Term: Summer 2 2017 Topic: Enchanted Kingdom
Communication and Language (CL) / Physical Development (PD) / Personal, Social and Emotional Development (PSED)
· Sequence pictures from stories in order
· Talk for writing- follow story map
· Focus on structure - beginning, middle and end.
· Follow instructions for planting a seed
· Describe characters using adjectives
· Talk about past, present and future experiences
· Use language from stories in play
· Predict the ending of the stories
· Make up own stories using small world objects
· Use explanations to describe changes to a plant
· Sing pirate songs
· Listen to and join in with repetitive language from theme stories
· Respond to a variety of questions related to the topic stories
· Begin to understand and follow simple instructions to follow nursery routines (new children).
· Using a puppet encourage listening skills and turn taking in circle time– pass a smile, guess the present
· Act out experiences using a range of vocabulary
· Use new vocabulary learnt in play
· To begin to use more complex sentences. / · Travel in a variety of ways and explore movement of the body
· Balance using different body parts
· Draw lines and shapes using different body parts
· Hold a pencil correctly using a tripod grip
· Play games with balls
· Use different writing tools to mark make/form recognisable letters/draw/paint
· Write CVC words linked to the text
· Understand using tools safely
· Use hole punchers to make holes and thread treasury tags etc
· Undress and dress for P.E.
· Balance by walking the plank
· Obstacle courses
· Hold pencil between two fingers and thumb with good control
· Thread bobbins/beads/numbers on laces
· Use tweezers to count out different sized seeds
· Use printing materials with control
· Develop control when pouring water or sand
· Beginning to be independent in self-care i.e putting coats on
· Trace over letters in name and letter of the week
· Make masks for characters in stories
· Talk about and sort healthy and unhealthy snacks
· To begin to form recognisable letters. / · Circle times - talk about how to stay happy and having a happy healthy lifestyle, recognising the good qualities in self others.
· Turn-taking – rota for watering plants
· Discuss ways of avoiding a conflict
· Initiate activities and challenges independently
· Share classroom resources with others
· Talk about own and others feelings
· Look at feelings for characters in the story
· Make a feelings graph
· Invite peers to join in with acting out experiences
· Give opinions about likes and dislikes in the story
· Suggest ways of negotiating conflicts between peers. Relate to characters in stories.
· Talk about ‘super powers’ as individual talents
· Separate from carer with support from the adult
· Join in with peers to act out experiences from home
· Conform behaviour expectations and consequences for new children
· To cope with changes and different experiences (older children)
· Begin to show an understanding of boundaries set with the support from adults
· Use feelings fans alongside stories to relate to character’s feelings
Literacy (L) / Foundation Stage – Summer 2
Enchanted Kingdom
‘WOW’ Factors: Forest Schools Day
During this topic the children will learn about growing and changing. They will be encouraged to discuss the changes that occur overtime to a plant and what plant needs to grow healthy. They will listen to new and familiar stories and complete activities based on them. The children will also be talking about transitions and the feelings associated with them. / Mathematics (M)
· Label pictures from the stories to describe settings using post it notes
· Make up own story using the same story language
· Segment and blend words from stories
· Link sounds to letters (Phonics)
· Practise phase 3 sounds and use them to segment words.
· Read and handle a range of fiction books e.g The Night Pirates
· Read (with support) non-fiction books
· Begin to identify rhyming words in songs and stories
· Continue a rhyming string with CVC words
· Form sentences containing CCVC and CVCC words
· Instructions for potions
· Describing fantasy characters
· Observational drawings
· Practise handling a book with care and turning the pages one by one
· Join in with repeated refrains from familiar books
· Draw/paint characters from the story,
· Mark make using a variety of different media e.g. talc powder, salt, chalk, paint, felt tips etc.
· Shopping lists
· Begin to trace names in different contexts
· Make up actions for theme stories
· To give meaning to marks
· To begin to read/write CVC words (more able children). / · Count, recognise and order numbers to 20 and beyond
· Recognise number to 20
· Use practical activities and represent drawings for operations to add and subtract
· Count forwards and backwards to 20 from any given number
· Investigate capacity to make potions
· Identify one more and one less button, sultanas etc.
· Use feely bags to describe properties of 2D and 3D shapes.
· Tally charts for favourite characters, special powers
· Make bar graphs using tallies – post it notes, stamps, picture, as whole class
· Find the half of a number
· Order items by length, height, weight and capacity
· Balancing scales in provision
· Ordering different lengths of objects
· Height chart on rolls of wallpaper at the back of the door
· Tally chart for tall and short people in class
· Count using one to one correspondence
· Order different sized characters/objects from the story
· Recite numbers to 5 and then 10
· Practise singing number songs related to the topic
· To begin to recognise numbers in the environment
· Begin to understand words related to time ‘soon’, ‘later’, ‘before’ to become familiar with routines.
· To use ‘more’ and ‘less’ in context
· To begin to describe the shape of everyday objects.
Understanding the World (UW) / Expressive Arts and Design (EAD) / Outdoor Provision
· Talk about own family and home life including customs and traditions- Father’s Day,
· Investigate the surroundings using all five senses
· Investigate the best place to position a seed.
· Compare the growth of three plants grown in different areas of the classroom
· Investigate change in a seed when it grows
· Make bar graphs using pictures using 2 simple software
· Planting seeds
· Observing changes to a plant over time
· Summer walk in wildlife garden
· Collecting natural objects in the wildlife garden
· Weather changes in the Summer season
· Program Beebots to follow a story map
· Learn about creatures found in the sea
· Use metal detectors to find buried treasure/coins
· To show interest in environments such as the sea, castles
· To talk about own experiences (Eid celebrations)
· To talk about everyday changes such as the weather / · Musical instruments to represent different parts of the stories
· Use powder paints to explore colour mixing
· Use collage materials to make a beanstalk, giant, fruit and vegetables
· Create dance using body parts to represent growing plants
· Junk modelling beanstalks, castles
· Make split pin characters from theme stories
· Make sea creatures and mermaid tails using playdough
· Role Play fantasy characters and situations
· Make treasure chests
· Painting characters from stories
· Making potions
· Using natural materials to make cakes/faces/potions
· Play games using musical instruments to encourage discrimination between sounds
· Manipulate playdough to make characters from stories and add features
· Make individual and group collages
· Ginger/cinnamon playdough
· Collaging characters / · Chalk to draw around shadows
· Ball games – throwing and catching
· Bubbles in the builders investigating with yoghurt pots
· Number hunts
· Bike wash
· Construct with large and small bricks
· Make streamers
· Chasing games
· Collecting ice and observe changes
· Pass round with and without gloves
· Role play garden centre
· Weaving using fabric, ribbons
· Knock a can game
· Skittles
· Planting seeds
· Mud kitchen
Black – Reception Blue- Nursery
Please note,the activities listed above are examples of types of activities the children may be taking part to develop the skills on page 2. We follow the children’s interests and so the activities usually change as the half term progresses. Please read in detail the ‘skills’ we are aiming to develop as these will remain the same.
Skills to be taught.Literacy: / Maths:
Reading / Writing / Counting / Shape, Space & Measures
To turn pages of a book the correct way.
To locate the title
To locate the name of author and know what an author is.
To locate the name of the illustrator (or know it is usually with the author’s name) and know what an illustrator is.
To distinguish between words and pictures.
To sequence a story, using the main parts.
To retell a familiar story using story language (Pie Corbett). / To hold a pencil correctly
To overwrite/trace different lines.
To overwrite/trace, then copy own name.
Linking sounds & letters
To identify familiar environmental sounds.
To follow a rhythm.
To recognise rhyming words. / Count 1-5 (rote (N)
Count 1-10 (rote) R
Count objects using 1:1 correspondence (1-5 N, 1-10 R).
Recognise numbers 1-10 (ext 1-20).
Match number to quantities.
Represent a number using objects (1-5 N, 1-10 R).
To identify a group that has the ‘most’ objects.
To identify a group that has the ‘least’ objects. / Identify 2D shapes (square, circle, triangle, rectangle, hexagon, star)
Recognise and continue a simple repeating pattern.
Identify the biggest and smallest
To sequence events (link to CLL & KUW)
Sort objects according to one criteria (N), then two criteria (R).
To use a simple measuring scale (balancing scale).
To sequence events (link to CLL & KUW)
To use time related vocabulary (today, yesterday, tomorrow)
Communication & Language
Listening & attention / Understanding / Speaking
To Listen
-Other people in small groups (30-50)
-To stories (30-50)
-Attentively in a range of situations (ELG)
To respond
-To familiar songs (22-36
-To stories with relevant comments, actions, questions (ELG)
To join in with stories (30-50)
To recall stories (30-50)
To predict key events in stories & rhymes (30-50)
To follow directions (30-50)
To focus attention (30-50)
To shift attention (30-50)
To concentrate (40-60) / To understand action words (verbs) (22-36)
To understand a complex sentence (22-36)
To understand questions /what/where (22-36) why/how (30-50)
To understand a simple concept (e.g. big/little) (22-36)
To understand the use of an object (30-50)
To understand prepositions (30-50)
To follow a story without pictures/props (40-60) / To uses language to share feelings, experiences, thoughts, hold a conversation (22-36)
To learn and use new words (22-36)
-that reflect the breadth of their experience (30-50)
-related to familiar objects & people (30-50)
To group & name to explore the meaning of new words (40-60)
To use gestures (22-36)
To use word endings s/ing (22-36)
To use; -simple sentences (22-36) -complex sentences and/because (30-50) , -linked statements, with a main theme/intention (40-60)
To retell a past event in the correct order (30-50)
To use talk to; -organise, sequence & clarify thinking, ideas, feelings & events (40-60)
To ask questions who/why/what/when/how (30-50)
To use a range of tenses (30-50)
To use intonation, rhythm, & phrasing when speaking (30-50)
To use talk; -to pretend objects are something else (30-50)
-imagine & recreate experiences (role play) (40-60)
Personal, Social and Emotional Development: / Physical Development:
Self-confidence and Awareness
To select an activity of choice.
To carry out the activity with the support of either adults or peers.
To select and carry out an activity independently / Managing Feelings and Behaviour.
To respect the beliefs of others.
To care for our environment (looking after equipment, tidying away for others e.t.c) / Making Relationships
Play alongside peers and adults.
Play with peers and adults.
To share.
To work co-operatively, taking turns.
Follow routines and rules of the setting.
To listen and talk to others.
To respect the feelings and wishes of others.
To respect the beliefs of others. / Moving and Handling
To find a space.
To hold a fixed position.
To balance on a body part.
To roll. crawl. climb.
To travel in different ways.
To change direction whilst travelling.
To stop.
To know how to use common classroom tools.
To know how to use common play-ground tools.
To know how to use common PE equipment.
To use climbing equipment.
To climb using alternate feet.
To pull body up, down and along. / Health and Self- Care
To use knives, forks, spoons safely.
To put on, take off coat and shoes.
To dress and undress independently for P.E.
To take off, hang up, put on and fasten coats and shoes (N).
To take off, look after, put on all clothing needed for P.E (R).
To use the toilet independently.
To blow nose independently.
To look after own belongings.
To use the toilet independently.
To wash and dry hands independently.
To blow own nose.
To access own snack/water when hungry and thirsty.
To eat dinner independently.
Understanding the World: / Expressive Arts & Design
The world
To observe using senses.
To describe using all senses.
To predict.
To hypothesise.
To notice patterns and change.
To investigate and care for our environments.
To ask questions
-About their familiar world (place they live, natural world) (30-50) / People & Communities
To recognise significant relationships
- immediate family and relations (22-36)
- friends (22-36)
To role play familiar family actions & cultural events (making tea) (22-36)
To recognise similarities and differences amongst people
-That they have similarities & difference which connect them to , and distinguish them from, others (22-36)
-Knows what makes them unique (30-50)
-Between themselves, friends and family (40-60) / Technology
Move the mouse around the screen.
Select icons by moving the mouse and double clicking.
Log on/Log off
Use interactive whiteboard pen to select icons and make marks. / Exploring Media & Materials:
To work on a 2D scale.
To work on 3D scale (collage, clay).
To colour mix using a pallet, powder paint, brush and water.
To work independently, (set up painting station, select resources, write name on work, put work on drying rack and clear up for next person).
To work with textured materials.
To add their own texture to work.
To investigate colour
Explore colour (22-36)
How colours can be changed (30-50)
What happens when they mix colour (40-60) / Being Imaginative
To make up stories / role play scenarios.
To pretend (22-36)
Imitating what adults do (30-50)
-Imaginative role play based on first hand experiences (30-50)
-Building stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’ (30-50)
-Introduces a storyline or narrative (40-60)
To make representations
-Of events, people and objects (30-50)
To play alongside others
Who are engaged in the same theme (40-60)
Co-operatively as part of a group to act out a narrative (40-60)
To create props to support role play (30-50)
Designing & Making
To design; To plan; To describe; To evaluate; To use finishing techniques.
Music & Dance
To respond to music through movement. To use body to follow a simple beat (clapping games etc) Link Copy a simple beat. Make up own simple beat. To recognise differences in pitch To recognise differences in pace To sing simple songs. To learn the names of musical instruments.
To match sounds to correct musical instruments. To pick out musical instruments when listening to music.
Brackenhill Primary Medium Term Planning – Active Independent Learning Challenges- Summer 2