Elaborated curriculum: Personal and Social Development
Attainment outcomeLife skills
Strand / 40 / Eating and drinkingNotes
Targets / Programme of study/teaching strategies/resources
1 / … will hold food/drink briefly in mouth then swallow
… will open mouth and make movements and lip sounds in anticipation of food / Ensure that pupils are seated in good position with a tray or table in front of them
Pupils can be encouraged to swallow by gently stroking the throat in a downward movement. There are lots of ideas in 'Pre-Feeding Skills and Feeding - A Guide to Assessment & Intervention'. Where necessary enlist the help of the Speech Therapist
Encourage lip movement by modelling smacking lips and encouraging imitation, use mirror games
Model smacking lips saying "Mmmm" at snack and meal times, encouraging imitation from pupil
2 / … will use upper lip to remove food from spoon
… will bite and chew vertically
… will swallow with mouth closed
… will hold biscuit / Be aware of the different types of spoons, cups and bowls available for feeding, and ensure that appropriate equipment is used to promote and improve feeding skills
Ensure that food is not too sloppy and spoon is not scraped on teeth as it is removed. Give facial stimulation to strengthen lips, if necessary
Where required, thicken the food, progress the texture of food to encourage biting and chewing
Facilitate lip closure during swallowing manually where appropriate. Ensure that facilitation is not intrusive
Encourage and prompt where necessary to hold biscuit and take to mouth
3 / … will seal lips on cup/spoon
… will chew mashed food with some side movement
… will drink from feeding cup
… will practise holding spoon
… will pick up food / To prompt lip seal and chewing use facial stimulation and physical prompts where necessary
Do not scrape food off chin with spoon - blot it with a tissue to stimulate this region and avoid confusion
Use cups with graded tops, gradually increasing size of holes until an open topped cup can be used. Facilitate pupil to hold with two hands
Give pupil extra spoon to hold whilst being fed. Do lots of generalised grasping activities
Give variety of appropriate finger goods, 'Wotsits', slices of peeled fruit, plain biscuits
4 / … will establish lateral and rotational chewing
… will drink from ordinary cup with 2 hands - often spilling
… will bring spoon to mouth / Avoid mince for children learning to chew. It is gritty and encourages tongue thrust
Use foods of appropriate texture to encourage chewing, moving from finely to roughly chopped foods. Keep foods separate on plate, even if they have to be chopped, mashed, or liquidised
Move from lidded to open 2-handled cup, fading prompts for holding it
Prompt to load spoon and take to mouth - fade the prompts in whatever way suits the individual pupil
5 / … will usually keep lips closed when chewing
… will hold glass or cup
… will load spoon and use correctly
… will play with food / Give facial stimulation before meals and manual facilitation to close lips when chewing. Gradually withdraw facilitation - and always ensure that it is not detracting from the pupil's enjoyment of food
Grade from handled cup to beaker. Beware of using glass with pupil who still has a bite reflex. Familiarise pupil with a variety of drinking vessels
Prompt to load spoon and fade prompts. (Try alternate spoonfuls.)
'Messy' play can be done with, eg porridge, custard, tinned tomatoes, beans, jelly, etc, but for most of our pupils playing with food at mealtimes is inappropriate, though some will learn eating skills by going through this exploratory stage
6 / … will feed himself/herself completely with spoon and fork
… will use straw but chew
… will ask for food and drink when wishing it / Continue to ensure appropriate seating and table height. Introduce holding a fork and move on to stabbing with fork
Make up blowing and sucking games with straws with and without liquid
Encourage pupil to 'ask' for food at snack and lunch time. Accept sound, gesture, word or symbol - whatever communication system the pupil uses
Reward with food when pupil 'asks' for it at appropriate times between meals
7 / … will use knife and fork
… will spread butter
… will cut food with knife
… will pour liquid
… will obtain drink from tap
… will serve himself/herself at table / Replace spoon with knife for main course
Use activities such as spreading jam, chocolate spread, sandwich, etc. Also use art activities for spreading - glue acrylic paint, etc
Facilitate to cut food both at meal times and during Home Economics activities such as cutting sandwiches and fruit
Have water play activities to help pouring skills as well as; eg pouring juice at snack time
Give opportunities and encouragement to use tap appropriately - at hygiene and meal times
Facilitate and encourage to serve self at snack and lunch times - start with pupil getting just one item for themselves, eg potatoes
Elaborated curriculum: Personal and Social Development
Attainment outcomeLife skills
Strand / 41 / DressingNotes
Targets / Programme of study/teaching strategies/resources
1 / … will fix and track adult and clutch own clothes during dressing routines
… will tolerate being dressed
… will grasp parts of body while lying down / Stick to same dressing and undressing routines and talk them through as you do them
Build undressing and dressing into daily routines, eg shoes and socks for sensory room, playing in sand or paddling
Make use of the routines involved in getting ready for pool or gym and changing routines
Emphasise body parts during hygiene and dressing routines, and during other teaching activities
2 / … will grab sock - may pull off
… will resist dressing routines sometimes, eg by throwing body back
… will anticipate getting up and going out routines / Encourage, prompt and praise to grasp sock, glove, hat, shoe, etc, and help to pull off
Continue with same dressing and undressing routines, prompting pupil to touch or grasp clothes appropriately more and more
Have a distinctive and structured routine for coat times in morning and afternoon - building in fun and anticipation
3 / … will carry out spoken or gestural instruction, eg "take it" or "give it to me" when ball is held out
… will echo key words in sentences / Encourage pupil's co-operation with dressing routines. Pause - prompt to offer limb and take a more active part in dressing
Be aware of pupil's physical abilities when teaching dressing skills - ensure good positioning to aid balance and functional use of hands and arms
Use dressing-up play activities with adult helper. Use group time activities to encourage choosing garment, putting it on and taking it off
Often backward chaining is the easiest way to teach undressing - the pupil completing the last part of the task of removing a garment and then the last two parts and so on
4 / … will take off socks and unfasten shoes
… will pull at buttons and zips
… will complete removal of T-shirt with assistance
… will try to put on coat / Build sock and shoe routine into daily/weekly activities, moving all the time to more anticipation, participation and independence for the pupil
Encourage to find and touch fastenings on own clothes
Use backward chaining methods. Structure teaching so that pupil can always experience success in some way and try to ensure that dressing and undressing is mostly done for a purpose, although some dedicated teaching may be necessary for specific skills
Start by putting one arm into coat and other arm partially in encouraging pupil to push arm right into sleeve. Use a task analysis that will suit the needs of the individual pupil to learn this task
5 / … will remove unfastened garments/T-shirts
… will find armholes in T-shirt and pull down
… will fetch right clothes for bedtime and outings / Try to ensure that undressing activities such as taking off a T-shirt are practised in an appropriate situation, eg getting ready for pool or gym, changing if clothes have got dirty. Use backward chaining as in step 3
Again use appropriate situation to practise dressing and backward chaining so you put T-shirt over child's head and facilitate them to complete the last 2 steps of putting arms in sleeves and pulling down
Give plenty of opportunities to fetch/indicate, eg swimwear for pool, coats for home, apron for dinner, smock for art
Encourage lots of clothes play such as with dolls' clothes and dressing-up activities
6 / … will pull on socks albeit with difficulty turning heel
… will put on shoes - maybe wrong feet
… will be independent with use of pull down garments / Start by putting on sock over heel for pupil and leaving them to pull up the last bit, gradually increase the amount that the pupil is doing until they can complete the task independently
Encourage as much independence as possible. Allow mistakes to be made. Praise all effort
Again change shoes at appropriate times, eg for gym, after playtime, etc
Provide garments that are easy to put on and pull off and use backward chaining to build up to pupil completing whole task independently
7 / … will fasten buttons and zips
… will dress with some supervision
… will knows back/front of garments consistently
… will put on T-shirt / Practise with fastenings through use of commercial toys such as 'Fastenings block' and 'Fastenings dolly'
Practise, consolidate and hone dressing skills through regular structured routines embedded in practical activities
It can be useful to have garments with a picture on the front, eg school logo. Move on to garments with less distinctive differences between back and front
Build on skills of previous steps until pupil can put on T-shirt independently
Elaborated curriculum: Personal and Social Development
Attainment outcomeLife skills
Strand / 42 / Personal hygiene - washingNotes
Targets / Programme of study/teaching strategies/resources
1 / … will show anticipation of face being washed
… will show enjoyment of bathing
… will start to reach for objects in the bath / Draw attention to and talk through preparation of materials for hygiene routines. Ensure that steps and routines are followed in the same order every time
Make sure that hygiene sessions for showering and bathing are fun and that any fear the child may have of water is respected and gradually overcome. Make sure that pool sessions are enjoyable with lots of fun
Encourage to reach for and play with floating toys in pool and in water play activities. Use objects which pupils find particularly motivating
2 / … will grasp sponge and face cloth with intent
… will hold face up to be washed
… will resist washing routines sometimes / Continue established routine for face washing, etc. Prompt and facilitate to take sponge - prompt to hold up face and co-operate in routines
If possible try to have consistency with same staff helping pupils with hygiene routines
Make washing routines fun! They must be motivating for the pupil. Only teach one level of hygiene routine at a time, but encourage to co-operate throughout the routine
Praise all co-operation. Make washing fun by using nice smelling soaps and toiletries, different toothpastes, animal shaped sponges, etc
3 / … will suck toothbrush
… will hold out hands to be washed
… will play with objects in water / Encourage acceptance of toothbrush in mouth. Encourage pupil to hold brush and put in mouth. Gradually build up acceptance, co-operation and participation
Similarly with washing routines - prompt pupil to anticipate and co-operate by holding out their hands, gradually fade prompts
Appropriate co-operation will depend on individual needs and physical abilities. Build hand washing into daily routines - before lunch, after toilet, etc
Use water play to practise some of these skills, making them fun. Help pupil to explore objects in water, eg hold a light item under water and then release and let it pop up
4 / … will put hands in water and pat face in imitation
… will rub hands together when soaped
… will splash hands in water to rinse / During washing routines facilitate actions with appropriate prompts, telling pupil what is expected all the time
Ensure that structured routine is followed in the same order each day. Use adult modelling, prompting either forward or backward chaining to extend skills. A symbol or picture chart can be used to illustrate each level of the routine
Give physical prompts, or model and encourage pupil to imitate skills for hand washing. Gradually reduce help given
5 / … will complete washing routine with help (prepared cloth, towel and water)
… will indicate wish to have face or hands washed / Move from giving full facilitation for all steps of washing routine to pupil doing small tasks for themselves - eg patting face with cloth, or soaping or rinsing hands, thus extending and consolidating activities from previous steps
Use the language of 'dirty' and 'clean'
Use mirror to draw attention to state of hands and face. Praise cleanliness after face has been washed
6 / … will attempt to wash and dry face and hands
… will wash own arms and legs in bath
… will brush teeth in imitation / Encourage pupil to complete their personal hygiene routine at meaningful times during day, eg wash hands before lunch, after painting. Wash face and hands after lunch or after snack. Praise all efforts and gradually withdraw help
At shower time after pool and during hygiene lesson prompt to wash one limb and fade prompts. Build up to pupil washing both arms and both legs independently
Use games such as "This is the way we brush our teeth". Also demonstrate and prompt brushing teeth after lunch and snack
7 / … will wash and dry face and hands on instruction
… will brush teeth
… will know when to go and wash / Ensure appropriate routines in place, use every opportunity to consolidate and move towards independence and minimal adult supervision
Give physical, gestural or verbal prompts to put toothpaste on brush, brush teeth and rinse off. Set a timer for brushing teeth, gradually building up the time to 2 minutes
Establish link between routines such as washing hands before eating, cleaning teeth after eating, washing hands after going to toilet. Encourage pupils to carry out linked routines independently
Employ vocabulary of 'clean', 'dirty', 'sticky', 'grubby', etc
Elaborated curriculum: Personal and Social Development
Attainment outcomeLife skills
Strand / 43 / Personal hygiene - toiletingNotes
Targets / Programme of study/teaching strategies/resources
1 / … will accept toileting/changing routine passively
… will show signs of discomfort, eg by crying / Ensure structure and regular routine for toileting and changing
Talk about what is happening and what you are going to do next. Stress the names of body parts as you are working, eg now put your foot through your trousers
Take time over activity and make it enjoyable
Respond appropriately to any sign of discomfort - soothe and remove the source of discomfort
2 / … will begin to co-operate with toileting/changing
… will begin to show awareness by facial expression when nappy is wet or soiled / Give opportunities and prompts for co-operation, eg help pupil to lift bottom for pad to be slid under
When a pupil is being changed ensure maximum privacy and dignity. Older weight bearing pupils should stand to be changed and if soiled sit on 'Arjo' toilet or shower seat to be washed
Use language of 'wet', 'dirty' and 'clean' discreetly and give pupil appropriate facial expression for them to mirror
React to any indication that pupil is aware of wetting or soiling by immediately taking to toilet or changing area. Praise pupil for letting you know they are uncomfortable
3 / … will co-operate actively with toileting and changing
… will indicate by gesture when wet or soiled
… will have established regular pattern / Encourage active participation during toileting and changing routines by giving time for anticipation, praising and facilitating actions. Ensure that same sequence of actions is always followed during routines
Help pupil to indicate if they are wet or soiled by providing them with appropriate gesture, eg patting nappy area - give physical prompt to do this and follow up with "You're wet, let's change you"
Start toilet training by toileting every half hour, fill in toilet chart. If a pattern of wetting/soiling is apparent from the chart, set toileting times to fit the pattern
4 / … will begin to indicate needs by gesture/restlessness
… will look for private place
… will perform when taken
… will have variable bowel control / Continue to toilet at regular intervals and respond appropriately to any indication of need between times
Ensure privacy for pupils at toileting times and react with shock if that privacy is intruded upon
Encourage to sit on potty or toilet at the time which has been established as the most likely to get results and give time to perform. Praise any results
Ensure appropriate toilet aids are available for pupils with physical difficulties
Chart timing of bowel movements and, if a pattern emerges, arrange for toileting at the most appropriate time
5 / … will indicate wish to be taken to toilet even if too late to avoid accidents
… will use standard words, signs
… will be dry at night if lifted / Always encourage pupil to use word or symbol for toilet at regular toileting times. Remind or take pupils to toilet at regular intervals
Ensure minimum fuss after accidents and encourage to sit on potty or toilet after accident
Keep language clear and simple - use consistently at every visit to toilet. Introduce the male and female toilet symbol
Liaise with parents so there is consistency in how toileting is carried out and an exchange of information about progress with bladder and bowel continence
6 / … will use bathroom for bowel movements
… will indicate wish to go in time to avoid accidents
… will have daytime control
… will pull down pants by himself/herself / Use toilet chart to identify any pattern for bowel movements, if possible in conjunction with home. Take pupils to toilet when bowel movement is expected
Establish use of toilet symbol, sign or word at regular times
React to indications of need by encouraging pupil to use sign, symbol or word as you go to toilet
Establish consistent toileting pattern during school day and liaise closely with home and respite situations to ensure same pattern is followed everywhere
Use opportunities to teach dressing and undressing skills for pants, tights and trousers during toileting and changing routines
7 / … will rarely have accidents
… will establish night control in the main
… will use toilet standing up in the case of boys / Daily toilet routines must be established. Give positive response to any indication of need at other times
Keep up close liaison with home. Try to establish cause of any accidents, eg excitement, too long on outing, change in diet
Where appropriate and in conjunction with home encourage boys to stand to urinate
Elaborated curriculum: Personal and Social Development
Attainment outcomeSocial relationships