Secondary Update

We hope that you are all able to enjoy some of the lovely weather we’ve been having. We’ve enjoyed hearing from you through replies to our e-mails. Please keep replying and do get in touch if there is anything further we can do to support.

Some ideas that have been shared with classes may be of interest to other families. Have a look below:


Making Natural Paints (Room 16)

Step 1 – collect items when out on a walk, in the garden or in the kitchen

Step 2  – make the paints

Step 3  – paint!

There are several websites with different ideas for what to use.  These are the websites Jenny looked at for inspiration:

Twinkl – mud paint

Activity Village –

Recycle Nation  –

Jenny had a trial run with her kids yesterday.  They think they added too much water.  So they collected up loads of old calpol syringes from the kitchen drawer and had fun in the garden (remember to take in the washing first!).  If you use less water, you can paint with a brush, like water colours.  It was great fun, very sensory (smell, touch, sound, physical) and as it had 3 steps, it became a project to revisit throughout the day. Best of all it was free and used what they had in the house and what they found on their walk.  You can also use food colouring if you prefer.

As with any painting activity, be aware that this may stain fabrics.


Ideas from Room 15

Below are some ideas for families wanting to do “school” activities with their children – if any of these ideas look good to you, give them a go!  Equally, if this isn’t what your child is needing just now please don’t put pressure on yourself or them to complete this.  Let me know if you have any particular learning requests for future weeks.

Information about how to do each activity is underneath.


 Literacy – Let’s share our likes and dislikes.

There are lots of ways to talk about what we like or don’t like – perhaps the most useful is for us to frequently share both likes and dislikes (some of our learners worry about sharing dislikes, so it helps to see us talking about likes and dislikes).  Please use the child’s communication system (e.g. PODD, PIXON, TouchChat).

One way to share likes, dislikes (and everything in-between) is a talking mat inspired activity.  I’ve popped together a video for how you might do this ( ), and if you’re keen, this could go towards your ASDAN Transition Challenge Citizenship unit, if you want to send a photo and/or a wee sentence I’ll pop it into your evidence folder.


Numeracy and mathematics – Applying money skills.

We’ve been looking at recognising one coin – let’s continue to apply that skill (and maybe refresh our memories after a wee holiday!).  I’ve shared with our class a symbol food shopping list for learners to use (and a template you could use them on can be found here: ), but you can use whatever resources you have at home – perhaps packaging to recreate a food shop, maybe books to make a book shop, clothes to make a clothes store or toys to make a toy shop.

When your child has found the items on their list, ask them to pay for it with the coin they have been working to recognise.  Don’t worry if your child “buys” an expensive item with a 1p coin, it’s the skill rather than the realism that matters!


Alternative option (for learners not using coins): Play music and dance with your child.  Pause at different points and ask your child “More?  Or Finished?” (encouraging signing, use of communication device or personal signifiers as your child requires).


Bonus Easter activity – if you haven’t already, you might want to try an egg hunt.  You could give clues with directional language (up, down, left, right, near, far), talk about the colour of eggs, how big they are, how many there are – there’s lots of maths hiding in an egg hunt!


Health and wellbeing –can you try two different activities and show which you liked the most?  Ideas could include listening to music, watching a movie, playing a ball game, playing a card or board game – you choose! This could link to your ASDAN recreation work if you’re very keen – a photo and/or wee sentence about what you’ve done could be added to your evidence folder if you’d like to share one.


Physical activity – quite a few of our class enjoy Kidz Bop, so I’m sharing a video here you might want to dance along to together (and there are many more on their channel if you’re interested in more).  You might try to copy the moves or enjoy freestyle dance – enjoy!


Social studies – I’m not suggesting anything for this week, as if you’re doing the shopping role play above you’re already learning about how shops provide us with what we need in our daily lives.


Technology – Can you activate your preferred choice from the song PowerPoint from before the holidays (you can find it here if you need – ) yourself?  (With physical help as required).  Can you tap a touch screen or click a mouse positioned over your chosen song?  This can contribute to your ASDAN ICT work if you’re super keen – take a photo and/or write a wee sentence about what you have done and we’ll pop it in your folder.


Science – Spring sensory profile.

We’ve looked at some of the features of spring already (weather and flowers), let’s build our understanding of the season with more sensory work.

What can you see?  (The sun?  Flowers?  Leaves coming out on the trees?)  What can you feel? (The breeze?  Lighter clothing with warmer weather?  The warmth of the sun?)  What can you hear? (Birds or other animals?)  What can you smell?  (Flowers?  Spring foods?)  What can you taste?  (Spring foods might include carrots, mint, lettuce greens, peas.)


Expressive arts – Can you sing / sign along to “Try Everything”? Can you dance to the music?


Additional suggestion – Let’s “try everything” with an art version of Simon Says!  (This might get messy depending on the activity you choose!)

Choose any art activity that engages and you have the resources for.  Using your child’s communication system (being mindful to not take it from them!), take turns to give a simple instruction – e.g. if I was painting I might instruct a colour or where to paint (or both!).  If your child is less familiar with the instruction, you might start with a small range of instructions to keep it simple.  It might be one or both of you that creates their own piece of art, but whoever is taking part MUST “try everything” that is instructed with the communication system.  Once understanding is evident, you might have some fun with silly instructions!


RME – sharing.

Using a preferred toy or resource of your child’s, take turns using it to encourage your child to understand how to share.  (If your child is very new to learning how to share, please start with something they can happily part with for a short time so that sharing does not become a negative experience.)



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