Cross curricular learning records

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

 

Healthy snacks

PLU

Personal care and wellbeing

Element

Food and nutrition

Learning outcome

3.18 Participate in making healthy snacks

Progression pathway

Attending/Responding

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).

PLU

Communication, language and literacy

Element

Understanding

Learning outcome

  1. Attend and respond to increased vocabulary in text

pathway

Acquiring

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.

PLU

Communication, language and literacy

Element

Exploring and using

Learning outcome

1.14 Clearly indicate preferred object and/or activities and refuse non-preferred items

Progression pathway

Responding

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.

Activity

  • Chris will be shown the photograph for ‘cooking’ and told ‘cooking time’ before he is supported to put on a plastic apron.
  • When the cooking items are all out on the table and the activity is beginning, Chris will be shown the cooking photograph again and encouraged to come to the table. If he refuses, then a bowl and appropriate equipment will be brought to his location.
  • The teacher will introduce each ingredient to the group one at a time.
  • Chris will be given a small piece of each ingredient as they are introduced.
  • He will be supported to feel, smell, look at and eat the ingredients (preferences to be noted).
  • Chris will be supported with each part of the cooking process with hand-over-hand support or switch access as appropriate.
  • At the end of the activity Chris will be shown the sign for ‘finished’, his apron will be removed, and he will be shown the photograph for the next activity

Support level

  • 1:1 support throughout for engagement.
  • Hand-over-hand support for cookery skills.
  • Physical prompting (holding loaded spoon/item out towards Chris) for food exploration.
 

 

 

 

Physio ball bouncing

PLU

Communication, language and literacy

Element

Developing communicative relationships

Learning outcome

1.6 Initiate communication with a familiar adult and peers

Progression pathway

Responding/Initiating

Features of Quality 1

Chris will press a BIGmack switch to request ‘more bounces’ with some verbal and pointing prompts.

PLU

Personal care and wellbeing

Element

Physical wellbeing

Learning outcome

3.24 Use the body to have an effect on objects in the environment

Progression pathway

Initiating

Features of Quality 2

Chris will walk to the BIGmack switch (placed around 2 metres from him) and press it to request support to bounce on the ball.

PLU

Numeracy

Element

Developing number sense

Learning outcome

2.13 Participate in counting activities

Progression pathway

Attending/Responding

Features of Quality 3

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.

Activity

  • Chris will be shown the physio ball photograph and told, ‘Bouncing time Chris’.
  • The teacher will collect the ball and place it around 2/3 metres away from Chris.
  • Initially Chris will be supported to have 10 bounces on the ball when he approaches it, without making a formal request.
  • When Chris approaches the ball again for more bounces the teacher will hold up the BIGmack switch (with a symbol for ‘more’ on top) to draw Chris’ attention to it while the teacher says, ‘Press for more bounces’.
  • The teacher will repeat this verbal prompt and will point to the switch from a distance of around 1 metre.
  • When Chris presses the switch he will be immediately rewarded with 10 more bounces on the physio ball.
  • The process will be repeated with the teacher increasing her distance from the switch each time and fading verbal prompts.

Support level

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

PLU

Numeracy

Element

Pattern and sequence

Learning outcome

2.10 Engage with language, objects, symbols, signs and stimuli associated with ordering and sequencing which forms part of the student’s daily routine

Progression pathway

Responding

Features of Quality 1

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.

PLU

Numeracy

Element

Time

Learning outcome

2.26 Engage with language, objects, symbols, signs, stimuli or activities associated with times of the day and/or days of the week

Progression pathway

Responding

Features of Quality 2

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.

PLU

The arts

Element

Drama

Learning outcome

5.20 Show an awareness of being part of an audience

Progression pathway

Responding/Initiating

Features of Quality 3

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.

Activity

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.

Support level

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

PLU

Communication, language and literacy

Element

Understanding

Learning outcome

1.12 Show signs of anticipating next steps in a familiar activity when presented with a stimulus

Progression pathway

Responding

Features of Quality 1

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).

PLU

Communication, language and literacy

Element

Exploring and using

Learning outcome

1.19 Express interests and opinions through a range of verbal or non-verbal communication methods

Progression pathway

Responding

Features of Quality 2

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.

PLU

Personal care and wellbeing

Elements

Self awareness

Personal care and hygiene

Learning outcomes

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

Progression pathway

Responding

Features of Quality 3

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.

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.

Support level

1:1 support throughout the activity.

Hand-over-hand as tolerated.