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Language and Communication Sequence three pictures related to hygiene  This resource has been viewed by a moderator.


Can sequence three pictures relating to daily hygiene.

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Early years skill:not specified
Early years typical range:not specified
P-scales/Curriculum skill:English Writing
P-scales/Curriculum level:P7
TAP skill:Expressive Language
TAP level:TAP42
Pre/Nat. Curriculum Area:not specified
Pre/Nat. Curiculum Standard:not specified
Section:Primary (5-11yrs) info; Secondary (11-16yrs) info; Post School Education info; Adult info
Activity/strategy name and materials required How to do the activity Key principles for doing the activity and comments
Self Care Activities

Camera to make the picture sequences (or alternatively you can draw them or use a commercial resource).

Resources as appropriate to carry out a simple sequence

Examples of sequences:

Clean teeth: get toothpaste, open lid, get brush, squeeze toothpaste onto brush, put lid back onto toothpaste, brush teeth, spit out, put brush under water, repeat, clean brush, put brush away.

Wash hands: turn on tap, rinse hands, put soap on hands, scrub hands, rinse under water, turn tap off, dry with towel.

Brush hair: get brush, brush hair, put brush away.

Deodorant: get deodorant, take off lid, spray at appropriate area, put lid back on, put away.

1. Carry out the sequence without the pictures;

2. Do it again, showing the relevant picture for each part of the activity as you do it;

3. Get the student to do the sequence, showing them a picture for each part of the sequence as they do it;

4. Get them to show you what to do by giving you a picture for each part of the sequence. Try to do exactly as the picture you are given indicates, for example if they give you a picture of scrubbing your hands before the tap is turned on/before you have the soap, try to do this - but appear confused when this doesn't work.

At this level students may often be able to learn particular sequences of pictures without understanding that they relate to a sequence of actions, these activities are designed to address this issue.

Seeing how the sequence goes wrong if the wrong picture is chosen (in step 4) will encourage the student to work out which should have been the right picture without you needing to give any further feedback.

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