cubes in shaving foam

Activity 3: Textured snow art

Activity 4: Imaginative play based Salt snow art work

Imaginative play Bouncing snow onto the drum

Easel, light blue paint, dark blue paint,

pipettes, white paper

Shaving foam, ice cubes, blue colouring , square tuff tray

Textured fabrics, kitchen roll, cotton wool, tin foil, blue paint, black card, PVA

White card, blue paints (varied shades),

PVA, purple paint, salt

White rice, glitter, blue shiny

objects

Ice shapes Ice spheres on light box Snow storm in a bag Fake snow play Imaginative play

All things cold… Snow, Iceburgs,

Glasiers

Scoops, spoons, ice of various shapes,

Balloon ice spheres with items inside Zip lock bag, permanent pen, straw, hole punches (tiny little white circles)

Corn flour, shaving foam Bowl, artic plastic animals

ME & THE ARTS ART, MUSIC, POETRY, DRAMA

ME & THE WORLD SCIENCE - EXPLORATION

Weekly Theme: Activity 1: Polar bears imaginative play

Activity 2: Small world penguin play

Activity 3: Penguin craft

Activity 4 Waddle like a penguin

Imaginative play

Ice, lightbox, polar bears, white and clear items

Egg cartons, small world penguins, salt, Plastic fizzy pop bottles, cotton balls, foam cut outs, double sided tape,

Balloons Frozen water in take- away

containers, blue food colouring,

plastic polar bears

Foam play Seal craft Small world play in icebergs Small world play in water Role play in boat

Large sponge (Gill) washing liquid, small

bucket with water, water tray Paper plates, brown paint, googly eyes, wool, black pen, glue

Artic animals penguin polar bear etc, washing up bowl

Foil baking tray, whales, seals and dolphins, ice, blue water, torch

Cardboard box ,blue and white paint, wooden doweling x2, paper cut out wheel

ME & THE ARTS ART, MUSIC, POETRY, DRAMA

ME & THE WORLD SCIENCE - EXPLORATION

Weekly Theme: Activity 1: Object permanence – hiding animals in

tunnels in snow

Activity 2: Hot chocolate cloud dough

Activity 3: Object permanence - hibernation

Activity 4: Free play media (free exploration -out all week)

In and under the igloo on the lightbox

Imaginative play Experience our class igloo

igloo

Shredded paper, clear plastic bowl, tuff tray,

small artic animal Flour, baby oil, chocolate powder, tin

cups, tuff tray Soft toy penguin, red cloth Plastic jelly bowls, plastic penguins,

white base

Big box, roll white paper, black pen

Other afternoon

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

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

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

Week: Wk 1– 7/1/19 Wk 2 - 14/1/19 Wk 3 - 21/1/19 Wk 4 – 28/1/19 Wk 5 – 4/2/19 Wk 6 – 11/2/19

Diary events:

THIS TERM FOCUS: Threading/Placing

Focus: Place large hoops onto cones

Focus: Placing/threading a

variety of sized objects onto static pole

Focus: Pushing straws through holes (holes in will in size) supporting the box with one hand

and pushing object through with the

other.

Focus: Threading straws through 2

holes, repositioning the straw to do so.

Focus: Holding rope with one hand and roll

with the other, transferring object

from one hand to the other

Focus: threading with rope and string

Activity photo:

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

MY MOVMENT VESTIBULAR INPUT – SENSORY PROCESSING – GROSS MOTOR MOVEMENT

ME & YOU PROPREOCEPTION – SENSORY PROCESSING - MY BODY AWARENESS

(Pink group will participate in TACPAC on a Monday & Thursday morning for 15 minutes and Winter Sensology on a Tuesday/Wedensday morning for 15 mins)

Day of the week: Monday Tuesday Wednesday Thursday Friday

Room: Secondaryand primary Softplay Hall Primary Soft play Hall/Swimming 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.

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.

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

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)

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)

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)

Sec.Lightroom Squash and squeeze: Push and Pull

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 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,

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

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

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

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.

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

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.

HALF TERMLY OVERVIEW SENSORY BASE TERM: Spring Term 1 2019 SENSORY BASE CO-ORDINATOR – Paula Valpy/Libby Conibear TOPIC: The Poles

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 keyword.