Topic “PSHE and Citizenship”  

- a ball

1. Look at your child, say their name and roll a ball to them. 
2. Encourage your child to roll the ball back to you. If your child is unsure how to do this, ask another adult to sit with the child and gently show them how to roll the ball back. As you receive the ball, say your name, or ask the other adult to say your name.
3. Continue rolling the ball back and forth, saying the name of the person who is receiving it, until your child is ready to finish the activity.
4. Once you have taken a few turns and your child knows what to do, you can start adding the word 'turn' after the name, e.g. 'mummy's turn' 'Harry's turn'.
5. It is not expected your child will use the words as this activity can be used with children who are not yet verbal - it is important for them to hear the adult using words. 

Marble run;

Bricks for sharing building and knocking down a tower;

Any lotto game where pictures have to be matched;

Skittles;

Pushing cars down a run/pipe.

pictures of children taking part

1. Choose 3 - 4 of the child's peers, a mix of those they are familiar with from their class and other children they maybe would not choose to play with.
2. Demonstrate the game to the children and make sure that you use their names whilst showing their photographs. Let the children know you are not going to pick them one after the other but they have to listen to when their name is called!
3. Support turn taking initially by saying "It's John's turn... it's Fatimas's turn", it's Dylan' s turn... and pointing to the photograph and then looking for and at that child and pointing to the child.
4. When the children know what is happening choose one to lead the turns similar to what you are doing at the table top).
5. Leave the pictures of each child on the table so they can see them easily.
   
6. If the child chooses just to point to a child saying e.g. 'your turn' model the correct phrase for them, e.g. 'Fatima it's your turn, or your turn, Fatima' encouraging them to look at the child as well.
   

Prompt cards for a "how are you" conversation

Two turns

1. Ask each student in turn "how are you?" - pointing to the "how are you?" prompt card as you do so: point to the the "I'm..." prompt card (and cue in with "I'm..." if necessary). Wait for the student to respond;
2. Let each student take it in turns to ask "how are you" to the others in the group.

Three turns

Once two turns is mastered as above, move to three turns:

1. Do step 1 above;
2. After the student says "I'm..." (e.g "I'm fine"), you point to a third cue card (either "Oh dear!" or "That's nice" as appropriate) and say the response;
3. The students take it in turns to ask all the others in the group "how are you?" this time they must respond to the answer a student gives.

Prompt cards for a "what have you been doing" conversation

Prompt cards for a "what have you got" conversation

Set of pictures (e.g from Google) relating to a topic of interest to the student - e.g. Tesco, the park, Eastenders.

1. By talking with the student, find out what their current interests/concerns are. This could be for example that they're going to the dentist, they have been watching football etc.
2. Use this as a basis for the next set of activities: prepare materials that could help words or phrases about this topic appropriate/necessary.

• Paper, pens, source of pictures;
• Topic to talk about - give students a choice of topics from their interests/ concerns/ experiences for exmple - football, dentist, school/college trip

• Picture cards to represent the topics the students could talk about;
• Poster prompts from the "Topic introduction" activity

Something to record the students responses on (e.g. paper/pen) which can later be used as a prompt;

Soft ball or beanbag.

Way of recording students responses - e.g. paper/pen, whiteboard/marker;

Soft ball or beanbag.

Use a small box or bag to collect toys which target different sensory areas

e.g.

Auditory (noisy toys) toys (rattles, squeakers, shakers, musical items, drums etc.)

Visual toys (flags, streamers, Slinkies, spinners, bubbles, flashing items, torches, pop-up toys, windmills etc.)

Tactile toys (toys that feel different) (balls of different textures to squeeze, brushes of different textures to be tickled with, materials e.g. velvet, sandpaper, feathers, pots of rice/macaroni to feel, Play dough to squeeze/cut )

Scented toys (play dough, Plasticine, some rubber toys)

1. Collect some toys from each of the sensory categories described.

2. Store the toys in a container which you use only for this specific activity and is otherwise stored away from children.

3. Find a quiet comfortable place to work either at a table or on the floor. Try to make sure the child cannot easily run off or get distracted.

4. Make a show of shaking the suitcase and seeming happy about the approaching activity.

5. Take out two toys from different sensory categories and place them in front of the child - note which category of item the child chooses/reaches for and put the other item back in the suitcase.

6. Allow the child a short time to enjoy the item chosen then say 'Your name's turn' (e.g. "Mary's turn") and gently but firmly take the item for your turn.

7. Use the toy for a short time then offer it the child again. Say 'Child's name's turn'.

8. Repeat a few times but stop before the child gets bored.

9. Start the process again by offering the child a choice of toys from two different sensory categories and then follow the turn taking routine.

10. Continue with the activity for approximately 10 minutes - stop before the child gets bored.

11. Store the sensory suitcase in a secure place until the next session.

Use a selection of the following:

Paint pots and brushes, felt tips, computer painting programme, pots with different coloured bits of paper to stick and a sheet of paper.

Use, for example, one of the following sets of items:

Sand tray with spades, pots etc.

Water tray with pots, sieves, pourers etc

Rice tray with pots and pourers etc

Newspaper or children's paper or magazine

Large sheet of paper

Pens

Choose a page of a newspaper or children's paper, or cut out some stories from a newspaper. (You could also do this on line if you have access to a computer. It is very motivating for the children!)

Choose stories that will prompt discussion and are not simple right / wrong issues.

Put the main person in the story in a circle in the middle of a page. Draw lots of lines out of the circle, and think of different things the person could do. Have each child circle the one they think they would suggest . Help the children think about what will happen if the person takes their advice.

Cards to write situations on.

Paper

Pens

Short video clips from children's programmes

Alien puppet or picture.

Cards to write situations on.

Everyday situations at school and home.

LDA what's wrong social sequencing cards.

Paper or whiteboard

Pens

• Digital camera
• Velcro
• Laminated sheet of paper
• Stickers
• Laminated symbols for  ‘Hello’

If you don't already have a symbol for "hello" you can find one in the Commtap Symboliser.

1. Agree with 3 familiar people that the child is going to start greeting them by saying ‘Hello’.
2. Explain to the people you have selected that the child is learning to greet another person and there are a number of steps to this.
3. Explain that the child will get a sticker reward for starting to say ‘hello’.
4. Ask the people you have selected to respond to the child’s greeting by making eye contact and saying ’hello’ with a welcoming gesture.
5. The steps for greeting include:
• Stopping
• Looking
• Gesturing
• Handing over a symbol of ‘Hello’
• Saying/signing ‘Hello’
6. Take photos of the people you want the child to greet and laminate.
7. Put the photos on a laminated sheet of A4 paper using velcro.
8. Next to each photo velcro on a laminated symbol of ‘Hello’.
9. As you approach the target person they need to stop and get down to make eye contact with the child and say and gesture ‘hello’. It is best to use just one word.
10. Help the child identify the person in the photos by pointing to the photo.
11. You model saying ‘Hello + name + welcoming gesture. As you do this point to the person’s photo and then point to the ‘hello’ symbol.
12. Support the child to do the same if needed.
13. The child gets a sticker for stopping / looking / gesturing / saying ‘Hello’ verbally.
14. As the child learns the routine slowly give fewer and fewer prompts for greeting targeted adults.
15. Keep giving stickers for as long as the child needs this reinforcement.

Laminated A3 sheet divided in half with a line, with an "I like" symbol on one side and an "I don’t like" symbol on the other side (symbols could be a smiley face and a sad face);

Assortment of pictures of food, animals, cartoon characters, games etc.;

Use Velcro or blue-tak to attach pictures to board.

You can also get picture symbols from the Commtap Symboliser.

1. Talk through the "I like/ I don’t like" board with the child. 
2. Start with a picture of food – as most children have clear ideas about what foods they like and dislike!
3. Choose a food picture and show the child, asking "X, do you like broccoli?" 
4. Attach the picture to the correct side of the board, depending on the child’s response.
5. Once the child has responded for 6-8 pictures, review the board. E.g “You like apples, chocolate and pasta, but you don’t like broccoli, oranges or ice-cream." 
6. Take the pictures off the board and support the child to ask another adult/ peer "Do you like..." questions.

Large plastic hoop.

Assortment of pictures of food, animals, cartoon characters, games etc. (if needed).

Action toys

Action nursery rhymes

1. Use any toy which you need to post or press a key or push a part to make something happen e.g. rolling marbles down a kitchen roll holder, catching fish with a magnet and putting into a pond, press a button and the toy pops up. Set the toy up and take turns to have a go.

2. Play round and round the garden type games. Start the game and pause before the exciting end part and wait for the child to indicate he/she wants you to continue by the child looking at you or moving your hand to show he/she wants more.

Soft toys

Comfy bean bags and favourite book

Materials as needed, for example:

• Pictures for cutting out e.g. old Argos catalogue
• Scissors
• Simple board game
• Blunt pencil
• Pencil sharpener
• Paper
• Equipment for an activity the child enjoys
• Bubbles

Picture symbols which represent each activity in the day (and/or use words if the child understands these) with velcro on the back;

Velcro board to stick them to;

A normal day!

You can find picture symbols with the Commtap Symboliser.

1. At a point earlier in the day (preferably at the beginning), go through the activities you will be doing. Put a card down for each activity in order;
2. As you come to each activity in the day, refer the child to the corresponding picture in the timetable;
3. Later in the day - preferably at the end - go through the timetable again;
4. Once the child is familiar with this, see how much of the timetable they can construct at the beginning and end of the day. Check they are able to show which activity they are currently doing on the timetable.

Picture symbols which represent each activity in the day (and/or use words if the child understands these) with velcro on the back;

Velcro board to stick them to;

A day which is different.

You can find picture symbols with the Commtap Symboliser.

What's wrong pictures (e.g. LDA, Colorcards)

Pen and paper

1. Choose a picture (or let the child choose one). Both people look at it. Take it in turns to describe the picture and say how it should look. Make sure you have a new picture to describe each time.

2. Take it in turns to choose a picture, which you keep hidden from the other person. Describe the picture while the other person tries to draw it based on your description. Compare the drawing to the original picture and say how the picture should look. If the drawing does not look very much like the picture, say why this went wrong.

Large composite pictures (e.g. "passages a decouvrir").

Score sheet (2 columns - one with your name at the top, the other with the child's)

Pen

Marble run game;

Waiting cards.

1. Set up the track and pass the marbles round the children.
2. When everyone has had one go say 'Who's turn next?' You want the children to name the next child in the circle and to pass the marbles with as little prompting as possible.
3. Some children may need handover hand modelling to pass the marbles.
4. The target child may need to hold a waiting card to support waiting for their turn.

Box of song cards with a name/picture for each song that could be chosen.

1. Give the song card box to one child.
2. They choose a song;
3. All sing a short bit of the song.
4. Encourage them to offer the box to the next child to choose a song.

Variety of stickers - for example of cartoon characters, cars, animals etc.

Pot of bubbles liquid.

One drum or other instrument. Or, on drum or other instrument for each child.

Game

Waiting cards