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Language and Communication Remain on task for 20 minutes  This resource has been viewed by a moderator.

Description:

To remain on task with assistance in a directed activity for 20 minutes.

Early years skill:not specified
Early years typical range:not specified
P-scales/Nat. Curriculum skill:PSHE and Citizenship
P-scales/Nat. Curriculum level:P5
TAP skill:Social Skills
TAP level:TAP30
Section:Primary (5-11yrs) info

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Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Good Sitting, Good Looking, Good Listening poster

Poster showing good sitting, good looking and good listening

Use the poster to talk about how we do good listening and why we do it (to help us learn, so that we know what to do)

Put the poster up near the child, and use it as a visual prompt.

It is important that the child knows how to do good listening. You could role play doing good listening and not doing good listening and discuss the differences.

Visual Timetable

Laminated symbols for the class activities

Sticky-backed Velcro or BluTac,

A way to indicate an activity is finished: finished box, board marker or finished crosses.

This is a strategy which benefits the whole class, particularly children who are learning English as a second language, or who have behavioural difficulties, or who have speech and language difficulties, or who have memory difficulties.

It allows the child to know what is coming next, and to remember that the particular activity he/she is doing is for a limited time only. This helps him/her to focus his attention.

It is vital that you are consistent in using the visual timetable - it doesn't take long to do!

Individual task schedule.

Laminated symbols for the tasks the child will be doing.

Laminated symbols for appropriate rewards, e.g. read a book, add a bean to the jar, get a sticker, etc.

Sticky-backed Velcro or BluTac,

A stiff board / card (A4 or A5 size)

It is helpful to break a large task into smaller units, so that the child achieves several smaller goals (taking a symbol off for each one)

Rewards need to be appropriate to the child and if possible part of existing reward systems in the class. Rewards that can be enjoyed immediately are the most motivating!

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