St Michael’s Federation Planning Overview –Little Oaks Nursery, Lydbury North C of E Primary School–AUTUMN 12017

1
4thSept / 2
11th Sept / 3
18thSept / 4
25th Sept / 5
2nd Oct / 6
9th Oct / 7
16th Oct
School events inc. Religious festivals/ events / Tues 5th - Welcome back and settling in
Sat 9th – World Teddy Bear Day / Children bring in Teddy Bears for the week – labelled! / Fri 29th - St Michaels celebration day / Fri 20th – Break up ½ Term Holiday
Theme/ Focus / Traditional Tales
PSED,
COEL, RE / Settling-in time: sit as small groups for short periods of time to model how we listen; model as adults taking turns, being kind friends, waiting patiently
Bear’s Honey circle time game – involved & concentrating, taking turns, waiting, rules / Sleeping Bears – following rules, taking turns, concentrating / Who Said That? – listening to others, self-confidence, turn-taking / Small group floor puzzles – each child has a piece of a puzzle to complete as team / Bear’s Honey circle time game
Song/ Rhyme/ Poem / Teddy Bear’s Picnic
Round and Round the Garden, like a Teddy Bear / Three Brown Bears (to tune of Three Blind Mice) / 5 Brown Bears (Counting UP) / Videos of small groups performing their favourite bear rhymes
C&L;
Lit;
L&S Phase 1 / FOCUS ACTIVITY
Biscuit Bear story exploration to launch project; draw picture from story and scribe w adult / Share our Teddy Bears and make name labels for them to show who their owners are, what they like to eat/ do / FOCUSACTIVITY What is your Teddy’s story? Why is this Teddy so special? > Draw them and annotate w adult / Bear stories available in the reading garden; encourage children to share stories with the other bears and cuddlies from a basket / No Dinner! The Story of the Old Woman and the Pumpkin
FOCUS ACTIVITY
Character description of 1 chrctr. from story > Make a picture and scribe w adult / Resources to make baking shopping lists and recipes; Adults model making them alongside children in role play (clipboards, list notebooks, post-its) / FOCUS ACTIVITY
Use four main pictures from story for children to discuss and annotate with adult scribing ideas
Maths
Incidental counting every day, number rhymes / Compare bears at maths station with number tracks;
Counting how many bears in our group today
Knows that numbers identify how many objects are in a set. (M>N34)
Counts up to three or four objects by saying one number name for each item. (M>N43) / FOCUS ACTIVITY
Measuring teddy bears/ cuddlies in different ways – comparing sizes, tall or short teddy? Use unifix cubes
Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’. (M>SSM37)
Orders two or three items by length or height. (M>SSM44) / Giant number cards in tuff tray > sand to trace in, brushes, sticks, cotton buds
Counting invitations > glass beads, wood slices, pebbles
Uses some number names and number language spontaneously. (M>N31)
Uses some number names accurately in play. (M>N32) / FOCUS ACTIVITY
Baking investigation - Weighing, measuring, capacity: Making biscuit/ gingerbread bears, with melted chocolate coating
Children use everyday language to talk about size, weight, capacity, time / Invitiation: Capacity exploration in sand and water with range of resources which can be compared and ordered
Adult to play alongside and make observations; extend play
Orders two items by weight or capacity. (M>SSM45) / FOCUS ACTIVITY
Compare bears – make very small sets of bears 1-3 and play with two children at a time > take them away, add them and count each time – reinforce with large number cards for HA
Knows that a group of things changes in quantity when something is added or taken away. (M>N26) / Playing cards and counting bear matching game at maths station
Model placing bears over the card suits to match the number on there, counting as we go
Uses some number names accurately in play. (M>N32)
Shows an interest in representing numbers. (M>N312)
Physical Dev.
Gross Motor skills
(set up outside) / Pedal bikes to explore path area – use timers to share usage fairly; scooter; hula hoops / Teddy parachute game with a sheet as whole group or several small groups – bounce them high, low, fast and slow / Explore gentle throwing and catching with an adult, and with partners (leave basket out in provision)
Can catch a large ball (PD>MH36) / Under, over, through following games using hoops and other equipment; can the children make their own obstacles in provision? / Pedal bikes, scooters, plasma cars on big playground > use timers to share usage fairly / Partner play > experiment withpushing (rolling), throwing and catching variety of balls. Extend if children need challenging – tennis balls / Follow the leader – skip, hop, crawl and jump on/off objects
Experiments with different ways of moving (PD>MH41)
Jumps off an object and lands appropriately (PD>MH42)
Fine Motor skills / Fine motor activities available in continuous provision > Provision to be alternated according to children’s interests and needs
EAD / - Paints - Pastels, chalks - Messy & sensory play - Movement to sound - Costumes
- Printing - Collage - Mixing medias - Imaginative role play - Puppet role play
- Junk modelling -Exploring textures - Musical instruments - Small world play
- Colour mixing - Playdough and clay - Songs and rhymes - Construction
- Paintings/ mixed media portraits of the children’s chosen bears
- Self-portraits using mirrors / Biscuit bear playdough with enhancements > children can photograph their creations / Bear-dressing collages; decorate with glue and enhancements, or create clothes from collage, catalogues / Root vegetable printing (see if any parents can supply a leftover piece of veg?) / Observational drawings and paintings of root vegetables / Observational drawings/ paintings of root vegetables
Messy/ Sensory play / Washing the babies and washing clothes in tuff tray; soapy water, washing line + resources / Watered-down layer of pva (+ glitter?) in tuff tray for mark-making, explore texture on hands / Biscuit bear playdough mats (twinkl) / Capacity exploration in sand and water with range of resources which can be ordered, compared / Pumpkins
Carving, scoops, sieving seeds out / Root vegetable exploration – in water, vegetable ‘soups’ and potions / Move towards 3 Bears > Dry porridge oats, what happens when we add water? Use scoops, measuring spoons etc
UW / Learning opportunities will be planned with the children and follow their interests and discoveries.
Focussed sessions will introduce the children to new ideas and allow for further development
Areas of the classroom and the outdoor environment will be enhanced to enrich children’s’ learning
The children’s’ learning and development will be tracked through careful observations and learning stories
Different kinds of bears, where they are from. / * Ongoing project linking to PSED, UW
Family units – who is in our families, all about us and ourselves / * Ongoing project linking to PSED, UW
Family units – who is in our families, all about us and ourselves / Changes to materials in baking – melting, cooking, mixing / Changes to materials in baking – melting, cooking, mixing / Root vegetables – where they grow, seasons, what plants need. What they look like inside;
Look at how pumpkins grow / Root vegetables – where they grow, seasons, what plants need. What they look like inside;
Look at how pumpkins grow
Forest School
(Monday pm) / Learn/ recap basic rules – Returning to whistle, 1/2/3 Where are you? game / See *Forest School* planning on weekly sheets
(separate)