https://www.gov.scot/publications/coronavirus-covid-19-protection-levels/pages/protection-level-4/#history (last viewed 20/12 @7:50pm)
We used this for our S1s today to find out how they feel they are settling in. We wouldn’t have been able to get this type of information from them otherwise. Sometimes asking pupils how they are getting on can result in the shutdown of “fine.”, to help, we have created this to give options on answers and to help break down the whole “How are you settling in?”. This could also be used for pupils who have moved schools.
Christmas can be a tricky time- the changes of routine, the sensory changes and the gift exchange amongst many other things.
To help we are making some activities that can be completed at home or at school.
We used this alongside our emotions book.
Using a calendar can help prepare for big transitional times. You can write or draw on the blank squares to show what may be happening/where you may be going/who may be coming for a (physically distanced) visit etc.
*** UPDATE ***
We have updated our information based on the latest Scottish Government guidance. This can be found on this link – https://www.gov.scot/publications/coronavirus-covid-19-guidance-for-festive-period/(last viewed 16/12/20 @20:45pm)
https://www.gov.scot/publications/coronavirus-covid-19-guidance-for-festive-period/ (last viewed 8/12/20 @8:40pm)
In line with updated guidance, we have created some visuals based on this to help explain the bubbles.
We have created a visual that can be personalised. You can write/draw on these to show who will be in your bubble and where you may be going.
Motivating pupils for work tasks can be tricky. Some of our young people find it difficult to work, if they do not see the purpose. This can be okay and manageable at time, but at other times, this motivation to work on things they find uninteresting or lacking in purpose for them at this stage of their life, can be difficult.
To help, we use the motivation boards. We have attached some examples of what they may look like. The best ones are ones based on the pupil’s interest. We use pictures of things such as books, custard creams, favourite TV character, an image of an iPAd etc. These work best when completed individualised.
We use this for all pupils, but our target audience are pupils who are appearing to “opt out” of work tasks. It is important to recognise the pupil’s achievement. We have included an example of what we may give out jigsaw pieces for. This is deliberately rather vague as on some days, depending on how the young person is feeling, it may be enough of a challenge for them to even be in the room so if they are having a particularly challenging time, doing one task may be using up as much energy -emotionally and mentally- as it would on another day to do 5 tasks.
We need to meet them where they are at that moment.
THIS SHOULD NEVER BE USED AS A BEHAVIOUR CHART. Pieces only get removed once they have completed their jigsaw and have been given their choosing time. NEVER remove for behaviour, as this is NOT a positive/negative reward system. It is to help motivate and give a purpose to something. This focus is solely on motivation therefore to use it for motivation and behaviour gives less opportunity for achieving success.
We cut the coloured sheet in the shape of the picture then cut it into pieces. We laminate both colour and black and white sheet. Then use velcro to attach the pieces. We also attach an envelope to the bottom of the page with the coloured pieces so that the young person has access to it.