To take turns with an - Choose a turn taking activity that has quick Achieved To take turns with adult during a simple and clear turns. Start off with Joe waiting for Joe has enjoyed participating in turn taking another child, turn taking activity roughly 10 seconds for his turn building up to activities with a familiar adult. He initially supported by an indicating on 4/5 30 seconds. Ensure that it is clear when the needed a high level of support to understand adult, indicating on occasions whose turn it turn has finished and passes to the next whose turn it was next and when he needed 4/5 occasions is. persons. Try activities such as the click clack to wait. Joe is now able to say on the whose turn it is. track, fishing game, rolling a ball down a tube. majority of occasions (at least 4/5) whose - Ensure the activity is motivating. turn it is. He will sometimes indicate this - Consider when to do the activity – when Joe verbally and at other times through gesture is most alert and able to concentrate. i.e. pointing. Joe worked best near to the - Consider where to do the activity – in a reading area of the classroom which was distraction free area. quieter. - Use gesture and sign initially to indicate whose turn it is and when he needs to wait. - Use Joe’s reward chart to acknowledge and reward good waiting / turn taking. - Ask Joe ‘whose turn is it?’ varying the occasions when it is his turn or the adult’s turn. Review date:
To take turns with an adult during a simple turn taking activity indicating on 4/5 occasions whose turn it is. - Choose a turn taking activity that has quick and clear turns. Start off with Joe waiting for roughly 10 seconds for his turn building up to 30 seconds. Ensure that it is clear when the turn has finished and passes to the next persons. Try activities such as the click clack track, fishing game, rolling a ball down a tube. - Ensure the activity is motivating. - Consider when to do the activity – when Joe is most alert and able to concentrate. - Consider where to do the activity – in a distraction free area. - Use gesture and sign initially to indicate whose turn it is and when he needs to wait. - Use Joe’s reward chart to acknowledge and reward good waiting / turn taking. - Ask Joe ‘whose turn is it?’ varying the occasions when it is his turn or the adult’s turn. Achieved Joe has enjoyed participating in turn taking activities with a familiar adult. He initially needed a high level of support to understand whose turn it was next and when he needed to wait. Joe is now able to say on the majority of occasions (at least 4/5) whose turn it is. He will sometimes indicate this verbally and at other times through gesture i.e. pointing. Joe worked best near to the reading area of the classroom which was quieter. To take turns with another child, supported by an adult, indicating on 4/5 occasions whose turn it is. Review date:
EXAMPLE-Learning-Plan-for-Early-Years-Pupil-with-SEND-updated.docx