Curriculum Skill: "Developing Hand Eye Coordination"
GLD Level: Moderate
Curricular Area: Communication and Language
Curricular Strand: Writing / Attained / Extended
Acquiring / Becoming Fluent / Maintenance / Generalisation / Application / Adaptation
Has opportunities to use a large range of drawing and painting implements:
- large fat tools, paintbrush padded with foam, finger crayons, triangular pen/pencil (bells or a weight can be attached to drawing implement to increase awareness of its presence), computer drawing programmes:
- uses whole hand to hold pencil, uses dagger grip/ pincer grip, watches the paper as he/she makes marks, demonstrates pleasure in efforts
Participates in drawing and painting on a large range of drawing surfaces:
- ‘draws’ with finger in a sand tray, paints with water/ coloured chalk on blackboard,paints on brightly coloured/black paper, paints on textured surface.
Has opportunities to hold, grasp, squeeze, push, pull, tear, twist a range of materials
Manipulates and explores the properties of marla /play-doh/ clay
Responds to reminders to maintain a suitable posture for drawing:
- with decreasing assistance, sit as upright as possible, stand securely if using easel, free one hand/both hands, look at drawing surface
Experiments with finger paints to achieve various effects and designs:
- colour, movement, texture, drop sand or glitter into paint
Imitates vertical strokes / horizontal strokes/ circular strokes
Completes simple two, four or six piece jigsaws
Builds a tower from blocks
Participates in ball games/cutting and sticking activities
Places coloured pegs in pegboard
Threads beads of varying sizes and colours onto a string
Hammers shapes into a pegboard
Independently adjusts posture to accommodate drawing and writing:
- stabilises self in sitting, standing position, independently secures page with blu-tack or holds paper with one hand while drawing with the other
Experiments with large range of drawing implements on range of drawing surfaces to achieve various effects and designs:
- freeflowing rhythms of early drawing attempts gradually refined to more controlled movements as hand/eye co-ordination improves
Develops hand-eye co-ordination through visual arts activities:
- cutting, pasting, manipulating clay, painting, stirring, threading, constructing
The Curriculum Access Tool for Students with General Learning Disability (CAT-GLD) is a framework developed by the Special Education Support Service based on the Guidelines for Teachers of Students with General Learning Disabilities produced by the National Council for Curriculum and Assessment.