Luna's curriculum 

My Sensory Play

This term we will learning more about pouring, filling, scooping and digging. We will be doing this in both our outdoor and indoor provisions using a range of equipment such as spoons, pots and pans along with a range of materials such as water, pasta, cereal and flour. Through this learning we will continue to build on our fine motor skills and support the development of our hand/eye coordination.

My Communication

When we consider communication we consider the 3 M's Motivation - reason for communicating, Means -
way to communicate, Mate - someone to communicate with. To support the development of our children's communication development we ensure we provide a language rich environment, where adults consider what language they choose to use. We use a range of methods to support communication alongside spoken words we use objects of reference, visuals and Makaton.  

This term we are working on children expressing their wants and needs by providing opportunities for them to make a choice between given options such as apple and carrot at snack time. 

A focus this term is greeting children each morning with spoken word "good morning" along with the Makaton sign to support. 

My Outdoor School

As we spend a lot of time accessing our outdoor provision and as the weather begins to change we are supporting children to develop their awareness of appropriate clothing, we achieve this through modelling with adults narrating their own though process and problem solving to support children. We are also practising walking around the school building safely, whilst transiting to the lunchroom, transport or other areas of school, children hold an adults hand with an adult modelling walking safely and appropriately within the school setting. 

My Physical Wellbeing

We understand just how challenging and overwhelming the school environment can be for our children, to support their regulation we implement a range of sensory strategies to ensure they feel calm and are able to get the most out of their school experience. Alongside sensory strategies we offer a range of activities to develop the children's gross motor skills such as the crates, wooden blocks and planks in the outdoor provision frequently used to create obstacle courses, we also offer opportunities for children to use the trampoline, bikes and scooters to further support their gross motor development.

My Independence 

This term we are focussing on hygiene and the importance of washing our hands, we encourage and support children to wash their hands before snack and lunch each day. We are also developing our ability to put on or remove our coat - each child is different and therefore depends on the individual child as to what stage they are working on completing independently. Another focus for this term is walking a set distance whilst supported by an adult, to achieve this we use visuals to support children. 

Early Reading, Writing and an Introduction to Phonics

Our school understands the value of children developing a 'reading for pleasure' attitude and this is reflected within our classroom, we enjoy sharing stories with our children in a range of ways this could be using a book, an adult retelling a story or through a sensory story, adults and peers may explore books together, adults will sing songs and nursery rhymes daily. We provide a range of opportunities within the environment which allow children to develop their mark making, alongside adult supported activities to encourage mark making. Within the provision opportunities will be provided that support the development of the children's fine motor skills. When ready, children will begin an introduction to phonics, following the RWI scheme strongly embedded within our school, adaptations are made to deliver this with a sensory approach allowing the children to learn in a practical way, an activity linked to their phonics will be provided within the environment allowing children to be continuously exposed further embedding their knowledge. 

Introduction to Maths

Maths is all around us, and every day we are given an opportunities to expose our children, the adults ensure they embrace these chances and naturally embed them into the children's day. This could be through counting songs, identifying shapes in their environment or counting objects such as blocks or snack alongside them. Whilst modelling play adults will narrate their own play with the inclusion of mathematical language such as identifying which shape they are drawing or how many blocks they have. 

Attention Autism 

In Comet we use an the Attention Autism approach daily to develop the children's attention. Through Attention Autism we are able to introduce and expose many concepts to the children. The Attention Autism approach has four stages:

Stage 1 - Focusing attention - during this stage we use the bucket activity to gain the children's attention.

Stage 2 - Sustaining attention - during this stage we include a task that has a beginning, middle, and end.

Stage 3 - Shifting attention - during this stage we begin turn-taking and copying activities.

Stage 4 - Individual activities - during this stage we begin transitioning from group to individual tasks and refocusing.

 

Icarus' Curriculum