School Street, Radcliffe, Greater Manchester, M26 3BW

0161 724 2266

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Millwood Primary Special School, Bury

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PPG

 

OUR PPG WOW MOMENTS!

Our PPG pupils enjoyed labelling different plants and animals as part of science week.

Whitelow 2 PPG pupils enjoyed counting caterpillars as part of their noisy numbers session.

C, reception. 

C was given 6 pictures that matched the 6 pictures on the dice. C watched as the dice was rolled, and a sentence was modelled verbally and with symbols – for example “The rocket is white and red”, and symbols ‘rocket’, ‘white’ and ‘red’ were ordered. C then spontaneously and independently began to label the colours he could see on each picture, independently spelling most colour names correctly from memory and forming most letters correctly. C also used his phonics knowledge to make attempts to spell some colour names correctly – for example. C wrote ‘whyt’ when labelling the white part of the dinosaur. On some occasions, C verbally requested the colour symbols to copy the spelling when he was unsure – he did this for ‘yellow’, ‘black’ and ‘grey’.

C then continued to label other features of some pictures with verbal prompt “I see…”. C verbally answered ‘fire engine’, ‘dog’ and ‘hat’, and wrote these on request, spelling ‘dog’ independently from memory, and copying ‘fire engine’ and ‘hat’ from a model.

M engaged with the song mostly throughout. He listened and watched as the remaining number 2 dragons were verbally counted aloud. M watched as 2 'claps of shaving foam' were modelled to represent the quantity of remaining dragons. M then copied the model and clapped twice as numbers 1 and 2 were said aloud as he clapped. M independently stopped clapping when he heard number 2 being spoken. Great counting and engagement M!
M engaged with the song mostly throughout. He listened and watched as the remaining number 2 dragons were verbally counted aloud. M watched as 2 'claps of shaving foam' were modelled to represent the quantity of remaining dragons. M then copied the model and clapped twice as numbers 1 and 2 were said aloud as he clapped. M independently stopped clapping when he heard number 2 being spoken. Great counting and engagement M!
29.3.21 King was exploring the scarves holding them, he kept putting them up to his face whilst the music was playing. With some verbal prompts, King copied 'up and down' and 'side to side' writing patterns in the air by using his arms to move the scarves. King wrote with his pen on the whiteboard 'up and down' lines independently. He moved his body from side to side with the music.King wrote on the whiteboard with both hands making side to side marks. K was able to copy a lowercase ‘x’, and  uppercase 'T' and 'L', when a lowercase 't' and 'l' were modelled. K listened to sections of the 4 songs used throughout the session being played and he was independently able to identify whether they were an 'up and down' song, or 'side to side' song correctly 3 out of 4 times. K maintained his attention throughout the whole session - approximately 25 minutes in total - and completed all tasks requested.
29.3.21 King was exploring the scarves holding them, he kept putting them up to his face whilst the music was playing. With some verbal prompts, King copied 'up and down' and 'side to side' writing patterns in the air by using his arms to move the scarves. King wrote with his pen on the whiteboard 'up and down' lines independently. He moved his body from side to side with the music.King wrote on the whiteboard with both hands making side to side marks. K was able to copy a lowercase ‘x’, and uppercase 'T' and 'L', when a lowercase 't' and 'l' were modelled. K listened to sections of the 4 songs used throughout the session being played and he was independently able to identify whether they were an 'up and down' song, or 'side to side' song correctly 3 out of 4 times. K maintained his attention throughout the whole session - approximately 25 minutes in total - and completed all tasks requested.