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Remain on task for 20 minutes 
Description:
To remain on task with assistance in a directed activity for 20 minutes.
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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: | P5 |
| TAP skill: | Social Interaction |
| TAP level: | TAP30 |
| Pre/Nat. Curriculum Area: | not specified |
| Pre/Nat. Curiculum Standard: | not specified |
| Section: | Primary (5-11yrs) info |
| 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. | At the start of the day put up the timetable in a place where it can easily be seen, e.g. near the board. Talk over what is going to happen that day. As you finish one activity, draw the child's attention to this, and either take the symbol off to put in a 'finished' box, or indicate with a marker or a laminated cross to blutac over the symbol that the activity is over. | 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) | When the child starts his activity, give him the board with the symbol(s) for the work he is expected to do and then a reward symbol. As he finishes each task, he can take that symbol off the board. If he is able to finish all his work he gets the reward. | 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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