Читать книгу 101 Inclusive and SEN Art, Design Technology and Music Lessons - Kate Bradley - Страница 29

13. Please Can I Have

Learning Objective

Emerging

Pupils choose tools or materials that are appropriate to the activity.

Additional Skills

Fine motor: using a range of tools.

Social communication: working alongside others, sharing resources.

Kinaesthetic: moving between activities.

Communication: using a sentence to request an item.

Resources

Large white paper

Tape

Aprons

Three pots of different coloured paint

Tools, e.g. paintbrushes, plastic cutlery, hairbrushes, paint rollers

Visual symbols of each of the pieces of equipment

MAIN

• Place tables together to form a shared workspace. Cover this with large sheets of paper and tape to the table. Do not place any of the art materials on the table; this activity is going to encourage the children to communicate for what they need.

• When the children join the activity, support them to put on an apron. One adult sits to the left of the table and shows the children the paints; another adult (if available) sits to the right of the table with a range of tools. Make it clear to the children that the adults have these items.

• Hand the children the set of visuals and support them to make the sentence ‘adult x I want item x’; this could read ‘Kate I want paintbrush’ or ‘Claire I want red paint’.

• Children take their visual sentence to the appropriate adult and request the items that they need to paint with.

• Children then have time to paint with the items that they have requested.

PLENARY

At the end of the session, write the name of the child on the work and leave it to dry. Encourage the children to begin to help tidy up.

CONSOLIDATION ACTIVITIES

The visual sentence supports can be used for a range of classroom activities, such as snacks or PE. Change the items to the items available for the session and the same visuals can be re-used.