Glacier 2025/26
Stream
Embedded Files
L.O: To use concrete objects to represent and solve addition problems with a total up to 30.
L.O: To use concrete objects to represent and solve addition problems with a total up to 30.
L.O: To explore how sound it made and observe vibration caused by sound.
L.O: To explore how sound it made and observe vibration caused by sound.
To develop fine motor skills by threading beads onto a string independently.
To develop fine motor skills by threading beads onto a string independently.
Transdisciplinary Theme - Who We Are
Central Idea
Our Identity and well-being are shaped by how we grow, who we connect with and how we care for ourselves.
Lines of Inquiry
The roles important people play in helping us grow and stay healthy
How our bodies work and what we need to stay physically and emotionally healthy
How we express who we are through art, culture and traditions.
Key concepts
Function, Responsibility, Connection
Learner Attributes
Caring, Communicator, Inquirer
Welcome to Module 2
This term, we will be exploring British history from the 1950s and 1960s, discovering what life was like during those exciting decades. Our learning will also include investigating sound, developing our functional cooking skills, and practising sketching while studying the work of British artist Stephen Wiltshire. As we move through the term, we will celebrate seasonal themes by learning about Hanukkah, the Nativity, and all things Christmas.
Transdisciplinary Theme - Who we are
Transdisciplinary Theme - Who we are
Central Idea
Our Identity and well-being are shaped by how we grow, who we connect with and how we care for ourselves.
Lines of Inquiry
The roles important people play in helping us grow and stay healthy
How our bodies work and what we need to stay physically and emotionally healthy
How we express who we are through art, culture and traditions.
Key concepts
Function, Responsibility, Connection
Learner Attributes
Caring, Communicator, Inquirer
Welcome to Module 1
This module we will spend time settling into our new routines and timetables, getting to know one another, and making the most of our new outdoor spaces. Our IB sessions will focus on exploring the world around us in simple, engaging ways. We will be learning about the different jobs people do, what animals eat, and what healthy eating looks like for humans. We will also be inspired by the artist Keith Haring and explore the celebrations of Sukkot and Harvest. We will also continue to enjoy Forest School each week.
L.O: To follow a set of instructions to make a sensory bottle.
L.O: To follow a set of instructions to make a sensory bottle.
L.O: To follow instructions on how to prepare bread. Using tools and cooking skills such as kneading.
Learning Objective: I can explore painting a leaf with the support of an adult.
Learning Objective: I can explore painting a leaf with the support of an adult.
Learning Objective: I will make choices by deciding where to stick animal pieces to create a picture.
Learning Objective: I will make choices by deciding where to stick animal pieces to create a picture.
I can navigate through the Forest School area, with verbal prompting from staff.
I can explore the Forest School area, supported by staff.
I can engage in exploratory play in small groups, with the support of staff.
I can return to base on call, supported by staff.
I can make requests of favoured activities.
I can choose resources and activities to engage with support.
I can explore and change the feel of different textures in the Forest School area. For example, by adding water.
Can watch others using tools and copy their actions.
Can use basic tools with support.
Students can demonstrate a preference for products, materials and ingredients.
I will be able to make a request to an adult or peers using visuals with some independence.
I will use a chatting sheet during lessons to independently or with minimal support articulate my sensory experiences, such as what I can see, hear, smell, or feel.
I will select or point to appropriate words or pictures on the sheet to share my observations and contribute to class discussions, helping to build my descriptive language and awareness of the learning environment.
I can understand the physical boundaries of the Forest School area, with some support from staff.
I can explore the Forest School area, with minimal prompting by staff.
I can begin to follow tool rules with full support.
I can return tools back to the box after use with support.
I can recognise and accept when an activity or session has come to an end with adult prompting.
With support pupil can begin to assemble components provided for an activity.
Students explore options within a limited range of materials.
I can navigate through the Forest School area, with some support of staff.
I can sustain interest in activities or materials that I have found.
To begin to engage in clever fingers activities with adult support
Can use basic tools with support.
Students can demonstrate a preference for products, materials and ingredients.
Can use basic tools with support.
Students can demonstrate a preference for products, materials and ingredients.
Continuing an AB pattern
Sits with an adult to look at a picture book for 2-3 minutes.
Matches familiar shapes (circle, square, typical triangle) that have the same size and orientation.
Pupils respond to words that indicate past and present in their own lives (for example old and new, now and then).
Counts small number of objects (2-3), sometimes counting the same object twice or using numbers out of order.
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