Planning - Light & Sound
Space Week
Charlotte and I use half termly topic themes to inspire us to design highly motivating activities that inspire play. Learning about the topic is not important for the pupils. As educators, we follow the learning lead of each pupil and use the resources creatively to follow their interests. Our planning does not include learning objectives, we respond to each unique pupil in the moment of a playful activity in order to build on their current level of learning. During Carousel Play, pupils may show evidence of learning in any of The Springboard Curriculum’s core curriculum areas of cognition, communication, physical and sensory and personal, social and emotional development.
All of the activities that we plan are open-ended and we set up the same activities for 5 days a week. This empowers pupils to become confident using and interacting with the resources, to show preferences and to engage in a range of experiences. Educators have the ability to adapt and add to the activities throughout the week in response to the pupils’ learning and development. We have however made some suggestions below of how to use the resources and how this promotes learning. This is not an exhaustive list so observe how your pupils are engaging and respond in a way that offers them the just-right challenge to move beyond their current level of learning.
*The titles we have used to describe the activities are entirely for educator imagination!
Space Sensory Tray
Resources
Tuff spot tray.
Mirror insert for tuff spot tray.
Range of interesting shiny coloured objects, including pairs and sets of objects for matching and sorting.
What can Educators do?
Educators can build towers for pupils to knock down.
They can hide motivating objects in boxes or underneath tinsel.
They can make a noise in a start & stop game by rubbing or dropping the beads onto the tuff spot.
They can play peek-a-boo by hiding under the tinsel.
They can involve several pupils in a turn taking game.
They can use intensive interaction and copy the actions and engagement of pupils.
How can Pupils Learn & Develop?
Pupils can explore objects by reaching for, handling, banging, shaking.
They can build towers and knock them down.
Place objects with control and take them in and out of containers.
They can make requests and choices for motivating things.
They can match and sort objects and colours.
They can observe the effect that they and others can have.
They can enjoy interactions, seek attention and have fun.
UFOs
Resources
Selection of light up toys with different effects - ours are from “Cheap Disability Aids”.
Dark area of classroom - we use an activity arch from Cosy with black/shiny reversible cover.
What can Educators do?
Educators can offer a pupil a choice of light-up toy. They might include a highly desirable and an undesirable toy or 2 highly desirable ones depending on the pupils current level of learning.
Educators can take a turn “my turn” before stopping the toy to create an opportunity for a pupil to show anticipation or initiate a request for “more!”.
They can support language development of “stop” and “go”! by turning the lights on and off.
They can move the toys around the floor space to facilitate rolling, crawling, reaching and grasping.
How can Pupils Learn & Develop?
They can show anticipation of a repetitively presented stimuli.
They differentiate between symbols to request for more.
They can turn their head to track objects.
They focus their attention.
They can use gross or fine motor movements to activate toys.
They smile in response to an effect.
They can roll or crawl to reach the toy that they want.
Alien Spaceships
Resources
Water tray which is accessible for all pupils.
Glow bracelets in balls or bottles (ensure these are taped shut or that children are unable to open them).
Ladle or a spoon.
Containers.
What can Educators Do?
Educators can drop the balls into the water from a height and watch them SPLASH…wait for communication and repeat.
They can support a pupil to stand or play at the water table.
They can encourage enjoyment of engaging in wet, sensory play by offering a smaller, safer amount in the sieve or container.
Fill up the container and pour it out.
They can blow the balls to watch them move across the water.
Support a pupil to take steps towards the water table by moving the pupil’s chair slightly away from it.
How can Pupils Learn & Develop?
Pupils can enjoy the sensory experience of water play.
They can move their hands in water and show awareness of the experience.
They can fill and empty containers.
They can place the balls in and out of the water tray.
They can push to make them roll along the table
They can pull themselves to stand at furniture.
They can giggle to show enjoyment of the activity.
They can choose to participate by moving over to the activity.
They can label colours or count objects.
Life on Mars
Resources
Spaghetti lights and light source.
Latching box.
1-2 switches and a velcro board.
What can Educators Do?
They can control the setting of the switch to be direct, timed of latched.
They can add a second switch.
They can sabotage the activity and unplug the switch to provide a challenge.
They can model engagement and awe of the changing colours.
They can place the switch for a pupil to develop functional and intentional movement.
How can Pupils Learn & Develop?
They can turn their head to locate the lights.
They can develop intentional gross motor movements.
They can show problem solving to make the lights work.
They can show awareness of cause and effect.
They can request for help (if an adult has added a challenge and sabotaged the activity!).
The Solar System
Resources
A selection of visually interesting spinning toys which are activated using different gross motor movements.
What can Educators Do?
Educators can move the toys onto the floor for floor based learning.
They can move the position of the toys in relation to the physical strengths and challenges of each pupil.
They can initiate a turn-taking game.
They can model and offer different toys and observe subtle communication attempts that indicate enjoyment or a request for more.
How can Pupils Learn & Develop?
They can fixate their gaze on a spinning toy.
When lying on their tummy, they can lift their head to watch a motivating toy or activity.
They can roll to move to reach a desirable toy.
They can repeat a gross motor movement that has an effect, for example swiping.
They can learn to push.
They can use different actions to activate objects appropriately. For example pushing buttons and spinning.
They can calmly leave a motivating activity to go to the toilet before returning.
All educators (your teachers, teaching assistants, therapists, volunteers) have to use the resources creatively to support each pupil to learn and develop through playful interactions and by following their lead. Educators must observe, respond, play and interact themselves to make the resources and activities meaningful, motivating and fun for each pupil.
You will likely see similar activities reappear in future planning posts. This is because pupils benefit from repetition. If pupils really enjoyed and showed active participation in a particular activity, do not be afraid to incorporate it into planning the following week to extend their learning.
Team Meeting
Introduce the idea of learning through play and following each pupils’ lead to your team of educators. Pick an activity you set up in your classroom and ask them:
What could you do with these resources?
What could the pupils learn and how could they develop?
Think of a pupil you work closely with, what they enjoy and their strengths and challenges. How could you make this activity fun, motivating and meaningful to them?
If you are enjoying our content, The Springboard Curriculum is available to buy here as an immediate digital download. You can follow the link to view sample pages before you buy. The reason we decided to share our work? To allow educators to use their time creatively to maximise play and tailor the learning activities to the strengths and challenges of each pupil.
£1 of every sale goes to the school’s charity to give back to the educators and pupils who inspired the curriculum.
