What

Blurb

Objectives / outcomes

DAILY

Language Partner Early Work Group

Daily

Group size:

4 chn

Resources are boxed up and language boards created for these. 

Chn use language to request and interact with resources.

To be able to use “subject + verb” word combinations to comment during a motivating play activity.

To be able to use “subject + verb” word combinations to request during a motivating play activity.

To use an aided language board to express thoughts

Higher attaining Maths Group

Daily

Group size:

11 chn

Opportunity for over-learning and re-visiting key concepts of Number and Arithmetic to consolidate understanding

To grow confidence and independence, including knowing and selecting useful resources.

To encounter reasoning questions

To make progress towards academic targets in Maths.

To use personalised resources and adult support to attend to a learning task for 15 minutes.

To use resources to help increase their level of independence.

Colourful Semantics

(embedded within English)

11:00

Mon - Weds

Group size:

5 children

Constructing sentences that have meaning with correct word order.

Linked to book / curriculum focus.

Story, Comprehension Quiz, Sequencing, Labelling, Captions, Writing sentences.

1 week cycle.  GM to plan weekly plan and resource using reading book schemes. 

To learn and use key words and concepts linked to the text with adult support

To answer questions about a text to Blanks Level 2 with adult support

To create a sentence that carries meaning using a variety of word combinations including people’s names and verbs.

To use adjectives to describe a noun or a feeling

To sequence a story

To verbally describe what is happening in a picture

Higher ability English:

Year 2/3 pitch

With social skills embedded

Mon to Thurs

Group size:

11 children

Purpose of group is to engage, provide opportunities for talk and group work based around roles, grow confidence for writing, develop independence, capture where they are as a writer, I am a writer – what this means

To make progress towards academic targets in English.

To use learned strategies and available resources, including adult support to be alert and engage productively.

To attend to an adult directed table-top writing task for 15 minutes

Can tolerate making a mistake

To answer questions about a text to Blanks Level 3 with adult support

Phonics – RB phonics programs

Mon – Thurs

Group size:

5

Separate 1:1 sessions for named individuals

Following the Little Wandle phonics scheme

To attend to motivating phonics activities linked to phase 3-5 sounds.

To complete a table top learning activity for up to 5 minutes

To engage with adult-directed session

To follow the visual schedule to practice recall of phase 3 – 5 sounds

To blend sounds to read

To segment sounds to write words

To write sentences

To complete adult directed task

To be proud of myself

Guided Reading Groups

Mon - Thurs

Children engage with an ASD friendly daily reading program which incorporates elements of Destination Reader.

They answer Blanks 3 questions and take turns at listening and reading aloud.

12:00 Club HA grp

Mon – Thurs

Group size:

9 +

Students accessing RB interventions may miss out on wider aspects of the curriculum as a result.

This session will provide an opportunity for students to grow their foundational knowledge within a small group environment. 

Learning will be linked to current themes and texts being taught in English.

To engage with foundational learning

To use language when working within a group

To listen to a peer and respond

To use tools to be ready to learn

12:00 Club LA grp

Mon - Thurs

Developing fine-motor and handwriting skills.

Engaging with spelling programme.

To engage with adult-directed session

To complete adult directed task

To be proud of myself

MONDAY

Lego Therapy

Monday 2:15

Group size:

8 chn

Students will participate in Lego Therapy program delivered by trained members of the team.

Children develop their language by using words to describe colour, size and shape of blocks.

Children develop their language of position, e.g. in the middle, next to, at the side.

Children practice giving and receiving instructions with peers.

Children can say when there has been a mistake.

To take turns

To know what is expected of them in the different roles

To use adjectives to describe size and shape

To use adjectives to describe position

To give an instruction to a peer, using name first to gain attention

To follow an instruction given by a peer

To tell a peer if their instruction has not been followed correctly

To use strategies to remain calm if they have made a mistake

SEND PPA – Active listening

Monday 2:15

Students will reflect on the skill of listening

They will reflect on themselves as listeners.

They will learn to monitor their levels of alertness and link this to the Zones.

They will learn strategies to keep them ready to learn.

They will learn key language

Students will understand that everyone needs help in lots of areas throughout their lives.

Students will be able to identify when they have not understood in a structured small group activity.

Students will know a range of “really useful phrases” that they can use to ask for help and will be able to choose one with support.

ASD and me

Group size:

13 children

The aim of the group is to develop the children’s’ understanding of their Autism, what this means to them and what this means to others.

The idea is to create a ‘My Autism’ work book that students can refer to and share with others. This will have 6 main areas but will also follow student voice so may have additional information in to meet need as and when it arises.

To identify ways in which people are different

To develop understanding of Autism and be able to explain this to others

To know that everyone needs help with understanding things and to know what my communication differences are

To know how to ask for help

To learn ‘really useful phrases’ to be able to talk to others

To know what makes a good friend / to know how to be friendly

To know what sensory differences are and to know what my sensory differences are

TUESDAY

Secondary transition group

9:00

Apollo Class

To help children to prepare for moving to Secondary school.

To find out what the children already know and what they want to know.

The Transition Group sessions will be used to talk about Secondary school and what it will be like.

We will also find out about each child’s named Secondary school by looking on the school website and preparing for going to visit their new school.

To share what we know about secondary school

To share what we would like to know and ask questions

To use computers to research about secondary school

To share what they are excited by

To share what they are nervous about

To learn ‘really useful’ tips to help them navigate their time at secondary school

To meet some secondary students

TDF Drama and Dance project – Language Partners

1:30pm

Group size:

To engage with traditional and familiar tales and high quality texts and use movement and drama to explore themes and characters within the story.

To re-tell a story.

To listen to a story

To share their feelings about a story

To use dance and drama to explore a story

To follow the lead of a peer

To explore character through role play

TDF Drama and Dance project – Conversation partners

2:15pm

Group size:

To engage with traditional and familiar tales and high quality texts and use movement and drama to explore themes and characters within the story.

To re-tell a story.

To work with peers in a group.

To listen to a story

To share their feelings about a story

To use dance and drama to explore a story

To follow the lead of a peer

To explore character through role play

Relaxation / sleeping time / Yoga

Tuesday 2:15

Group size:

Children will participate in a 20 minute relaxation session.

Children will learn what helps them to relax.

They will learn how to rest, be quiet and be still.

They will use different tactile / self-tactile resources to help them to be calm.

To know what resting and relaxing is.

To know how to relax their body.

To use breathing techniques to be calm.

To stay calm and quiet for an extended period of time – up to 15 minutes.

To be still.

WEDNESDAY

Active listening

12:00

Emily / Jade

Group size:

Children develop skill of listening actively!  Children must use tools to help them top keep alert, focussed and to tune in to an activity.

Students listen to instructions, identify if they have understood or not understood, think about why they may not have understood and then request help.

Students will understand that everyone needs help in lots of areas throughout their lives.

Students will be able to identify when they have not understood in a structured small group activity.

Students will know a range of “really useful phrases” that they can use to ask for help and will be able to choose one with support.

Speech sounds

9:00 daily

To develop speech sounds

To develop identified speech sounds

Feelings on film

2:15pm

Emily / Jade (or cld jade do something else)

Children explore feelings and emotions linked to the Zones of Regulation through the medium of film.

Use feelings words

Identify how a character is feeling

Identify why they may be feeling this way

Suggest what they could do to regulate themselves

Suggest what others can do to help

Colourful Semantics

11:00

TODNE

Group size:

Constructing sentences that have meaning with correct word order.

To use language to comment and request

To create a sentence that carries meaning using a variety of word combinations including people’s names and verbs.

To use adjectives to describe a noun or a feeling

To verbally describe what is happening in a picture

Concepts

12:00

TODNE

Group size:

Following instructions – next to / under / below / size / colour / shape

Students will be able to follow 1-2 step instructions steps with embedded concepts: before/after, next to, above/under, and descriptive given visual supports and 1 repetition as needed.

Students will be able to follow 1-2 step instructions steps with embedded concepts: colour, size, and shape given visual supports and 1 repetition as needed.

Students will be able to follow along a structured learning activity by ticking a checklist containing at least 3 steps with 1 verbal prompt.

Story-telling group

14:15

TODNE

Group size:

Children are given a selection of story cards.  They look at the cards and sequence them.  They comment on what they can see in the cards.  They answer Blanks 3 questions about the cards.  They orally tell the story of the cards.

When given picture cards and a sequencing board, students will be able to sequence at least 3 pictures to a story with visual and verbal supports.

Students will be able to identify and/or label at least 3 story elements (character, setting, actions, etc.) with visual and verbal supports.

Project Club 1

EMILY

10:00

Group size:

Create a story as a group, share roles, take turns and record it

To attend a group activity with a small group of peers.

To be able to give a clear instruction to a peer.

To be able to follow an instruction given by a peer.

Attention Autism

Thursday 2:15pm

Group size:

Children engage in motivating activities.  They learn, to wait, take turns, request and express spontaneously.

Children learn the key words / concepts linked to each activity.

Children learn to shift attention and participate in interactive activities and take turns.

To develop joint attention with adults and peers

To share enjoyment in something with others in the group

To wait and take turns when working in a group

To attend to an adult-led activity

To use language to spontaneously express

THURSDAY

Confidence Club

Thursday 2:15

Group size:

Children work collaboratively towards the creation of a performance piece, e.g. a play / performance poem.

Anxiety is normalised.  Children think about themselves and what they are good at / find challenging.    Targets are set.

Children modify their voice and body language when performing.

Children perform in front of an audience / share a filmed version with an audience.

Use my language for a range of social functions (speaking in front of others, turn-taking)

Use appropriate body posture & proximity for the context and partner (incl. eye contact)

Use appropriate volume and intonation for the context – encouraging children to speak clearly and confidently in context.

Art therapy with Julia & Lorraine

Group size:

To engage in a calming sensory art activity in which children enjoy being together and creating something

To follow visual and verbal instructions

To use a range of art media

To develop fine motor skills

To attend to a motivating task

To share resources with peers

Cooking

Thursday at 11:15

Group size:

Children engage with a cooking activity linked to the story of the week in English.  Children follow instructions / recipe.

Children sequence instructions.

Children share resources with peers and take turns at using equipment.

Children learn key words / concepts for the task.

Children build sensory resilience – touch, smell, taste.

Children offer what they have made to peers and adults.

To follow a set of instructions with growing independence

To use language to comment on events and actions of others

To engage with an adult directed task

To smell, touch and taste a range of different foods

To take turns and share resources.

                          FRIDAY

Special Interest / Topic Club

Group size:

Children complete a survey at the beginning of term to rank their favourite topics.  From this data topics / themes will be chosen for the 6 ½ terms.

To identify an interest / passion

To work within a group to create a presentation

To co-create an activity for the class to complete

To deliver a presentation to the class