RE Resources Summer 1
Resource: Music - Let My People Go, Louis Armstrong
Resource: Music - You'll Never Walk Alone, Nina Simone
Resource: Meditation - Swirling (go Noodle)
Resource: Meditation Chant, Tātou te horomoana
Resource: Meditation Chant, Vuelie
Resource: Meditation Chant, Tantum Ergo Sacramento
Resource: Meditation - Jewish Chant
Resource: Meditation - Islamic Call to Prayer
RE 'Spirtuality' - Summer 1 (P-Group)
This term we are exploring Spirituality. We will be looking at Meditation, Labyrinths and Reflection, accessing these through tactile, auditory and visual stimuli.
R.E. Engagement & Senosry Curriculum - Introduction
Lesson Intent
These lessons stimulate student learning by accessing elements of Religious Education through a multi-sensory experience and approach. Suitable for learners working Step1-7, it can also be used with learners working at Step 8 as a bridge to more formal learning and engagement. Each lesson encourages early independence skills, in particular choice making, supporting learners to develop their ability to communicate preferences. Learners are also be developing early cognition skills
Lesson Implimentation
The nature of the Engagement Curriculum means that students are delivered the same lesson over a 5 or 6 week period, with only minor alterations in delivery or presentation of resources, in response to student learning. It is expected that students will demonstrate learning through anticipation, consistent responses and through communicating choices. In order to monitor this and allow students to develop these skills lessons follow the format below;
- Week 1 – Introduction | Assessment
- Week 2/3 – Familiarisation
- Weeks 3/4-5 -Consolidation and Extension
- Week 6 – Assessment
Lesson - Spirituality
To cue learners into our RE lessons we use the music track below (Fields of Gold by Eva Cassidy) whilst handing around a lit candle (we also dim the lights and display a lit candle on our IWB)
W.A.L.T. To experience different forms of spirituality through tactile, auditory and visual stimuli developing how we use these to explore the world around us
Labyrinths
A labyrinth is a meandering path, often following a spiraling path leading to a central point. They are used for personal and spiritual reflection. When exploring a labyrinth remove all other stimuli or distractions to allow the student to focus. Many labyrinths include prayer or meditation stations.
We can explore labyrinth patterns in a number of different ways.
- Draw a labyrinth in some sand with your finger. You can also do this using a light box so that the light shines through the labyrinth pattern
- Create a bumpy labyrinth and explore it using your fingers. Making a bumpy labyrinth – draw your own or print off one of the finger labyrinths provided then either build up the lines using PVA glue, once dry theses should be raised lines) or glue string to the lines
- Using chalk or rope draw a labyrinth in your garden then navigate around it
Meditation
Meditation is used to help focus thoughts. Usually this involves focusing on one particular action (Breathing) or thought (particular verses from the Bible or Torah).
Sensory resources and meditation activities
- Follow along with the video below. Additional videos can be accessed through the links – support your student with any movements
- Bubbles, blow these or use a bubble fan to create a stream of floating bubbles – encourage your student to watch these as they float around them
- Listen to various different types of chants (Gregorian, Buddhist,Tribal, Jewish)
Resource: Meditation Activity - Swirling (Go Noodle)
Resource: Meditation Activity - Rainbow Breath (Go Noodle)
Reflection
Religious followers use reflection to consider their experiences. This may be a particular incident or experience, or may just be taking time to appreciate the moment they are in. Many Spirituals are written to encourage reflection – both remember and encourage others to learn their own and other’s experiences.
Sensory resources and activities to help support learning about reflection
- Listen to some Spirituals (see the video below, I have also provided links to others)
- Go for a walk, encourage your student to notice the new leaves on the trees, the flowers coming into bud and to listen for sound of nature
- If you are unable to get outside, bring the outside in – use the video provided to listen to the sounds of nature, collect items such as leaves and flowers which your student can explore at the same time
Choice Making | Independent Learning
Students are offered the opportunity to choose and explore their favourite resources further
Concluding the lesson
What have you done well
This is an opportunity to share successes and celebrate progress made during the lesson. This can be in the form of staff or peer communication or by showing video of learners achievements recorded during the lesson.
The lesson then ends with another song (Eva Cassidy, Autumn Leaves) during which students are given time to independently reflect or rest
Resource: More & Stop Symbol Sheet
Intent
English lessons support early communication and language development skills through a range of sensory experiences. These experiences provide opportunities for learning utilising repetition and overlearning.
Implementation
The nature of these lessons means that students are delivered the same lesson over a term with minor alterations in delivery or presentation in response to student learning. It is expected that students will demonstrate learning through anticipation, consistent responses and by communicating choices.
Communication will look different for each learner. During P-Group lessons we are watching for the following, accepting or rejecting a stimulus through their method of affective communication – for example turning toward a stimuli, smiling, moving fingers. Selecting preferred stimulus (from no more than two) again through their preferred method of communication – for example eye-pointing, gestures, vocalising, switch activation. Describing stimulus – using given options (no more than two) on an eye-gaze, symbols or switches.
Climbing My Grandfather by Andrew Waterhouse
Summer 2’s creative curriculum theme is Explorers, we are using a KS4 poem Climbing My Grandfather by Andrew Waterhouse as our text. In class we would use this poem and explore it in a similar way to a sensory story. Rather than condensing it down we will use the complete text. The steps below aim to replicate in some way how this would be delivered within a classroom setting, whilst taking account of the limitations of home and resources available.
Resources you will need for this lesson:
- a leather shoe | piece of leather (faux-leather)
- two pieces of contrasting cloth e.g. tweed and cotton
- a belt buckle
- the seam on a pair of jeans
- video of blinking eye (one is provided below)
- your own hair (still attached to your head) | furry toy | furry material
- heart beat sound effect (one is provided further down the page) | alternatively you can tap on your students chest (or do both simultaneously)
Start by listening or reading the full text of the poem through a couple of times. This helps students to relax and cues them into the lesson. You can also provide an object of reference such as a book and support your student to explore it’s form. There is a link to the full text below, or if you prefer to listen to someone else read the poem then you can use the video (ignore the visual notes, we are using for the audio only)
Link to the Full Poem Climbing My Grandfather on the BBC Bitesize site
Now re-read the poem Climbing My Grandfather in sections. As you reach each section read the text, pause, and explore the suggested resource, in the suggested manner.
Lines 1&2. Support your child to explore the texture and shape of the shoe. Look for responses – these could be eye-movement, head movement, moving figures in response to stimuli. If you wish to explore the resource further you could listen to the sound it makes when it ‘walks’ on the ground.
Lines 3-5. Support your child to explore the different textures. Offer one material and explore it before then offer the second different material. Note down how your child responds to each, does it seem like they have a preference? Now offer both materials (you may need to prompt or cue via touch) and see if they choose one over the other – choices may be demonstrated through eye-pointing, head movement, vocalisation in response to questions, or by grabbing their preferred/pushing away less favoured.
Lines 6-9. Support you child to explore the different materials of the belt feel. Note down their responses.
Lines 10-12. Support your child to explore the seam along the jeans. Note down their responses.
Lines 13-17. Try to mimic the pulling up movement the author describes. Movements will depend on the capability of you child, you could gently stretch their arms or support them to a full stand. You could accompany the movement with sounds associated with exertion (puffing, sighing). Ask your child if they would like to do that again – we use the words more and stop, you could try using the more and stop signs and see if you child will indicate through ‘pointing’ if they would like to repeat this activity.
Lines 18-20. Play the video below, ensure your child is positioned so they can see it clearly (this may just be noticing the light and shade). How do they respond? Repeat the video and see if the response is the same.
Lines 21-22. Support your child to explore your hair or material substitute. Try moving their hand through the hair, then try moving the hair against their skin (arm/cheek) are the responses the same or different?
Lines 23-27. Play the sound effect, a few seconds into it start to gentle tap against your child’s chest, matching the heartbeat pattern. Repeat this activity, looking for signs of anticipation – after the initial sound are they anticipating the tap against the chest.
Choice Making | Independent Exploration
Students are offered the opportunity to choose and explore their favourite resources further. You can also use this opportunity to congratulate your child on what they have done well during the lesson.
Concluding the lesson
Play the poem through again. Then allow a short period of silence before moving on to your next activity.
Alternatives
You could go through the poem using alternate resources which represent parts of a mountain and equipment for climbing, for example:
- Smooth boulders – represent easier parts of climb
- A bag with buckles
- Some rope
- Jagged rocks – to represent the scar and harder parts of climb
- Fake snow or ice – for mountaintop
- Paper fan to represent wind at top of mountain or something warm to represent the feel of sun
KS3 Drama (Summer 1)
In KS3 Dance and Drama are explored during alternate terms. The Summer 1 term is Drama.
During Summer 1 we are looking at How to use a script
Lesson 1 - What is a Script
A script is the written text of a play or film. A script includes lots of information about what will happen in the play. It includes what characters will do and say and may have a description of what they look like. A script will also tell you what the setting looks like and how the actors should move about the stage.
Independent Learners – Look at the Activity Resource ‘Features of a Play Script’. Have a go at completing the worksheet labeling these features on the script we are using ‘The Litter Gang’ (you do not have to print this out you can just tell your adult what each one is if that is easier). Now read through the script – can you explain to your adult what is happening?
Semi-independent Learners – Support your earner to read through the script ‘The Litter Gang’ or read it to them. Stop at each character line or stage direction and ask a question about or state what is happening. For example: it says here that a ‘gust of wind blows some more litter in their direction’ – what has happened? Is this someone talking or it is something that is happening?
Learners that need full support – Read the script ‘The Litter Gang’ to your learner using exaggerated voices and expression, note down their responses (keep these for next week).
Lesson 2 - Reading a Script (Voices)
Independent Learners – Use the script for ‘The Litter Gang’ to explore different voices and different expression. You can use the Activity Resource ‘Say it another way’ to help you come up with different ideas.
Semi-Independent Learners – Work through the script with your learner, you can read one line and get them to repeat it using a different emotion. Use the Activity Resource ‘Emotion Prompts’ to help you. Alternatively see if your learner can identify which emotion you are using to read the script lines.
Learners that need full support – Read the script to your learner using exaggerated voices and expression, note how they respond to each voice/emotion. Are their responses the same as last week? If your learner is mobile encourage them to take part in your retelling.
Lesson 3 - Body Language and Gestures
Independent Learners – Follow the video below, take care to listen to the descriptions given and see if you can copy each mood or emotion. Read the script ‘Rats’ Delight’. Choose one rat and see if you can come up with some different gestures which represent their character.
Semi-Independent Learners – support your learner in following the video below, you may need to pause the video and repeat the instructions given or model them in a different way. Help your learner to read the script ‘Rats’ Delight’ or read it for them. Talk to your learner about one of the Rats and develop some body language or gestures to represent them. Your learner could mime these or learn one of the lines whilst using the chosen gestures.
Learners that need full support – read the script to your learner using exaggerated voices and expression, look for consistent responses from last week (to a particular voice or emotion). Do some intensive interaction activities with your learner, ensure they can see your face and pull various expressions such as happy, sad, angry, your learner may respond with vocalisations or body movements or they may try to copy you.
Lesson 4 - Character Development
Independent Learners – Re-read the script ‘Rats’ Delight’, see if you can get a family member to read the script through with you – if not challenge yourself to play all the rates using a different voice and gestures for each. Invent a new rat character – what do they look like, how do they move, can you add some lines for them in the script?
Semi-Independent Learners – Re-visit the script and see if your learner is able to remember their part from last week.
Learners that need full support – Re-read the script to your learner using exaggerated voices and expression, look for consistent responses from last week (to a particular voice or emotion). Do some intensive interaction activities with your learner, ensure they can see your face and pull various expressions such as happy, sad, angry, your learner may respond with vocalisations or body movements or they may try to copy you.
Useful Links
Cognition
Developing cognition at early stages of learning involves sensory learning presented in a regular and methodical way. It also incudes exploring cause and effect and object permanence. The tile at the bottom of the page links to various different sensory activities you can try at home.
OakIn addition I (Mrs Pemberton) have recently been asked to deliver some Early Development lessons for the Oak National Academy which I hope will give you a bit more insight and some ideas. You can find links to week 1’s lessons by Mrs Pemberton and week 2’s lessons by Mrs Walsh to the side of the page. (The link below will take you to the specialist Numeracy page)
The Oak National Academy - Numeracy and Early Cognition
Cause and Effect
If you have access to an ipad or switch to use with your PC Help Kidz Learn has a number of activities which students can use. You need to register but will have access to 10 free activities. Activities include simple cause and effect, counting songs and stories and games.