After personalised targets are created for all students, cross-curricular activities are then designed that may incorporate teaching and learning for 2 or 3 targets at the same time. Activities are designed to incorporate the student’s interests and are often linked to the theme for the half term, but only where this is beneficial in meeting the student’s learning styles and needs. The activities are planned, tracked and assessed on a document called a ‘Cross Curricular Learning Record’. Some examples of planning using cross curricular learning records created for Chris can be found in the following pages.
Examples of Cross Curricular Learning Records
Personal care and wellbeing
Food and nutrition
3.18 Participate in making healthy snacks
Features of Quality 1
Chris will experience tasting, feeling and smelling a variety of fruits and vegetables used to make various healthy snacks over the half term. He will be supported (hand-over-hand) to briefly stir or mash ingredients in a bowl. Chris will be encouraged to participate in using electrical equipment, such as the blender using a switch control (switch held near to hand).
Communication, language and literacy
Features of Quality 2
Chris will visually attend to the familiar photograph (for a minimum of 3 seconds) for ‘cooking’ immediately before the activity starts and again immediately after it has started. During the cooking activity, Chris will visually attend to a photograph of ingredients held next to the actual item as he is feeling, tasting and exploring them.
Exploring and using
1.14 Clearly indicate preferred object and/or activities and refuse non-preferred items
Features of Quality 3
Chris will demonstrate consistency in his food preferences when offered the same items on four or more occasions by accepting and tasting the food item or pushing it away.
Physio ball bouncing
Developing communicative relationships
1.6 Initiate communication with a familiar adult and peers
Chris will press a BIGmack switch to request ‘more bounces’ with some verbal and pointing prompts.
3.24 Use the body to have an effect on objects in the environment
Chris will walk to the BIGmack switch (placed around 2 metres from him) and press it to request support to bounce on the ball.
Developing number sense
2.13 Participate in counting activities
Chris will demonstrate some recognition/familiarity with hearing the sequence 1-10 counted out loud by beginning to take back some of his own weight by the nineth or tenth count, showing awareness that the bounces are almost finished. He will do this 6 times out of 10.
Verbal and physical prompts (holding switch) initially, faded to reduced physical prompts (pointing to switch).
Full support on physio ball (holding hands to facilitate bounces to 10).
End-of-day reflection circle time and routine
Pattern and sequence
2.10 Engage with language, objects, symbols, signs and stimuli associated with ordering and sequencing which forms part of the student’s daily routine
Chris will be encouraged to demonstrate his understanding of the end of day routine by meeting Audrey next to the door to put his coat on during/at the end of the final circle time song. Chris will come to the door following visual and auditory prompts 6 times out of 10.
2.26 Engage with language, objects, symbols, signs, stimuli or activities associated with times of the day and/or days of the week
Chris will demonstrate his understanding of the meaning of the end of day song after circle time by moving independently towards the door 3 times out of 5.
5.20 Show an awareness of being part of an audience
Chris will visually attend to the majority of reflection videos of his own work as part of an audience during celebration assemblies and daily circle times. He will be supported to become aware of his peers around him and the praise they are offering him for his achievements through 1:1 support.
Chris will participate in the end-of-day routine the majority of the time. He will sit for part of circle time in his allocated seat. During reflection time Chris will attend to videos of his work visually and demonstrate a positive response (smiling, squealing) with clapping and praise. When he hears the going-home song, Chris will be supported by verbal, musical and some physical (Audrey standing in place) prompts to move to the door, be supported to put his coat on and then wait at the door/demonstrate his understanding that we are leaving soon.
Auditory prompts—end of day routine songs played in order
Verbal—Chris will be called to circle time/for his coat
Physical – if Chris does not move independently, he will be prompted by an adult telling him what is happening, giving him a count from 1-3 then taking both hands to help him up.
Thematic sensory trays—Theme: Healthy living
1.12 Show signs of anticipating next steps in a familiar activity when presented with a stimulus
Chris will demonstrate his understanding of the next steps during weekly ‘hygiene’ lessons by consistently communicating his likes and dislikes for the various items (e.g. pushing un-preferred item away when it is shown/walking away from learning).
1.19 Express interests and opinions through a range of verbal or non-verbal communication methods
Chris will consistently communicate his likes and dislikes for the various items (e.g. pushing un-preferred item away when it is shown/walking away from learning) explored during weekly hygiene lessons.
Personal care and hygiene
3.4 Demonstrate awareness of their own abilities and skills such as self-help skills or kindness to others
3.7 Participate in personal care routines
Chris will tolerate being supported to have his teeth and hair brushed, and his face and hands washed. Chris will look in the mirror during this activity, attending for a minimum of 10 seconds and will be encouraged to participate with hand-over-hand support for brief moments in each activity.
During weekly ‘hygiene’ lessons, Chris will be supported to wash his hands and face; brush his hair and teeth; look at himself in the mirror and experience men’s deodorant. Each activity will be introduced one at a time, with photographs alongside the objects. The brushing / washing will go on for the duration of a familiar song unless Chris indicates he would like the activity to stop.
1:1 support throughout the activity.
Hand-over-hand as tolerated.