Greenside EYFS: Medium Term Plan Summer 1, 2016 Reception

Transcription

1 Film & International Creative Baccalaureate Theme: Minibeasts Areas of Learning Experiences/Activities/Assignments Knowledge/Skills/Outcomes Timeline Other SMSC SMSC SMSC SMSC SMSC SMSC SMSC SMSC SMSC Personal, Social and Emotional Development (PSED) E-Safety Looking after our environment- Recycling Caring for living things linked to Minibeasts Bad Tempered ladybird Chn to express their feelings and understand why people sometimes feel bad tempered. Explore what you should do when you feel bad tempered The Very Hungry Caterpillar How to look after other living things and the environment Looking after the animal s habitats Initiates conversations, attends to and takes account of what others say. Explains own knowledge and understanding, and asks appropriate questions of others. Takes steps to resolve conflicts with other children, e.g. finding a compromise. Aware of the boundaries set, and of behavioural expectations in the setting Children play co-operatively, taking turns with others, take account of one another s ideas about how to organise their activity AND show sensitivity to others needs and feelings. Continual Social, Cultural Spiritual, Moral Week 1: Documentary Le Ballon Rouge. Week 2: Shakespeare Week 3: April The Month Week 4: May The Month Week 5: London Mayor Week 6: Dance Pledge Here We Come! Week 7: TED Talks Communication and Language (CL) General Role play area Garden centre- new language for parts of the plants/ prices/ role play of a shop Talking about the life cycle of a butterfly and ladybird Sequencing language linked to the key texts Answering how and why questions linked to the core texts and story time books Comparison language- they are the same because/they are different because Classifying language Mathematical language, altogether, add, total, less, take away, subtract, fewer than/ double/ halving/o clock/longer/shorter- use Makaton actions Answering where, when, what, who and how questions linked to texts/show and tell etc Past tense/ irregular verbs run/ran buy/bought give/gave Explanation language: I feel bad-tempered Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new Uses language to imagine and recreate roles and experiences in play situations. Links statements and sticks to a main theme or intention. Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. Introduces a storyline or narrative into their play. Listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. Answer how and why questions about their experiences in response to stories or events

2 when Use past, present and future forms accurately when talking about events that have happened or are to happen in the future. Physical Development (PD) Holding pencil, chalk, pens, paintbrush correctly. Making clay minibeasts Fine motor skill - finger painting/corn flour, zips, buttons and fasteners on clothes, drawing patterns, use of scissors. Bumblebee dance Bikes/Trikes- linked to florist delivery service Cooking- making bumble bee cakes using cooking tools Using junk modelling to design minibeasts/ choosing tools and resources to design 3D structures Various materials to make different types of flowers- straws, bubbles, wrap etc Uses simple tools to effect changes to materials. Handles tools, objects, construction and malleable materials safely and with increasing control. Shows a preference for a dominant hand. Begins to use anticlockwise movement and retrace vertical lines. Begins to form recognisable letters. Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly Travels with confidence and skill around, under, over and through balancing and climbing equipment. Begins to form recognisable letters. Children show good control and coordination in large and small movements, move confidently in a range of ways, safely negotiating space handle equipment and tools effectively, including pencils for writing. Literacy (L) Reading Phase 2 phonics daily know the Phase 2 Sounds: s, a, t, i p n, c, k, ck, e, h, r, m, d, g, o, u, l, f, b, ff, ll, ss read high frequency words (HFW) is, it, in, at and tricky words no, go, I, to and the Know the Phase 3 sounds: Consonant digraphs: ch, sh, th, ng, Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er (if your child has completed phase 2 phonics programme) Read tricky words: he, she, we, me, be, was, my, you, her, they, all, are Read and write the phase 4 sounds cvcc (tent)/ccvc words (spoon) Decodable texts available in book corner Reading Continues a rhyming string. Hears and says the initial sound in Can segment the sounds in simple words and blend them together and knows which letters represent some of them. Links sounds to letters. Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books. Children read and understand simple sentences, use phonic knowledge to decode regular words and read them aloud accurately, read some common irregular words and demonstrate understanding when - Daily phonics lessons

3 Weekly guided reading Phonic activities on the IWB- phase 2 / phase 3/phase 4 Listening corner- drawing pictures to match what they have heard etc./ book review in the form of pics Non-fiction texts available about Minibeasts/Environment- contents page/ glossary/ headings etc Fiction texts available linked to minibeasts and environment topic in the book corner The Bad Tempered Ladybird-core text Labelling parts of a minibeast Writing signs for the Garden Centre Writing descriptions about the minibeasts they find Explanation text- Lifecycle of a ladybird Speech bubbles The Very Hungry Caterpillar-core text List of food eaten Life cycle of a butterfly Labelling parts of a caterpillar/butterfly talking with others about what they have read. Writing Gives meaning to marks they make as they draw, write and paint. Begins to break the flow of speech into Hears and says the initial sound in Links sounds to letters, naming and sounding the letters of the alphabet. Writes labels and captions. Attempts simple sentences. Children use their phonic knowledge to write words in ways which match their spoken sounds, write some irregular common words and simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Week 1-2 Week 3-4 Maths (M) The Bad-tempered Ladybird Telling the time (o clock) Doubling Halving Repeating patterns Buying aphids 2p/5p/10p Teach counting in 5 s Garden Centre Paying for items in the garden centre Calculating change- AD Numbers in 10 s will be displayed in the Garden centre on plant pots for chn to recognise and put them in order Designing 3D flowers SALE-halving prices Odd and even amount of petals on flowers Matching the correct amount of seeds into a seed packet- n umbers 1-30 Designing 2D flowers- extend chn with pentagons/hexagons- LA focus on squares Maths-Number Counts objects up to 20. Order numerals Counts an irregular arrangement of up to ten objects. Solve problems which include addition and doubling. Children count reliably with numbers 1 to 20, place numbers in order, say which number is one more or one less than a given number using quantities and objects, they add and subtract two single-digit numbers and solve problems including doubling, halving and sharing. Maths-Shape, Space and Measure Age bands 40-60months children use everyday language to talk about size, money, weight and capacity

4 Seed packets Hungry Caterpillar Calculations based on the amount of food he eats Symmetry- butterfly Doubling and halving Cost of food that the Caterpillar ate Calculating change when you buy an item of his food International Creative Baccalaureate:

5 Understanding the World (UW) Identifying minibeasts Looking at habitats Designing & making minibeasts junk modelling, clay, natural materials. Butterfly/ Ladybird lifecycle Looking at minibeast patterns and camouflage Bee-bot use to identify minibeasts/lifecycle Using the computer / books to research information on minibeasts. Understanding how and why we recycle things- Dustbin man role play- sorting rubbish into material groups etc. Sorting minibeasts based on what they look like Magnifying glasses available and an identification card for chn to classify minibeasts Understanding that living things have to MRS GREN Understanding the World: The World Age bands Looks closely at similarities, differences, patterns and change Make observations of animals and plants Children know about similarities and differences in relation to places, objects, materials and living things. Talk about the features of their own immediate environment and how environments might vary from one another. Make observations of animals and plants. Explain why some things occur, and talk about changes. Technology Adobe Voice- capturing the life cycle of a ladybird/ Documentary link Bee-bot- The Very Hungry Caterpillar Photos of minibeasts in the garden Audio magnifying glasses Food Technology Understanding the World: Technology- children recognise that a range of technology is used in places such as homes and schools select and use technology for particular purposes Expressive Arts and Design (EAD) Painting minibeasts butterfly patterns Making models of minibeasts out of plasticine. Making spider web patterns Finger painting spiders Making minibeast masks Collage pictures of minibeasts Eric Carle-esq pictures of minibeasts Matisse- Snail Music & movement to minibeast music e.g. flight of the bumblebee. Designing symmetrical butterflies etc Cooking Displays: Outdoor-Magnifying glass/minibeasts Indoor- The Bad Tempered ladybird Expressive Arts and Design DMS months Manipulates materials to achieve a planned effect. Constructs with a purpose in mind, using a variety of resources. Uses simple tools and techniques competently and appropriately. Introduces a storyline or narrative into their play. Plays alongside other children who are engaged in the same theme. Plays cooperatively as part of a group to develop and act out a narrative. ICT ICT ICT ICT ICT ICT ICT ICT Continual