The Hundred Decker Bus

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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. 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): 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.

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. Enjoy You Can’t Take an Elephant on the Bus. Relish the illustrations and amusing scenarios. Invite children to select their favourite and to use because to provide a reason for their opinion, e.g. A whale riding a bike because it is funny to see something so big on something so small.We will create topic related arts and crafts for our displays and we will engage in drumming, anticipation, and rhyming songs in the ‘Music for interaction’, ‘morning group’ and ‘resonance board sessions. The students will engage in Music for interactions sessions’. They will make music by tapping on the sensory board and anticipate sounds and actions on it. 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. 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.

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 and visits around nearby farms and garden centre if possible. 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.

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We will resume our community walks and will go on trips to the sea side, Playdale farm, and Filey birds and animals garden, Easter Disco, Wednesday 29th March, Preston Primary School (Infants 16:15-17:15, Juniors 17:30-18:30) Take the map spread of the book as your starting point to draw a route for your own bus. As in the story, children can add landmarks of any sort, and then incorporate them into the design of your own bus. Half the class could be in charge of the map while the other half build the bus accordingly. Our topic this term is Vehicles’. We will be learning about various times of vehicles that run on the ground, water or in the air. We will look at emergency and community vehicles and will learn how to sign their name. The students will engage in messy play, create items sensory display and collages around the farming topic. We will explore foods Chinese foods, spices and textures as part of our Humanities curriculum and create arts and crafts based on the ‘Chinese new year story’. We will go exploring and hunting for Easter eggs in the second part of the Spring term.

This term we will continue to follow a sensory curriculum which allows us 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. Then as a finale, pile them up. First of all see if you can get it to stay up. Secondly see if you can reach the ceiling!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.