Roman Class
Brook
Embedded Files
Module 6
Module 6
Transdisciplinary Theme: How the world works
Central Idea: What happened before informs now and our future
Lines of Inquiry:
Being kind and calm to oursleves and others
How things change within the world
Different things I can make happen
Key Concepts: Responsibility, Causation, Change
Learner Profile Attributes: Knowledgable, Communicators, Open-minded
During snack we ran our class tuck shop where we had a shop keeper with a till and each student came up and choose their snack and drink and then passed their items to the shop keeper to be scanned, they then handed over their money and said 'thank you' using a talking tile. This activity allowed for many areas of the students learning to be worked upon to support with generlisng skills in 'real life' seanrios. Students worked on their turn taking waiting in the queue, fine motor skills picking up and passing the money, ECT targets working the till and using the talking tile to say thank you along with communication and cognition targets - recognising their own personal belongings and understanding they need money to buy items .
This week, we were delighted to welcome parents into the pool for a special Liquid Listening session! The experience began with an introduction to the concepts behind Liquid Listening, followed by an immersive in-water session. Parents first observed their young people engaging with the program, then had the unique opportunity to experience it themselves—floating and being moved through the water while listening to the underwater speakers. To wrap up, parents and students shared a wonderful moment together, moving in tandem to the music. Our visitors had a fantastic time, with many expressing amazement at just how calm the environment was and how deeply relaxed the students became.
Module 5
Module 5
Transdisciplinary Theme: How the world works
Central Idea: What happened before informs now and our future
Lines of Inquiry:
Being kind and calm to oursleves and others
How things change within the world
Different things I can make happen
Key Concepts: Responsibility, Causation, Change
Learner Profile Attributes: Knowledgable, Communicators, Open-minded
I can engage in rebound to help develop my gross motor strength.
I can show anticipation and excitment using electrical cicruits.
I can participate in sensory exporation of WW1 artefacts.
I can use the total communication approach through out the school day to inform adults of my wants and needs.
I can use my walking frame to transition from one place to another.
I can engage with my peers, sharing toys and turn taking.
I can engage with sensory stimuli.
I can differentiate between two colours and then use fine motor skills to post them in a money box
Roman Class had a wonderful time visisting the Phase 4 Castle Cafe for their snack. Students accessed a new space, interacted with less familiar peers and adults and worked on generalising and embedding their snack time targets in a different enviroment. All of Romans had a wonderful time and are looking forward to visiting the cafe again in the coming weeks!
LO: I will become more confident using my PECS book throughout different parts of my daily routine.
LO: I can match a picture symbol to the real life object from a choice of three symbols on my etran.
LO: I can shift my gaze between objects and will track objects, horizontally and vertically.
Module 4
Module 4
Transdisciplinary Theme: How we organise ourselves
Central Idea: People work together to help run our community.
Lines of Inquiry:
How people, places and nature work together
How we use things in our daily life
How we make choices and share ideas
Key Concepts: Function, Causation, Responsibility
Learner Profile Attributes: Caring, Reflective, Principled
Multi Skills Event 2026
Two members of Roman Class were invited along to join in with an off site PMLD Multi Skills Event this week! At the event they took part in a range of different sporting activities including Boccia, Table Cricket, Basketball and more! Both students engaged really well and it was wonderful to see them being so confident in a new environment and getting so involved! They ended the day with a huge sense of achievement along with a medal and two certificates!
Inquiry Day - Holi
Roman Class had a wonderful inquiry day focused around the Hindu festival Holi. We explored it through all of our senses and took part in loads of exciting themed activities. We had a Holi sensory story, did a skittles experiment, did rainbow spray painting and then finished off the day with a colour run. Everyone had so much fun!
LO: I can match a picture symbol to the real life object from a choice of three symbols on my ETRAN
LO: I will reactivate the switch if my initial activation is unsuccessful.
LO: I will locate a small object with my index finger and pick it up between my index finger and thumb.
LO: I can participate in a range of different number activities and correctly identify the number symbol upon an adults request.
LO: I will increase my mobility and independence by being motivated to pull myself to stand at a table or work surface.
LO: I will continue to re-attempt to activate a switch if my first attempts are unsuccessful.
Roman Class loved their visitors from Pets On The Green! There was a Parrot, Chameleon, Hedgehog.. even a snake! And more!! All of the Romans were very brave and enjoyed looking at and touching some of the animals!
Roman Class had a great World Book Day! Our story was 'We're going on a bear hunt'! We took a sensory approach to this throughout the day. We started the morning working on our fine motor skills, opening different fastening bags to find bears inside! We then went into the Immersion room and had the story being told around us while we explored sesnory trays - it was so much fun! In the afternoon we had Performing Arts where we went on our own bear hunt around the playground!
LO: I can show my enjoyment or lack of enjoyment of an input through my facial expressions vocalisations and gestures. I will have these modelled by adults using like and dislike symbols and begin to use the symbols making a choice between the two.
LO: I can shift my gaze between objects and will track objects, horizontally, and vertically.
LO: I will increase my mobility and independence by being motivated to pull myself to stand or sit at a surface or on a bench.
LO: I will begin to communicate with unfamiliar adults
LO: I can release an object into a tray and be aware of where I am releasing it.
LO: I will show an understanding of happy and sad emotions, identify these in myself, others and pictures of others
This Module Roman Class have been enjoying having a weekly horticulure lesson with Kirsty. This is a great oppertunity for some inquiry based learning and having more oppertunites to work on generalising their indivual learning plan targets is different less common lessons.
Module 3
Module 3
Transdisciplinary Theme: How we organise ourselves
Central Idea: People work together to help run our community.
Lines of Inquiry:
How people, places and nature work together
How we use things in our daily life
How we make choices and share ideas
Key Concepts: Function, Causation, Responsibility
Learner Profile Attributes: Caring, Reflective, Principled
All of Roman Class really enjoyed our Police visit and Paramedic visit this week - students and adults included!
Roman Class had an amazing first time accessing the new immersive room!
LO: To participate in my liquid listening sessions and become more relaxed and highly engaged in the sessions.
LO: To participate in my liquid listening sessions and become more relaxed and highly engaged in the sessions.
LO: To participate in my liquid listening sessions and become more relaxed and highly engaged in the sessions.
LO: To participate in my liquid listening sessions and become more relaxed and highly engaged in the sessions.
LO: To participate in my liquid listening sessions and become more relaxed and highly engaged in the sessions.
LO: To participate in my liquid listening sessions and become more relaxed and highly engaged in the sessions.
LO: I can begin to use a variety of facial expressions and vocalisations to indicate my feelings about an activity or interaction.
LO: I can begin to use a variety of facial expressions and vocalisations to indicate my feelings about an activity or interaction.
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.
LO: I can walk a short distance in my walker.
LO: I can walk a short distance in my walker.
LO: I will acknowledge a peer activating a switch in a two-way game.
LO: I will acknowledge a peer activating a switch in a two-way game.
LO: I will actively participate in group settings contributing with facial expression, gestures and vocalisation.
LO: I will actively participate in group settings contributing with facial expression, gestures and vocalisation.
LO: I can engage in an adult lead activity alongside one peer acknowledging them throughout
LO: I can engage in an adult lead activity alongside one peer acknowledging them throughout
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 make circular, horizontal and vertical lines in sensory materials.
LO: I will make circular, horizontal and vertical lines in sensory materials.
LO:I will accurately express how I’m feeling during a known favoured or unfavoured activity.
LO:I will accurately express how I’m feeling during a known favoured or unfavoured activity.
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
Everyone had a great time going to visit the Christmas Grotto in Penguin Class outside area, we took photos that we have used to make Christmas cards for our families. Even the adults got a nice picture all together!
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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