Planning - Christmas
Christmas Week
Laura 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!
Unwrapped
Resources
Selection of highly motivating toys as ‘gifts’.
Wrapping paper
Large bag if desired
What can Educators do?
Educators can model opening a present.
They can offer hand over hand support to pupils to teach them how to open the presents.
They can model awe and wonder as the present is opened.
Educators can create a game where they or children pretend to be Father Christmas and give out the presents.
They can offer choices between highly motivating objects once the presents are opened.
They can structure the activity to teach a pair or small group of children to wait and take turns.
They can provide the relevant single symbol so children can do a symbol exchange to request a present, whilst keeping the presents out of reach.
How can Pupils Learn & Develop?
They can develop their gross motor skills by ripping paper.
Pupils can learn to open gifts independently ready for Christmas day!
They can respond to different highly motivating objects and show preferences when the presents are opened.
Pupils can role play being Father Christmas and giving out the gifts to people.
They can develop their fine motor skills and coordination by using both hands together.
They can follow single word instructions to give a gift to a named person.
Melting Snowman
Resources
Switch accessible Santa, snowman or other Christmas themed toys with strong effects (we have purchased some battery-operated electronic toys and then adapted them to be switch-accessible toys ourselves)
Latching box for mains operated toys (ours is from Inclusive Technology)
Mounting board and any mounts needed by individual pupils
Switch (and specialised switches if needed for individual pupils)
What can Educators Do?
Educators can position the switch appropriately for each individual pupil, including using individualised switch set-ups for particular pupils.
They can sabotage the activity by unplugging the switch to provide an opportunity for pupils to communicate for help.
Educators can draw attention to the effect of pressing the switch by singing a relevant song each time it is activated or modelling awe and wonder.
They can ensure that every pupil has the switch positioned effectively to enable them to press it efficiently and develop intentional movement.
They can press the switch for the pupil so they respond to the effects.
They can adjust the settings on the latching box in order to challenge individual pupils (for example, pupils at an early stage of cause and effect would benefit from a ‘timed’ setting whereas more able pupils may be able to turn the device on/off on a latched setting using a single switch).
How can Pupils Learn & Develop?
Pupils can notice a significant change happening nearby when an adult activates the switch-operated toy.
Pupils can develop their understanding of cause and effect on a timed, direct or latched setting depending on the switch toy and setting selected.
Pupils can use the symbol board provided to comment on the activity.
Pupils can use gross motor intentional movements to create a significant and motivating effect.
Pupils can observe the effects of their own actions.
Pupils can request help or try to find alternative solutions if the adult sabotages the activity in some way.
Jingle Bells
Resources
Shredded paper
Bottles with bells inside
Magnets
What can Educators Do?
They can hide the bottles in the shredded paper for pupils to find.
Educators can wait for the pupils to direct them using words, signs and symbols.
Educators can model using the magnets to move the bells inside the tubes.
They can stand the bottles up for pupils to knock down with a crash!
They can model language using words, signs and symbols during the activity.
They can shake the noisy bottles in different positions for pupils to turn towards sounds or locate sounds.
How can Pupils Learn & Develop?
They can explore objects and respond to their actions using gross motor movements, such as moving their hands in the shredded paper, reaching for objects, shaking and banging.
They can take turns with an adult using a sound making object.
They can turn towards sounds made by the adult in different places.
They can explore using magnets to move the bells within the tubes.
They can knock down the bottles and respond to the effects of their action.
Pupils can maintain independent sitting whilst exploring the activity.
Hot Chocolate Sensory Tray
Resources
Tuff spot tray
Cocoa pops
Pompoms
Tea set
What can Educators Do?
Educators can model sequences of play within the activity such as filling and emptying or setting places using the tea set.
They can pour cocoa pops from a height for pupils to observe, using ‘ready steady go’ to build anticipation.
Educators can wait for children to draw them into the activity and allow the child to lead the play.
They can model using the communication board to comment on the activity.
They can facilitate pupils to direct the play using individualised communication systems (words, signs and/or symbols).
How can Pupils Learn & Develop?
They can respond to the smell and taste of cocoa pops and other sensory experiences of the activity.
Pupils can develop sequences of play using the available resources such as having a picnic, making ‘drinks’ for others or filling and emptying.
They can accept when something highly motivating is finished when they need to move on to another activity.
They can demonstrate conceptual knowledge in the context of a play based activity such as matching, labelling colours; 1:1 correspondence and/or counting.
They can demonstrate two-key word level understanding such as give me the red spoon or the big plate.
Pupils can engage in role play activities involving themselves and others such as making hot chocolate for the adults.
They can use objects appropriately within play.
They can observe cocoa pops falling and request for more when it stops (assuming this is motivating to them and the adult pauses).
Pupils can explore the activity whilst in a supported standing position at the table.
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.
