The Hundred Decker Bus

Product Information

Read You Can’t Take an Elephant on the Bus. Identify each form of transport. Children discuss which vehicles they have tried; they share their reason for travelling and describe how it felt. 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 also enjoy drama and music session where we will get to dress up in various costumes and enjoy music and movement. This term our students will continue to follow a sensory curriculum which allows them 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. Each student has targets tailored to their individual needs and abilities. We will enjoy sensory stories, play, music and movement sessions and trips outside. 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):

We will be learning about the sea life and try to bring the sea to our classroom by giving the students both visual and tactile insight of creatures that can be found in the sea. We will be exploring textures, sounds and colours of the sea. We will enjoy water play and sand play and engage in music and dancing following the ‘Under the sea’ topic. We will also be learning about weather and different colours of autumn season and listen to Halloween and Bonfire stories.Read The Train Ride. Identify what the characters see on the journey. List ideas as words or phrases. Show sequencing words ( resources) and model converting the ideas into an oral recount. 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’. 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 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’.

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.Our topic for the first half term is ‘Under the sea’ followed by ‘Celebrations and Festivals’ in the second part of the term. This academic term we will follow the school’s whole topic ‘All about me’. This topic will work as an umbrella under which all other teaching is themed. 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. We will resume our community walks and will go on trips to the sea side, Playdale farm, and Filey birds and animals garden,

These sessions will provide opportunities for sensory stimulation, engagement and exploration using all our senses. 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 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. 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. Pupil’s daily timetable will 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.