Blue 4
Welcome to Blue 4:
Welcome to the Blue 4 Class, we are a class of year 3 and 4 children – who follow individual programmes of study. We are excited to share with you our unique approach to teaching and learning that focuses on developing our students' regulation and readiness to learn skills through an individualised, intensive intervention program.
The Class Teacher is
Kelly
We are supported by 4 Teaching Assistants
Wendy, Nadiene and Viki
P.E
We have our P.E. lesson on a Thursday and will need our P.E. kit on that day.
Our highly trained team ensure the students in our class receive a bespoke curriculum. We are a team of experienced staff that have worked at Two Rivers for many years. The skills each member of our team offer contribute to the development of our students and help them on their journey to become active citizens.
Assembly
Every Friday we have a special assembly to celebrate the week's achievements and topics. Each week, one child from Blue 2 will be awarded with our 'Superstar Learner' award, which will be given for special achievements, good behaviour, manners or excellent work.
Our topic this term is
Egyptians
Homework
The timetable above is an example of how Blue 4 approach their curriculum. We have opportunities to develop our academic abilities throughout the day and use cognitive strategies such as chunking to implement this. As our students work on their own development and at their own pace, their expected time on a task will differ from one another. The level that a task is delivered will also differ and our 1:1 staff ratio allows our students to work to their abilities. Our cognitive strategy is for all lessons to be a collective of short tasks so our students can take ‘movement breaks’ when they need to. Our movement breaks encourage our students to begin to self-regulate. By recognising when our students are overwhelmed either by the environment, the demand of the task or the ability to focus for that length of time and positively communicating this, this is the first step of our program. We will use PECs, PODD and Makaton to reinforce the communication for our students and this is something all our staff are trained in. As our students progress, they will develop the skills to communicate the need for a movement break independently. A movement break can vary for each student. Some students require a physical, stimulating activity where we will direct them to our rebound or sensory circuit room, others may need a quiet sensory regulation where we have a dark room, black out tents, therapy room or a light sensory room. These places are available on demand for our students throughout the day.
Another aspect of our timetable includes access to the community and developing our independence. Our students have weekly opportunities to access community services to encourage them to live as independently as possible. By teaching these skills and making their community a familiar environment will help promote life long skills. By helping our students to become independent, we will not only encourage our students to complete tasks for themselves, but we will also help them to develop and increase their self-esteem, their confidence and their decision making. We have access to the school minibus, and we will also use public transport to travel. Our lessons begin in the classroom, encouraging our students to join in with tidying, making snacks, pouring drinks and washing up and extend this to ownership, ensuring they are respectful of each other’s property and look after their own possessions. When out in the community our students will visit the supermarket, buy cooking ingredient to make at school, progress to ordering food in cafes and spending to a budget in shops. Further into our intervention program, we develop an understanding of the value of money and each coin. Our students also enjoy visiting exciting places and these can be earnt and chosen by our students as a reward.
Our classroom is neutral in design as it is led by the students. Every student has their own work area including a recognition board. This allows our students to display their achievements and decorate it in their interests.
Our curriculum is based on the characteristics of effective learning and tailored to the specific needs and goals outlined in each student's EHCP (Education, Health and Care Plan). We believe that every child has the potential to learn and thrive, and our 1:1 adult support ensures that each student receives the necessary support and guidance to reach their full potential.
Intent:
Our intent is to create a learning environment that promotes self-awareness, self-regulation, and a growth mindset, while also providing the academic and social skills necessary for success in life. We believe that these skills are essential for our students to become independent, lifelong learners who are capable of overcoming any obstacles they may face.
Implementation:
Our implementation is focused on creating a safe and nurturing learning environment where students feel comfortable and supported to take risks and make mistakes. Our teachers and support staff are highly trained in the use of evidence-based practices and interventions that are specifically designed to meet the unique needs of each student.
Impact:
The impact of our program is measured not only by academic progress but also by the growth and development of our students' regulation and readiness to learn skills. We regularly review and evaluate our program to ensure that we are meeting the individual needs and goals of each student.
We are confident that our approach to teaching and learning will provide each child with the support and guidance they need to reach their full potential. We welcome you to our community of learners and look forward to working with you to support your child's success.
