medium term planning - me, myself and i

7/28/2019 Medium Term Planning - Me, Myself and I

1/11

Reception Scheme of Work

Autumn 1

Me, Myself and I


2/11

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


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


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


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


2- explore sounds and singsongs

3- use imagination creatively

Art Focus Drawing

Music Focus - Timbre

Prayer Barnaby Bear

visitsParis/Brittany


3/11

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


4/11

Foundation Stage Medium Term Planner - Communication, Language and Literacy Term Autumn 1 Class GOR




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


5/11

Foundation Stage Medium Term Planner - Mathematics Term Autumn 1 Class G ORLearning Intentions Spontaneous learning opportunities and

ongoing



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



6/11

Foundation Stage Medium Term Planner -Knowledge and Understanding of the World Term Autumn 1 Class G OR




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




7/11

Foundation Stage Medium Term Planner -Physical Term Autumn 1 Class G ORLearning Intentions Spontaneous learning




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




8/11

Foundation Stage Medium Term Planner - Creative Term Autumn 1 Class G OR





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




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


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


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

medium term planning - me, myself and i

Documents