Roman Class
Brook
Embedded Files
Module 2
Module 2:
Transdisciplinary Theme: Who we are
Central Idea: Our identities are formed by how we connect with ourselves, other people and nature
Lines of Inquiry:
Our personal strengths, interests and emotions.
Our connections with family, friends and the wider community.
Our interactions with the environment and living things.
Key Concepts: Connections, Function and Perspective
Learner Profile Attributes: Caring, Reflective and Communicators
LO: I will accurately express how I am feeling during a known favoured or unfavoured activity.
LO: I will accurately express how I am feeling during a known favoured or unfavoured activity.
LO: I can begin to use a variety of facial expressions and vocalisations to indicate my feelings about an activity / interaction.
LO: I can begin to use a variety of facial expressions and vocalisations to indicate my feelings about an activity / interaction.
LO: I can show enjoyment in the company or others and seek contact through reaching, eye contact and vocalisation.
LO: I can show enjoyment in the company or others and seek contact through reaching, eye contact and vocalisation.
All members of Roman Class had a great time at the PMLD Winter Wonderland Event. Students engaged in a wide range of sensory winter and Christmas themed activities including arts & crafts, sensory tuff trays, Christmas stories and event getting the chance to meet Father Christmas himself! Although this was a fun social event students still had opportunities to work the ILP targets throughout helping to generalise theme skills in a different, more unknown environment. Parents were invited in and joined some students and all other PMLD classes were present which made it a special event where students were able to interact with people and peers they don't usually get to spend as much time with!
LO: I can engage in an adult led activity alongside a peer for up to 2 minutes.
LO: I can engage in an adult led activity alongside a peer for up to 2 minutes.
LO: will engage in a short game with an adult maintaining focus and concentration.
LO: will engage in a short game with an adult maintaining focus and concentration.
LO: I can engage in an adult led activity alongside a peer for up to 2 minutes.
LO: I can engage in an adult led activity alongside a peer for up to 2 minutes.
Roman Class have been loving having their table cricket lessons this term! Students are enjoying the opportunity to work on their targets in a new and exciting way! Peers from Renaissance Class have been joining us and supporting their Roman Class peers to access table cricket which has been a fun way of interacting and working on socialising skills with new peers.
LO: I can wait for a specific moment to activate and effect.
LO: I can wait for a specific moment to activate and effect.
LO: I will stop initiating an effect after activating and wait until it stops to reactivate.
LO: I will stop initiating an effect after activating and wait until it stops to reactivate.
LO: I will re-attempt to activate a switch when the first attempt is unsuccessful.
LO: I will re-attempt to activate a switch when the first attempt is unsuccessful.
Roman Class have been enjoying accessing the eye gaze equipment in class. The equipment tracks the students eye movements to enable them to play a variety of games, games focusing on fixating, tracking and locating. During our eye gaze session students are working on a range of different targets including communication targets when choosing which game they want to play, PSPD targets of turn taking and ECT targets based on their understanding of how to access the equipment and make it work to gain their desired outcome.
LO: I will be able to label resources that are of interest to me from a choice to symbols.
LO: I will be able to label resources that are of interest to me from a choice to symbols.
LO: I will engage in an adult lead tabletop activity with sustained attention.
LO: I will engage in an adult lead tabletop activity with sustained attention.
LO: I will constantly make a choice from 3 symbols on my ETran.
LO: I will constantly make a choice from 3 symbols on my ETran.
In Science this module we are learning about healthy eating and having a balanced diet. We are exploring healthy food each week by colour starting with yellow foods last week including lemon, pepper and banana. This week we explored red foods including watermelon, pepper, tomatoes and strawberries. All students have opportunities to explore to items using all of their senses. Students use different symbols to identify items, communicate characteristics such as labeling the colour and also to communicate their preferences of if they likes or dislikes each food.
LO: I will consistently answer adult questions using symbols from a choice of two.
LO: I will consistently answer adult questions using symbols from a choice of two.
LO: I can follow a verbal and visual instruction of where I need to transition to or where I need to place an item.
LO: I can follow a verbal and visual instruction of where I need to transition to or where I need to place an item.
LO: I will begin to explore my further environment in my walker accessing areas outside of the phase.
LO: I will begin to explore my further environment in my walker accessing areas outside of the phase.
Module 1
Module 1:
Transdisciplinary Theme: Who we are
Central Idea: Our identities are formed by how we connect with ourselves, other people and nature
Lines of Inquiry:
Our personal strengths, interests and emotions.
Our connections with family, friends and the wider community.
Our interactions with the environment and living things.
Key Concepts: Connections, Function and Perspective
Learner Profile Attributes: Caring, Reflective and Communicators
Roman Class had a great day out on our trip to Rochester Hollywood Bowl and then Frankie and Benny's for lunch!
LO: I can manipulate objects in increasingly complex ways using fingers and thumbs and both hands simultaneously.
LO: I can manipulate objects in increasingly complex ways using fingers and thumbs and both hands simultaneously.
LO: I will begin to cooperate in my personal care routine following adult instruction and supporting with lifting when needed and supporting with my dressing and underdressing.
LO: I will begin to cooperate in my personal care routine following adult instruction and supporting with lifting when needed and supporting with my dressing and underdressing.
LO: LO: I will request more of an object/sensory stimuli /adult interaction
LO: LO: I will request more of an object/sensory stimuli /adult interaction
LO: I will try to locate a switch when there is not one there
LO: I will try to locate a switch when there is not one there
LO:I will begin to label objects, people, activities using symbols.
LO:I will begin to label objects, people, activities using symbols.
LO: I will begin to show assistance during activities by continuing to try with something else doesnt work as expected such as attempting to deactivate an activity without needing immediate adult intervention.
LO: I will begin to show assistance during activities by continuing to try with something else doesnt work as expected such as attempting to deactivate an activity without needing immediate adult intervention.
LO: I can begin to use a variety of facial expressions and vocalisations to indicate my feelings about an activity/interaction
LO: I can begin to use a variety of facial expressions and vocalisations to indicate my feelings about an activity/interaction
LO: I will begin to label objects / people / activities using symbols.
LO: I will begin to label objects / people / activities using symbols.
LO: I will show some aspects of my washing/ hand washing/ face washing routine I enjoy or become more relaxed at.
LO: I will show some aspects of my washing/ hand washing/ face washing routine I enjoy or become more relaxed at.
LO: In supine lying I can bring my hands together to explore an object or sensory resource
LO: In supine lying I can bring my hands together to explore an object or sensory resource
During our rebound session, Matthew enjoyed exploring and interacting with the beach ball whilst lying in a supine position. With adult verbal encouragement Matthew was bringing his hands up to feel the ball and then push it to the adult he was working with.
LO: I can manipulate objects in increasingly complex ways using fingers and thumbs and both hands simultaneously.
LO: I can manipulate objects in increasingly complex ways using fingers and thumbs and both hands simultaneously.
Rowan enjoyed exploring a busy board with different fastenings on during a fine motor work session. He engaged independently using one hand and with adult prompting was able to briefly engage using both hands.
LO: I can watch attentively while an adult or peer does something interesting.
LO: I can watch attentively while an adult or peer does something interesting.
During our inquiry session Georgie watched an adult interact with the resources intently and then happily engaged with them himself independently following observing an adult.
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