To Be Me

Let’s Get Together

A practical resource to support the Personal Development and Mutual Understanding (PDMU) Area of Learning in the Northern Ireland Curriculum The To Be Me (Personal Development and Mutual Understanding) thematic unit for Key Stage 1 pupils with severe learning difficulties (SLD) aims to provide teachers with support in beginning the planning, teaching and assessing of PDMU within the Northern Ireland Curriculum.
This resource is comprised of six sub-units • Fit for Life • Let’s Get Moving • Home is Where the Heart is • Feast for the Senses • Straight from the Heart • Let’s Get Together It details suggested learning activities and methodologies which will assist teachers in developing children’s personal, emotional, social and health needs at the very earliest stages of development. It includes links to the Thinking Skills and Personal Capabilities Framework, the cross curricular skills of Communication, Using Mathematics and Using ICT. The resource also connects to the Areas of Learning where appropriate and incorporates the principles of Assessment for Learning.

Strand 1 Personal Understanding and Health
Themselves and their Personal Attributes Begin to recognise uniqueness and value personal qualities and abilities Their Own and Others’ Feelings and Emotions Begin to recognise and manage some feelings Keeping Healthy and Safe Begin to recognise some aspects of a healthy lifestyle

Strand 2 Mutual Understanding in the Local and Wider Community
Similarities and Differences Begin to recognise differences in each other Learning to Live as a Member of a Community Begin to understand their role in the classroom community Relationships with Family and Friends Begin to understand the relationships within a family Similarities and Differences Begin to recognise differences Resource Sheet in this booklet

Skills listed on a light orange background are Thinking Skills and Personal Capabilities

Writers Anna Woznica, Lisanally School, Armagh Helen Stewart, Tor Bank School, Dundonald Stephanie Anderson, Tor Bank School, Dundonald Caroline Currie, Lisanally School, Armagh

Skills listed on a dark orange background are Cross Curricular Skills

To Be Me
Curriculum Objective
Key Experiences
To develop themselves and their personal attributes To develop the young person as an individual

Let’s Get Together
Success Criteria
Pupils will: • understand how to greet people; • display some listening skills; and • recognise and discuss some feelings.

Learning Intentions
Pupils will have opportunities to: • develop the skills and confidence to join in with a group activity; • think about and understand the expectations of others; • develop independence in performing appropriate greetings; • think about and share their feelings with others; and • communicate needs in an appropriate manner.

Attitudes and Dispositions
• • • • • • • • Personal responsibility Self-confidence Curiosity Concern for others Flexibility Tolerance Respect Openness to new ideas

Progress in Learning
I am learning to: • be able to greet people; • anticipate what is going to happen next; • share my feelings; and • how to give and receive information. I am practising: • my looking and listening skills.

Thinking Skills and Personal Capabilities
Self-Management

To Be Me Let’s Get Together

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Key Question

When and where will hello time take place?
You will need:
• Music (CD/ instruments) • Cues: tablecloth, puppet, symbols, photographs, tactile objects or ‘here’ cards

Activities with this key question highlight the potential of group hello/circle time as a means of developing and consolidating communication and social-interaction skills.

Time to Say Hello

Establish a routine where the same table or area of the room is used for hello time each day – the setting-up of this area will indicate to pupils that the activity is about to begin. Place boundaries (for example bookcases or screens) around the edge of the area to give it physical structure. Position your pupils, depending on ability levels and needs, in a variety of seating arrangements. Have them sit on the floor in a circle, or on seats in an arc with the member of staff who is leading seated at the front. Alternatively, have the session at a round table or around a set of square tables to help anchor and focus your pupils. Have other members of staff sit alongside or behind pupils depending on the levels of prompting required – this will be individual to each group and you may need to trial different seating arrangements.

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To To Be Me Lets Get Together Be Me Let’s Get Together

Thinking Skill and Personal Capability: Manage behaviour in a range of situations Cross Curricular Skills: Communication Develop confidence at being with adults and other pupils Communication Speak clearly and structure talk so that ideas can be understood by others Communication Listen to and take part in discussions and explanations

Announce the beginning of hello time by giving your pupils specific cues or prompts directing them to move toward the identified area (individual cues may be necessary). Try multi-sensory cues (for example playing a certain piece of music/instrument, turning the lights up or down or using a particular fragrance). Alternatively, set a specific tablecloth or object on the table (for example a puppet that is to be used during the activity). Have your pupils check their visual timetable and follow a verbal direction or, if appropriate,

interpret non-verbal signs, such as Makaton or pointing. Encourage them to find their own seat by locating their photograph or individual symbol, colour or tactile cue. Ensure cues are kept consistent for each pupil. Have staff or pupils place the photographs or cues on the seats in advance of hello time. Alternatively, have pupils find their seat by referencing an adult who is pointing to a particular chair number or by locating a ‘here’ card, which can be downloaded and printed from www.polkfl.net/staff/resources/ese/ documents/boardmaker/behaviorhere.pdf

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Key Question

What’s going to happen and what is expected from me?
You will need:
Resource 1: Hello Time Symbols

What’s Coming Next?

Ensure your pupils are aware of progression throughout hello time by explaining verbally what’s happening next or by following a simple visual schedule. Informing them of what is coming next and how many segments of the activity are left can help alleviate anxiety and stress. Also, ensure hello time follows the same pattern each day. See Resource 1 for examples of symbols that you could use for a hello time schedule. You can increase the number of separate activities within hello time, although ensure that pupils who can’t attend to whole group instructions are dealt with on an individual basis.

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To To Be Me Lets Get Together Be Me Let’s Get Together

Thinking Skills and Personal Capabilities: Be willing to join in Focus, sustain attention and persist with tasks Cross Curricular Skill: Communication – Listen to and take part in discussions

Share the learning intentions and success criteria with your pupils using visual means (this would be a good Assessment for Learning practice). The learning intention could be concerned with the whole of the activity (for example ‘we are learning to join in’) or a small targeted segment (for example ‘we are learning to look’ or ‘we are learning to take turns’). Likewise, success criteria may be shared with the whole group or be made more specific for individual pupils. For example, ‘sit, say hello, sing one song, say goodbye’ could be presented visually. You could also offer your pupils visual feedback by giving them a star for each part they achieve.

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Key Question

How do I greet everyone?

You will need:
Resource 2: Song Sheets A ball

The following activity is concerned with practising the social skill of using appropriate greetings.

Hello, Hello, Hello

Demonstrate to your pupils how to perform a straightforward greeting. Use a puppet to add visual impact and increase motivation (you can purchase these from any of the educational catalogues). Encourage your pupils, as individually appropriate, to imitate use of the word ‘hello’. You can also do this by performing the Makaton sign or pressing a switch that plays a recording of the word ‘hello’ (switches can be purchased online).

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To Be Be Me Lets Get Together To Me Let’s Get Together

Thinking Skills and Personal Capabilities: Be aware of personal strengths Be able to learn from demonstration and modelling Cross Curricular Skills: Communication – Adapt ways of speaking to audience and situation Communication – Use non-verbal methods to engage with the listener

Have pupils greet individuals through song. See songs one to three in Resource 2 for some ideas. Have pupils roll a ball to one another with the sender greeting the receiver. Alternatively, have them answer a roll call or song with a verbal response or a gesture. See songs four and five in Resource 2 for some ideas.

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Key Question

How do I share my feelings?
You will need:
Resource 3: Emotion Symbols • A feelings board • Photographs of pupils

Lots of work needs to be done with young pupils in the area of feelings, as some may experience difficulties in being able to identify their own emotions. Before carrying out the following activity, use home/school diaries or phone calls to find out from parents how individual pupils are feeling that day.

How Do I Feel?

Have staff model expressing how they feel by selecting a suitable visual card and explaining why or what it is that is making them feel that way. Have your pupils respond, if appropriate, to the question ‘How are you today?’ You could also pose the question through song (see song six in Resource 2). Pupils can respond by sticking a visual that represents how they feel onto a ‘feelings board’ under their photograph or vice versa. See Resource 3 for examples of visuals representing emotions.

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Thinking Skill and Personal Capability: Focus, sustain attention and persist with tasks Cross Curricular Skills: Communication Communicate information, ideas, opinions, feelings and imaginings using an expanding vocabulary Communication Use non-verbal methods to express ideas and engage with the listener

Mayer Johnson PCS Symbols © Mayer Johnson LLC contact Widgit Software www.widgit.com

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Key Question

How can I practise looking and listening?
You will need:
Resource 4: Visual Instructions • • • Musical instruments A blanket Various objects

The following activity encourages pupils to develop their listening and looking skills during hello/circle time.

Listening

Use songs that require your pupils to listen and respond (for example ‘If you’re happy and you know it’). Fade out visual/physical prompts as you progress. Play sound lotto games with your pupils (these can be purchased from educational catalogues) and imitation games (for example ‘Do this do that’ or ‘Simon says’). Explain to them that you are going to tell them to do some things, but they must listen for the word ‘go’ before they can do them. Give an instruction and wait for a few seconds before saying ‘go’ (for example ‘touch your nose…go’). Extend the game by increasing the pause before saying ‘go’ or by giving a series of instructions. Alternatively, use a particular pupil’s name instead of ‘go’ (taken from page 32 ‘Identification, Strategies and Activities for Communication in the Classroom’, Speech and Language Development Project, June 2007).

You can make links to: • The Arts (Music) by setting up a barrier and seating all of your pupils on one side of it. Gather together two identical sets of musical instruments, placing one set on each side of the barrier. Play an instrument on the other side of the barrier from your pupils and encourage them to guess which instrument is being played. Have pupils play their chosen instrument to confirm the answer (taken from page 30 ‘Identification, Strategies and Activities for Communication in the Classroom’, Speech and Language Development Project, June 2007).

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To To Be Me Lets Get Together Be Me Let’s Get Together

Thinking Skills and Personal Capabilites: Manage behaviour in a range of situations Be able to learn from demonstration and modelling Cross Curricular Skills: Communication – Use non-verbal methods to express ideas and engage with the listener Communication – Listen to and take part in discussions

Looking

Have the adult who is leading circle time wait expectantly for pupils to show that they are ready to participate (for example giving eye contact, becoming still or responding to their name). If items are to be used in the activity, hand them to pupils once they show they are ready. Encourage your pupils to follow visual instructions by modelling actions such as ‘clap hands’ and ‘touch nose’. See Resource 4 for examples of visual instructions. Play ‘Kim’s Game’ with your pupils. The name of this game is derived from Rudyard Kipling’s novel ‘Kim’. The game is used to develop memory skills and is available online at www.en.wikipedia.org/wiki/Kim’s_Game For one version of the game, lay various objects (for example musical instruments or fruit) out on a table. Give your pupils a few moments to study them. Then cover the objects with a blanket.
To Be Me Let’s Get Together

Take away the blanket and with it carefully remove one object (this must be kept hidden). Ask your pupils to indicate which object has gone, either by verbally answering a direct question or selecting the correct symbol or photo. Choose a ‘captain’ (a member of staff at first). Explain to your pupils that they have to watch the captain carefully and that the captain is not allowed to talk. Have your pupils salute the captain whenever he or she looks at them. After a few demonstrations, pupils can take turns at being the captain (taken from page 113 ‘Identification, Strategies and Activities for Communication in the Classroom’, Speech and Language Development Project, June 2007). Consider taking a video of your pupils engaged in the looking games, and use this afterwards as a self-reflection and feedback tool.

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Key Question

How can I give and receive information?
You will need:
Resource 2: Song Sheets Resource 5: Weather Symbols Resource 6: Food and Activity Symbols Multi-sensory inputs

Talking About the Weather

Encourage your pupils to respond to questions about the weather. Responses can be verbal, performing a Makaton sign or choosing the correct visual or photograph, as appropriate for each pupil. See Resource 5 for examples of weather symbols that can be used in this activity. Use multi-sensory input to reinforce that an answer is correct or to give prompts. Ideas include using a hand-held fan on windy days, spraying a small amount of water on rainy days or feeling a hot water bottle on hot days. You can provide your pupils with ICT experiences by accessing the Switch-It weather programme, available on C2K. Encourage your pupils to indicate which weather scenario they are experiencing that day.

Talking About Our Day

You can make links to: • Mathematics and Numeracy by using the symbols in chart. Place the weather symbols on the horizontal axis and encourage pupils to add a coloured block above the appropriate symbol each day. Discussions around this chart can then be used to consolidate counting skills and time vocabulary; and • The World Around Us by extending discussions to cover what clothes are suitable for each day’s weather (choosing from dolls’ clothes, pictures or real clothes).

Encourage your pupils to respond to questions about the day. In addition to answering verbally or with sign language, have pupils move a pointer to the correct day on a classroom chart displaying the days of the week. Have your pupils answer questions about the plan for the day, making reference to a visual timetable as required. You can also use Song 7 in Resource 2 as part of this activity. For a range of simple ‘days of the week’ printable labels, scroll down the list at www. earlylearningactivities.com/printables.html

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To To Be Me Lets Get Together Be Me Let’s Get Together

Thinking Skill and Personal Capability: Manage behaviour in a range of situations Cross Curricular Skills: Communication – Communicate information, ideas, opinions, feelings and imaginings using an expanding vocabulary Communication – Read a range of texts for information, ideas and enjoyment Using ICT – Access and manage data and information Using Mathematics – Read, interpret, organise and present information in mathematical formats

You can make links to: • The World Around Us (History) by encouraging pupils to recall their own news and, later, answer questions about the news given by others (as appropriate to the functioning level of each pupil). Information such as what the pupil ate for dinner or what game they played on a certain day could be gleaned from home, via home/ school diaries or recall folders. To add visual structure and support to this activity, consider displaying a photograph of each pupil on a board. Encourage them to choose a symbol or photograph from a selection (for example food, outings) and stick it beside their photo. Once everyone has had their turn, further questions such as ‘What did Sara eat last night?’ or ‘Who had chips for tea?’ could be asked, using the board as a visual reference. Some pupils may be able to recall the correct answers even when the board is covered up. See Resource 6 for examples of symbols that you could use.

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Hello Time Symbols

Resource 1

hello

feelings

weather
Mayer Johnson PCS Symbols © Mayer Johnson LLC contact Widgit Software www.widgit.com

day

news

singing
To Be Me Let’s Get Together

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Song Sheets

Resource 2

Song 2
Ah, La, La, La Shake a friend’s hand Shake a hand next to you, Shake a friend’s hand and sing along. Shake a friend’s hand Shake a hand next to you, Shake a friend’s hand and sing, sing A-la la la, la la, la-le-lu-ia La la la la, la-le-lu-ia. La la la la, la la, la-le-lu-ia La la la la, la le, le-lu-ia. Verse 2. Hug a friend’s neck … Verse 3. Squeeze a friend’s knee … Verse 4. Scratch a friend’s back … http://www.higherpraise.com/Lyrics4/ AhLaLaLa.htm ©1978, C.A. Music Words and Music by David Graham

Song 1
(To the tune: My Hat it Has Three Corners) Let’s say hello to Jamey, Let’s say hello to Ruth, Let’s say hello to Suresh, They’re welcome here today. Sit in your circle and welcome each child in turn. Change the words to incorporate actions if you like: Let’s wave hello to Christine … We’ll clap our hands for Dorothy… From ‘Bobby Shaftoe, clap your hands’ by Sue Nicholls, A&C Black

Song 3

(To the tune: Here We Go Round the Mulberry Bush) This is the way we say hello, Say hello, say hello. This is the way we say hello, Say hello to Peter.

Song 4

(To the tune: One Little, Two Little, Three Little Indians) Where oh where oh where is Sara? Where oh where oh where is Sara? Where oh where oh where is Sara? Where can Sara be? Gently cover the pupil with a blanket, or wave it in front of them, and remove with gusto at the end of the song!

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Song Sheets

Resource 2

Song 5
(To the tune: Are You Sleeping) Where is Sara? Where is Sara? Is she here? Is she here? Where is she sitting? Where is she sitting? There she is. There she is.

Song 6
(To the tune: Skip to My Lou) Hello, how are you? Hello, how are you? Hello, how are you? How do you feel this morning?

Song 7
(To the tune: We Wish You a Merry Christmas) We wish you a happy Monday, We wish you a happy Monday, We wish you a happy Monday, All day long!

Song 8
Hickory Dickory Dock Hickory Dickory Dock The mouse ran up the clock The clock struck one (one clap) The mouse ran down Hickory Dickory Dock Hickory Dickory Dock The mouse ran up the clock The clock struck two (two claps) The mouse said ‘boo’ (cover and uncover face) Hickory Dickory Dock Hickory Dickory Dock The mouse ran up the clock The clock struck three (three claps) The mouse said ‘whee’ (raise hands in excitement) Hickory Dickory Dock Hickory Dickory Dock The mouse ran up the clock The clock struck four (four claps) The mouse said ‘no more’ (cover ears) Hickory Dickory Dock

Song 9
Five Currant Buns Five currant buns in the baker’s shop Round and fat with a cherry on the top Along came Sara with a penny one day Bought a currant bun and took it away Then Four…three…two…one

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To Be Me Let’s Get Together

Song Sheets

Resource 2

Song 10
Five Little Speckled Frogs Five little speckled frogs, sat on a speckled log Eating some most delicious bugs (yum, yum) One jumped into the pool, where it was nice and cool Then there were four green speckled frogs (glub, glub) Then Four…three…two…one

Song 11
(To the tune: Here We Go Looby Loo) Musical box goes round, musical box goes round, Musical box goes round and round, What will it tell you to play? Musical box goes round, musical box goes round, Musical box goes round and round, That’s what it told you to play. From ‘Bobby Shaftoe, Clap Your Hands’ by Sue Nicholls, A&C Black

Song 12
(To the tune: Skip to My Lou) Wave goodbye, it’s time to go Wave goodbye, it’s time to go Wave goodbye, it’s time to go We’ll see you again tomorrow.

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Emotion Symbols

Resource 3

happy

sad

tired

angry

Mayer Johnson PCS Symbols © Mayer Johnson LLC contact Widgit Software www.widgit.com

hungry

sick

worried

afraid
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Visual Instructions

Resource 4

clap hands

touch

nose

touch

ear

wave
Mayer Johnson PCS Symbols © Mayer Johnson LLC contact Widgit Software www.widgit.com

point finger
To Be Me Let’s Get Together

blink

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Weather Symbols

Resource 5

sunny

raining

snowing
Mayer Johnson PCS Symbols © Mayer Johnson LLC contact Widgit Software www.widgit.com

windy

cloudy

icy
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Food and Activity Symbols

Resource 6

chips

sandwich

burger

vegetables

pie

pizza

Mayer Johnson PCS Symbols © Mayer Johnson LLC contact Widgit Software www.widgit.com

park

beach

cafe

shopping
To Be Me Let’s Get Together

tv

computer

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A CCEA Publication © 2009