Learning Support Assistants:
Mrs. Shamim Akhtar
Mrs. Pam Dean
Mrs. Sue Pearce
This half term we are learning and exploring......
The Geography of our school. The flora &fauna of our school. The Art we can create from our school environment.
We will be reading
After The Fall The Bog Baby Where The Wild Things Are
We will be using these quality texts within our English lessons...
In maths we will looking at the properties of 2D and 3D shapes. Creating and completing sequences. Learning the concepts of more, less, greater, lesser, big, bigger, biggest, small small, smallest and money.
Where possible these will be done within a hands on, outside learning concept.
Over lock-down, we were busy creating outdoor learning environments which we aim to use throughout the year.
To us here at St Paul's, music is very important to us. We are very privileged to have access to Music Therapy and we surround ourselves with the joy and communication of music.
Images to help with the learning.
Lucas enjoyed dressing up as a doctor and looking after the staff.
The pupils have continued to be very keen mark makers and writers!
Some of the pupils have been learning how to count objects accurately, as well as how to add groups together.
The pupils have been working hard to develop their fine-motor skills, using a range of resources.
This half term the children will be learning about the season of autumn. Quality texts will include Pumpkin Soup, The Prickly Hedgehog and The Leaf Man.
These pupils will be supported to produce meaningful print associated to familiar spoken words and actions, as well as learn how to make a prediction about how a story might end. They will also learn how to complete sounds patterns started by someone else.
This group will learn how to write simple sentences as a form of communication, and how to use basic punctuation. They will also learn how to use adverbs and prepositions in speech, as well as how to recognise why a range of texts are different.
These pupils will learn how to hear and say the initial sounds in words, as well as how to segment words into separate sounds.
The pupils will learn how to predict words in a text using expectation of meanings from the whole text. They will also be supported to develop their vocabulary through grouping and naming.
This group will be supported to develop their understanding of rhyme and alliteration, as well as how to recognise rhyme in spoken words. They will also learn about how a basic story is structured, as well as how to predict how a story might end.
This group will learn how to use the vocabulary first and last when describing the position of objects, people and events. They will move on to learn how to estimate a small number, and how to add and take away objects from a group before finding the new total.
These pupils will learn how to combine two groups objects to find the new total, as well as how to record by making marks or collecting tokens. They will move onto learning how to respond to the vocabulary involved in addition and subtraction: more, and, add, make, all together, take away, leave, how many are left?
This group will learn how to estimate how many objects can be seen, before checking their answers. They will move on to learn how to use the language more and fewer to compare two groups of objects, and how to identify the number that is one more than a given number.
This group will learn how to describe the characteristics of objects or events that they observe, as well as how to record an observation through drawing, before moving on to label it appropriately.
These pupils will learn how to notice detailed features of objects in their environment, as well as how to talk about why things happen and why they work. The group will also learn how to show care and concern for living things and the environment.
These pupils will learn how to interact with others in imaginative play, as well as how to negotiate with others in a range of activities. They will move on to learn how to take a variety of roles with peers, as well as how to be actively involved in the development of a task or play activity.
These pupils will be supported to become more interested in others’ play, before beginning to join in. They will also be supported to understand and thus show concern for people who are special to them. The group will also be supported to form special relationships with peers in the class.
Some of the strategies that we use in our class.
This technique which uses colour coded cards and visuals to help children to learn the important elements of a sentence before learning how to join them together in the correct order.
Here is an example of one way the visuals can be used.
Comic Strip Conversations
Comic strip conversations use stick figures and symbols to represent social interactions and abstract aspects of conversation, and colour to represent the emotional content of a statement or message.
Green- Good ideas, happy, friendly
Red- Bad ideas, anger, unfriendly
Blue- Sad, uncomfortable
Black- Facts, the truth
Brown- Comfortable, cosy
By seeing the different elements of a conversation presented visually, more abstract aspects of social interactions are made more 'concrete' and thus are easier to understand.
Social stories are short descriptions of a particular situation, event or activity. They include specific information about what to expect in that situation and why.
Social stories can be used to:
- Develop self-care skills
- Help someone to understand how others might behave or respond in a particular situation
- As a behaviour strategy
- Help a person to cope with changes to routine and unexpected or distressing events
We love sensory play!
The staff would like to thank the parents and carers who attended the parent’s evening in March. As well as discussing what was working well and what could be improved within the provision, parents and carers were given the opportunity to look at evidence of fantastic learning that has taken place. As we all know, working together positively will help our children achieve their full potential.
Staff would also like to thank parents and carers who have contributed to the cost of our Daily Living Skills sessions, as well as to the cost of resources for messy play. Because messy play and sensory play is all about exploring, there are no right or wrong ‘answers’. Through unstructured, exploratory play children are able to make their own discoveries using their senses, curiosity and knowledge.