Planning - Valentine’s Day
Valentine’s Week
We 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!
Love Potions
Resources
Water tray filled with warm water
Food colouring and/or scent
Rose petals
Potion bottles or other containers
Whisks
What can Educators do?
Educators can pour the water from a height for children to observe and respond to.
They can allow time for pupils to explore the water and resources independently.
They can position a pupil to take side steps, holding onto furniture to reach the activity if they are motivated by it.
They can create a playful interaction with the pupil and incorporate a symbol exchange for it to continue.
Educators can position pupils so they can use their feet to explore the activity - by placing the water tray onto the floor.
They can entice pupils to move over to and join in with the activity by incorporating known motivators. For example, taking an object from the activity to the pupil, singing a song or splashing a pupil with the water.
How can Pupils Learn & Develop?
They can move their hands or feet to explore the water play activity.
They can take sidesteps independently or with support to reach the activity.
They can accept a highly-motivating activity being terminated.
Pupils can fill and empty containers or observe and respond to adults filling containers and pouring them from a height.
They can sit independently on a bench for a short time to access a play activity.
Pupils can observe the results of their own actions as they handle materials and move their hands and feet in the water.
Pupils can request more to continue a motivating interaction when the adult pauses.
Valentine’s Selfies
Resources
Valentine’s themed dressing up
Mirrors
Face paints
Camera
What can Educators Do?
Educators can pull faces in the mirror for the pupil to respond to or imitate.
They can dress up using the available resources for pupils to notice, respond to or imitate.
They can wait for the pupil to direct them during the activity, using individual communication systems (words, objects, signs and/or symbols).
Educators can use known motivators of the child to entice them to participate in the activity.
They can respond to early communication throughout the activity to judge whether to continue or change the stimuli they are offering.
They can get messy and allow children to put face paints on them!
Educators can take the item which is highly motivating for the child and incorporate a single symbol exchange into the activity.
How can Pupils Learn & Develop?
Pupils can notice themselves when looking in the mirror.
They can tolerate dressing up/face paint being put on.
They can make choices, accept and reject different parts of the activity.
They can control the activity using their individual communication system (words, objects, signs and/or symbols).
They can use a range of different actions to explore the resources.
Pupils can reach for interesting objects in their environment.
Pupils can stand with support to explore the activity or stand for their photo to be taken.
They can locate body parts or place objects in imitation of the adult.
Valentine’s Sensory Tray
Resources
Pink rice
Heart shaped containers, ideally made of different materials
Spoons or scoops and a jug
Tuff spot tray
What can Educators Do?
They can fill boxes with rice and shake them for the pupil to respond to and turn towards the sound.
Educators can provide time for pupils to explore the rice with their hands or position them so they can use their feet.
Educators can model using the spoons to fill the containers.
They can pour rice from a height for pupils to observe the visual effect and reach out to feel the pouring rice.
They can model language using words, signs and symbols during the activity.
They can model using objects imaginatively to represent another object. For example, pretending that the containers are cups and create an imaginative play routine making drinks.
How can Pupils Learn & Develop?
They can explore the sensory properties of rice using their hands or feet and notice the effects of their actions.
Pupils can tolerate being around food (dry rice) in a play activity.
They can turn towards sounds made by the adult in different places.
They can match the lids to the containers.
They can fill and empty containers using tools - jug or spoon and pour from one container to another.
Pupils can be supported to stand while exploring the activity.
Pupils can shake the containers when they are filled with rice and respond to the sounds.
Peppermint Creams
Resources
Icing sugar
Food colouring
Spoons, bowls, sieve
Peppermint essence
Condensed milk
What can Educators Do?
Educators can model sequences of play within the activity such as filling and emptying or setting places using the cutlery.
They can provide specific resources, such as non-slip bowls, to enable pupils to be independent within the activity.
They can sieve icing sugar from a height to capture attention or for children to respond to the visual effects.
Educators can provide resources for pupils to clean themselves to support them to be messy.
They can model carrying out sequences of play using the resources available.
They can facilitate pupils to direct the play using individualised communication systems (words, signs and/or symbols).
They can offer tastes and smells for pupils to respond to and demonstrate preferences, within the context of a playful activity.
How can Pupils Learn & Develop?
They can respond to the smell and taste of ingredients and other sensory experiences of the activity.
Pupils can develop sequences of play using the available resources such as pouring, sieving and mixing.
They can tolerate being messy and make requests to clean their hands when needed.
They can follow single word instructions to get objects and carry out actions during the activity. For example, spoon, bowl, mix, pour, more etc.
They can use objects appropriately within play.
They can use small movements of their hands to explore the icing sugar on the table.
Pupils can make marks in icing sugar on the table. For example horizontal or circular marks with their finger in imitation of an adult.
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?
Boardmaker Symbols: PCS and Boardmaker are trademarks of Tobii Dynavox LLC. All rights reserved. Used with permission.
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.
