Long-term thematic planning

To ensure cross-curricular learning and engagement, Chris’ school adapts a thematic approach in planning. The themes are differentiated for the primary and post-primary classes across the school, with post-primary themes selected to incorporate junior cycle topics. This allows for shared learning between classes during mixed activities. At a class level, all students can enjoy and experience many of the same lessons as a group while working at an individual progression pathway with personalised targets.

Each theme lasts for half a term, allowing adequate time for learners to become familiar with the theme and demonstrate potential progression in their learning. When relevant learning outcomes have been selected for Chris, the class teacher allocates these to the most relevant half-term according to progression, need and relevance to the theme. For example, LO 3.18 ‘Participate in making healthy snacks’ fits well with the school theme ‘Healthy living’ in January. The following table shows a snapshot example of thematic planning for Chris from January-June.

 

PLU 3: Personal care and wellbeing

 

January-February

February-March

April-May

May-June

Theme:

Healthy living

Celebrations

This is me

Summer holidays

Self-awareness

LO

  1. Demonstrate awareness of their own abilities and skills such as self-help skills or kindness to others

3.1 Demonstrate awareness of their own body

  1. Recognise their own features as being unique to them
  1. Show awareness of self in the immediate and/or wider environment

PM

Responding

Responding

Attending

Responding/Initiating

EA

Encouragement of self-help skills: hygiene sensory trays

Exploring music and dance from different cultural celebrations

 

1:1 partner mirror-play

Sensory exploration of environments on visits to parks, beach and local area

Personal care and hygiene

LO

  1. Participate in personal care routines

3.9 Make choices related to personal care

3.9 Make choices related to personal care

  1. Co-operate with adults who provide daily support

PM

Responding

Responding

Responding/Initiating

Generalising

EA

Supported participation in toothbrushing, hair brushing and face washing during hygiene sensory tray activity

Demonstrating consistent preference for a flavour of toothpaste—lots of visual exposure to each tube

Begin to express preference for toothpaste flavour with eye pointing

Co-operating with adults during personal care tasks in various environments during class visits

Food and nutrition

LO

  1. Participate in making healthy snacks

 

  1. Use the senses to explore different types of foods
  1.  Show preferences for foods

 

  1. Participate in preparing food

PM

Attending

Responding

Responding

Attending/Responding

EA

Weekly cooking lessons: smoothies, soup, stir fries, fruit salads, porridge bars etc.

Feeling, smelling, tasting, making  foods related to themed cultural celebrations

Explore and record favourite foods as part of creating ‘This is me’ book

Participate in preparing picnic foods to take on class visits

 

                                Key: LO—Learning outcome PM—Progression pathway  EA—Example