Supported Learning Activity

Overview

This 30-minute lesson is designed for a Year 1 child with Autism Spectrum Disorder (ASD), specifically Sukhjot, aligning with the UK National Curriculum's Personal, Social, Health and Economic (PSHE) Education and Communication and Language development areas. The session focuses on participating in short, adult-led, motivating learning activities for up to 10 minutes, utilising visual supports and structured routines to engage Sukhjot effectively.

National Curriculum Context and Learning Objectives

PSHE Education (Relationship education and self-regulation):
- Statutory Framework Reference: Develop confidence to participate in discussions and activities, understanding emotions and routines.
- Objective: To engage in turn-taking and communication activities supported by visual prompts.
Communication and Language (Early Years Foundation Stage and KS1 integration):
- Statutory Framework Reference: Use a range of vocabulary and engage in back-and-forth interactions.
- Objective: Responding to adult-led instruction with support to sustain attention.
Physical Development (linked to attention and engagement through fine motor skills activities).
- Objective: Demonstrate ability to focus on purposeful small tasks with support.

Learning Objective for This Session

Sukhjot will participate in short, adult-led, motivating learning activities for up to 10 minutes, using visual or other supports (e.g., now/next boards, modelling), and demonstrate increasing engagement and communication during tasks.

Resources and Visual Supports

Now/Next board with pictorial symbols (clear, concrete images showing the sequence of activities)
Timer (visual countdown timer or sand timer)
Picture cards related to the activity topics (e.g., colours, emotions, favourite animals)
Modelling materials (e.g., objects for matching and sorting)
Sensory-friendly seating and low-distraction environment
Reward chart with immediate reinforcement stickers

Lesson Structure and Activities

Time	Activity	Description & Support Strategies	Engagement Strategies
0–2 mins	Welcome and Routine Visual	Use Now/Next board to visually outline the session. Use clear, calm language to explain what will happen.	Routine supports predictability, lowering anxiety. Use Sukhjot’s preferred sensory item if necessary.
2–7 mins	Matching Game (Motivating Topic)	Adult models matching picture cards (e.g., favourite animals or colours). Sukhjot is encouraged to participate. Visual prompts and physical modelling used to guide. Use timer to show 5 minutes.	Use Sukhjot's interests to personalise cards. Praise verbally and with favourite sensory toy. Use gestures and modelling heavily.
7–12 mins	Turn-Taking Communication	Adult and Sukhjot take turns to describe chosen cards or actions. Use sentence starters (‘I see...’, ‘My turn...’). Reward engagement with sticker on reward chart.	Use simple language and flexible pacing. Use a ‘ready’ visual cue for turn-taking. Reinforce small communicative attempts warmly.
12–15 mins	Reflection and Cool-down	Review session visually on Now/Next board; tick off completed activities. Use a calm-down visual sequence (deep breaths or gentle stretching).	Praise all attempts, focus on positive experiences. Allow choices for next activity to increase agency.

Adaptive Teaching Strategies for ASD

Visual Supports: Now/Next boards provide clear structure and sequence for the session.
Modelling: Adult demonstrates each step slowly before encouraging participation. Use hand-over-hand technique if needed.
Sensory Consideration: Offer choice of preferred seating or quiet space. Sensory toys available to help regulation.
Clear, Concrete Instructions: Use short, simple sentences coupled with pictures. Avoid idioms or abstract language.
Consistent Routine: Same timing and structure during all sessions to build predictability and trust.
Positive Reinforcement: Immediate and consistent praise, visual reward charts, and incorporating interests.
Controlled Distractions: Minimise background noise and visual clutter during activities.

Assessment Criteria and Recording

Criterion	Success Indicator	Assessment Method
Participation	Sukhjot sustains attention for up to 10 minutes three times per day on 4 out of 5 days	Observation notes, time engaged with adult-led activity recorded each session
Response to Visual Supports	Follows Now/Next board sequence without prompting at least 3/5 times	Checklist during session of independent transitions between tasks
Communication Attempts	Uses gestures, single words or phrases during turn-taking activities at least twice	Recorded anecdotal evidence or checklist after session
Engagement Level	Shows positive affect (smiles, eye contact) or proactive interaction during activities	Teacher/TA qualitative notes with examples

Record brief, objective notes immediately post-session for adjustment of supports and sharing with multi-disciplinary team.

Notes for the Practitioner

Prepare all visual resources ahead and rehearse the sequence for fluency.
Monitor Sukhjot’s sensory cues to adjust environment mid-session if needed.
Be patient with responses and allow processing time.
Aim for joyful engagement over accuracy or speed to build confidence and motivation.
Share progress regularly with parents/carers to maintain consistency across settings.

This lesson plan ensures Sukhjot’s learning style and communication needs are prioritised while meeting statutory expectations from the National Curriculum for England in PSHE and Communication development. It demonstrates best practice for inclusion and excellence in individualised education.

Teaching Instructions