To Be Me Let's Get Together

To Be MeLet’s Get Together

A CCEA Publication © 2009

Resource Sheet in this booklet

Skills listed on a dark orange background are Cross Curricular Skills

Skills listed on a light orange background are Thinking Skills and Personal Capabilities

A practical resource to support the Personal Development and Mutual Understanding (PDMU) Area of Learning in the Northern Ireland Curriculum

The To Be Me (Personal Development and Mutual Understanding) thematic unit for Key Stage 1 pupils with severe learning difficulties (SLD) aims to provide teachers with support in beginning the planning, teaching and assessing of PDMU within the Northern Ireland Curriculum.

This resource is comprised of six sub-units• FitforLife• Let’sGetMoving• HomeisWheretheHeartis• FeastfortheSenses• StraightfromtheHeart• Let’sGetTogether

It details suggested learning activities and methodologies which will assist teachers in developingchildren’spersonal,emotional,socialandhealthneedsattheveryearlieststagesofdevelopment.

ItincludeslinkstotheThinkingSkillsandPersonalCapabilitiesFramework,thecrosscurricularskills of Communication, Using Mathematics and Using ICT. The resource also connects to the Areas of Learning where appropriate and incorporates the principles of Assessment for Learning.

Strand 1Personal Understanding and HealthThemselves and their Personal Attributes Begin to recognise uniqueness and value personal qualities and abilities

Their Own and Others’ Feelings and EmotionsBegin to recognise and manage some feelings

Keeping Healthy and SafeBegin to recognise some aspects of a healthy lifestyle

Strand 2Mutual Understanding in the Local and Wider CommunitySimilarities and DifferencesBegin to recognise differences in each other

Learning to Live as a Member of a CommunityBegin to understand their role in the classroom community

Relationships with Family and FriendsBegin to understand the relationships within a family

Similarities and DifferencesBegin to recognise differences

WritersAnnaWoznica,LisanallySchool,ArmaghHelenStewart,TorBankSchool,DundonaldStephanie Anderson, Tor Bank School, Dundonald Caroline Currie, Lisanally School, Armagh

Curriculum ObjectiveTo develop the young person as an individual

Key ExperiencesTo develop themselves and their personal attributes

Learning IntentionsPupils will have opportunities to:• developtheskillsandconfidencetojoinin

withagroupactivity;• thinkaboutandunderstandthe

expectationsofothers;• developindependenceinperforming

appropriategreetings;• thinkaboutandsharetheirfeelingswith

others;and• communicateneedsinanappropriate

manner.

Progress in LearningI am learning to:• beabletogreetpeople;• anticipatewhatisgoingtohappennext;• sharemyfeelings;and• howtogiveandreceiveinformation.Iampractising:• mylookingandlisteningskills.

Success CriteriaPupils will:• understandhowtogreetpeople;• displaysomelisteningskills;and• recogniseanddiscusssomefeelings.

Attitudes and Dispositions• Personalresponsibility• Self-confidence• Curiosity• Concernforothers• Flexibility• Tolerance• Respect• Opennesstonewideas

Thinking Skills and Personal CapabilitiesSelf-Management

1To Be Me Let’s Get Together


To Be Me Lets Get Together

Key Question

To Be Me Let’s Get Together2

Activitieswiththiskeyquestionhighlightthepotentialofgrouphello/circletimeasameansofdevelopingandconsolidatingcommunicationandsocial-interactionskills.

Time to Say HelloEstablisharoutinewherethesametableorareaoftheroomisusedforhellotimeeachday–thesetting-upofthisareawillindicatetopupilsthattheactivityisabouttobegin.

Placeboundaries(forexamplebookcasesorscreens)aroundtheedgeoftheareatogiveitphysicalstructure.

Position your pupils, depending on ability levels and needs, in avarietyofseatingarrangements.Havethemsitonthefloorinacircle,oronseatsinanarcwiththememberofstaffwhoisleadingseatedatthefront.

Alternatively, have the session at a round tableoraroundasetofsquaretablestohelpanchorandfocusyourpupils.Haveothermembersofstaffsitalongside or behind pupils dependingonthelevelsofpromptingrequired–thiswillbeindividualtoeachgroup and you may need totrialdifferentseatingarrangements.

You will need:

• Music(CD/instruments)

• Cues:tablecloth,puppet, symbols, photographs,tactileobjectsor‘here’cards

When and where will hello time take place?

To Be Me Let’s Get Together 3

Cross Curricular Skills:Communication -Developconfidenceatbeingwithadultsand other pupils

Communication -Speakclearlyandstructuretalksothatideascanbeunderstoodbyothers

Communication -Listentoandtakepartindiscussionsandexplanations

Thinking Skill and Personal Capability:Managebehaviourinarangeofsituations

Announcethebeginningofhellotimebygivingyourpupilsspecificcuesorpromptsdirectingthemtomovetowardtheidentifiedarea(individualcuesmaybenecessary).Trymulti-sensorycues(forexampleplayingacertainpieceofmusic/instrument,turningthelightsupordownorusingaparticularfragrance).Alternatively,setaspecifictableclothorobjectonthetable(forexampleapuppetthatistobeusedduringtheactivity).

Haveyourpupilschecktheirvisualtimetableandfollowaverbaldirectionor,ifappropriate,

interpretnon-verbalsigns,suchasMakatonor pointing.

Encouragethemtofindtheirownseatbylocatingtheirphotographorindividualsymbol,colourortactilecue.Ensurecuesarekeptconsistentforeachpupil.Havestafforpupilsplacethephotographsorcuesontheseatsinadvanceofhellotime.Alternatively,havepupilsfindtheirseatbyreferencinganadultwhoispointingtoaparticularchairnumberorbylocatinga‘here’card,whichcanbedownloadedandprintedfrom www.polkfl.net/staff/resources/ese/documents/boardmaker/behaviorhere.pdf


Key Question

4 To Be Me Let’s Get Together

What’s Coming Next?Ensureyourpupilsareawareofprogressionthroughouthellotimebyexplainingverballywhat’shappeningnextorbyfollowingasimplevisualschedule.Informingthemofwhatiscomingnextandhowmanysegmentsoftheactivityareleftcanhelpalleviateanxietyandstress.Also,ensurehellotimefollowsthesamepatterneachday.SeeResource1forexamplesofsymbolsthatyoucoulduseforahellotimeschedule. Youcanincreasethenumberofseparateactivitieswithin hello time, although ensure that pupils who can’tattendtowholegroupinstructionsaredealtwith on an individual basis.

You will need:

Resource 1: HelloTimeSymbols

What’s going to happen and what is expected from me?


Sharethelearningintentionsandsuccesscriteriawithyourpupilsusingvisualmeans(thiswouldbeagoodAssessmentforLearningpractice).Thelearningintentioncouldbeconcernedwiththewholeoftheactivity(forexample‘wearelearningtojoinin’)orasmalltargetedsegment(forexample‘wearelearningtolook’or‘wearelearningtotaketurns’).

Likewise,successcriteriamaybeshared with the whole group orbemademorespecificforindividualpupils.Forexample,‘sit,sayhello, sing one song, saygoodbye’couldbe presented visually. Youcouldalsoofferyour pupils visual feedbackbygivingthemastarforeachpart theyachieve.

Cross Curricular Skill:Communication – Listentoandtakepartindiscussions

Thinking Skills and Personal Capabilities:BewillingtojoininFocus,sustainattentionandpersistwithtasks

6 To Be Me Lets Get Together

Key Question


Thefollowingactivityisconcernedwithpractisingthesocialskillofusingappropriategreetings.

Hello, Hello, HelloDemonstratetoyourpupilshowtoperformastraightforwardgreeting.Useapuppettoaddvisualimpactandincreasemotivation(youcanpurchasethesefromanyoftheeducationalcatalogues).Encourageyourpupils,asindividuallyappropriate,toimitateuseoftheword‘hello’.YoucanalsodothisbyperformingtheMakatonsignorpressingaswitchthatplaysarecordingoftheword‘hello’(switchescanbepurchasedonline).

You will need:

Resource 2: SongSheets

• A ball

How do I greet everyone?


Havepupilsgreetindividualsthroughsong.SeesongsonetothreeinResource2forsomeideas.

Havepupilsrollaballtooneanotherwiththesendergreetingthereceiver.

Alternatively,havethemanswerarollcallorsongwithaverbalresponseoragesture.SeesongsfourandfiveinResource2forsomeideas.

Cross Curricular Skills:Communication – Adaptwaysofspeakingtoaudienceandsituation

Communication –Usenon-verbalmethodstoengagewiththe listener

Thinking Skills and Personal Capabilities:BeawareofpersonalstrengthsBeabletolearnfromdemonstrationandmodelling


Key Question


Lotsofworkneedstobedonewithyoungpupilsintheareaoffeelings,assomemayexperiencedifficultiesinbeingabletoidentifytheirownemotions.

Beforecarryingoutthefollowingactivity,usehome/schooldiariesorphonecallstofindoutfromparentshowindividualpupilsarefeelingthatday.

How Do I Feel?Havestaffmodelexpressinghowtheyfeelbyselectingasuitablevisualcardandexplainingwhyorwhatitisthatismakingthemfeelthatway.

Haveyourpupilsrespond,ifappropriate,tothequestion‘Howareyoutoday?’Youcouldalsoposethequestionthroughsong(seesongsixinResource2).Pupilscanrespondbystickingavisualthatrepresentshowtheyfeelontoa‘feelingsboard’undertheirphotographorviceversa.SeeResource3forexamplesofvisualsrepresentingemotions.

You will need:

Resource 3: EmotionSymbols

• Afeelingsboard

• Photographs ofpupils

How do I share my feelings?


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Cross Curricular Skills:Communication -Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary

Communication -Usenon-verbalmethodstoexpressideas and engage with the listener

Thinking Skill and Personal Capability:Focus,sustainattentionandpersistwithtasks


Key Question


Thefollowingactivityencouragespupilstodeveloptheirlisteningandlookingskillsduringhello/circletime.

ListeningUsesongsthatrequireyourpupilstolistenandrespond(forexample‘Ifyou’rehappyandyouknowit’).Fadeoutvisual/physicalprompts as you progress.

Play sound lotto games with your pupils (thesecanbepurchasedfromeducationalcatalogues)andimitationgames(forexample‘Dothisdothat’or‘Simonsays’).

Explain to them that you are going to tell them to do some things, but they must listenfortheword‘go’beforetheycandothem.Giveaninstructionandwaitforafewsecondsbeforesaying‘go’(forexample‘touchyournose…go’).

Extendthegamebyincreasingthepausebeforesaying‘go’orbygivingaseriesofinstructions.Alternatively,useaparticularpupil’snameinsteadof‘go’(takenfrompage32‘Identification,StrategiesandActivitiesforCommunicationintheClassroom’,SpeechandLanguageDevelopmentProject, June2007).

Youcanmakelinksto:• The Arts (Music) by setting up a barrier

andseatingallofyourpupilsononesideofit.Gathertogethertwoidenticalsetsofmusicalinstruments,placingonesetoneachsideofthebarrier.Playaninstrumentontheothersideofthebarrierfromyourpupilsandencouragethemtoguesswhichinstrumentisbeingplayed.Havepupilsplaytheirchoseninstrumenttoconfirmtheanswer(takenfrompage30‘Identification,StrategiesandActivitiesforCommunicationintheClassroom’,SpeechandLanguageDevelopmentProject,June2007).

You will need:

Resource 4: VisualInstructions

• Musicalinstruments

• Ablanket

• Variousobjects

How can I practise looking and listening?


LookingHavetheadultwhoisleadingcircletimewaitexpectantlyforpupilstoshowthattheyarereadytoparticipate(forexamplegivingeyecontact,becomingstillorrespondingtotheirname).Ifitemsaretobeusedintheactivity,handthemtopupilsoncetheyshowthey are ready.

Encourageyourpupilstofollowvisualinstructionsbymodellingactionssuchas‘claphands’and‘touchnose’.SeeResource4forexamplesofvisualinstructions.

Play‘Kim’sGame’withyourpupils.ThenameofthisgameisderivedfromRudyardKipling’snovel‘Kim’.Thegameisusedtodevelopmemoryskillsandisavailableonlineatwww.en.wikipedia.org/wiki/Kim’s_Game

Foroneversionofthegame,layvariousobjects(forexamplemusicalinstrumentsorfruit)outonatable.Giveyourpupilsafewmomentstostudythem.Thencovertheobjectswithablanket.

Takeawaytheblanketandwithitcarefullyremoveoneobject(thismustbekepthidden).Askyourpupilstoindicatewhichobjecthasgone,eitherbyverballyansweringadirectquestionorselectingthecorrectsymbolorphoto.

Choosea‘captain’(amemberofstaffatfirst).Explaintoyourpupilsthattheyhavetowatchthecaptaincarefullyandthatthecaptainisnotallowedtotalk.Haveyourpupilssalutethecaptainwheneverheorshelooksatthem.Afterafewdemonstrations,pupilscantaketurnsatbeingthecaptain(takenfrompage113‘Identification,StrategiesandActivitiesforCommunicationintheClassroom’,SpeechandLanguageDevelopmentProject,June2007).

Considertakingavideoofyourpupilsengagedinthelookinggames,andusethisafterwardsasaself-reflectionandfeedbacktool.

Cross Curricular Skills:Communication –Usenon-verbalmethodstoexpressideas and engage with the listener

Communication –Listentoandtakepartin discussions

Thinking Skills and Personal Capabilites:ManagebehaviourinarangeofsituationsBeabletolearnfromdemonstrationandmodelling


Key Question


Talking About the WeatherEncourageyourpupilstorespondtoquestionsabouttheweather.Responsescanbeverbal,performingaMakatonsignorchoosingthecorrectvisualorphotograph,asappropriateforeachpupil.SeeResource5forexamplesofweathersymbolsthatcanbeusedinthisactivity.

Usemulti-sensoryinputtoreinforcethatanansweriscorrectortogiveprompts.Ideasincludeusingahand-heldfanonwindydays,sprayingasmallamountofwateronrainydaysorfeelingahotwaterbottleonhotdays.

YoucanprovideyourpupilswithICTexperiencesbyaccessingtheSwitch-Itweatherprogramme,availableonC2K.Encourageyourpupilstoindicatewhichweatherscenariotheyareexperiencingthatday.

Youcanmakelinksto:• Mathematics and Numeracy by using

thesymbolsinchart.Placetheweathersymbols on the horizontal axis and encouragepupilstoaddacolouredblockabovetheappropriatesymboleachday.Discussionsaroundthischartcanthenbeusedtoconsolidatecountingskillsandtimevocabulary;and

• The World Around Us by extending discussionstocoverwhatclothesaresuitableforeachday’sweather(choosingfromdolls’clothes,picturesorrealclothes).

Talking About Our DayEncourageyourpupilstorespondtoquestionsabout the day. In addition to answering verbally or with sign language, have pupils moveapointertothecorrectdayonaclassroomchartdisplayingthedaysoftheweek.Haveyourpupilsanswerquestionsabouttheplanfortheday,makingreferencetoavisualtimetableasrequired.YoucanalsouseSong7inResource2aspartof thisactivity.

Forarangeofsimple‘daysoftheweek’printablelabels,scrolldownthelistatwww.earlylearningactivities.com/printables.html

You will need:

Resource 2: SongSheets

Resource 5: WeatherSymbols

Resource 6: FoodandActivity Symbols

• Multi-sensoryinputs

How can I give and receive information?


Youcanmakelinksto:• The World Around Us (History)byencouragingpupilsto

recalltheirownnewsand,later,answerquestionsaboutthenewsgivenbyothers(asappropriatetothefunctioninglevelofeachpupil).Informationsuchaswhatthepupilatefordinnerorwhatgametheyplayedonacertaindaycouldbegleanedfromhome,viahome/schooldiariesorrecallfolders.

Toaddvisualstructureandsupporttothisactivity,considerdisplayingaphotographofeachpupilonaboard.Encouragethemtochooseasymbolorphotographfromaselection(forexamplefood,outings)andstickitbesidetheirphoto.Onceeveryonehashadtheirturn,furtherquestionssuchas‘WhatdidSaraeatlastnight?’or‘Whohadchipsfortea?’couldbeasked,usingtheboardasavisualreference.Somepupilsmaybeabletorecallthecorrectanswers even when the board iscoveredup.SeeResource6forexamplesofsymbols that you coulduse.

Cross Curricular Skills:Communication –Communicateinformation,ideas,opinions,feelingsandimaginingsusinganexpandingvocabulary

Communication –Readarangeoftextsforinformation,ideasandenjoyment

Using ICT – Accessandmanagedataandinformation

Using Mathematics –Read,interpret,organiseandpresentinformationinmathematicalformats

Thinking Skill and Personal Capability:Managebehaviourinarangeofsituations


Resource 1Hello Time Symbols

hello feelings

weather day

news singing

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Resource 2Song Sheets

Song 1

(To the tune: My Hat it Has Three Corners)

Let’ssayhellotoJamey,Let’ssayhellotoRuth,Let’ssayhellotoSuresh,They’rewelcomeheretoday.

Sit in your circle and welcome each child in turn. Change the words to incorporate actions if you like:Let’s wave hello to Christine …We’ll clap our hands for Dorothy…

From‘BobbyShaftoe,clapyourhands’bySueNicholls,A&CBlack

Song 2

Ah, La, La, La

Shakeafriend’shandShakeahandnexttoyou,Shakeafriend’shandandsingalong.Shakeafriend’shandShakeahandnexttoyou,Shakeafriend’shandandsing,sing

A-lalala,lala,la-le-lu-iaLalalala,la-le-lu-ia.Lalalala,lala,la-le-lu-iaLalalala,lale,le-lu-ia.

Verse2.Hugafriend’sneck…Verse3.Squeezeafriend’sknee…Verse4.Scratchafriend’sback…

http://www.higherpraise.com/Lyrics4/AhLaLaLa.htm©1978,C.A.MusicWordsandMusicbyDavidGraham

Song 3(To the tune: Here We Go Round the Mulberry Bush)

This is the way we say hello,Sayhello,sayhello.This is the way we say hello,SayhellotoPeter.

Song 4 (To the tune: One Little, Two Little, Three Little Indians)

WhereohwhereohwhereisSara?WhereohwhereohwhereisSara?WhereohwhereohwhereisSara?WherecanSarabe?

Gently cover the pupil with a blanket, or wave it in front of them, and remove with gusto at the end of the song!



Song 5

(To the tune: Are You Sleeping)

WhereisSara?WhereisSara?Isshehere?Isshehere?Whereisshesitting?Whereisshesitting?There she is.There she is.

Song 6

(To the tune: Skip to My Lou)

Hello,howareyou?Hello,howareyou?Hello,howareyou?Howdoyoufeelthismorning?

Song 7

(To the tune: We Wish You a Merry Christmas)

WewishyouahappyMonday,WewishyouahappyMonday,WewishyouahappyMonday,All day long!

Song 8

Hickory Dickory Dock

HickoryDickoryDockThemouseranuptheclockTheclockstruckone(oneclap)The mouse ran downHickoryDickoryDock

HickoryDickoryDockThemouseranuptheclockTheclockstrucktwo(twoclaps)Themousesaid‘boo’(coverand uncoverface)HickoryDickoryDock

HickoryDickoryDockThemouseranuptheclockTheclockstruckthree(threeclaps)Themousesaid‘whee’(raisehandsinexcitement)HickoryDickoryDock

HickoryDickoryDockThemouseranuptheclockTheclockstruckfour(fourclaps)Themousesaid‘nomore’(coverears)HickoryDickoryDock

Song 9

Five Currant Buns

Fivecurrantbunsinthebaker’sshopRoundandfatwithacherryonthetopAlongcameSarawithapennyonedayBoughtacurrantbunandtookitaway

ThenFour…three…two…one



Song 10

Five Little Speckled Frogs

Fivelittlespeckledfrogs,satonaspeckledlog

Eatingsomemostdeliciousbugs(yum,yum)

Onejumpedintothepool,whereitwasniceandcool

Thentherewerefourgreenspeckledfrogs(glub,glub)

ThenFour…three…two…one

Song 11

(To the tune: Here We Go Looby Loo)

Musicalboxgoesround,musicalbox goes round,Musicalboxgoesroundandround,Whatwillittellyoutoplay?

Musicalboxgoesround,musicalbox goes round,Musicalboxgoesroundandround,That’swhatittoldyoutoplay.

From‘BobbyShaftoe,ClapYourHands’bySueNicholls,A&CBlack

Song 12

(To the tune: Skip to My Lou)

Wavegoodbye,it’stimetogoWavegoodbye,it’stimetogoWavegoodbye,it’stimetogoWe’llseeyouagaintomorrow.


Resource 3Emotion Symbols

happy sad

tired angry

hungry sick

worried afraid

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Resource 4Visual Instructions

clap hands touch nose

touch ear wave

point finger blink

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Resource 5Weather Symbols

sunny raining

snowing windy

cloudy icy


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Resource 6Food and Activity Symbols

chips sandwich burger

vegetables pie pizza

park beach cafe

shopping tv computer


A CCEA Publication © 2009

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To Be Me Let's Get Together