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Aware of changes in daily routine

Description:

To be aware of a change in routine and be able to recall it.

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Early years skill:	not specified
Early years typical range:	not specified
P-scales/Curriculum skill:	PSHE and Citizenship
P-scales/Curriculum level:	L1
TAP skill:	not specified
TAP level:	not specified
Pre/Nat. Curriculum Area:	not specified
Pre/Nat. Curiculum Standard:	not specified

Section: Primary (5-11yrs) info; Secondary (11-16yrs) info

Additional information (Click to show) (Click to hide)

Context:	School
Blank's Level of Discourse:	Level 3
Includes:	Activities; Strategies
Suitable for:	Individual
Contributors:	Neil Thompson; anonymous contributors
Date last changed:	December 6, 2021

Activity/strategy name and materials required	How to do the activity	Key principles for doing the activity and comments
Usual 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 normal day!	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; As you come to each activity in the day, refer the child to the corresponding picture in the timetable; Later in the day - preferably at the end - go through the timetable again; 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.	This activity is about ensuring that the child understands their usual timetable. Do this activity on a 'normal' day (or at least one that is likely to be normal). The child should be able to understand the pictures or words you use for the timetable. If not, you should spend some time showing the child the picture symbol word when they are doing the activities in the routine. See also: "Use a visual timetable" on the Commtap site. If a whole day is too much, you could do this over a part of the day - for example the morning or the afternoon.
Timetable - day which is different 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.	At a point earlier in the day (preferably at the beginning), the child constructs the timetable that they normally do; As you come to each activity in the day, refer the child to the corresponding picture in the timetable; When you come to an activity which is different, see if the child realises that this does not correspond to what is on the table - quickly sketch a new picture (however roughly) with a word as appropriate; Later in the day, and particularly at a time after there was a change in activity, get the child to sequence the timetable for what they have already done that day. If they've put in a usual activity where an activity had changed to something else, use minimal prompting to help them to remember what the change was, and select the picture/word that should be used instead.	Ideally, the child should already be able to construct the timetable for the 'normal' day with minimal prompting.