Share Mrs. Armitage on Wheels Identify each problem Mrs. Armitage solves. Discuss the improvements the children would make to their bikes/scooters, e.g. add a wireless speaker to play music, a TV, a seat for teddy.

Pupil’s daily timetable will continue to comprise individualised daily communication and cognition work based on their individual educational targets in all areas. This will also include physical management and postural change wherever needed. We will also focus on improving personal and social development, self-help skills and confidence. We will continue to learn through play and hopefully we will have great fun exploring the environment and make sense of the world around us. We will create a daily weather chart and we will engage in drumming, anticipation, and rhyming songs in the ‘Music for interaction’, ‘morning group’ and ‘resonance board session.

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Then as a finale, pile them up. First of all see if you can get it to stay up. Secondly see if you can reach the ceiling! Take the map spread of the book as your starting point to draw a route for your own bus. As in the story, children can add landmarks of any sort, and then incorporate them into the design of your own bus. Half the class could be in charge of the map while the other half build the bus accordingly. The students will also create crafts for the sensory displays, will explore different textures during messy play and will enjoy music and movement in our ‘Sensory dance session’.

The students will also access different learning environment such as the sensory room, rebound and hydrotherapy pool. Our topic for the first half term is ‘Under the sea’ followed by ‘Celebrations and Festivals’ in the second part of the term. Aside from the main characters, there are several obvious and not-so-obvious recurring characters in the book. Very many occur twice, but here are some who appear more often (not including the cover): The students will engage in action, body parts and sensory songs during ‘Music for interactions sessions’. They will make music by tapping on the sensory board and anticipate sounds and actions on it. We will resume our community walks and will go on trips to the sea side, Playdale farm, and Filey birds and animals garden,This term the students will engage in multi-sensory sessions built around the following stories: What I like about me, My amazing photographs, The meanie greenie genie, Frank the 15 stone fairy, The night before Christmas.

The students will also engage in cooking and food therapy sessions after listening to our Food tech related stories such as: ‘The fabulous pie’ and ‘The Lighthouse keeper’s lunch’.

I made a rocket. Perhaps I will go to the moon.

The students will engage in messy play, create items sensory display and collages. They will also build a picture book about their personal experiences in school and outside trips, containing their favourite items, places and rewards. These sessions will provide opportunities for sensory stimulation, engagement and exploration using all our senses. Easter Disco, Wednesday 29th March, Preston Primary School (Infants 16:15-17:15, Juniors 17:30-18:30)

This term we will continue to follow a sensory curriculum which allows us to engage in learning through play and sensory activities. We will continue to work on four programs of learning: communication, social and emotional, mobility and cognition. When the weather it is good most of our students will go for walks in parks, nature trails and opened spaced areas in our close community and visits around nearby farms and garden centre if possible.

Number bond learning using 10's frames.

This academic term we will follow the school’s whole topic ‘From farm to fork’. This topic will work as an umbrella under which all other teaching is themed. When the weather it is good most of our students will go for walks in parks, nature trails and opened spaced areas in our close community. The students will engage in messy play, create items sensory display and collages around the farming topic. We will explore foods Chinese foods, spices and textures as part of our Humanities curriculum and create arts and crafts based on the ‘Chinese new year story’. We will go exploring and hunting for Easter eggs in the second part of the Spring term. Enjoy You Can’t Take an Elephant on the Bus. Relish the illustrations and amusing scenarios. Invite children to select their favourite and to use because to provide a reason for their opinion, e.g. A whale riding a bike because it is funny to see something so big on something so small.