Sensory Calm Exploration

Overview

This 60-minute session is designed for Sukhjot, a Year 5 student with ASD, to engage meaningfully in sensory-friendly activities while developing emotional regulation and coping strategies. Activities are aligned with the National Curriculum for England’s focus on personal development, wellbeing, and social skills within the broader curriculum aims. The plan integrates low-sensory water play, quiet zones, and adult-supported transitions to create a supportive learning environment that promotes Sukhjot’s participation and emotional confidence.

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Learning Objectives

By the end of the session, Sukhjot will be able to:

1. Identify and use a preferred coping strategy (e.g., headphones, comfort object) independently when feeling overwhelmed.
2. Engage in low-sensory water play activities that develop fine motor skills and cause minimal sensory overload, supporting sensory integration.
3. Demonstrate understanding of emotional regulation through adult-supported reflection in the quiet zone, linking feelings to strategies used.
4. Participate in a short co-operative task with adult support, promoting social interaction while respecting sensory needs.

National Curriculum Links:

• Personal, Social, Health and Economic education (PSHE):

  • KS2 Health and wellbeing: "Know about strategies and behaviours that support emotional wellbeing including how to seek help and support for themselves and others."
  • Social skills: "understand the importance of respecting differences in others and managing feelings."

• Physical Development & Coordination (implicitly through sensory tasks)

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Resources Needed

• Large shallow water tray with room-temperature, clear water (low-sensory setup)
• Variety of smooth pouring and scooping tools (e.g., small plastic jugs, cups, spoons)
• Preferred comfort object for Sukhjot (pre-agreed)
• Noise-cancelling headphones or earmuffs
• Quiet zone corner with soft cushions, low lighting, and visual emotion cards
• Visual timetable with pictures for each activity
• Adult support staff prepared to observe and prompt coping strategy use
• Timer or gentle chime for transitions

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Environment Setup

• Quiet Zone: A comfortable, dimly lit area with soft seating and emotion cards, away from noisier areas.
• Water Play Area: Positioned to minimise echoes and distractions, set up with clear visual boundaries using mats.
• Adult Support Station: Near the quiet zone and activity stations to provide unobtrusive guidance.

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Detailed Timetable and Activities

Time	Activity	Description & Support Strategies
0-5 minutes	Settling & Introduction	- Welcome Sukhjot, review visual timetable. Use calm tone and clear instructions.

• Remind Sukhjot about using headphones or comfort object if needed. | | 5-20 minutes | Low-Sensory Water Play | - Activity: Pouring water using spoons and cups, focusing on slow, repetitive movements to avoid sensory overload.
• Adult models calm breathing and encourages use of coping strategy if distress signs observed.
• Observe engagement, praising focused participation to reinforce positive experience. | | 20-30 minutes| Quiet Zone Emotional Reflection | - Transition with gentle chime and adult support to quiet zone.
• Use emotion cards for Sukhjot to show how they feel.
• Adult prompts reflection: "How are you feeling now? Would you like your headphones or comfort object?"
• Practice self-soothing techniques with adult encouragement. | | 30-45 minutes| Supported Co-operative Task | - Simple paired task: filling containers with water to share with a teddy or plant.
• Adult models turn-taking and positive social language, supports understanding boundaries for sensory needs.
• Encourage Sukhjot to recognise when to use coping strategies if overwhelmed. | | 45-55 minutes| Free Choice Sensory Calm Time | - Offer choice: return to water play quietly or relax in quiet zone with headphones.
• Adult gently observes and supports appropriate use of space and strategies. | | 55-60 minutes| Closing Routine & Feedback | - Review the visual timetable.
• Praise Sukhjot’s engagement and use of coping strategies.
• Use a simple rating scale (e.g., thumbs up/down) about how Sukhjot feels about the session. |

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Adult Support Strategies

• Active observation: Monitor for early signs of sensory overload (fidgeting, covering ears, restlessness) to prompt coping strategies proactively.
• Clear, consistent communication: Use simple language, visual cues, and calm tone to explain transitions and expectations.
• Modelling calm behaviour: Demonstrate deep breathing and positive self-talk during reflection.
• Flexible pacing: Adjust task length or intensity based on Sukhjot’s engagement and sensory needs.
• Reinforcement: Positively reinforce use of headphones or comfort objects and independent emotional regulation.

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Assessment & Feedback

• Formative Assessment: Adult records Sukhjot’s initiation of coping strategies during the lesson and ability to describe feelings with support.
• Participation: Noted levels of engagement in the sensory activities and co-operative task.
• Emotional Regulation: Assessed through reflection time behaviours and responses to emotion cards.
• Next Steps: Use observations to personalise future lesson supports, e.g., increasing independent use of coping strategies or adapting sensory activities.

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Differentiation & Inclusion

• Activities adapted to reduce sensory input; no noisy or visually overwhelming materials.
• Structured choices empower Sukhjot’s autonomy.
• Quiet zone supports regulated breaks to avoid overload.
• Adult presence and tailored prompts ensure personalised support for emotional and sensory needs.

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This plan aims to provide a safe, engaging, and developmentally appropriate environment that respects Sukhjot’s sensory profile and supports growth in emotional regulation and social participation inline with the National Curriculum’s holistic goals for wellbeing and personal development.