Welcome to Seals

Teacher Samantha Webster
Photo of Samantha Webster

Welcome to Seals Class!

‘Seals is a class of 9 pupils with diverse needs and abilities whom are supported by 6 members of staff, We follow a total communication approach, including symbols and signalong, to support the communication of our needs, choices and feelings.
Seals class take a holistic approach to learning by following a topic based curriculum, where each subject is tailored to the individuals learning needs, thriving on routine and consistency, this approach enables learning to be teacher-led as well as child initiated.
Class activities are differentiated for each individual, ensuring that they are engaging and motivating to the individual child. Pupils particularly enjoy activities that are ‘hands on’ which relate to everyday life skills and promoting independence.’

Seals timetable – Summer term 1 – 23/24




Summer Term 1 23/24 Topic: Travel & holidays Curriculum Info for Parents - Support communication and language development, emotional growth and generally embed a positive attitude to learning and developing.
TopicSeal’s topic this half term will be exploring ‘Travel and holidays Each week we will explore a new story related to Travel and holidays. During each week we will engage in a number of activities that are topic related. Your child will be encouraged and supported to explore and engage in each of these activities at a level that meets their individual needs. The holistic approach to learning in Seals class will allow your child to progress at a pace that is suitable to their individual needs and abilities within a rich and enabling environment. Your child will regularly bring home information on their individual learning targets, individual targets may change in line with the topic, as and when experienced or consolidated. Each pupil will have individualised timetables to work alongside our class time table. Each individual timetable highlights targets taken from your child’s personal targets such as EHCPs, Sensory enrichment plans and communication plans. Your Son/Daughter’s individual timetables and current PLGs will also be home at the beginning of the term, if you have any questions or require an additional copy please do feel free to contact me. Please do feel free to explore individual targets at home, it would be great to hear about your child’s experiences via their home School book, here are the themes we will follow this half term, including key signs and stories of the week.
Suggestions for Learning at HomeActivities and exploration of learning will be as follows, each activity will be linked to our topic of ‘Travel and holidays or directly to the story of the week. Total Communication will be running throughout each activity and working alongside children’s individual Communication plans, we will be learning topic related words/signs and symbols found in our stories. We will continue to work throughout the half term on contextual words that support requests, play and social situations. Daily activities - Each day after registration we will continue to take part in a number of activities such as – Number songs Disco dough Exploring listening skills and comprehension. Fine motor skills and dexterity Following direction-pinch, roll, splat etc., forward, backward, numbers 1-5 Tactile discrimination Wake up shake up Exploring listening skills and comprehension, following instructions Gross motor-wake up shake up. Recognition of body parts, feet, hands etc. Moving around the room safely/spatial awareness. During our Multi-sensory Listening and Attention sessions we will be exploring our individual PLGs and communication targets/SaLT programmes. This will involve attention and anticipation activities, following instruction in activity songs, exploring our listening skills in line with music and expressing our preferences to stimuli. Here are a list of some the stories of the week that we will be focussing on- 1. I wish I were a pilot-Stella Blackstone 2. Captain Duck-Jez Aldborough 3. The Journey-Scott Mann & Neil Griffins 4. Ocean star express-Mark Haddon &Peter Sutton 5.Topsy and Tim have new bikes-Jean & Gareth Adamson 6. Mr Bear’s Holiday-Debi Gliori 7.Rosie’s Holiday-Rachel Pank 8.Spot goes on holiday-Eric Hill
Curriculum AreaSubjects
MathsIn maths we will be taking part in exploratory activities that are related to numbers between 5-10-recognising these numerals, representing these numbers, making sets of these numbers as well as exploring the concept of more/less. We will also be exploring 3D shapes. Throughout the week we will be exploring Pattern Experiencing patterned objects and images Beginning to predict what happens next in predictable situations Joining in with repeated actions in songs and stories Anticipating meaningful events in response to object / song of reference. Initiating and continuing repeated actions using preferred mode of communication Becoming familiar with patterns in daily routines Joining in with and predicts what comes next in a familiar story or rhyme Correctly identifying object/song of reference for part of school day Beginning to arrange items in their own patterns, e.g. lining up toys Place value Showing awareness of the difference between one or lots from range of sensory stimuli. Showing response to number rhymes and songs e.g. anticipation. Becoming aware of number names through their enjoyment of action rhymes and songs that relate to numbers Looking for things which have moved out of sight Exploring collections of objects. Responding to words like lots or more Creating collections of objects in play showing awareness of contrasting quantities. Finding/matching (by eye pointing, gesture...) photo of object ‘the same’ from a selection of two. Using number words like one or two and sometimes responds accurately when asked to give one or two things. Properties of Shape Exploring differently sized and shaped objects Beginning to put objects inside others and take them out again Stacking objects using flat surfaces Responding to changes of shape Attempting, sometimes successfully, to match shapes with spaces on inset puzzles Pushing objects through different shaped holes, and attempting to fit shapes into spaces on inset boards or puzzles Beginning to select a shape for a specific space Eye/hand points to direct the actions of another to put shapes into matching space. Enjoying using blocks to create their own simple structures and arrangements Sorting objects which are the same Choosing puzzle pieces and tries to fit them in Recognising that two objects have the same shape indicated by preferred mode of communication. Making simple constructions
EnglishWith a focus on writing to discuss we will be exploring the stories above which deliver a great backdrop to investigate Travel and Holidays. Using symbols and pictures we will discuss how we travel, what we think is the best mode of transport and why, as well as different types of holiday destinations and travel. This will include daily story time, mark making activities, listening activities, activities focussed on the story of the week, during this time we will be focussing on. Reading Responding to sounds in the environment such as cars, sirens and birds Showing an interest in and exploring sounds made by banging and tapping familiar objects and simple instruments Showing a response to rhythmic activities in storytelling Showing anticipation of repeated refrain or key moment in a familiar story or rhyme Beginning to join in with actions and/or sounds in familiar book sharing experiences. Noticing pictures and symbols Beginning to recognise what pictures and symbols stand for within their familiar experiences Recognising and decoding a single symbol Begins to respond to pictures in familiar book sharing experiences Recognising and decoding a sequence of at least two symbols. Handling books, printed and digital reading material with interest e.g. tactile books, symbols, pictures, photographs, electronic devices Starting to engage when being read to by familiar people Being interested in and anticipates books and stories and may have a favourite Having some favourite books or stories Writing/mark making Manipulating objects using hands singly or together, e.g. squeezing water out of a sponge Hands start to operate independently during a task that uses both, with each hand doing something different at the same time Using a combination of independent movements in play e.g. grasp, release, throw, bang, drop, using one hand or two hands Tolerating hand over hand support from adult during play/learning activity eg. to complete a task, to request/exchange a PECS symbol. Enjoying the sensory experience of making marks e.g. in food, damp sand, water, mud, paste, paint Attempting to use tools to interact with materials, e.g. crayons, chalks etc. Beginning to understand the cause and effect of their actions in their mark making Enjoying drawing and writing on paper and/or in different media, e.g. in sand or playdough, foam, paint, styling gel
Creative (Art, Craft and DT) Will involve exploring pattern, shape, and line.
Exploration and investigation We will be exploring Movement, friction and gravity, we will do so by exploring how transport moves, forwards, backwards etc. Experimenting with toy vehicles and wind up/pull back toys and how they move, fast/slow, exploring friction. We will make paper aeroplanes to see how they move through the air and toy bots travelling through water.
Motor skills developmentAs well as our usual motor skills activities will include-Pencil control, hand eye coordination activities, puzzles, which are topic related-and life skills such as cleaning, tidying away, laying the table, locating objects in their correct place. We will work on our individual Physio and SE plans alongside our motor skills too.
RelaxationTo draw our busy week to a close we will take part in a number of relaxation activities on a Friday afternoon, such as yoga, foot spas, massage mats and time for reflection. We will explore how we feel before, during and after these sessions as well as how to activate such resources.
PSHEKeeping safe out and about, we will be exploring road/safety for pedestrians, the rules for basic road safety. Exploring our own responsibilities towards personal safety such as dressing appropriately for the weather and taking precautions such as applying sun cream, hats gloves or sunglasses, or being safe during transitions.
GeographyWeather, we will continue with our daily discussion around the seasons and the days’ weather, exploring which weather we can see and how we can prepare to go outside, thinking of what we might need.
Things to try at home.At home you might wish to explore/discuss how you are travelling to school or the shops, where you might go at the weekend and how you will get there. Try involving your child in discussions about where they might like to go at the weekend, how might you travel there? Many of our pupils are interested when they hear planes from the playground, if they’ve noticed this you might be able to discuss a time yourselves or someone you know has travelled by plane- where did they go, are there photos that you can explore together. When you are going out and about ask your child what they think they might need, you could start be exploring what the weather looks like and if they’ll need their coat, do they know where to find the items that they need? We would love to her all about holidays and/or day trips and see any photos of travelling by alternative vehicles to a car, please feel free to comment in the home/school book or send me an email-swebster3fr7@nsix.org.uk Enjoy☺