Download - Medium Term Planning - Me, Myself and I
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7/28/2019 Medium Term Planning - Me, Myself and I
1/11
Reception Scheme of Work
Autumn 1
Me, Myself and I
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7/28/2019 Medium Term Planning - Me, Myself and I
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Foundation Stage Long Term Planner - ReceptionTheme Personal, Social
and Emotional
Communication,
Language and Literacy
Mathematics Knowledge and
Understanding of the
World
Physical Creative R.E. MFL: French
Autumn
1
Ourselves
7- relationships
11- dress/undress8- follow rules
5- awareness of own
and others needs
SEAL New
PSHCE Myself/WhoAm I? / Body
Awareness
1- interact and negotiate
6- awareness of listener12- explore with sounds
15- directionality
19- names, labels, captions
20- form letters with care
Sounds- s-u
1- use number names in
order9- compare quantities
13- solve measures
problems
1- use senses to investigate
8- past and present
(Science/History/ICT)
5- keeping healthy
6- describe change after being active7- use small and large equipment
2- move with control and co-
ordination
Dance/Basic Motor Skills
1- explore 2D/3D art
2- explore sounds and singsongs
4- respond to senses creatively
Art Focus- Painting
Music Focus Beat and Tempo
Im Special
Harvest
Simple
Greetings andfarewells
Counting to
three
Autumn
2
Colour My
World
6- respect cultures
13- treat people withrespect
14- expect respectfrom others
SEAL Getting on and
Falling Out
PSHCE Keeping Clean
2- enjoy using language
3- listen attentively10- link sounds to letters
15- directionality18- write for a purpose
20- form letters with care
Sounds l-oo
2- count reliably to 10
10- recreate patterns4- solve number problems
11- know about own and other's
cultures(Geography/ICT)
4- awareness of space
7- use small and large equipment1- move with confidence and
imagination
Dance/Spatial Awarness
1- explore 2D/3D art
2- recognise musical patternsand sing songs
5- express ideas creatively
Art Focus Collage
Music Focus - Structure
Baptism
BirthdaysChristmas
Colours in
FrenchCounting to five
Spring
1
Water and
Weather
1- motivation to learn
2- try new activities
SEAL Going for Goals
PSHCE Healthy
Lifestyles/Making
Choices
4- respond to stories etc.
7- imagine/recreate roles9- initial/final sounds
13- sequence stories18- write for a purpose
Sounds y - ar
3- recognise 1 to 9
9- compare quantities4- solve number problems
4- ask why things happen and
how things work7- use ICT to support learning
(DT/ICT)
3- travel around, under, over, through
4- awareness of space7- use small and large equipment
Apparatus/Co-ordination and Control
1- explore 2D/3D art
2- move to music and singsongs
3- use imagination creatively
Art Focus Printmaking
Music Focus High and Low
Stories Jesus Heard Talking about
the weather inFrench
Counting to ten
Spring
2
My House
where I
live
12- select activities
12- use resourcesindependently
SEAL Good to be me!
PSHCE Where I live?
4- respond to stories etc.
7- imagine/recreate roles9- initial/final sounds
13- sequence stories19- sentences/punctuation
5- use calculation
vocabulary11- describe shapes
13- solve shape problems
5- build and construct and
adapt work6- select tools and techniques
(DT/ICT)
7- use small and large equipment
8- handle materials with safety andcontrol
2. move with control and co-ordination
Apparatus/Aiming, Predicting and
Estimating
1- explore 2D/3D art
2- recognise musical patternsand sing songs
5- express ideas creatively
Art Focus Textiles
Music Focus - Texture
Stories Jesus Told
Easter/Love
Names of
FamilyMembers
Summer 1
Minibeasts
9- right and wrong10- consequences of
actions
SEAL Relationships
PSHCE Body
Awareness/Growing
5- extend vocabulary11- use phonics to spell
16- find information16- character and sequence in
stories
6- compare 2 numbers7- 1 more/1 less
4- solve number problems
2- find out about living things3- look at similarities,
differences, patterns andchange
(Science/ICT)
1- move with confidence andimagination
7- use small and large equipment8- handle materials with safety and
control
Dance/Games
1- explore 2D/3D art2- move to music and sing
songs4- respond to senses creatively
Art Focus Sculpture
Music Focus Loud and Quiet
My World/Jesus World Animals inFrench
Summer 2
Travel and
Transport
4- show feelings
3- developconcentration
SEAL Changes
PSHCE Healthy
Lifestyles/Keeping
Safe
8- talk to organise ideas
17- use phonics to spell14- read common words
16- find information
16- character and sequence instories
8- combine and take away
objects12- describe positions
13- solve space problems
9- identify features in the
natural world10- find out about local
environment
(Geography/ICT)
3- travel around, under, over, through
7- use small and large equipment4- awareness of space
Dance/Games
1- explore 2D/3D art
2- explore sounds and singsongs
3- use imagination creatively
Art Focus Drawing
Music Focus - Timbre
Prayer Barnaby Bear
visitsParis/Brittany
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7/28/2019 Medium Term Planning - Me, Myself and I
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Foundation Stage Medium Term Planner - Personal Social and Emotional Term Autumn 1 Class GOR
Learning Intentions Spontaneous learning
opportunities and ongoing
Planned activities Resources, events,
outings and visitors
1. Continue to be interested, excited andmotivated to learn.
2. Be confident to try new activities, initiate
ideas and speak in a familiar group.3. Maintain attention, concentrate, and sit quietly
when appropriate.4. Respond to significant experience showing a
range of feelings when appropriate.5. Have a developing awareness of their own
needs, views and feelings and be sensitive tothe needs, views and feelings of others.
6. Have a developing respect for their owncultures and beliefs and those of other people.
7. Form good relationships with adults and peers.8. Work as part of a group or class, taking turns
and sharing fairly, understanding that thereneeds to be agreed values and codes of
behaviour for groups of people, including adultsand children, to work together harmoniously.
9. Understand what is right, what is wrong, andwhy.
10. Consider the consequences of their words andactions for themselves and others.
11. Dress and undress independently and managetheir own personal hygiene.
12. Select and use activities and resourcesindependently.
13. Understand that people have different needs,views, cultures and beliefs, that need to betreated with respect.
14. Understand that they can expect others to
treat their needs, views, cultures and beliefswith respect.
Circle time talk, listen, askquestions, contribute ownfeelings and ideas
Review of the day share
achievements with the group Show work to class and in
assemblies Develop beginning and end of day
routines Establish simple routines of the
day Develop tidy up time routines Use of tracking sheet for taking
the register in turns Take turns to use limited
equipment e.g. bikes, computer
etc. Work in pairs and small groups at
classroom activities Make presents and cards for
people on their birthdays Talk to adults and peers in pairs
and small groups Put on coats, aprons, dressing up
clothes, sand hats Dress and undress for PE Communicate needs Use self help systems - aprons,
milk, register Join in discussions about stories
and books that emphasise moralissues
Introduce different customsthrough stories and books etc.
Formulate positive class rules together makeup classroom signs to emphasise them
Discuss consequences of breaking rules Circle time contribute to discussion about
looking after yourself Set up personal hygiene rules and make
posters to display in the classroom Ask questions about caring for babies to a
visiting mum Look at photographs of children when they
were babies empathise with babies needs Play inside-out where each member of the
class says something nice about a chosen child. Wash, dress and undress baby dolls in role play
and water tray. Play name games to familiarise each other with
new class members Play game "hide and seek with classroom
objects to familiarise themselves with theclassroom areas
Role play rules and manners to establish classprotocols
Empathise with Titch when reading the story relate to own family experiences
Discuss how the owl babies feel when they areleft on their own
Explore stories about caring for each otherthrough role-play, small world and puppetry.
Play circle games and matching games toemphasise turn-taking.
Share flavoured jellies in small groups
Baseline
Settling in
Invite the school nurse in
Invite a mum and new baby in
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7/28/2019 Medium Term Planning - Me, Myself and I
4/11
Foundation Stage Medium Term Planner - Communication, Language and Literacy Term Autumn 1 Class GOR
Learning Intentions Spontaneous learning
opportunities and ongoing
Planned activities Resources, events,
outings and visitors1. Interact with others, negotiating plans and activities and taking
turns in conversation.2. Enjoy listening to and using spoken and written language, and readily
turn to it in their play and learning.
3. Sustain attentive listening, responding to what they have heard by
relevant comments, questions or actions.
4. Listen with enjoyment, and respond to stories, songs and othermusic, rhymes and poems and make up their own songs, rhymes and
poems.
5. Extend their vocabulary, exploring the meanings and sounds of newwords.
6. Speak clearly and audibly with confidence and control and showawareness of the listener, for example by their use of conventions
such as greetings, please and thank you.
7. Use language to imagine and recreate roles and experiences.
8. Use talk to organise sequence and clarify thinking, ideas, feelingsand events.
9. Hear and say initial and final sounds in words, and short vowel
sounds within words.
10. Link sounds to letters, naming and sounding the letters of thealphabet.
11. Use their phonic knowledge to write simple regular words and make
phonetically plausible attempts at more complex words.
12. Explore and experiment with sounds, words and texts.13. Retell narratives in the correct sequence, drawing on language
pattern of stories.
14. Read a range of familiar and common words and simple sentences
independently.15. Know that print carries meaning and, in English, is read from left to
right and top to bottom.16. Show an understanding of the elements of stories, such as main
character, sequence of events, and openings, and how information
can be found in non-fiction texts to answer questions about where,
who, why and how.17. Use their phonic knowledge to write simple regular words and make
phonetically plausible attempts at more complex words.
18. Attempt writing for different purposes, using features of different
forms such as lists, stories and instructions.19. Write their own names and other things such as labels and captions
and begin to form simple sentences, sometimes using punctuation.
20. Use a pencil and hold it effectively to form recognisable letters,
most of which are correctly formed.
Talk about personal experiences
in class and group circle times,review times, class discussions
Use imaginative talk in role play,small world play, puppet play,
Listen attentively in group times,play and to audio tapes
Converse with others in allclassroom areas
Develop language skills throughstructured and unstructureddiscussions linked to books,topics, routines, events etc.
Choose to look at books alone andwith others
Bring books and take books home Read class labels, names, signs
Talk about pictures in books Retell familiar stories in role play
and small world etc. Join in stories, rhymes and songs Talk about own experiences
related to content of book Make up own stories inspired by
books, poems, pictures, music etc Make marks to signify writing Write cards, invitations, lists,
books, labels, signs, massages,instructions, letters, guessing
cards, zig-zag books, flap books Write name at every opportunity
sign up for dinner, computer,bikes, as label for models, on any
work on paper Practice forming letters using
pens, pencils, crayons, chalks,paints, sand, dough,
Texts: My Five Senses
My BodyWhat can you see?Owl babiesTitch
Play Pips games/POPAT
Develop role play area into
hospital/clinic Talk about a personal visit to the
hospital Listen to above texts on the tape-
recorder Retell above texts with magnetic story
props/small world toys/puppets
Signs and labels for classroom and role-play area using ICT
Labels and captions for body, tastingand smelling investigations
Make a thank-you card for nurse Contribute to big class information book
about senses. Make books in body shape Make growth zig-zag book from baby to
grandparent. Make I spy books (eye shaped) Make own peepo book with hole and
repetitive sentence Contribute to class lift the flap book
knock, knock, whos there, someonebeginning with? Focus on names
Make feely book with differenttextures
Form letters in name correctly usingpens, paints, sand, by labelling models +
signing up for class surveys.
Baseline
Settling in
Invite the school nurse
in
Invite a mum and newbaby in
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7/28/2019 Medium Term Planning - Me, Myself and I
5/11
Foundation Stage Medium Term Planner - Mathematics Term Autumn 1 Class G ORLearning Intentions Spontaneous learning opportunities and
ongoing
Planned activities Resources, events,
outings and visitors
1. Say and use number names in order in familiarcontexts.
2. Count reliably up to 10 everyday objects.
3. Recognise numerals 1 to 9.
4. Use developing mathematical ideas and methods to
solve practical problems.
5. In practical activities and discussion begin to use thevocabulary in adding and subtracting.
6. Use language such as more or less to compare two
numbers.
7. Find one more or one less than a number from one to10.
8. Begin to relate addition to combining two groups ofobjects and subtraction to taking away.
9. Use language such as greater, smaller, heavier orlighter to compare quantities.
10. Talk about, recognise and recreate simple patterns.
11. Use language such as circle or bigger to describe
the shape and size of solids and flat shapes.
12. Use everyday words to describe position.
13. Use developing mathematical ideas and methods tosolve practical problems.
Sing number songs and rhymes e.g. Count 1-5, 1-10, 1-20 Errors in counting backwards and forwards
using puppet (missing number, repeatednumber, wrong order)
Recite number names in order, continuingthe count forwards or backwards from agiven number
Count a set of objects (5, 10, 20) giving
just one number name to each object Estimate small numbers without counting
e.g. 1-6 dice/dominoes or fingers Recognise none and zero in stories, rhymes
and when counting Play error games with puppet e.g. count
same object twice, miss out an object, makean error in counting sequence, touch but
dont name, summarise incorrectly) Count sounds, movements, moving things,
objects in a circle, blank number track Count quietly on fingers and in head Count in tens and twos Estimate a number and check by counting Recognise numerals 1-9, then 0 and 10, then
10 and beyond Compare two numbers and say which is more
or less Say a number which lies between two given
numbers Begin to use the vocabulary of adding and
subtracting Find one more or one less than a number
from 1-10 Solve simple practical problems and respond
to what could we try next?
Contribute to pictogram / graph
about eye colour or hair colour andcount responses
Collect information in a survey aboutfavourite colours
Record favourite tastes / smells in apictogram and count responses
Sort out pictures healthy and non-healthy foods and display as a
pictogram. Make age pictogram which changes
over the year I am 4, I am 5 picturemoves on childs birthday
Measure heights using large plasticbricks
Compare heights and weights ofchildren. Order heights of groups of
children Sort sets of animals, compare bears,
play people, shapes and otherclassroom objects by size andcompare and order
Devise different ways to measure and
compare heights of children Use hands and feet to measure
childrens silhouettes and count. Play counting games using fingers
(and toes) Put house numbers to knock, knock
book
Baseline
Settling in
Invite the school nurse
in
Invite a mum and newbaby in
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7/28/2019 Medium Term Planning - Me, Myself and I
6/11
Foundation Stage Medium Term Planner -Knowledge and Understanding of the World Term Autumn 1 Class G OR
Learning Intentions Spontaneous learning
opportunities and ongoing
Planned activities Resources, events,
outings and visitors1. Investigate objects and materials by using all
of their senses as appropriate.2. Find out about, and identify, some features of
living things, objects and events they observe.3. Look closely at similarities, differences,
patterns and change.4. Ask questions about why things happen and howthings work.
5. Build and construct with a wide range of
objects, selecting appropriate resources, andadapting their work where necessary.
6. Select the tools and techniques they need toshape, assemble and join materials they areusing.
7. Find out about and identify the uses of
everyday technology and use communicationtechnology and programmable toys to support
their learning.8. Find out about past and present events in their
own lives, and in those of their families andother people they know.
9. Observe, find out about and identify featuresin the place they l ive and the natural world.
10. Find out about their environment, and talkabout those features they like and dislike.
11. Begin to know about their own cultures andbeliefs and those of other people.
Explore textures such as
wet/dry sand, dough, sandmousse, gravel, talc, etc
Make DT models with junkmaterials e.g. babies bottles,
cots, rattles Make family puppets Build construction houses for
play people families Get to know where things are
kept in the classroom Become familiar with regular
journeys within the schoolpremises e.g. class to dinner hall,class to toilets etc.
Observe things closely, recordthrough drawing and modelling
Discuss changes, patterns,similarities and differences e.g.
Observe and record the weather Use computers, calculators,
programmable toys, taperecorders, cameras confidently
Explore modelling through clay,junk, fabric, construction kits,cookery, woodwork
Use small world and role play to
explore other lives andenvironments
Visit other people and places Find out about the world through
looking at books, pictures,artefacts, talking to visitors
Develop language of time throughsequencing events and dailyroutines
Taste 3/4 different foods, identify them and state a
favourite and say why Make different jellies and guess flavour. Smell 3/4 different smell pots, describe them and
discuss likes and dislikes.
Touch different fabrics and materials in class feelybook/alphabet/names and describe Play feely bag games, describing objects hidden within Experience hot and cold contrasts weather, clothes
and record using collage materials on paper doll Listen to sounds tape and draw what is heard and
discuss as a group. Game: A chosen child says fish and chips and a
blindfolded child has to guess who it was byrecognising the voice
Listen to instruments behind a screen and guess whichmade the sound.
Sort musical instruments into types of sounds e.g.bangs
Experiment with magnifying glasses, telescopes,kaleidoscopes, colour filters, mirrors etc.
Compare and describe seasonal colours, flower colours, Play blindfold guessing games dependant on hearing,
touch etc Make graphs of eye colour, hair colour on computer Talk about a visit to the hospital, dentist, clinic Ask a new mum about looking after a baby and Recollect childhood experiences Bring in photos of children as babies guess who is
who Wash, dress and undress baby dolls Talk about what babies can and cant do and what they
need when they are young e.g. bottle, cot and explain
why Make a zig-zag book about growing from a baby to
child to adult to grandparent
Baseline
Settling in
Invite the school nurse in
Invite a mum and newbaby in
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7/28/2019 Medium Term Planning - Me, Myself and I
7/11
Foundation Stage Medium Term Planner -Physical Term Autumn 1 Class G ORLearning Intentions Spontaneous learning
opportunities and ongoing
Planned activities Resources, events,
outings and visitors
1. Move with confidence, imagination and safety.
2. Move with control and co-ordination.
3. Travel around, under, over and through balancing andclimbing equipment.
4. Show awareness of space, of themselves and ofothers.
5. Recognise the importance of keeping healthy andthose things which contribute to this.
6. Recognise the changes that happen to their bodieswhen they are active.
7. Use a range of small and large equipment.
8. Handle tools, objects, construction and malleable
materials safely and with increasing control.
Gross motor Explore range of climbing,
balancing and sliding apparatus,wheeled toys, bats and balls,hoops etc. in the outside area
Join in PE lessons that focus ontravelling skills (running, hopping,skipping, jumping) and body parts
Fine motor Make range of jigsaws Sewing cards, binca, holes
punched in paper Threading beads, reels, pasta,
shapes etc. Dressing up Make collages/models using
scissors, glue, tape, paper, junk Use woodwork tools with support Use paintbrushes and mark-
makers Play with sand and water toys, Use computer keys and mouse Model with dough, clay, plasticine
rolling pins and cutters, etc. Explore textures e.g. gravel, talc, Use cutlery independently at
lunchtimes
Health Adopt healthy and hygienic
routines throughout the schoolday
Play starting and stopping on a signal games Explore ways of travelling using different body
parts (feet only, hands/feet, tummies, etc.) Do aerobics classes to music and explore
changes to bodies afterwards
Make plates of dough food (healthy/non-healthy)
Sort out pictures/menus of healthy and non-
healthy foods and display as a pictogram. Design and paint posters concerning personal
hygiene routines lifestyles e.g. brush your teeth,wash your hands
Make a class book about things that help us togrow healthily (good food, rest and sleep,
washing etc.) and things that dont (smoking,sweets etc.)
Read I want my potty as a starting point fordiscussing toiletting routines
Role play keeping baby clean and well-fed
Talk about effects of exercise after PE or
outside play perspiration, racing heart beat,heavy breathing, tiredness.
Practice sewing skills by punching holes in
shapes (body, face) to sew through Play sending and receiving games with bats and
balls, bean bags, quoits, hoops etc.
Baseline
Settling in
Invite the school nurse in
Invite a mum and newbaby in
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7/28/2019 Medium Term Planning - Me, Myself and I
8/11
Foundation Stage Medium Term Planner - Creative Term Autumn 1 Class G OR
Learning Intentions Spontaneous learning
opportunities and ongoing
Planned activities Resources, events,
outings and visitors
1. Explore colour, texture, shape, form and space intwo or three dimensions.
2. Recognise and explore how sounds can be changed,sing simple songs from memory, recognise repeated
sounds and sound patterns and match movements tomusic.
3. Use their imagination in art and design, music, dance,imaginative and role play and stories.
4. Respond in a variety of ways to what they see, hear,smell, touch and feel.
5. Express and communicate their ideas, thoughts andfeelings by using a widening range of materials,
suitable tools, imaginative and role play, movement,designing and making, and a variety of songs andmusical instruments.
Collage with different fabrics,
papers, foods and materials Painting (finger, bubble, hand,
splatter) with different sizedbrushes, different types of
paints on different sized, shapedand textured paper. Printing with string, shapes, food,
leaves, lino, Drawing with pencils, pens,
crayons, chalks, charcoal ondifferent sized, shaped andtextured paper.
Modelling with junk, clay, dough,construction, wood
Look at paintings and other formsof art and discuss content and
style
Recreate and make up newcharacters and stories throughimaginative and small world play
Make music through singing, bodysounds, classroom objects and
musical instruments Listen to a wide range of music
from around the world and fromdifferent times
Respond to music throughpainting, drawing and writing
Dance to a range of music fromaround the world and fromdifferent times
Sing songs relating to body parts e.g. heads,
shoulders, knees and toes, 1 finger, 1 thumb,Tommy Thumb, Clap your hands and wiggle
your fingers, If youre happy and you know itclap your hands
Explore using body parts, including voices, tomake sounds Clap syllables in childrens names and make into
patterns over a steady beat Explore different ways of making sounds with
musical instruments Explore tools for painting; brushes, rollers,
sponges, rags and fingers, use these tools toprint patterns
Names colours and experiment with them Learn how to mix powder paints and record what
happens
Add shavings to paint to create textures Use imagination or observation to create
paintings of their choice Look at and discuss Wassily Kandinskys
Squares with Concentric Circles and use as astimulus for painting
Look at some famous self portraits andinterpret their style
Paint pictures of own choice using skills learned
Baseline
Settling in
Invite the school nurse in
Invite a mum and newbaby in
-
7/28/2019 Medium Term Planning - Me, Myself and I
9/11
Foundation Stage Medium Term Planner - R.E. Term Autumn 1 Class G OR
Learning Intentions Planned activities Resources, events, outingsand visitors
1. To know that God made each and every one of usdifferently.
2. To know what makes them special
3. To know why we celebrate Harvest Festival and to beaware of what we should be thankful for.4. To understand the significance of Baptism, what it meansand how the celebration takes place.
The Special Box game The children will think of things that are special about them and create a
special shield to go on the wall The children will watch a short video clip of a Harvest Festival and have the
opportunity to ask questions about it The children will take part in the preparations for the whole school Harvest
Festival The children will learn the prayer Thank you for the world so sweet The children will draw a picture of something that they are thankful for The children will be introduced to the idea of Baptism. If they have been Baptised they will be invited to bring in any special
memorabilia from that special day Father Michael will be invited in to talk to the children about Baptism The children will visit the church to look at what happens when a person is
baptised.
Visit to the church?
Foundation Stage Medium Term Planner - French Term Autumn 1 Class G OR
Learning Intentions Planned activities Resources, events, outings
and visitors
1. To learn how to say Hello in French2. To ask for and give names in French
3. To learn how to ask somebody if they are O.K. in Frenchand respond to somebody who asks them.
4. To learn how to count to three in French.
5. To learn how to say Goodbye in French.
Pass a teddy around the circle to Music, when the music stops the child holdingthe teddy must say Bonjour
Sing the question around the circle Tu tappelles comment, Tu tappelles
comment, tu tappelles comment, comment tappelles tu? to the tune of Niceone Cyril whilst passing a teddy. When the song finishes the person holding the
teddy must saying Je mappelle and their name.
Teach the children how to ask Ca va? and explain that it means How are you?then teach them how to respond. Sing the song Bonjour, Bonjour Pass a teddy around the room with the first child saying un, the next child deux
and the third child trios, the next child should then stand up and say Bonjour,je mappelle and then pass the teddy to the next child who will start thecounting again.
Play pass the teddy game again to music. When the music stops the child
holding the teddy must say Au revoir
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7/28/2019 Medium Term Planning - Me, Myself and I
10/11
Foundation Stage Medium Term Pacer Reception Autumn 1 Class G ORWeek
and
Focus
P,S,E and SEAL Communicati on,
Language and
Literacy
Mathematics Knowledge and Understanding of
the World
Physical Creative R.E. French Continuous
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7/28/2019 Medium Term Planning - Me, Myself and I
11/11
Week 1
Part time
SettlingIn
Formulate positiveclass rules
together-take
photos of children
doing the rightthings and display
them-happy/sadfaces
PIPS Step 1 distinguish 1 sound
from anotherHigh FrequencyWords- I am a
Sing number songsand rhymes
Make age pictogramwhich changes overthe year I am 4, Iam 5 picture moves
on childs birthday
Take the children aroundthe school to visit otherclasses and teachersICT Dress the teddy
Outdoor Bikes and ToysCircle Games
Music Express-Say hello/How doyou do?Clap syllables inchildrens namesArt- PaintingTools
Bikes/PramsDolls
Easels and paintsWhiteboards andpensBox of BooksBuilding Blocks
Week 2
Part timeMy FiveSenses
Talk about likes
and dislikes
PIPS Step 2-Hearand say initialsounds in words
Begin POPATHFW mum dadlookMy Five Sensesbig book
Count 1-5, 1-10, 1-20
Record favourite
tastes / smells in apictogram and count
responses
Feely Feet activityTo develop sorting skills bytouching/looking/smelling/tasting/hearingICT Dress the Teddy
P.E. To learn that weuse different parts ofour bodies to move indifferent ways (100
Science Lessons 13)
ME- Ive got atambourArt (LCP)
Explore andExperiment
Balls and HoopsWater TrayMusicalInstruments
Clipboards andmarkers
Week 3
Body
Parts
Play namegames to get toknow each other
PIPS Steps 2,3 and4HFW- and theIntroduce s a tsoundsAll About Me bigbook
Number 1Counting to 10Contribute to pictogram /graph about eye colour or
hair colour and countresponses
Recognise and name theparts of the body and saywhat they are used for (100Science Lessons-12)ICT Body Parts BGFL
P.E. Basic Motor Skills 1Animals
Explore usingbody parts to
make musicArt (LCP) MixingColours
Im Special!Talk about how
God made eachone of usdifferently andthat we are all
special in ourown way.
Learn how to sayBonjour. Play pass
the teddy Benjito music.
Bikes and PramsDolls
Gravel and spades
Skittles and chalk
Large sheets ofpaper and pens
Tape recorder
Box of books
Week 4
Whatcan you
see?
Discuss feelings-when do we feelhappy/sad etc?
How do I feelbig book
PIPS Steps 2,3 and4HFW- we like itIntroduce n i p
soundsWhat can yousee? big book
Number 2Flat shapesMake shape pictures
Lucys Picture Braillenames-talk about the senseof sight-blindfolded games
Listen to instruments behinda screen-what are they?ICT Body Parts BGFL
P.E. Dance Dance todifferent types ofmusic-how does it make
us feel?
ME - How do youdo signsMake a picturelike Lucys
Art(LCP) -Textures
What isHarvestFestival?
Recap on lastweek. Learn howto say Je
mappelle followedby their name.Sing TutappelleComment
Balls and Hoops
Music and Fabric for
dancingShapes
Writing materials
Magnifying glasses
Week 5
BabiesLook at childrens
photos of whenthey were babies,
emphasis withbaby needs
PIPS Steps 2,3 and4HFW-yes noIntroduce ck e hsoundsOwl babies bigbook
Number 3Length
Compare heights and
weights of children
Order heights of
groups of children
Wash, dress and undress baby
dolls-visit from mum with newbaby
To learn that we change as weget older (100 Science
Lessons 14)
ICT- self portrait/dazzle
P.E Basic Motor Skills 2Pick up
ME- Make a FaceArt - Look at VanGoghs selfportrait andinterpret stylesArt (LCP) FreePainting
Harvest- Drawown Thank youpicture to God.
Recap on lastweek. Learn howto ask if someone
if OK and reply tosomeone who asksyou Ca Va? SingBonjour, Bonjour
Bikes and PramsDollsEasels and paints
Measuring sticksand chalkBox of BooksBuilding Blocks
Week 6
Growth
Talk aboutpersonal hygieneand looking after
ourselves
PIPS Steps 2,3 and4HFW cat dogIntroduce r m d
soundsTitch big book
Number 4One More
Put house numbers to
knock, knock book
Personal History timeline-how have they changedsince birth?
ICT- self portrait/dazzle
P.E. Dance Aerobicexercises whathappens to our bodies
afterwards?
ME -Foot wear-print patternsArt (LCP) Concentric
Circles
Baptism- visitto church tosee font?
Recap on lastweek.Learn how to
count to 3 inFrench.
Balls and Hoops
Footprints
Mirrors, pencils,paper
Water Tray and
Babies to wash
Week 7Assessm
ent
Play Inside outwhere childrensay somethingnice about eachother
PIPS Steps 2,3 and4HFW is wasIntroduce g o usoundsAssessment
Number 5Assessment
To know that people comein different shapes andsizes. (100 Science Lessons17)
P.E. Basic Motor Skills 3Bouncing
Sing songs aboutourselves Head,
shoulders, kneesand toes etc
Recap on whywe are special
sing Special
Recap on lastweek. Learn how
to say Au Revoir.Play pass theteddy game.
Bikes and PramsGravel
Large paper andpensWooden Blocks