Autumn Term PMLD Pack

Preparation

1. 1.Gather a variety of dry autumn leaves, ensuring they are crisp and vary in size and color (red, brown, orange).
2. 2.Set the tray on a stable surface at the learner's waist height or on their wheelchair lap tray.
3. 3.Lay the sheet or newspaper on the floor to catch any falling debris.

Introduction

1. 1.SAY: 'Autumn leaves.' / DO: Bring the tray slowly toward the learner, allowing them to see the colors. / SHOW: A single, large leaf at eye level.
2. 2.DO: Rustle the leaves gently with your hand to create a quiet, inviting sound.
3. 3.DO: Wait for a signal of interest (a look, a reach, or a vocalization) before proceeding.

Main Activity

1. 1.SAY: 'Crunch!' / DO: Take a very dry leaf and crumble it slowly near the learner's hand or ear. / SHOW: The small pieces falling back into the tray.
2. 2.SAY: 'Your turn.' / DO: Use hand-under-hand or hand-over-hand to help the learner press down on a crisp leaf. / SHOW: The leaf breaking.
3. 3.SAY: 'Listen...' / DO: Rustle your fingers through the whole tray of leaves. / SHOW: The movement of the leaves swirling.
4. 4.SAY: 'Ready... steady... go!' / DO: Pick up a handful of leaves and drop them slowly so they fall onto the learner's hands or the tray. / SHOW: The falling motion.
5. 5.DO: Mirror the learner’s movements or sounds (intensive interaction) as they explore the tray.
6. 6.SAY: 'Smell.' / DO: Gently crush a leaf to release the scent and waft it toward the learner. / SHOW: The crushed leaf.
7. 7.SAY: 'In the bottle.' / DO: Encourage the learner to push leaf fragments into an empty plastic bottle. / SHOW: The bottle filling up.
8. 8.SAY: 'Shake, shake!' / DO: Screw the lid on and shake the bottle to create a different crunchy sound. / SHOW: The bottle moving.
9. 9.DO: Allow for 'quiet time' between interactions for the learner to process the sensations without adult input.

Support Strategies

1. Use intensive interaction: if the learner taps the tray, you tap the tray back to establish a 'conversation'.
2. Allow at least 10–20 seconds of 'wait time' for the learner to process a sensation before offering a new one.
3. Use hand-under-hand support rather than hand-over-hand to give the learner more control over the touch experience.
4. Reduce background noise in the classroom to ensure the 'crunch' sound is the auditory focus.

Wrap-Up

1. 1.SAY: 'All finished.' / DO: Slowly move the tray away from the learner. / SHOW: The 'finished' sign or symbol.
2. 2.DO: Offer a final, gentle rustle of the leaves as a goodbye to the activity.
3. 3.DO: Clear the tray immediately to signal the transition to the next part of the day.

Safety considerations

1. Ensure leaves are gathered from a clean area; avoid locations used by dogs or near heavy traffic pollution.
2. Constant supervision is required to prevent the learner from mouthing dry leaf fragments, which are a choking hazard.
3. Check for any hidden sharp twigs or thorns within the leaf pile before the session.
4. Be mindful of dust or mold allergies; ensure leaves are properly dried and not damp/mulchy.

Core Board Vocabulary

Preparation

1. 1.Fill a clean plastic bottle with a handful of dry rice and secure the lid tightly with tape.
2. 2.Fill the spray bottle with cool water and test the mist setting.
3. 3.Clear a space to ensure the umbrella can be opened safely without hitting furniture or people.

Introduction

1. 1.SAY: 'It is autumn. Let's feel the weather.' / DO: Sit at the learner's level and show them the closed umbrella. / SHOW: The umbrella.
2. 2.SAY: 'Listen...' / DO: Gently shake the rice bottle to create a soft 'pitter-patter' sound. / SHOW: The rice moving inside the bottle.

Main Activity

1. 1.SAY: 'The wind is coming.' / DO: Use the card or fan to create a gentle breeze towards the learner's hands or face. / SHOW: The card moving through the air.
2. 2.SAY: 'Waiting for the wind...' / DO: Pause for 5-10 seconds, watching for a facial change or movement, then fan again. / SHOW: The fan.
3. 3.SAY: 'Up goes the umbrella.' / DO: Slowly open the umbrella above the learner's head, ensuring it doesn't touch them. / SHOW: The canopy opening.
4. 4.SAY: 'Rain on the umbrella.' / DO: Shake the rice bottle against the fabric of the open umbrella so the sound resonates. / SHOW: The bottle touching the fabric.
5. 5.SAY: 'Can you feel the rain?' / DO: Spray a fine mist of water onto the learner's hands or the umbrella canopy. / SHOW: The water spray.
6. 6.SAY: 'More rain?' / DO: Wait for a signal (eye contact, reaching, vocalisation) before spraying the mist again. / SHOW: The spray bottle.
7. 7.SAY: 'A big gust of wind!' / DO: Fan the card vigorously near the learner to create a stronger breeze. / SHOW: The fan moving fast.
8. 8.SAY: 'Rain and wind.' / DO: Combine the rice bottle sound and the fan movement simultaneously. / SHOW: Both items in use.

Support Strategies

1. Provide 'wait time' of at least 10 seconds after each stimulus to allow for processing.
2. Use Hand-under-Hand support if the learner wants to touch the umbrella fabric or the rice bottle.
3. Watch for 'stillness' as a sign of realisation or anticipation, not just active movement.
4. If the learner uses a switch, record the sound of rain on it for them to trigger the rice bottle shaking by the TA.

Wrap-Up

1. 1.SAY: 'The storm is over.' / DO: Slowly close the umbrella and place the props back into a box. / SHOW: The empty space.
2. 2.SAY: 'All finished.' / DO: Use the 'finished' sign if appropriate and offer a high-five or a calm transition to the next task.

Safety considerations

1. Ensure the rice bottle is completely sealed with strong adhesive to prevent choking hazards.
2. Be mindful of the umbrella spokes to avoid eye injuries; keep a safe distance from the learner's face.
3. Mop up any water overspray immediately to prevent a slip hazard on the classroom floor.
4. Supervise the spray bottle use to ensure water is not sprayed directly into the eyes or ears.

Core Board Vocabulary

Preparation

1. 1.Collect and clean natural materials, ensuring no sharp points on the bark or pods.
2. 2.Check metal tins specifically for sharp internal edges or burrs.
3. 3.Arrange the basket and tins on a stable table or lap tray within easy reach of the learner.
4. 4.Prepare the learner by ensuring they are in a comfortable, supported seated position.

Introduction

1. 1.SAY: 'It is autumn time. Look at my basket.' / DO: Place the basket in the learner's line of sight and gently shake it to make a rattling sound. / SHOW: The variety of colors and shapes inside.
2. 2.SAY: 'Time for autumn treasure.' / DO: Encourage the learner to reach toward the basket or bring the basket to their hands. / SHOW: A single large pine cone.

Main Activity

1. 1.SAY: 'Feel the pine cone.' / DO: Use hand-over-hand support to roll the pine cone across the learner's palm. / SHOW: The prickly texture.
2. 2.SAY: 'It’s rough.' / DO: Move the pine cone to the learner's forearm for a different tactile experience. / SHOW: The learner's facial expression for signs of interest.
3. 3.SAY: 'Now the conker. It is smooth.' / DO: Roll the conker between the learner's palms. / SHOW: The shiny surface of the conker.
4. 4.SAY: 'Listen...' / DO: Hold the metal tin close to the learner's ear (not touching). / SHOW: The empty tin.
5. 5.SAY: '1... 2... 3... Drop!' / DO: Guide the learner's hand to drop the conker into the tin. / SHOW: The sudden movement and the 'Clang!' sound.
6. 6.SAY: 'Wow! Loud sound!' / DO: Pause for 5-10 seconds to allow the learner to process the sound. / SHOW: An excited facial expression to mirror the 'realisation'.
7. 7.SAY: 'Your turn.' / DO: Place a seed pod in the learner's hand and move it over the tin. / SHOW: The anticipation of the next drop.
8. 8.SAY: 'Drop the bark.' / DO: Assist the learner in dropping a piece of bark; notice the difference in sound (thud vs clang). / SHOW: The two different tins with different items inside.
9. 9.SAY: 'Roll and drop.' / DO: Combine the tactile rolling on the hand immediately followed by the drop into the tin. / SHOW: The cause-and-effect sequence.
10. 10.SAY: 'One more conker?' / DO: Offer a choice between two items to drop. / SHOW: Both items clearly.

Support Strategies

1. Use 'Hand-under-Hand' if the learner is defensive about their palms being touched, allowing them to feel the object through your hand first.
2. Provide extra processing time (up to 10 seconds) after the sound of the tin drop before speaking again.
3. For learners with limited reach, use a cardboard tube as a ramp to slide items into the tins.
4. If the classroom is noisy, move the learner to a corner or use a screen to focus their attention on the auditory feedback of the tins.

Wrap-Up

1. 1.SAY: 'Finished with sounds.' / DO: Gently move the tins and basket away from the learner's immediate space. / SHOW: A 'finished' sign or symbol.
2. 2.SAY: 'Hands clean.' / DO: Offer a warm damp cloth to wipe hands after touching the natural materials. / SHOW: The clean hands.
3. 3.SAY: 'Well done.' / DO: Provide a brief calm down period with a favorite sensory light or soft music. / SHOW: A calm environment.

Safety considerations

1. Conkers and acorns are significant choking and mouthing hazards; learners must have 1:1 supervision at all times.
2. Check all natural materials for sharp edges, thorns, or damp mold before the session.
3. Ensure metal tins are free from sharp rims or 'pop-top' edges that could cause cuts.
4. Be mindful of potential allergies to tree pollen or natural molds found on bark.

Core Board Vocabulary

Preparation

1. 1.Darken the classroom using blackout blinds or by moving to a quiet, dim corner.
2. 2.Place the fairy lights inside the jar and ensure they are switched to a static (non-flashing) setting.
3. 3.Pre-cut the cellophane into squares large enough to cover the torch lens and have elastic bands ready.

Introduction

1. 1.SAY: 'The sun is going down. It's getting dark.' / DO: Gradually dim the lights in the room / SHOW: The darkening space.
2. 2.SAY: 'Look, a little light!' / DO: Turn on the fairy light jar / SHOW: The jar at the learner's eye level to capture attention.
3. 3.SAY: 'Is it warm? Is it bright?' / DO: Place the jar on the learner's tray or near their hands / SHOW: The soft glow against their skin.

Main Activity

1. 1.SAY: 'Watch the light go up.' / DO: Move the glowing jar slowly upwards / SHOW: The light rising into the learner's upper field of vision.
2. 2.SAY: 'And down it goes.' / DO: Lower the jar slowly toward their lap / SHOW: The light descending to encourage downward tracking.
3. 3.SAY: 'Now for a big light.' / DO: Turn on a standard torch and point it at a flat surface / SHOW: The bright white circle on the floor or table.
4. 4.SAY: 'Where is it going?' / DO: Move the torch beam slowly from left to right / SHOW: The moving light for the learner to track.
5. 5.SAY: 'Can you catch it?' / DO: Bring the beam to rest on the learner's hand / SHOW: The light 'landing' on them to encourage reaching.
6. 6.SAY: 'Look! Red like an autumn leaf.' / DO: Secure a red piece of cellophane over the torch with an elastic band / SHOW: The red beam on the table.
7. 7.SAY: 'Now it's orange.' / DO: Swap to orange cellophane / SHOW: The change in color and observe the learner's reaction.
8. 8.SAY: 'Where did it go?' / DO: Hide the beam behind your hand and then reveal it / SHOW: The light reappearing to build anticipation.
9. 9.SAY: 'Reach for the yellow light.' / DO: Shine the yellow beam slightly out of reach / SHOW: The target to encourage the learner to stretch or lean.

Support Strategies

1. Provide 'processing time'—wait at least 10 seconds for the learner to fixate on the light before moving it.
2. Use 'Hand-under-Hand' support to help the learner reach towards the light if they have limited motor control.
3. Keep the torch beam at a distance of about 30-50cm from the learner's face to avoid overstimulation.
4. If the learner becomes distressed by the dark, keep a small side-lamp on to provide a 'base' level of light.

Wrap-Up

1. 1.SAY: 'The lights are going to sleep.' / DO: Turn off the torches and the jar one by one / SHOW: The return to total darkness for a moment.
2. 2.SAY: 'Sun is coming up!' / DO: Slowly turn the room lights back on / SHOW: The classroom returning to normal.
3. 3.SAY: 'All finished.' / DO: Use the 'finished' sign / SHOW: Tidying the torches into a box.

Safety considerations

1. PHOTOSENSITIVE EPILEPSY CAUTION: Ensure all battery lights are static. Do not use any flashing, strobing, or flickering settings.
2. Button Battery Safety: Ensure battery compartments on torches and fairy lights are screwed shut and inaccessible to the learner.
3. Choking Hazard: Keep cellophane scraps away from the learner's mouth; ensure they are securely fastened to the torches.
4. Trip Hazard: The adult must remain in a fixed position or move with extreme care while the room is darkened to avoid collisions.
5. Heat Check: Ensure torch bulbs do not become hot to the touch during the 20-minute session.

Core Board Vocabulary

Preparation

1. 1.Check all learner allergy and dysphagia eating/drinking plans before starting.
2. 2.Wash all fruit and chill the peels and sliced pieces in a refrigerator.
3. 3.Sanitize the tabletop and ensure all adult hands are washed.
4. 4.Gather the hand juicer and cups within easy reach but out of immediate grabbing range.

Introduction

1. 1.SAY: 'It is harvest time! Let's look at our fruit basket.'
2. 2.DO: Place the whole, colorful apples and pears on the table.
3. 3.SHOW: Hold an apple close to the learner’s eye level, moving it slowly to encourage tracking.

Main Activity

1. 1.SAY: 'Feel the smooth skin.' / DO: Gently guide the learner's hand to stroke the whole apple and pear. / SHOW: The difference in shape between the round apple and teardrop pear.
2. 2.SAY: 'Smell the harvest.' / DO: Hold a whole fruit near the learner's nose, then scratch the skin with a fingernail to release the scent. / SHOW: Your own exaggerated 'sniffing' expression.
3. 3.SAY: 'Cold and wet!' / DO: Place chilled peels onto the learner’s palm or forearm. / SHOW: The shiny, wet texture of the inside of the peel.
4. 4.SAY: 'Listen... Crunch!' / DO: Snap a crisp apple slice near the learner's ear (not too close). / SHOW: The white flesh inside the fruit.
5. 5.SAY: 'Let's squeeze!' / DO: Use hand-under-hand support to help the learner press a pear half onto the juicer and twist. / SHOW: The juice dripping down into the reservoir.
6. 6.SAY: 'Hear the splash.' / DO: Pour the squeezed juice from the juicer into a clear cup. / SHOW: The juice moving in the cup.
7. 7.SAY: 'Would you like a taste?' / DO: IF plan allows, offer a tiny drop of juice on a spoon or a small slice. / SHOW: The cup or slice to the learner for a choice.
8. 8.SAY: 'Sticky hands!' / DO: Use a warm damp cloth to wipe hands, describing the sensation. / SHOW: Clean, dry hands at the end.

Support Strategies

1. Use 'Hand-under-Hand' rather than 'Hand-over-Hand' to allow the learner to withdraw if overstimulated.
2. Allow at least 10 seconds of processing time after introducing a new smell or texture.
3. Use 'Intensive Interaction' by mirroring the learner's facial expressions when they react to the sour or sweet smells.
4. For learners with visual impairments, bring the fruit to their midline and describe the colors vividly.

Wrap-Up

1. 1.SAY: 'All the fruit is finished.' / DO: Place the items back into the harvest basket and clear the table.
2. 2.SHOW: Use the Makaton sign for 'Finished'.
3. 3.DO: Offer a final wipe of the hands with a scented or warm cloth to signal the end of the sensory experience.

Safety considerations

1. Strictly adhere to individual Dysphagia and Eating/Drinking plans before offering any tastes.
2. Verify all fruit allergies via the class medical register before the session.
3. Ensure all fruit pieces are sized appropriately to prevent choking hazards, or used only for smelling if the learner has a high mouthing risk.
4. Clean all spills immediately to prevent the floor from becoming slippery.
5. Monitor the use of the hand juicer to ensure fingers do not get pinched in moving parts.

Core Board Vocabulary

Preparation

1. 1.Check the classroom allergy list specifically for gluten/wheat intolerances.
2. 2.Place the large tray on a stable table and put the metal bowl inside it.
3. 3.Warm the bread slightly in a microwave or keep it in a thermal bag to retain scent.
4. 4.Prepare a small bowl of water and towels for hand cleaning between textures.

Introduction

1. 1.SAY: 'It is harvest time! Let's explore the grains.' / DO: Tap the side of the metal bowl to create an orienting sound. / SHOW: The empty tray and bowl.
2. 2.SAY: 'Listen...' / DO: Gently shake a container of dry oats near the learner. / SHOW: The movement of the oats inside the container.

Main Activity

1. 1.SAY: 'Look, oats!' / DO: Run dry oats through your hands into the tray. / SHOW: The cascading movement of the grains.
2. 2.SAY: 'Pouring!' / DO: Help the learner pour a cup of oats into the metal bowl. / SHOW: The oats hitting the metal to create a loud 'tinkling' sound.
3. 3.SAY: 'Hard wheat.' / DO: Guide the learner's hand to touch the wheat grains. / SHOW: How they feel different and harder than the oats.
4. 4.SAY: 'Soft flour.' / DO: Sift a small amount of flour onto the learner's hand from a very low height. / SHOW: The white, powdery coating on the skin.
5. 5.SAY: 'Squish the dough.' / DO: Place the dough ball on the tray and model kneading it. / SHOW: How the dough stretches and changes shape when pressed.
6. 6.SAY: 'Mmm, warm bread.' / DO: Break open the warm loaf near the learner to release the scent. / SHOW: The steam or the soft 'innards' of the bread compared to the crust.
7. 7.SAY: 'Can you push?' / DO: Encourage the learner to push their fingers into the soft bread. / SHOW: The indentation left behind in the loaf.

Support Strategies

1. Use 'Hand-under-Hand' support to allow the learner to pull away if the texture is overwhelming.
2. Provide at least 10 seconds of processing time after every new texture is introduced.
3. If the learner is sensitive to the sound of the metal bowl, use a plastic bowl instead.
4. Use a damp cloth immediately if the learner shows signs of distress with flour on their skin.

Wrap-Up

1. 1.SAY: 'All finished.' / DO: Place all materials into a 'Finished Box' or cover the tray with a cloth. / SHOW: Empty hands to signal the end of the activity.
2. 2.DO: Provide a warm, damp cloth for a final hand wash to transition to the next session.

Safety considerations

1. ALLERGY ALERT: This activity uses wheat and gluten; ensure no learners have contact allergies or celiac disease before starting.
2. INHALATION RISK: Pour flour from a very low height (less than 5cm) to prevent dust clouds; do not use fans or allow blowing near the flour.
3. MOUTHING/CHOKING: Constant 1:1 supervision is required as dry grains and raw dough are choking hazards and should not be ingested.

Core Board Vocabulary

Preparation

1. 1.Cut the tops off the pumpkin and squashes; scrape some seeds loose but keep them inside the cavity.
2. 2.Roast a small handful of seeds in advance so they are cool and fragrant for the session.
3. 3.Lay the plastic sheet over the table or floor area and arrange the pumpkins centrally.
4. 4.Ensure warm water and towels are within arm's reach for quick clean-up.

Introduction

1. 1.SAY: 'Look at this big orange pumpkin!' / DO: Roll the pumpkin slowly in the learner's line of sight. / SHOW: The bright, round shape.
2. 2.SAY: 'Tap, tap, tap.' / DO: Drum your fingers on the hard outer skin. / SHOW: The learner how to use their palm or knuckles to feel the vibration.
3. 3.SAY: 'Is it hard?' / DO: Gently guide the learner's hand to push against the firm skin of the pumpkin.

Main Activity

1. 1.SAY: 'Let's see what is inside!' / DO: Lift the lid of the pumpkin with a flourish. / SHOW: The orange interior.
2. 2.SAY: 'It’s cold and wet.' / DO: Scoop a small amount of the raw flesh out and place it on a tray or the learner's hand. / SHOW: The stringy texture.
3. 3.SAY: 'Can you touch?' / DO: Use hand-under-hand support to help the learner poke the wet seeds. / SHOW: The movement of the seeds when touched.
4. 4.SAY: 'Listen to the spoon.' / DO: Scrape the inside of the pumpkin loudly with a metal spoon. / SHOW: The cause-and-effect of the scraping motion.
5. 5.SAY: 'Your turn to scoop.' / DO: Help the learner hold the spoon and pull it through the squash flesh. / SHOW: The seeds coming out of the pumpkin.
6. 6.SAY: 'Squish the seeds.' / DO: Place seeds between the learner's fingers (if tolerated). / SHOW: How they slip and slide.
7. 7.SAY: 'Smell the roasted seeds.' / DO: Hold the bowl of cooled, roasted seeds under the learner's nose. / SHOW: The contrast to the raw smell.
8. 8.SAY: 'Shake the seeds.' / DO: Put roasted seeds in a small plastic container and shake. / SHOW: The rattling sound.

Support Strategies

1. Use hand-under-hand or hand-over-hand depending on the learner's comfort with wet textures.
2. If the learner is avoidant of the 'wet' sensation, let them explore using the spoon as a barrier first.
3. Watch for facial cues or pulling away to respect 'no' and prevent overstimulation.
4. Ensure the learner is well-positioned in their seating to allow for maximum arm movement.

Wrap-Up

1. 1.SAY: 'All finished.' / DO: Place the lid back on the pumpkin to signal the end. / SHOW: The pumpkin is closed.
2. 2.SAY: 'Wash hands.' / DO: Use the warm water and towels to gently clean the learner's hands. / SHOW: The feeling of being clean and dry.
3. 3.SAY: 'Bye bye pumpkin.' / DO: Move the materials away from the learner's immediate space.

Safety considerations

1. Constant 1:1 supervision is required to prevent choking; ensure the learner does not swallow raw seeds or large chunks of flesh if they tend to mouth objects.
2. The pumpkin interior is very slippery; immediately wipe up any spills on the floor to prevent a slip hazard for staff or other pupils.
3. Check the learner's allergy profile specifically for squash or pumpkin before starting.
4. Ensure the roasted seeds have completely cooled to room temperature before offering them for smelling or handling.

Core Board Vocabulary

Preparation

1. 1.Ensure all learners are safely positioned in their chairs or standing frames, or follow individual hoisting plans to move them to a sensory mat.
2. 2.Lightly dampen the straw with a water spray to minimize dust particles.
3. 3.Lay the empty trousers and shirt out on a table or the floor within the learner's reach.
4. 4.Check pupil records for specific straw or grass allergies before beginning.

Introduction

1. 1.SAY: 'It is harvest time! Let's build a scarecrow to guard the fields.' / DO: Shake the bag of straw to create interest. / SHOW: A handful of straw for the learner to see.
2. 2.SAY: 'Listen to that noise!' / DO: Rustle the raincoat near the learner to gain auditory attention.
3. 3.SAY: 'Can you touch?' / DO: Gently brush the soft shirt against the learner's hand or arm.

Main Activity

1. 1.SAY: 'Feel the straw. It is scratchy!' / DO: Place a handful of straw on a tray. / SHOW: Moving the learner's hand to feel the texture.
2. 2.SAY: 'Let's stuff the legs!' / DO: Hold the trouser leg open. / SHOW: Encourage the learner to reach out and push a handful of straw inside.
3. 3.SAY: 'Now for the soft shirt.' / DO: Present the soft fabric of the shirt for the learner to stroke. / SHOW: Contrast this with the straw.
4. 4.SAY: 'Push the straw into the arm!' / DO: Support the learner to use a gross motor 'pushing' movement into the sleeve.
5. 5.SAY: 'Listen to the coat. Rustle, rustle!' / DO: Put the raincoat over the stuffed shirt. / SHOW: Encourage the learner to squeeze the coat to hear the sound.
6. 6.SAY: 'Where is the hat?' / DO: Hold the hat just above the learner's eye level. / SHOW: Model reaching up high.
7. 7.SAY: 'Reach up high for the hat!' / DO: Use hand-under-hand support to help the learner grasp the hat. / SHOW: Guide them to place it on top of the scarecrow's 'head'.
8. 8.SAY: 'Our scarecrow is finished!' / DO: Pat the scarecrow together with the learner. / SHOW: A mirror so the learner can see themselves with their new harvest friend.

Support Strategies

1. Use hand-under-hand or hand-over-hand physical prompts for learners with limited motor control during reaching.
2. Allow 10-15 seconds of 'wait time' after a prompt for the learner to process the sensory input or initiate a movement.
3. For learners with visual impairments, bring the materials very close and use high-contrast clothing (e.g., a bright yellow hat against a dark coat).
4. If the learner is in a hoist or standing frame, ensure the materials are presented at their mid-line or slightly higher to encourage upward extension.

Wrap-Up

1. 1.SAY: 'Good work building the scarecrow.' / DO: Gently tap the learner's hands to signal the end of the activity.
2. 2.SAY: 'Time to tidy the harvest.' / DO: Help the learner put one piece of straw back into the bin to transition.
3. 3.Capture a photo of the learner with the completed scarecrow for their learning journey.

Safety considerations

1. Ensure straw is dampened to prevent dust inhalation and respiratory irritation.
2. Verify no straw or hay allergies before the session; use shredded paper as a substitute if needed.
3. Always follow individual manual handling and hoisting plans for PMLD learners to prevent injury.
4. Supervise closely to ensure straw is not mouthed, as it can be a choking hazard or cause scratches to the mouth.

Core Board Vocabulary

Preparation

1. 1.Place all five props (pumpkin, flesh, seeds, tealight, cloth) into the story sack.
2. 2.Check the battery tealight is working and the seed tub lid is taped shut.
3. 3.Clear the table area to ensure the learner can focus on one item at a time.

Introduction

1. 1.SAY: 'It is story time. A story about a pumpkin.' / DO: Tap the outside of the sack to create a sound cue.
2. 2.SAY: 'What is inside?' / SHOW: The story sack to the learner, allowing them to feel the weight of the bag.

Main Activity

1. 1.SAY: 'A round, orange pumpkin grows on the ground.' / DO: Pull out the whole pumpkin. / SHOW: Place the pumpkin on the table or lap for the learner to feel its smooth, cool skin.
2. 2.SAY: 'Inside it is squishy and orange and round.' / DO: Retrieve the bowl or bag of scooped flesh. / SHOW: Invite the learner to touch the squishy texture with their fingers.
3. 3.SAY: 'Rattle the seeds that are hidden inside.' / DO: Shake the tub of seeds near the learner’s ear. / SHOW: Pass the tub to the learner to shake themselves.
4. 4.SAY: 'Now see a bright light where the seeds used to hide.' / DO: Switch on the battery tealight. / SHOW: Move the light slowly within the learner's field of vision.
5. 5.SAY: 'Under the night sky, a lantern so bright.' / DO: Drape the black cloth over your hand or a small area. / SHOW: Place the tealight under the 'night' cloth to show the glow.
6. 6.SAY: 'Our pumpkin is now a gentle lantern.' / DO: Give the learner time to observe the glowing light under the cloth.
7. 7.SAY: 'The end of our story.' / DO: Place the items back into the bag slowly.

Support Strategies

1. Provide at least 10 seconds of 'wait time' after each prop is introduced for the learner to process the sensation.
2. Use hand-under-hand support to help the learner reach out and touch the pumpkin skin or the squishy flesh.
3. If the learner is sensitive to noise, shake the seed tub gently and further away from the ear.
4. Ensure the room lights are slightly dimmed if possible to enhance the visual impact of the battery tealight.

Wrap-Up

1. 1.SAY: 'The story is finished. Well done.' / DO: Use a consistent 'finished' sign or gesture.
2. 2.DO: Encourage the learner to help place the final prop back into the sack.
3. 3.DO: Clear the workspace to signal the transition to the next activity.

Safety considerations

1. Choking hazard: Ensure the seed tub is securely taped shut to prevent access to small seeds.
2. Ingestion: Closely supervise the exploration of raw pumpkin flesh to ensure it is not mouthed or eaten.
3. Battery safety: Ensure the battery compartment of the tealight is screwed shut and inaccessible to the learner.
4. Allergy check: Verify the learner does not have a skin sensitivity or allergy to raw pumpkin before tactile contact.

Core Board Vocabulary

Preparation

1. 1.Drape heavy blankets over a classroom table to create a secure, dark den with a clear entrance.
2. 2.Place a soft mat inside the den and remove any trip hazards or small classroom clutter.
3. 3.Check the torch to ensure it provides a steady beam and the 'flashing' mode is disabled or taped over.
4. 4.Cut simple shapes from bright white paper that will 'pop' against the dark blankets.

Introduction

1. 1.SAY: 'We have a quiet, dark den today. Do you want to go inside?' / DO: Sit by the den entrance and wait for a sign of interest or consent. / SHOW: The dark opening of the den.
2. 2.SAY: 'Let's go into the dark.' / DO: Support the learner to move into the den slowly, ensuring they feel safe. / SHOW: The transition from bright classroom to dark den.

Main Activity

1. 1.DO: Sit together in the dark for a moment of calm. SAY: 'It is very dark. Can you find the light?' / SHOW: The unlit torch in the learner's hand.
2. 2.DO: Provide partial physical support to help the learner find the switch. SAY: 'Click! You turn it on.' / SHOW: The light hitting the side of the den.
3. 3.DO: Hold up a white paper shape in the torch beam. SAY: 'Look! A glowing ghost!' / SHOW: Moving the shape in and out of the light beam.
4. 4.DO: Encourage the learner to move the torch beam around the den walls. SAY: 'Where is the light going?' / SHOW: The movement of the light beam.
5. 5.DO: Snap a glow stick to activate it (ensure no flashing). SAY: 'A soft glow for you.' / SHOW: Passing the glow stick to the learner to hold or touch.
6. 6.DO: Use a black fabric scrap to cover the glow stick. SAY: 'Where did it go?' / SHOW: Peeking the glowing light out from under the fabric.
7. 7.DO: Support the learner to find the torch switch again. SAY: 'Can we make it dark? You click it off.' / SHOW: Guiding the hand to the button.
8. 8.DO: Sit in the total darkness (with the soft glow stick) for 10 seconds of quiet. SAY: 'Quiet and dark.' / SHOW: A calm, still posture.
9. 9.DO: Repeat the light/dark cycle, letting the learner's hand movements dictate when the light comes back on.
10. 10.SAY: 'You are the boss of the light!' / DO: Cheer softly when the learner successfully toggles the switch.

Support Strategies

1. Use 'hand-under-hand' support to allow the learner to feel the mechanics of the switch without being forced.
2. Provide a minimum of 10-15 seconds of 'wait time' after every instruction to allow for processing.
3. If the learner shows signs of distress, immediately move toward the den exit or open a blanket flap.
4. Keep your voice low and melodic to maintain the low-arousal atmosphere of the den.

Wrap-Up

1. 1.SAY: 'One more light, then we go.' / DO: Let the learner turn the torch on and off one final time.
2. 2.SAY: 'Den time is finished.' / DO: Slowly open the blankets to let in ambient classroom light gradually.
3. 3.DO: Guide the learner out of the den and toward a familiar, bright seated area.

Safety considerations

1. Ensure the torch has NO flashing/strobe mode to prevent photosensitive epilepsy triggers.
2. Constant 1:1 supervision is required inside the den to ensure the learner does not mouth or break glow sticks.
3. Ensure the den setup has at least two exit points or a loosely draped 'door' for easy exit and ventilation.
4. Obtain clear physical or gestural consent before entering the dark space with the learner.

Core Board Vocabulary

Preparation

1. 1.Prepare the jelly in a bowl and keep it in the fridge until the session to ensure it is cold.
2. 2.Cut bat shapes from black felt and gather the wool and rubber spiders.
3. 3.Set up a 'clean' zone for tactile exploration and a 'messy' zone for hand printing.
4. 4.Print and laminate the core board for communication support.

Introduction

1. 1.SAY: 'Today we have a spooky box!' / DO: Tap the lid of the sensory container to build anticipation.
2. 2.SAY: 'Let's feel something stretchy.' / DO: Pull a long strand of white wool from the box.
3. 3.SHOW: The wool stretching between your hands while the learner watches.

Main Activity

1. 1.SAY: 'Soft cobweb wool.' / DO: Gently drape the wool over the learner's hands or arms / SHOW: The stretching movement.
2. 2.SAY: 'Tickly spider.' / DO: Move the rubber spider up the learner's arm with a rhythmic motion / SHOW: The spider shape.
3. 3.SAY: 'Soft bat wings.' / DO: Stroke the black felt bat against the learner's palm or cheek / SHOW: The contrast of black felt against their skin.
4. 4.SAY: 'Cold swamp!' / DO: Place the learner's hand (or a single finger) into the cold jelly / SHOW: The jelly wobbling in the bowl.
5. 5.SAY: 'Ooh, it's cold!' / DO: Model a slight shiver or facial expression of surprise to encourage realization.
6. 6.SAY: 'Let's make a print.' / DO: Guide the learner's hand to dip into the white paint tray.
7. 7.SAY: 'Wet paint.' / DO: Use a hand-under-hand technique to press the learner's painted palm onto the black paper.
8. 8.SAY: 'You made a spider!' / DO: Point to the handprint on the paper / SHOW: The high-contrast white mark on black paper.
9. 9.SAY: 'Wait for the bat.' / DO: Repeat the printing process to create a 'bat' shape using two handprints side-by-side.
10. 10.SAY: 'More texture?' / DO: Offer the learner a choice between the cold jelly and the soft felt to see if they initiate a reach.

Support Strategies

1. Use 'Hand-under-hand' rather than 'Hand-over-hand' to allow the learner to withdraw if the sensation is overwhelming.
2. Allow at least 10 seconds of processing time after introducing a new texture before expecting a response.
3. For pre-verbal learners, look for physiological responses like changes in breathing, eye widening, or stillness.
4. If the learner is hesitant with paint, use the rubber spider to 'walk' through the paint and onto the paper instead.

Wrap-Up

1. 1.SAY: 'All finished with our spooky textures.' / DO: Slowly pack away the materials into the box one by one.
2. 2.SAY: 'Clean hands.' / DO: Use a warm wet wipe to clean the learner's hands, providing a soothing sensory transition.
3. 3.SHOW: The final artwork at eye level and offer praise before hanging it to dry.

Safety considerations

1. Check for latex allergies before using rubber spiders; substitute with hard plastic if necessary.
2. Ensure all spiders and felt bats are larger than a 3.5cm diameter to prevent choking hazards.
3. Supervise closely to prevent mouthing of the paint or wool; ensure jelly is food-grade but discourage ingestion as a primary activity.
4. Verify all learners for gelatin or food coloring allergies before using the 'jelly swamp'.

Core Board Vocabulary

Preparation

1. 1.Decorate the classroom door or a large cardboard sheet with soft, bright Halloween fabrics.
2. 2.Prepare two distinct baskets: one with 'noisy' sensory items (crinkle paper) and one with 'soft' items (fleece).
3. 3.Ensure all edible treats are stored in a sealed container and cross-reference with the classroom allergy list.

Introduction

1. 1.SAY: 'It is Halloween! We are going to play a knocking game.' / DO: Tap gently on a table or the door to show the sound. / SHOW: The decorated door area.
2. 2.SAY: 'Listen to our song.' / DO: Sing 'Knock, knock, trick or treat, who is at the door?' to the tune of Twinkle Twinkle. / SHOW: A rhythm by tapping the side of the basket.

Main Activity

1. 1.SAY: 'Let's go to the door!' / DO: Position the learner in front of the decorated door. / SHOW: Point to the door handle or surface.
2. 2.SAY: 'Knock, knock!' / DO: Take the learner's hand (if appropriate) or model knocking three times clearly. / SHOW: The action of the hand hitting the door.
3. 3.SAY: 'Wait... who is there?' / DO: Pause for 5-10 seconds to allow for anticipation. / SHOW: An expectant facial expression.
4. 4.SAY: 'Open!' / DO: Slowly open the door to reveal the adult on the other side. / SHOW: A big smile (no masks).
5. 5.SAY: 'Trick or treat? Pick a basket.' / DO: Hold out both baskets at the learner's eye level or within reach. / SHOW: Basket A (noisy) and Basket B (soft).
6. 6.SAY: 'Which one do you want?' / DO: Wait for the learner to look at a basket or reach out. / SHOW: Move the chosen basket closer once a choice is signaled.
7. 7.SAY: 'You chose the crinkle paper!' / DO: Give the learner the item from their chosen basket to explore. / SHOW: Model how to crinkle or feel the item.
8. 8.SAY: 'Let's do it again!' / DO: Close the door and repeat the sequence, encouraging the learner to initiate the knock this time.
9. 9.SAY: 'Knock, knock, trick or treat...' / DO: Sing the song while the learner explores the chosen treat. / SHOW: Rhythmic movement.

Support Strategies

1. Allow at least 10 seconds of processing time after the 'knock' before opening the door.
2. For learners using eye-gaze, space the baskets 30cm apart to make the choice clear.
3. Use 'Hand-under-Hand' support to help the learner feel the vibration of the knock on the door.

Wrap-Up

1. 1.SAY: 'The game is finished. Bye-bye door.' / DO: Wave to the decorated door. / SHOW: Put the treats back into the baskets.
2. 2.SAY: 'Happy Halloween!' / DO: Sing the final verse of the song while moving away from the door area.

Safety considerations

1. Ensure all sensory items are larger than a 50p coin to prevent choking.
2. Check the classroom allergy register before including any edible treats.
3. Do not use masks or sudden 'jump scares' to avoid triggering anxiety.
4. Monitor noise levels of bells/crinkle paper for pupils with auditory processing sensitivities.

Core Board Vocabulary

Preparation

1. 1.Dim the classroom lights to create a calm atmosphere, avoiding total darkness.
2. 2.Check fibre-optic lamps to ensure they are on a steady-light setting with no flashing.
3. 3.Water down the paints so they are runny enough to move easily across the paper.
4. 4.Lay out the dark paper and have straws and crinkly paper within reach.

Introduction

1. 1.SAY: 'We are making quiet fireworks today.' / DO: Gently turn on the fibre-optic lamp. / SHOW: The soft glow of the strands to the learner.
2. 2.SAY: 'Look, it is soft and bright.' / DO: Move the lamp slowly in the learner's line of sight to encourage tracking.
3. 3.SAY: 'Can you touch?' / DO: Guide the learner’s hand to feel the smooth texture of the fibre-optic strands.

Main Activity

1. 1.SAY: 'Listen... crackle.' / DO: Scrunch the baking parchment near the learner's ear (or over their defenders). / SHOW: The way the paper folds and changes shape.
2. 2.SAY: 'Let’s make it sparkle.' / DO: Give the learner the glitter jar to hold or shake. / SHOW: The glitter swirling slowly in the water like a quiet explosion.
3. 3.SAY: 'Time for colors.' / DO: Place a small droplet of watered-down paint onto the dark paper. / SHOW: The bright dot on the dark background.
4. 4.SAY: 'Ready... blow!' / DO: Model blowing through a straw toward the paint droplet. / SHOW: How the paint splatters outwards like a firework star.
5. 5.SAY: 'Your turn.' / DO: Support the learner in holding the straw near the paint. / SHOW: The movement of the paint as they blow or as you assist them.
6. 6.SAY: 'Whoosh!' / DO: Repeat the crinkle paper sound as the paint 'explodes' on the page.
7. 7.SAY: 'More fireworks?' / DO: Add a second color of paint. / SHOW: The colors mixing together on the paper sky.
8. 8.SAY: 'Soft and quiet.' / DO: Bring the fibre-optic lamp back close to the artwork. / SHOW: The light reflecting off the wet paint and glitter jar.

Support Strategies

1. Use hand-under-hand support to help learners who struggle to grasp the straw or shake the jar.
2. If blowing is too difficult, use a small hand-held fan or a pipette to move the paint instead.
3. Provide ear defenders immediately if the crinkling paper causes distress.
4. Ensure the pace is slow; give at least 10 seconds of processing time after every instruction or new sensation.

Wrap-Up

1. 1.SAY: 'The fireworks are finished.' / DO: Gradually move the materials away from the learner's immediate space.
2. 2.SAY: 'Good looking and listening.' / DO: Give a gentle tactile 'well done' such as a high five or shoulder tap.
3. 3.SAY: 'Time to rest.' / DO: Turn off the fibre-optic lamp and allow a moment of quiet before transition.

Safety considerations

1. Ensure fibre-optic lamps are checked for loose parts and never used on a flashing setting to prevent seizure risk.
2. Straws must be supervised at all times to prevent them being poked into eyes or mouths.
3. Glitter jars must be securely sealed with adhesive to prevent ingestion of glitter or water.
4. Monitor paint use closely to prevent learners from mouthing the paper or drinking the watered-down paint.
5. Ensure no naked flames or real fireworks are present in the environment.

Core Board Vocabulary

Preparation

1. 1.Roll the clay into palm-sized balls and keep them cool until use.
2. 2.Check all battery tealights are working and have secure battery compartments.
3. 3.Place a small amount of cardamom, cinnamon, and marigold petals into individual cups for easy access.

Introduction

1. 1.SAY: 'Today is Diwali, the Festival of Light. We are going to make something beautiful.' / DO: Dim the main classroom lights slightly to create a calm atmosphere. / SHOW: Turn on a battery tealight and move it slowly across the learner’s field of vision.
2. 2.SAY: 'Diwali is a happy time with beautiful smells.' / DO: Wave a cinnamon stick gently under the learner's nose, observing for a reaction.

Main Activity

1. 1.SAY: 'Touch the clay. It is cool and soft.' / DO: Place the clay ball in the learner's hand or on their tray. / SHOW: Press your thumb into a piece of clay to show how it moves.
2. 2.SAY: 'Let's make a lamp, a Diva.' / DO: Use hand-under-hand support to help the learner press their thumb into the center of the clay ball to create a bowl shape.
3. 3.SAY: 'Smell the spices for our lamp.' / DO: Offer the cardamom pods. / SHOW: Rub the pods together to release scent and encourage the learner to touch the textured pods.
4. 4.SAY: 'Wait, what is this?' / DO: Introduce the marigold flowers. / SHOW: Let the petals flutter down onto the learner's tray or hands.
5. 5.SAY: 'Push the petals into your clay.' / DO: Encourage the learner to decorate their lamp by pressing petals and spices into the rim of the clay bowl.
6. 6.SAY: 'Now we add the light.' / DO: Help the learner place the battery tealight into the center of their clay Diva lamp.
7. 7.SAY: 'Look! Your lamp is glowing.' / DO: Turn on the tealight. / SHOW: Point to the light reflecting on the learner's hands or the tray.
8. 8.SAY: 'Diwali is the festival of light.' / DO: Move the completed lamp slowly in a circle, encouraging the learner to track the light with their eyes.

Support Strategies

1. Provide 'wait time' of at least 10 seconds after introducing a scent for the learner to process the olfactory input.
2. Use high-contrast trays (e.g., black) if the clay is white to help learners with visual impairments see the boundaries of their work.
3. If the learner dislikes the texture of clay, place the clay inside a thin plastic bag so they can still mold the shape without direct skin contact.

Wrap-Up

1. 1.SAY: 'Our lights are finished. Happy Diwali.' / DO: Allow the learner to sit with their glowing lamp for a moment of quiet reflection.
2. 2.SAY: 'Time to tidy up.' / DO: Gently remove the tealights for safekeeping and help the learner move their clay lamp to a drying area.
3. 3.SAY: 'Goodbye, light.' / DO: Use a consistent 'finished' sign or gesture.

Safety considerations

1. Check learner profiles for spice or pollen allergies before the session begins.
2. Constant supervision required to prevent mouthing of clay, small cardamom pods, or battery tealights.
3. Ensure battery compartments on tealights are screwed shut to prevent access to button batteries.

Core Board Vocabulary

Preparation

1. 1.Gather materials and ensure rice is fully dry from the dyeing process.
2. 2.Check the learner's records for specific allergies to pulses, lentils, or food dyes.
3. 3.Place the large tray in a central position accessible to all learners (e.g., a height-adjustable table).
4. 4.Organise materials into separate easy-to-reach containers for each texture.

Introduction

1. 1.SAY: 'Today is for Diwali. We are making a beautiful Rangoli pattern together.'
2. 2.DO: Play soft, traditional Diwali music (e.g., Sitar) to set a calm, respectful atmosphere.
3. 3.SHOW: Show the empty tray and the different coloured materials to the learner, moving them into their line of sight.

Main Activity

1. 1.SAY: 'Listen to the rice.' / DO: Pour a small amount of rice from a height onto the tray. / SHOW: The learner the grains bouncing.
2. 2.SAY: 'Your turn to pour.' / DO: Provide hand-under-hand support to help the learner tip a cup of rice onto the tray. / SHOW: Point to the bright colours appearing on the tray.
3. 3.SAY: 'Feel the grains.' / DO: Gently guide the learner's hand to touch the poured rice, moving it in a circular motion. / SHOW: The texture against their palm.
4. 4.SAY: 'Now the lentils. They feel different.' / DO: Repeat the pouring process with the dried lentils in a specific section of the tray. / SHOW: The visual difference between the small rice and larger lentils.
5. 5.SAY: 'Pat, pat, pat.' / DO: Encourage the learner to press their hand down on the mixture to feel the resistance. / SHOW: The mark their hand leaves in the pattern.
6. 6.SAY: 'Add the soft petals.' / DO: Help the learner sprinkle petals or fabric scraps on top. / SHOW: The contrast between the hard grains and soft petals.
7. 7.SAY: 'We are making a pattern.' / DO: Move the tray slightly to create a rattling sound with the materials. / SHOW: The materials shifting to create new shapes.
8. 8.SAY: 'More rice?' / DO: Offer a choice between two different coloured containers. / SHOW: Wait for a gaze or reaching response to indicate preference.

Support Strategies

1. Use hand-under-hand support for pouring to ensure the learner feels the weight shift in the cup.
2. If the learner is visually impaired, focus on the 'rain-like' sound of grains hitting the metal tray.
3. Reduce background noise to help the learner focus on the specific auditory feedback of the pouring grains.
4. For learners with limited reach, bring small bowls of the materials to their tray level for individual exploration before adding to the group tray.

Wrap-Up

1. 1.SAY: 'Look at our Rangoli! It is finished.' / DO: Take a photo of the group pattern to share with the learner later.
2. 2.SAY: 'Time to tidy up.' / DO: Use a 'Finished' sign or gesture while slowly removing the materials.
3. 3.DO: Ensure the learner's hands are wiped clean to remove any dust or residue.

Safety considerations

1. Ensure 1:1 supervision at all times to prevent mouthing of small grains and lentils (choking hazard).
2. Pour materials close to the tray to minimize dust/fine particles that could be inhaled by learners with respiratory sensitivities.
3. Check all learners for allergies to legumes (lentils) and food dyes before starting the session.
4. Ensure all materials are swept up immediately after the session to prevent slip or trip hazards on the floor.

Core Board Vocabulary

Preparation

1. 1.Cut the red silky fabric into large petal shapes (large enough to avoid immediate mouthing risks).
2. 2.Cut the green felt into leaf shapes.
3. 3.Pre-stick double-sided tape onto the cardboard wreath ring.
4. 4.Set the music to a low, barely audible volume to test the speakers.

Introduction

1. 1.SAY: 'Today is a quiet day. We are thinking about the poppy.' / DO: Dim the classroom lights and sit at eye-level with the learner.
2. 2.SAY: 'Look, it's red.' / SHOW: Pass a large piece of red silky fabric slowly in front of the learner's field of vision.
3. 3.DO: Gently stroke the silk against the back of the learner's hand to introduce the texture.

Main Activity

1. 1.SAY: 'Soft poppy.' / DO: Provide the red silky petals for the learner to grasp or touch. / SHOW: The shine of the fabric under the dimmed light.
2. 2.SAY: 'Green leaf.' / DO: Introduce the green felt leaf, encouraging the learner to feel the contrast between the slippery silk and the fuzzy felt.
3. 3.SAY: 'Time for quiet.' / DO: Start the soft Last Post music at a low, respectful volume.
4. 4.DO: Model a 'quiet' sign (finger to lips) and maintain a calm, still presence for 30 seconds of shared reflection.
5. 5.SAY: 'Our poppy.' / DO: Bring the cardboard wreath ring into the learner's workspace.
6. 6.DO: Using hand-over-hand support, help the learner pick up one silky petal and one felt leaf.
7. 7.SAY: 'Put it on.' / DO: Use hand-over-hand support to guide the learner's hand to press the fabric onto the tape on the wreath.
8. 8.SAY: 'Well done, you helped make the wreath.' / SHOW: Hold the wreath up so the learner can see their contribution alongside others.

Support Strategies

1. Use hand-under-hand support if the learner is defensive about textures, allowing them to feel the fabric through your hand first.
2. Allow significant processing time (up to 10 seconds) after introducing each new texture.
3. If the learner is distracted by classroom noise, use a screen or positioning to face a quiet corner.

Wrap-Up

1. 1.SAY: 'The music is finished. Finished.' / DO: Fade the music out slowly rather than stopping abruptly.
2. 2.DO: Collect the fabric pieces gently and place them in a container to signal the end of the activity.
3. 3.SAY: 'Good looking and touching today.' / DO: Provide a gentle 'finish' cue, such as a specific calm-down song or tactile sign.

Safety considerations

1. Choking hazard: Ensure poppy petals and leaf cutouts are large (at least 10cm) to prevent them being swallowed if mouthed.
2. Noise sensitivity: Monitor for signs of distress (grimacing, covering ears) and turn music off immediately if the learner is overstimulated.
3. Distress during silence: If the learner becomes anxious during the quiet moment, the TA should provide low-level rhythmic humming or gentle verbal reassurance.

Core Board Vocabulary

Preparation

1. 1.Gather materials and ensure the battery menorah is functional.
2. 2.Warm the latkes in a container so the scent is present but the food is not too hot to touch.
3. 3.Dim the classroom lights slightly to make the battery lights more impactful.

Introduction

1. 1.SAY: 'Today we are celebrating Hanukkah, the festival of lights.'
2. 2.DO: Play soft traditional Hebrew music in the background.
3. 3.SHOW: The unlit menorah to the learner at eye level.

Main Activity

1. 1.SAY: 'Let's make a light.' / DO: Assist the learner to press the first switch. / SHOW: The glow of the first bulb.
2. 2.SAY: 'Smell the oil.' / DO: Pass the sealed jar of oil for the learner to look at and smell near the lid. / SHOW: The golden liquid moving.
3. 3.SAY: 'Cooking the latkes.' / DO: Bring the warmed latkes nearby. / SHOW: The steam or the plate to allow the olfactory experience.
4. 4.SAY: 'Feel the dreidel.' / DO: Place the large dreidel into the learner's hand for tactile exploration. / SHOW: The symbols on the sides.
5. 5.SAY: 'Listen!' / DO: Spin the dreidel on the metal tray. / SHOW: The blurring colors as it spins and the rattling sound it makes.
6. 6.SAY: 'Another light.' / DO: Guide the learner's hand to switch on the next bulb. / SHOW: The growing brightness.
7. 7.SAY: 'Spin and rattle.' / DO: Repeat the spinning on the tray, encouraging the learner to reach out and stop the spin. / SHOW: The movement stopping.
8. 8.SAY: 'Hanukkah is bright.' / DO: Turn on the remaining lights one by one with the learner. / SHOW: The fully lit menorah.

Support Strategies

1. Use Hand-under-Hand support for learners with limited motor control when toggling switches.
2. Allow extra processing time (up to 10 seconds) after introducing a scent before moving to the next step.
3. Position the metal tray close to the learner so they can feel the vibration of the spinning dreidel.
4. Keep the latkes in a perforated container if the learner is prone to grabbing/mouthing objects.

Wrap-Up

1. 1.SAY: 'All the lights are on.' / DO: Allow the learner to sit with the lit menorah for a moment of reflection.
2. 2.SAY: 'Happy Hanukkah.' / DO: Gently turn off the lights and pack away the sensory items.
3. 3.SHOW: A simple 'finished' symbol or sign.

Safety considerations

1. No naked flames: Use only battery-operated lights to prevent fire risk.
2. Hot Surface/Oil: Ensure latkes and oil are not hot enough to burn; oil must be in a sealed, non-breakable jar.
3. Choking Hazard: Use a jumbo dreidel (minimum 5cm width) to prevent mouthing/choking risks.
4. Allergies: Verify all learner allergy profiles regarding potato, oil, or specific frying ingredients before introducing scents.

Core Board Vocabulary

Preparation

1. 1.Gather all sensory items and place them inside the cloth bag in the order of the story.
2. 2.Check the torch batteries and ensure the bell is secure.
3. 3.Apply a small amount of scent to the cotton wool and place it in a sealed container until needed.
4. 4.Find a quiet corner of the classroom to minimize distractions.

Introduction

1. 1.SAY: 'It is story time. We are going to hear about the first Christmas.'
2. 2.DO: Shake the story sack gently to create a rustling sound.
3. 3.SHOW: The closed bag to the learner, encouraging them to touch the outside.

Main Activity

1. 1.SAY: 'Mary and Joseph walked a long way to Bethlehem.' / DO: Gently ring the bell near the learner's ear (alternating sides). / SHOW: The shiny bell.
2. 2.SAY: 'There was no room in the inn, so they slept on a bed of straw.' / DO: Place the straw in the learner’s hands or rub it gently on their arm. / SHOW: The yellow straw.
3. 3.SAY: 'Baby Jesus was born and wrapped in a soft, warm blanket.' / DO: Stroke the learner’s cheek or hand with the soft blanket. / SHOW: The fabric.
4. 4.SAY: 'A bright star shone in the sky to show the way.' / DO: Move the light slowly in a circular motion in the learner's line of sight. / SHOW: The glowing light.
5. 5.SAY: 'The wise men brought a gift that smelled very sweet.' / DO: Wave the scented cotton wool gently under the learner's nose. / SHOW: The white cotton wool.
6. 6.SAY: 'Happy Christmas!' / DO: Give the learner a gentle 'high five' or hand squeeze to signal the end of the story.

Support Strategies

1. Use 'Hand-Under-Hand' support to help the learner explore the textures of the straw and blanket.
2. Allow for processing time (at least 10 seconds) after introducing each new sensory stimulus.
3. Watch for facial expressions or changes in breathing that indicate a preference or dislike for a specific scent or sound.
4. Ensure the learner is positioned comfortably in their seating or standing frame to allow maximum visual access.

Wrap-Up

1. 1.SAY: 'The story is finished. Time to put the items away.'
2. 2.DO: Help the learner place one item back into the bag.
3. 3.SHOW: The empty hands sign or 'finished' symbol.

Safety considerations

1. Check for allergies to straw or specific scents before starting; discontinue use if redness or sneezing occurs.
2. Ensure the bell and star light are too large to be a choking hazard and supervise closely to prevent mouthing.
3. Use battery-operated lights only; strictly no naked flames or candles to be used in the classroom.
4. Ensure the straw is dust-free to prevent respiratory irritation for sensitive learners.

Core Board Vocabulary

Preparation

1. 1.Loosely wrap 3 familiar objects in crinkly paper without using sellotape (fold the edges under themselves).
2. 2.Tie one thick ribbon loop around one of the wrapped packages, leaving the loop large enough for a hand to slip through.
3. 3.Ensure the workspace is clear of small distractions or loose decorations.

Introduction

1. 1.SAY: 'Listen! What is that noise?' / DO: Scrunch a piece of paper near the learner's ear to gain attention. / SHOW: The shiny surface of the paper.
2. 2.SAY: 'Soft ribbon.' / DO: Gently trail the ribbon over the learner's hand or arm. / SHOW: The bright color of the ribbon moving.

Main Activity

1. 1.SAY: 'Look! Something is hidden.' / DO: Place the first wrapped item on the learner's tray. / SHOW: The bulky shape under the paper.
2. 2.SAY: 'Can you touch?' / DO: Guide the learner’s hand to feel the crinkly texture of the package. / SHOW: How the paper moves when touched.
3. 3.SAY: 'Let’s pull the paper.' / DO: Use hand-over-hand support to help the learner grasp a loose edge of the paper. / SHOW: The paper beginning to lift.
4. 4.SAY: 'One, two, three... PULL!' / DO: Pause and wait for the learner to still their body or make eye contact (anticipation) before pulling the paper back. / SHOW: A small part of the object.
5. 5.SAY: 'You found it!' / DO: Help the learner release the paper and touch the familiar object revealed. / SHOW: The object clearly at eye level.
6. 6.SAY: 'Here is a ribbon.' / DO: Present the item with the ribbon loop. / SHOW: The loop for the learner to hook a finger or hand through.
7. 7.SAY: 'Pull the ribbon off.' / DO: Support the learner in a sweeping 'pull and release' motion to slide the ribbon away. / SHOW: The ribbon falling into the tray.
8. 8.SAY: 'More unwrapping?' / DO: Repeat the sequence with the second object, encouraging the learner to reach out (initiation). / SHOW: The next hidden package.

Support Strategies

1. Wait time: Provide at least 10 seconds of processing time after a 'SAY' prompt before providing physical help.
2. Hand-under-hand: Place your hands under the learner's hands to provide a sense of security and allow them to feel the vibrations of the paper.
3. Sensory pacing: If the learner becomes over-stimulated by the noise, reduce the intensity of the 'scrunching'.

Wrap-Up

1. 1.SAY: 'All the presents are open.' / DO: Help the learner put the objects and paper back into the tray. / SHOW: The empty workspace.
2. 2.SAY: 'Good pulling! All finished.' / DO: Use a clear 'finished' sign or gesture.

Safety considerations

1. Choking hazard: Ensure no small decorations, plastic bits, or loose glitter are used; use large, single sheets of paper.
2. Mouthing risk: Constantly monitor the learner to prevent them from putting paper or ribbons into their mouth.
3. Skin safety: Use only blunt-edged paper and wide fabric ribbons; avoid thin string or wire-edged ribbons that could cut or tangle.
4. Chemical safety: Ensure no sellotape is used on the objects to avoid sticky residue or ingestion of tape fragments.

Core Board Vocabulary

Preparation

1. 1.Freeze the clear and colored ice shapes 24 hours in advance.
2. 2.Chill the metal spoons in the freezer or a cup of ice water.
3. 3.Warm the towel shortly before the session begins.
4. 4.Clear the table surface and ensure the learner is positioned comfortably in their seating system.

Introduction

1. 1.SAY: 'Today we are exploring the First Frost. It is cold!' / DO: Rub your own arms as if shivering. / SHOW: The empty tray.
2. 2.SAY: 'Feel my hands. They are warm.' / DO: Gently touch the learner's hands with your warm palms to establish a baseline temperature.
3. 3.SAY: 'Now look... the frost is coming.' / DO: Spray a layer of shaving foam onto the tray to represent the 'frosty' ground.

Main Activity

1. 1.SAY: 'The spoon is icy cold.' / DO: Press the back of the chilled metal spoon gently against the learner's palm or forearm. / SHOW: The condensation on the metal.
2. 2.SAY: 'Touch the frost.' / DO: Encourage the learner to touch or move their hand through the shaving foam. / SHOW: The 'peaks' the foam makes.
3. 3.SAY: 'Here is an ice cube. Brrr!' / DO: Place a clear ice cube in the learner's hand for no more than 10 seconds. / SHOW: The transparency of the ice.
4. 4.SAY: 'Look, it is making a puddle.' / DO: Hold the ice cube in your own hand and let the water drip onto the tray. / SHOW: The transition from solid to liquid.
5. 5.SAY: 'The ice is changing color!' / DO: Introduce the colored ice shapes into the white foam. / SHOW: How the color bleeds into the foam as it melts.
6. 6.SAY: 'Use your warm hand to melt it.' / DO: Place the learner's hand over a colored ice shape (check circulation first). / SHOW: The color staining the foam.
7. 7.SAY: 'Rub, rub, rub!' / DO: Facilitate a rubbing motion with the ice between the learner's hands if appropriate. / SHOW: The ice getting smaller.
8. 8.SAY: 'All the ice has gone.' / DO: Clear the remaining ice pieces from the tray leaving only the slushy foam and water.
9. 9.SAY: 'Now we get warm again.' / DO: Remove the tray and bring out the warm towel. / SHOW: The steam if visible.
10. 10.SAY: 'Soft and warm.' / DO: Wrap the learner's hands in the warm towel, gently drying them. / SHOW: A smiling, relaxed facial expression.

Support Strategies

1. Use hand-under-hand guidance to allow the learner to control the duration of contact with the ice.
2. Monitor facial expressions and muscle tension for signs of distress when touching the cold materials.
3. If the learner is non-ambulatory, ensure the tray is at the correct height to prevent leaning and skin irritation from the tray edge.
4. Provide verbal commentary on every tactile change to support auditory processing.
5. Allow for 'still time' after each new sensation to see if the learner initiates further contact (Anticipation).

Wrap-Up

1. 1.SAY: 'The frost has melted. We are warm now.' / DO: Give a final gentle squeeze with the warm towel.
2. 2.SAY: 'Finished.' / DO: Use the 'finished' sign or gesture and remove the sensory materials from the immediate environment.
3. 3.DO: Perform a final skin check on the learner’s hands and arms for any lingering redness or coldness.

Safety considerations

1. Ice-Burn Risk: Do not hold ice against the skin for more than 30 seconds at a time; constantly move the ice or remove it to prevent tissue damage.
2. Circulation Check: Regularly check the learner's fingernails and skin color; if fingers look blue or extremely pale, stop the cold exploration immediately and use the warm towel.
3. Ingestion/Mouthing: Shaving foam and small ice shapes are choking/toxic hazards; maintain 1:1 supervision and prevent any materials from entering the mouth.
4. Slip Hazard: Clean up any spilled water or foam from the floor immediately to prevent staff or pupils from slipping.

Core Board Vocabulary