Early Years Foundation Stage England

Transcription

1 Early Years Foundation Stage England COMMUNICATION AND LANGUAGE PERSONAL, SOCIAL AND EMOTIONAL LITERACY MATHEMATICS UNDERSTANDING EXPRESSIVE ARTS AND DESIGN Before the visit Develop vocabulary Check what we already know Listening and attention Children listen attentively in a range of situations. Is able to follow directions Understanding - Listens and responds to ideas expressed by others in conversation or discussion Making relationships Explains own knowledge and understanding, and asks appropriate questions of others Self-confidence and selfawareness - Confident to speak In a familiar group Health and self-care Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health - Knows information can be relayed in the form of print Writing - Gives meaning to marks they make as they draw, write and paint The world Comments and asks questions about aspects of their familiar world People and communities Shows interest in different occupations and ways of life Decide what we want to find out Speaking - Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words During the visit Activity 1 Topic taster Listening and attention Children listen attentively in a range of situations. Is able to follow directions Understanding - Listens and responds to ideas expressed by others in conversation or discussion Speaking - Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Responds to simple instructions, e.g. to get or put away an object Responds to instructions involving a two-part sequence Making relationships - Explains own knowledge and understanding, and asks appropriate questions of others Self-confidence/ awareness - Is more outgoing towards unfamiliar people and more confident in new social situations Confident to try new activities. Enjoys responsibility of carrying out small tasks Managing feelings and behaviour - Can usually adapt behaviour to different events, social situations and changes in routine. They work as part of a group or class, and understand and follow the rules Shows interest in illustrations and print in the environment Knows information can be relayed in the form of print Numbers Counts objects to 10 Uses the language of more and fewer to compare two sets of objects The world Comments and asks questions about aspects of their familiar world People and communities Shows interest in different occupations and ways of life People and communities Shows interest in different occupations and ways of life 1

2 Early Years Foundation Stage England COMMUNICATION AND LANGUAGE PERSONAL, SOCIAL AND EMOTIONAL LITERACY MATHEMATICS UNDERSTANDING EXPRESSIVE ARTS AND DESIGN Activity 2 Beautiful bananas Listening and attention Children listen attentively in a range of situations Is able to follow directions. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Understanding - Listens and respondsto ideas expressed by others in conversation or discussion Speaking - Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Responds to simple instructions, e.g. to get or put away an object. Responds to instructions involving a two-part sequence Making relationships Explains own knowledge and understanding, and asks appropriate questions of others Self-confidence and self-awareness - Is more outgoing towards unfamiliar people and more confident in new social situations Confident to try new activities Enjoys responsibility of carrying out small tasks Managing feelings and behaviour - Can usually adapt behaviour to different events, social situations and changes in routine They work as part of a group or class, and understand and follow the rules Health and self-care Eats a healthy range of foodstuffs and understands need for variety in food Listens to and joins in with stories and poems, oneto-one and also in small groups Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Numbers Recites numbers in order to 10. Knows that numbers identify how many objects are in a set The world Comments and asks questions about aspects of their familiar world People and communities Shows interest in different occupations and ways of life People and communities Shows interest in different occupations and ways of life Activity 3 Curious cocoa Listening and attention Children listen attentively in a range of situations Is able to follow directions. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Understanding Listens and responds to ideas expressed by others in conversation or discussion Making relationships Explains own knowledge and understanding, and asks appropriate questions of others Self-confidence and selfawareness Is more outgoing towards unfamiliar people and more confident in new social situations. Confident to try new activities. Enjoys responsibility of carrying out small tasks Health and self-care Eats a healthy range of foodstuffs and understands need for variety in food Listens to and joins in with stories and poems, one-to-one and also in small groups Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories The world Comments and asks questions about aspects of their familiar world People and communities Shows interest in different occupations and ways of life People and communities Shows interest in different occupations and ways of life 2

3 Early Years Foundation Stage England COMMUNICATION AND LANGUAGE PERSONAL, SOCIAL AND EMOTIONAL LITERACY MATHEMATICS UNDERSTANDING EXPRESSIVE ARTS AND DESIGN Activity 3 Curious cocoa (continued) Speaking Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Responds to simple instructions, e.g. to get or put away an object Responds to instructions involving a two-part sequence Managing feelings and behaviour Can usually adapt behaviour to different events, social situations and changes in routine They work as part of a group or class, and understand and follow the rules Activity 4 Fascinating fish Listening and attention Children listen attentively in a range of situations Is able to follow directions. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Understanding Listens and responds to ideas expressed by others in conversation or discussion Speaking Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Responds to simple instructions, e.g. to get or put away an object Responds to instructions involving a two-part sequence Making relationships Explains own knowledge and understanding, and asks appropriate questions of others Self-confidence and selfawareness Is more outgoing towards unfamiliar people and more confident in new social situations Confident to try new activities. Enjoys responsibility of carrying out small tasks Managing feelings and behaviour Can usually adapt behaviour to different events, social situations and changes in routine They work as part of a group or class, and understand and follow the rules Health and self-care Eats a healthy range of foodstuffs and understands need for variety in food Listens to and joins in with stories and poems, one-to-one and also in small groups Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories The world Comments and asks questions about aspects of their familiar world People and communities Shows interest in different occupations and ways of life People and communities Shows interest in different occupations and ways of life 3

4 Early Years Foundation Stage England COMMUNICATION AND LANGUAGE PERSONAL, SOCIAL AND EMOTIONAL LITERACY MATHEMATICS UNDERSTANDING EXPRESSIVE ARTS AND DESIGN After the visit Speaking They develop their own narratives and explanations by connecting ideas or events Builds up vocabulary that reflects the breadth of their experiences. Uses language to imagine and recreate roles and experiences in play situations Making relationships Explains own knowledge and understanding, and asks appropriate questions of others Self-confidence and selfawareness Confident to speak In a familiar group. Confident to try new activities Managing feelings and behaviour Can usually adapt behaviour to different events, social situations and changes in routine Health and self-care Eats a healthy range of foodstuffs and understands need for variety in food Moving and handling They handle equipment and tools effectively, including pencils for writing Listens to and joins in with stories and poems, oneto-one and also in small groups Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories Knows information can be relayed in the form of print Writing Gives meaning to marks they make as they draw, write and paint Shape, Space and Measure Beginning to use everyday language related to money Being Imaginative Create simple representations of events, people and objects Exploring and using media and materials Enjoys joining in with dancing and ring games Explores the different sounds of instruments Explores what happens when they mix colours Constructs with a purpose in mind, using a variety of resources They work as part of a group or class, and understand and follow the rules 4

5 Wales PERSONAL AND SOCIAL, WELL-BEING AND CULTURAL DIVERSITY LANGUAGE, LITERACY AND COMMUNICATION SKILLS MATHEMATICAL KNOWLEDGE AND UNDERSTANDING OF CREATIVE WELSH LANGUAGE Before the visit Develop vocabulary Check what we already know Decide what we want to find out Show curiosity and develop positive attitudes to new experiences and learning Social Development: Be aware of and respect the needs of others of the behavioural expectations of the setting/ school and understand that rules are essential in an ordered community of the diversity of roles that people play in different groups and communities of what is fair and unfair Oracy skills Listen to a variety of stories, traditional folk tales and poems from Wales and around the world Show an interest in books and enjoy their content Follow stories read to them and respond as appropriate Writing Communicate by: experimenting with markmaking, using a variety of media producing pieces of emergent writing Sort and classify sets of objects using one or more criteria Thinking about questions and then asking them and listening to the answers Identifying what they want to find out and how to do it Using and becoming familiar with common words and phrases for their world Investigating sources and issues Learn about where their locality is Learn about how and why people and places are linked Mix, shape, arrange and combine materials to create their own images and objects that communicate and express their ideas, feelings and memories creatively Be involved in activities that allow them to work as individuals and in groups Use a wide range of resources and stimuli Moral and spiritual development opportunities to: Respond to ideas and questions enthusiastically, sensitively, creatively, and intuitively Communicate about what is good and bad, right and wrong, fair and unfair, caring and inconsiderate 1

6 Wales PERSONAL AND SOCIAL, WELL-BEING AND CULTURAL DIVERSITY LANGUAGE, LITERACY AND COMMUNICATION SKILLS MATHEMATICAL KNOWLEDGE AND UNDERSTANDING OF CREATIVE WELSH LANGUAGE (continued) Well-being opportunities to: Value and contribute to their own wellbeing and to the well-being of others Demonstrate care, respect and affection for other children, adults and their environment During the visit Activity 1 Oracy skills Topic taster Personal Development: Show curiosity and develop positive attitudes to new experiences and learning Social Development: Be aware of and respect the needs of others of the behavioural expectations of the setting/ school and understand that rules are essential in an ordered community of the diversity of roles that people play in different groups and communities of what is fair and unfair Listen to and carry out instructions Listen and respond appropriately and effectively, with growing attention and concentration Understand that written symbols have sound and meaning and develop phonological, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme Information, reference and non-literary texts, including print and computer-based material Sort and classify sets of objects using one or more criteria Expressing their own opinions and feelings, and making decisions while considering the viewpoints of others Making comparisons and identifying similarities and differences. Sorting and grouping information Work on their own and in pairs and small groups Places and people opportunities to: Begin to recognise differences between their own locality, localities in other parts of Wales and in different parts of the world Learn about how and why people and places are linked, Recognise how people s actions can improve or damage the environment Developing their gross and fine motor skills through their practical activities 2

7 Wales PERSONAL AND SOCIAL, WELL-BEING AND CULTURAL DIVERSITY LANGUAGE, LITERACY AND COMMUNICATION SKILLS MATHEMATICAL KNOWLEDGE AND UNDERSTANDING OF CREATIVE WELSH LANGUAGE Activity 1 Topic taster (continued) Moral and spiritual development opportunities to: Respond to ideas and questions enthusiastically, sensitively, creatively, and intuitively Communicate about what is good and bad, right and wrong, fair and unfair, caring and inconsiderate Well-being opportunities to: Value and contribute to their own wellbeing and to the well-being of others Demonstrate care, respect and affection for other children, adults and their environment Activity 2 Oracy skills Number Beautiful bananas Personal Development: Show curiosity and develop positive attitudes to new experiences and learning Social Development: Be aware of and respect the needs of others of the behavioural expectations of the setting/ school and understand that rules are essential in an ordered community Listen to and carry out instructions Listen and respond appropriately and effectively, with growing attention and concentration Use numbers naturally in their play and daily activities, including number rhymes, songs, stories and counting activities from Wales and around the world Expressing their own opinions and feelings, and making decisions while considering the viewpoints of others Making comparisons and identifying similarities and differences. Sorting and grouping information Work on their own and in pairs and small groups Developing their gross and fine motor skills through their practical activities Develop sensory awareness 3

8 Wales PERSONAL AND SOCIAL, WELL-BEING AND CULTURAL DIVERSITY LANGUAGE, LITERACY AND COMMUNICATION SKILLS MATHEMATICAL KNOWLEDGE AND UNDERSTANDING OF CREATIVE WELSH LANGUAGE Activity 2 Beautiful bananas (continued) of the diversity of roles that people play in different groups and communities of what is fair and unfair Moral and spiritual development opportunities to: Respond to ideas and questions enthusiastically, sensitively, creatively, and intuitively Communicate about what is good and bad, right and wrong, fair and unfair, caring and inconsiderate Understand that written symbols have sound and meaning and develop phonological, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme Information, reference and non-literary texts, including print and computer-based material Places and people opportunities to: Begin to recognise differences between their own locality, localities in other parts of Wales and in different parts of the world Learn about how and why people and places are linked, Recognise how people s actions can improve or damage the environment Well-being opportunities to: Value and contribute to their own wellbeing and to the well-being of others Demonstrate care, respect and affection for other children, adults and their environment Activity 3 Oracy skills Curious cocoa Personal Development: Show curiosity and develop positive attitudes to new experiences and learning Listen to and carry out instructions Listen and respond appropriately and effectively, with growing attention and concentration Expressing their own opinions and feelings, and making decisions while considering the viewpoints of others Making comparisons and identifying similarities and differences. Sorting and grouping information Developing their gross and fine motor skills through their practical activities Develop sensory awareness 4

9 Wales PERSONAL AND SOCIAL, WELL-BEING AND CULTURAL DIVERSITY LANGUAGE, LITERACY AND COMMUNICATION SKILLS MATHEMATICAL KNOWLEDGE AND UNDERSTANDING OF CREATIVE WELSH LANGUAGE Activity 3 Social Development: Curious cocoa (continued) Be aware of and respect the needs of others of the behavioural expectations of the setting/ school and understand that rules are essential in an ordered community of the diversity of roles that people play in different groups and communities of what is fair and unfair Moral and spiritual development Understand that written symbols have sound and meaning and develop phonological, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme Information, reference and non-literary texts, including print and computer-based material Work on their own and in pairs and small groups Places and people opportunities to: Begin to recognise differences between their own locality, localities in other parts of Wales and in different parts of the world Learn about how and why people and places are linked, Recognise how people s actions can improve or damage the environment opportunities to: Respond to ideas and questions enthusiastically, sensitively, creatively, and intuitively Communicate about what is good and bad, right and wrong, fair and unfair, caring and inconsiderate Well-being opportunities to: Value and contribute to their own wellbeing and to the well-being of others Demonstrate care, respect and affection for other children, adults and their environment 5

10 Wales PERSONAL AND SOCIAL, WELL-BEING AND CULTURAL DIVERSITY LANGUAGE, LITERACY AND COMMUNICATION SKILLS MATHEMATICAL KNOWLEDGE AND UNDERSTANDING OF CREATIVE WELSH LANGUAGE Activity 4 Fascinating fish -Personal Development: Show curiosity and develop positive attitudes to new experiences and learning Social Development: Be aware of and respect the needs of others. Develop an understanding of the behavioural expectations of the setting/school and understand that rules are essential in an ordered community of the diversity of roles that people play in different groups and communities of what is fair and unfair Moral and spiritual development opportunities to: Respond to ideas and questions enthusiastically, sensitively, creatively, and intuitively. Communicate about what is good and bad, right and wrong, fair and unfair, caring and inconsiderate Oracy skills Listen to and carry out instructions Listen and respond appropriately and effectively, with growing attention and concentration Understand that written symbols have sound and meaning and develop phonological, graphic and grammatical knowledge, word recognition and contextual understanding within a balanced and coherent programme Information, reference and non-literary texts, including print and computer-based material Number Use numbers naturally in their play and daily activities, including number rhymes, songs, stories and counting activities from Wales and around the world Expressing their own opinions and feelings, and making decisions while considering the viewpoints of others Making comparisons and identifying similarities and differences. Sorting and grouping information Work on their own and in pairs and small groups Places and people opportunities to: Begin to recognise differences between their own locality, localities in other parts of Wales and in different parts of the world Learn about how and why people and places are linked, Recognise how people s actions can improve or damage the environment Developing their gross and fine motor skills through their practical activities Develop sensory awareness Well-being - Children should be given opportunities to: Value and contribute to their own wellbeing and to the well-being of others Demonstrate care, respect and affection for other children, adults and their environment 6

11 Wales PERSONAL AND SOCIAL, WELL-BEING AND CULTURAL DIVERSITY LANGUAGE, LITERACY AND COMMUNICATION SKILLS MATHEMATICAL KNOWLEDGE AND UNDERSTANDING OF CREATIVE WELSH LANGUAGE After the visit Oracy skills Number Personal Development: Show curiosity and develop positive attitudes to new experiences and learning Social Development: Be aware of and respect the needs of others Activities that allow them to make healthy choices and to develop and understand their own bodies and how to keep them safe and healthy Activities that allow them to solve problems and discuss outcomes Activities that allow them to use their senses, to be creative and imaginative Listen to and carry out instructions Listen and respond appropriately and effectively, with growing attention and concentration Listen to a variety of stories, traditional folk tales and poems from Wales and around the world Writing skills Communicate by: experimenting with markmaking, using a variety of media producing pieces of emergent writing Organise and present imaginative and factual writing in different ways, e.g. a cumulative pattern in a poem, a list of ingredients for a cake, helpful to the purpose, task and reader, using ICT as appropriate, and incorporating some of the different characteristics of forms that are used Use numbers naturally in their play and daily activities, including number rhymes, songs, stories and counting activities from Wales and around the world Measures and Money Develop an awareness of the use of money and its value, initially through role play Describing what they have found out and offering simple explanations Sorting and grouping information using ICT on some occasions Recognise how people s actions can improve or damage the environment Developing their gross and fine motor skills through their practical activities Develop sensory awareness Mix, shape, arrange and combine materials to create their own images and objects that communicate and express their ideas, feelings and memories creatively Be involved in activities that allow them to work as individuals and in groups Use a wide range of resources and stimuli Music Create their own musical ideas and contribute to simple compositions Sing a range of songs with others Write independently and collaboratively in response to a variety of stimuli, on subjects that are of interest and importance to them, including stories, poems, class activities and personal experiences 7

12 Curriculum for Excellence Scotland HEALTH AND WELL-BEING LITERACY NUMERACY SCIENCES SOCIAL STUDIES TECHNOLOGIES EXPRESSIVE ARTS Before the visit Develop vocabulary Check what we already know Decide what we want to find out I know that being active is a healthy way to be I am developing my understanding of the human body and can use this knowledge to maintain and improve my wellbeing and health Listening and talking I listen or watch for useful or interesting information and I use this to make choices or learn new things I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes To help me understand stories and other texts, I ask questions and link what I am learning with what I already know I enjoy exploring and choosing stories and other texts to watch, read or listen to, and can share my likes and dislikes I explore and discover the interesting features of my local environment to develop an awareness of the world around me I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. In real-life settings and imaginary play I explore how local shops and services provide us with what we need in our daily lives Writing As I play and learn, I enjoy exploring interesting materials for writing and different ways of recording my experiences and feelings, ideas and information 1

13 Curriculum for Excellence Scotland HEALTH AND WELL-BEING LITERACY NUMERACY SCIENCES SOCIAL STUDIES TECHNOLOGIES EXPRESSIVE ARTS During the visit Activity 1 Topic taster I am learning about where living things come from and about how they grow, develop and are nurtured Listening and talking I listen or watch for useful or interesting information and I use this to make choices or learn new things As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen I use signs, books or other texts to find useful or interesting information and I use this to plan, make choices or learn new things I can match objects, and sort using my own and others criteria, sharing my ideas with others I explore and discover the interesting features of my local environment to develop an awareness of the world around me I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. In real-life settings and imaginary play, I explore how local shops and services provide us with what we need in our daily lives Activity 2 Beautiful bananas I am learning about where living things come from and about how they grow, develop and are nurtured I explore and discover where foods come from as I choose, prepare and taste different foods Listening and talking I listen or watch for useful or interesting information and I use this to make choices or learn new things As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order I can identify my senses and use them to explore the world around me I recognise that we have similarities and differences but are all unique I explore and discover the interesting features of my local environment to develop an awareness of the world around me I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment In real-life settings and imaginary play, I explore how local shops and services provide us with what we need in our daily lives I explore and discover where foods come from as I choose, prepare and taste different foods 2

14 Curriculum for Excellence Scotland HEALTH AND WELL-BEING LITERACY NUMERACY SCIENCES SOCIAL STUDIES TECHNOLOGIES EXPRESSIVE ARTS During the visit Activity 3 Curious cocoa I am learning about where living things come from and about how they grow, develop and are nurtured I explore and discover where foods come from as I choose, prepare and taste different foods Listening and talking I listen or watch for useful or interesting information and I use this to make choices or learn new things As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order I can identify my senses and use them to explore the world around me. I recognise that we have similarities and differences but are all unique I explore and discover the interesting features of my local environment to develop an awareness of the world around me I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment In real-life settings and imaginary play, I explore how local shops and services provide us with what we need in our daily lives. I explore and discover where foods come from as I choose, prepare and taste different foods Activity 4 Fascintating fish I am learning about where living things come from and about how they grow, develop and are nurtured I explore and discover where foods come from as I choose, prepare and taste different foods Listening and talking I listen or watch for useful or interesting information and I use this to make choices or learn new things As I listen and talk in different situations, I am learning to take turns and am developing my awareness of when to talk and when to listen I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order I can identify my senses and use them to explore the world around me. I recognise that we have similarities and differences but are all unique I explore and discover the interesting features of my local environment to develop an awareness of the world around me I explore and appreciate the wonder of nature within different environments and have played a part in caring for the environment. In real-life settings and imaginary play, I explore how local shops and services provide us with what we need in our daily lives. I explore and discover where foods come from as I choose, prepare and taste different foods 2

15 Curriculum for Excellence Scotland HEALTH AND WELL-BEING LITERACY NUMERACY SCIENCES SOCIAL STUDIES TECHNOLOGIES EXPRESSIVE ARTS After the visit I know that people need different kinds of food to keep them healthy I am learning what I can do to look after my body and who can help me. I am learning about where living things come from and about how they grow, develop and are nurtured Listening and talking Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message To help me understand stories and other texts, I ask questions and link what I am learning with what I already know I enjoy exploring events and characters in stories and other texts, sharing my thoughts in different ways Writing As I play and learn, I enjoy exploring interesting materials for writing and different ways of recording my experiences and feelings, ideas and information I am developing my awareness of how money is used and can recognise and use a range of coins I can identify my senses and use them to explore the world around me I am aware that different types of evidence can help me to find out about the world around me. In real-life settings and imaginary play, I explore how local shops and services provide us with what we need in our daily lives I enjoy taking photographs or recording sound and images to represent my experiences and the world around me I can create a range of visual information through observing and recording from my experiences across the curriculum I use drama to explore real and imaginary situations, helping me to understand my world. I have the freedom to use my voice, musical instruments and music technology to discover and enjoy playing with sound and rhythm Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings through activities within art and design Within real and imaginary situations, I share experiences and feelings, ideas and information in a way that communicates my message. I enjoy exploring events and characters in stories and other texts and I use what I learn to invent my own, sharing these with others in imaginative ways 3

16 Northern Ireland PERSONAL MATHMATICS AND AND LANGUAGE AND LITERACY NUMERACY THE ARTS AROUND US MUTUAL UNDERSTANDING EDUCATION Before the visit Develop vocabulary Check what we already know Decide what we want to find out Develop talking and listening skills through: Listening to a wide range of stories, poems, songs and music Talking with adults and other pupils Initiating and joining in conversations in pairs or groups Talking about experiences, pictures and stories Talking about their work, play and things they have made Naming, recalling, sequencing, predicting, asking and answering questions, describing, explaining Sharing their thoughts, feelings and ideas with different audiences Children should be enabled to: Show curiosity about the living things, places, objects and materials in the environment Identify similarities and differences between living things, places, objects and materials Understand the need to respect and care for themselves, other people, plants, animals and the environment Being aware of how to care for his/her own body in order to keep it healthy and well, for example, by talking about which foods are healthy The importance of keeping healthy and how to keep safe in familiar and unfamiliar environments During the visit Activity 1 Topic taster Develop talking and listening skills through: Talking with adults and other pupils Naming, recalling, sequencing, predicting, asking and answering questions, describing, explaining S haring their thoughts, feelings and ideas with different audiences Sorting Pupils should be enabled to: Sort for one criterion using oneproperty materials, talk about the arrangement Patterns and relationships Pupils should be enabled to: Compare sets by matching objects/counting objects to understand the terms more than, less than, the same Children should be enabled to: Show curiosity about the living things, places, objects and materials in the environment Identify similarities and differences between living things, places, objects and materials Understand the need to respect and care for themselves, other people, plants, animals and the environment 1

17 Northern Ireland PERSONAL MATHMATICS AND AND LANGUAGE AND LITERACY NUMERACY THE ARTS AROUND US MUTUAL UNDERSTANDING EDUCATION Activity 1 Topic taster (continued) Listening and responding to adults and peers Focused experiences to introduce or generate vocabulary Develop auditory discrimination and memory Develop visual discrimination and memory Develop concepts of print Activity 2 Beautiful bananas Develop talking and listening skills through: Talking with adults and other pupils Naming, recalling, sequencing, predicting, asking and answering questions, describing, explaining S haring their thoughts, feelings and ideas with different audiences Listening and responding to adults and peers Focused experiences to introduce or generate vocabulary Develop auditory discrimination and memory Develop visual discrimination and memory Develop concepts of print Counting and number recognition Pupils should be enabled to: Count in the context of number rhymes, jingles and stories Children should be enabled to: Show curiosity about the living things, places, objects and materials in the environment Identify similarities and differences between living things, places, objects and materials Understand the need to respect and care for themselves, other people, plants, animals and the environment Being aware of how to care for his/her own body in order to keep it healthy and well, for example, by talking about which foods are healthy 2

18 Northern Ireland PERSONAL MATHMATICS AND AND LANGUAGE AND LITERACY NUMERACY THE ARTS AROUND US MUTUAL UNDERSTANDING EDUCATION Activity 3 Curious cocoa Develop talking and listening skills through: Talking with adults and other pupils Naming, recalling, sequencing, predicting, asking and answering questions, describing, explaining S haring their thoughts, feelings and ideas with different audiences Listening and responding to adults and peers Focused experiences to introduce or generate vocabulary Develop auditory discrimination and memory Develop visual discrimination and memory Develop concepts of print Counting and number recognition Pupils should be enabled to: Count in the context of number rhymes, jingles and stories Children should be enabled to: Show curiosity about the living things, places, objects and materials in the environment Identify similarities and differences between living things, places, objects and materials Understand the need to respect and care for themselves, other people, plants, animals and the environment Being aware of how to care for his/her own body in order to keep it healthy and well, for example, by talking about which foods are healthy Activity 4 Fascinating fish Develop talking and listening skills through: Talking with adults and other pupils Naming, recalling, sequencing, predicting, asking and answering questions, describing, explaining S haring their thoughts, feelings and ideas with different audiences Listening and responding to adults and peers Focused experiences to introduce or generate vocabulary Counting and number recognition Pupils should be enabled to: Count in the context of number rhymes, jingles and stories Children should be enabled to: Show curiosity about the living things, places, objects and materials in the environment Identify similarities and differences between living things, places, objects and materials Understand the need to respect and care for themselves, other people, plants, animals and the environment Being aware of how to care for his/her own body in order to keep it healthy and well, for example, by talking about which foods are healthy 3

19 Northern Ireland Activity 4 Fascinating fish (continued) PERSONAL MATHMATICS AND AND LANGUAGE AND LITERACY NUMERACY THE ARTS AROUND US MUTUAL UNDERSTANDING EDUCATION Develop auditory discrimination and memory Develop visual discrimination and memory Develop concepts of print After the visit Develop talking and listening skills through: Listening to a wide range of stories, poems, songs and music Talking with adults and other pupils Initiating and joining in conversations in pairs or groups Talking about experiences, pictures and stories Talking about their work, play and things they have made Naming Recalling Sequencing Predicting Asking and answering questions Describing Explaining Taking part/contributing to group oral language activity Focused experiences to introduce or generate vocabulary Number Pupils should be enabled to: Count a variety of objects, for example, number of cups, apples, crayons of one-to-one correspondence and come to appreciate that the size of a set is given by the last number in the count Understanding money Pupils should be enabled to: Use money in various contexts Talk about things that they want to spend money on Understand the need to pay for goods Use their number skills in shopping activities Art and design Recall experiences of the visual world and imaginative worlds when talking about memories, reminiscences, fiction, fantasies and dreams, for example, talk about what has been seen when visiting places on holiday Select and work with traditional and digital media. Make drawings, paintings and three dimensional objects Work with the visual elements to explore and create visual outcomes, talk about and comment on what they produce, for example, mix and apply paint using a paintbrush Explore the range of circumstances where visual elements might be encountered such as: drawing, painting, printmaking, modelling, selecting, arranging, classifying, for example, look at pictures and spot colours and shapes within them Be able to sequence familiar events Understand the need to respect and care for themselves, other people, plants, animals and the environment Being aware of how to care for his/her own body in order to keep it healthy and well, for example, by talking about which foods are healthy Adopt healthy and hygienic routines 4

20 Northern Ireland PERSONAL MATHMATICS AND AND LANGUAGE AND LITERACY NUMERACY THE ARTS AROUND US MUTUAL UNDERSTANDING EDUCATION (continued) Through modelled, shared and guided reading sessions pupils should be enabled to: Listen to a range of stories, poems and non-fiction texts read to them by adults/other pupils Develop auditory discrimination and memory Develop visual discrimination and memory Writing Through modelled, shared and guided writing sessions pupils should be enabled to: Understand that writing is a means of communication and can be used for different purposes, for example, writing messages for others to read Share their writing with others Observe the teacher modelling specific writing strategies Use ICT to present and communicate their ideas Drama Assume roles during dramatic play, for example, pupils become involved in a local supermarket where they take on the roles of cashier, assistants or customers 5