Reception Scheme of Work Autumn 1

Me, Myself and I

Foundation Stage Long Term Planner - Reception

Theme Personal, Social and Emotional
7- relationships 11- dress/undress 8- follow rules 5- awareness of own and others needs SEAL New

Communication, Language and Literacy

1- interact and negotiate 6- awareness of listener 12- explore with sounds 15- directionality 19- names, labels, captions 20- form letters with care

Mathematics

Knowledge and Understanding of the World

1- use senses to investigate 8- past and present (Science/History/ICT)

Physical

Creative

R.E.

MFL: French

Autumn 1 Ourselves

1- use number names in order 9- compare quantities 13- solve measures problems

5- keeping healthy 6- describe change after being active 7- use small and large equipment 2- move with control and coordination Dance/Basic Motor Skills

1- explore 2D/3D art 2- explore sounds and sing songs 4- respond to senses creatively Art Focus- Painting Music Focus Beat and Tempo

Im Special Harvest

Simple Greetings and farewells Counting to three

Autumn 2 Colour My World Spring 1 Water and Weather Spring 2 My House where I live Summer 1 Minibeasts Summer 2 Travel and Transport

PSHCE Myself/Who Am I? / Body Awareness 6- respect cultures 13- treat people with respect 14- expect respect from others SEAL Getting on and Falling Out PSHCE Keeping Clean 1- motivation to learn 2- try new activities SEAL Going for Goals PSHCE Healthy Lifestyles/Making Choices

Sounds- s-u

2- enjoy using language 3- listen attentively 10- link sounds to letters 15- directionality 18- write for a purpose 20- form letters with care Sounds l-oo 4- respond to stories etc. 7- imagine/recreate roles 9- initial/final sounds 13- sequence stories 18- write for a purpose

2- count reliably to 10 10- recreate patterns 4- solve number problems

11- know about own and other's cultures (Geography/ICT)

4- awareness of space 7- use small and large equipment 1- move with confidence and imagination Dance/Spatial Awarness

1- explore 2D/3D art 2- recognise musical patterns and sing songs 5- express ideas creatively Art Focus Collage Music Focus - Structure

Baptism Birthdays Christmas

Colours in French Counting to five

3- recognise 1 to 9 9- compare quantities 4- solve number problems

4- ask why things happen and how things work 7- use ICT to support learning (DT/ICT)

3- travel around, under, over, through 4- awareness of space 7- use small and large equipment Apparatus/Co-ordination and Control

Sounds y - ar
4- respond to stories etc. 7- imagine/recreate roles 9- initial/final sounds 13- sequence stories 19- sentences/punctuation 5- use calculation vocabulary 11- describe shapes 13- solve shape problems 5- build and construct and adapt work 6- select tools and techniques (DT/ICT) 7- use small and large equipment 8- handle materials with safety and control 2. move with control and coordination Apparatus/Aiming, Predicting and Estimating

1- explore 2D/3D art 2- move to music and sing songs 3- use imagination creatively Art Focus Printmaking Music Focus High and Low

Stories Jesus Heard

Talking about the weather in French Counting to ten

12- select activities 12- use resources independently SEAL Good to be me! PSHCE Where I live?

1- explore 2D/3D art 2- recognise musical patterns and sing songs 5- express ideas creatively Art Focus Textiles Music Focus - Texture

Stories Jesus Told Easter/Love

Names of Family Members

9- right and wrong 10- consequences of actions SEAL Relationships PSHCE Body Awareness/Growing 4- show feelings 3- develop concentration SEAL Changes PSHCE Healthy Lifestyles/Keeping Safe

5- extend vocabulary 11- use phonics to spell 16- find information 16- character and sequence in stories 8- talk to organise ideas 17- use phonics to spell 14- read common words 16- find information 16- character and sequence in stories

6- compare 2 numbers 7- 1 more/1 less 4- solve number problems

2- find out about living things 3- look at similarities, differences, patterns and change (Science/ICT) 9- identify features in the natural world 10- find out about local environment (Geography/ICT)

8- combine and take away objects 12- describe positions 13- solve space problems

1- move with confidence and imagination 7- use small and large equipment 8- handle materials with safety and control Dance/Games 3- travel around, under, over, through 7- use small and large equipment 4- awareness of space Dance/Games

1- explore 2D/3D art 2- move to music and sing songs 4- respond to senses creatively Art Focus Sculpture Music Focus Loud and Quiet 1- explore 2D/3D art 2- explore sounds and sing songs 3- use imagination creatively Art Focus Drawing Music Focus - Timbre

My World/Jesus World

Animals in French

Prayer

Barnaby Bear visits Paris/Brittany

Foundation Stage Medium Term Planner - Personal Social and Emotional Learning Intentions Spontaneous learning opportunities and ongoing
1. 2. 3. 4. 5. Continue to be interested, excited and motivated to learn. Be confident to try new activities, initiate ideas and speak in a familiar group. Maintain attention, concentrate, and sit quietly when appropriate. Respond to significant experience showing a range of feelings when appropriate. Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others. Have a developing respect for their own cultures and beliefs and those of other people. Form good relationships with adults and peers. Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously. Understand what is right, what is wrong, and why. Consider the consequences of their words and actions for themselves and others. Dress and undress independently and manage their own personal hygiene. Select and use activities and resources independently. Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect. Understand that they can expect others to treat their needs, views, cultures and beliefs with respect. Circle time talk, listen, ask questions, contribute own feelings 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 moral issues Introduce different customs through stories and books etc.

Term Autumn 1 Planned activities

Class GOR Resources, events, outings and visitors

Baseline Settling in Invite the school nurse in Invite a mum and new baby in

6. 7. 8.

9. 10. 11. 12. 13.

14.

Formulate positive class rules together make up 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 the classroom areas Role play rules and manners to establish class protocols Empathise with Titch when reading the story relate to own family experiences Discuss how the owl babies feel when they are left on their own Explore stories about caring for each other through role-play, small world and puppetry. Play circle games and matching games to emphasise turn-taking. Share flavoured jellies in small groups

Foundation Stage Medium Term Planner - Communication, Language and Literacy Learning Intentions Spontaneous learning opportunities and ongoing
1. 2. 3. 4. Interact with others, negotiating plans and activities and taking turns in conversation. Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning. Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions. Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own songs, rhymes and poems. Extend their vocabulary, exploring the meanings and sounds of new words. Speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of conventions such as greetings, please and thank you. Use language to imagine and recreate roles and experiences. Use talk to organise sequence and clarify thinking, ideas, feelings and events. Hear and say initial and final sounds in words, and short vowel sounds within words. Link sounds to letters, naming and sounding the letters of the alphabet. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Explore and experiment with sounds, words and texts. Retell narratives in the correct sequence, drawing on language pattern of stories. Read a range of familiar and common words and simple sentences independently. Know that print carries meaning and, in English, is read from left to right and top to bottom. 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. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Attempt writing for different purposes, using features of different forms such as lists, stories and instructions. Write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation. Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.

Term Autumn 1 Planned activities

Texts: My Five Senses My Body What can you see? Owl babies Titch Play Pips games/POPAT

Class GOR Resources, events, outings and visitors

Baseline Settling in Invite the school nurse in Invite a mum and new baby in

5. 6.

7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

17. 18. 19. 20.

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 all classroom areas Develop language skills through structured and unstructured discussions linked to books, topics, routines, events etc. Choose to look at books alone and with 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,

Develop role play area into hospital/clinic Talk about a personal visit to the hospital Listen to above texts on the taperecorder Retell above texts with magnetic story props/small world toys/puppets Signs and labels for classroom and roleplay area using ICT Labels and captions for body, tasting and 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, someone beginning with? Focus on names Make feely book with different textures Form letters in name correctly using pens, paints, sand, by labelling models + signing up for class surveys.

Foundation Stage Medium Term Planner - Mathematics Term Autumn 1 Learning Intentions Spontaneous learning opportunities and Planned activities ongoing
1. Say and use number names in order in familiar contexts. Count reliably up to 10 everyday objects. Recognise numerals 1 to 9. Use developing mathematical ideas and methods to solve practical problems. In practical activities and discussion begin to use the vocabulary in adding and subtracting. Use language such as more or less to compare two numbers. Find one more or one less than a number from one to 10. Begin to relate addition to combining two groups of objects and subtraction to taking away. Use language such as greater, smaller, heavier or lighter to compare quantities. Sing number songs and rhymes e.g. Count 1-5, 1-10, 1-20 Errors in counting backwards and forwards using puppet (missing number, repeated number, wrong order) Recite number names in order, continuing the count forwards or backwards from a given 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, make an 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?

Class G OR Resources, events, outings and visitors

Baseline Settling in Invite the school nurse in Invite a mum and new baby in

2. 3. 4.

5.

6.

7.

8.

9.

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 to solve practical problems.

Contribute to pictogram / graph about eye colour or hair colour and count responses Collect information in a survey about favourite colours Record favourite tastes / smells in a pictogram and count responses Sort out pictures healthy and nonhealthy foods and display as a pictogram. Make age pictogram which changes over the year I am 4, I am 5 picture moves on childs birthday Measure heights using large plastic bricks Compare heights and weights of children. Order heights of groups of children Sort sets of animals, compare bears, play people, shapes and other classroom objects by size and compare 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

Foundation Stage Medium Term Planner -Knowledge and Understanding of the World Term Autumn 1 Learning Intentions Spontaneous learning Planned activities opportunities and ongoing
1. 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 how things work. 5. Build and construct with a wide range of objects, selecting appropriate resources, and adapting their work where necessary. 6. Select the tools and techniques they need to shape, assemble and join materials they are using. 7. Find out about and identify the uses of everyday technology and use communication technology 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 and other people they know. 9. Observe, find out about and identify features in the place they live and the natural world. 10. Find out about their environment, and talk about those features they like and dislike. 11. Begin to know about their own cultures and beliefs and those of other people. Explore textures such as wet/dry sand, dough, sand mousse, gravel, talc, etc Make DT models with junk materials 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 school premises e.g. class to dinner hall, class to toilets etc. Observe things closely, record through drawing and modelling Discuss changes, patterns, similarities and differences e.g. Observe and record the weather Use computers, calculators, programmable toys, tape recorders, cameras confidently Explore modelling through clay, junk, fabric, construction kits, cookery, woodwork Use small world and role play to explore other lives and environments Visit other people and places Find out about the world through looking at books, pictures, artefacts, talking to visitors Develop language of time through sequencing events and daily routines

Class G OR Resources, events, outings and visitors

Baseline Settling in Invite the school nurse in Invite a mum and new baby in

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 feely book/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 by recognising the voice Listen to instruments behind a screen and guess which made 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

Foundation Stage Medium Term Planner - Physical Term Autumn 1 Learning Intentions Spontaneous learning Planned activities opportunities and ongoing
1. Move with confidence, imagination and safety. 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 on travelling 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 markmakers 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 school day

Class G OR Resources, events, outings and visitors

Baseline Settling in Invite the school nurse in Invite a mum and new baby in

2.

Move with control and co-ordination.

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/nonhealthy) Sort out pictures/menus of healthy and nonhealthy 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 to grow healthily (good food, rest and sleep, washing etc.) and things that dont (smoking, sweets etc.) Read I want my potty as a starting point for discussing toiletting routines Role play keeping baby clean and well-fed

3.

Travel around, under, over and through balancing and climbing equipment.

4.

Show awareness of space, of themselves and of others.

5.

Recognise the importance of keeping healthy and those things which contribute to this.

6.

Recognise the changes that happen to their bodies when they are active.

7.

Use a range of small and large equipment.

Talk about effects of exercise after PE or outside play perspiration, racing heart beat, heavy breathing, tiredness.

8.

Handle tools, objects, construction and malleable materials safely and with increasing control.

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.

Foundation Stage Medium Term Planner Learning Intentions

Creative Term Autumn 1 Spontaneous learning Planned activities opportunities and ongoing
Collage with different fabrics, papers, foods and materials Painting (finger, bubble, hand, splatter) with different sized brushes, different types of paints on different sized, shaped and textured paper. Printing with string, shapes, food, leaves, lino, Drawing with pencils, pens, crayons, chalks, charcoal on different sized, shaped and textured paper. Modelling with junk, clay, dough, construction, wood Look at paintings and other forms of art and discuss content and style

Class G OR Resources, events, outings and visitors

Baseline Settling in Invite the school nurse in Invite a mum and new baby in

1.

Explore colour, texture, shape, form and space in two 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 to music.

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.

Recreate and make up new characters and stories through imaginative and small world play

5. Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role play, movement, designing and making, and a variety of songs and musical instruments. Make music through singing, body sounds, classroom objects and musical instruments Listen to a wide range of music from around the world and from different times Respond to music through painting, drawing and writing Dance to a range of music from around the world and from different 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 it clap your hands Explore using body parts, including voices, to make 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 to print 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 a stimulus for painting Look at some famous self portraits and interpret their style Paint pictures of own choice using skills learned

Foundation Stage Medium Term Planner Learning Intentions

R.E.
Planned activities

Term Autumn 1

Class G OR
Resources, events, outings and visitors Visit to the church?

1. To know that God made each and every one of us differently. 2. To know what makes them special 3. To know why we celebrate Harvest Festival and to be aware of what we should be thankful for. 4. To understand the significance of Baptism, what it means and 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.

Foundation Stage Medium Term Planner Learning Intentions

French
Planned activities

Term Autumn 1

Class G OR
Resources, events, outings and visitors

1. To learn how to say Hello in French 2. To ask for and give names in French 3. To learn how to ask somebody if they are O.K. in French and 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 holding the 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 Nice one 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 the counting again. Play pass the teddy game again to music. When the music stops the child holding the teddy must say Au revoir

Foundation Stage Medium Term Pacer Reception

Week and Focus P,S,E and SEAL Communication, Language and Literacy Mathematics

Autumn 1
Knowledge and Understanding of the World Physical Creative

Class G OR
R.E. French Continuous

Week 1 Part time Settling In

Week 2 Part time My Five Senses

Formulate positive class rules together-take photos of children doing the right things and display them-happy/sad faces Talk about likes and dislikes

PIPS Step 1 distinguish 1 sound from another High Frequency Words- I am a

Sing number songs and rhymes

Make age pictogram which changes over the year I am 4, I am 5 picture moves on childs birthday
Count 1-5, 1-10, 1-20

Take the children around the school to visit other classes and teachers ICT Dress the teddy

Outdoor Bikes and Toys Circle Games

Music ExpressSay hello/How do you do? Clap syllables in childrens names Art- Painting Tools

Bikes/Prams Dolls Easels and paints Whiteboards and pens Box of Books Building Blocks

Week 3

Body Parts

Play name games to get to know each other

PIPS Step 2-Hear and say initial sounds in words Begin POPAT HFW mum dad look My Five Senses big book PIPS Steps 2,3 and 4 HFW- and the Introduce s a t sounds All About Me big book

Record favourite tastes / smells in a pictogram and count responses Number 1

Feely Feet activity To develop sorting skills by touching/looking/smelling/ta sting/hearing ICT Dress the Teddy Recognise and name the parts of the body and say what they are used for (100 Science Lessons-12) ICT Body Parts BGFL

P.E. To learn that we use different parts of our bodies to move in different ways (100 Science Lessons 13) P.E. Basic Motor Skills 1 Animals

ME- Ive got a tambour Art (LCP) Explore and Experiment

Balls and Hoops Water Tray Musical Instruments Clipboards and markers Im Special! Talk about how God made each one of us differently and that we are all special in our own way. What is Harvest Festival? Learn how to say Bonjour. Play pass the teddy Benji to music.
Bikes and Prams Dolls Gravel and spades Skittles and chalk Large sheets of paper and pens Tape recorder Box of books Balls and Hoops Music and Fabric for dancing Shapes Writing materials Magnifying glasses

Counting to 10 Contribute to pictogram / graph about eye colour or hair colour and count responses

Explore using body parts to make music Art (LCP) Mixing Colours

Week 4 What can you see?

Discuss feelingswhen do we feel happy/sad etc? How do I feel big book

PIPS Steps 2,3 and 4 HFW- we like it Introduce n i p sounds What can you see? big book PIPS Steps 2,3 and 4 HFW-yes no Introduce ck e h sounds Owl babies big book

Number 2 Flat shapes Make shape pictures

Lucys Picture Braille names-talk about the sense of sight-blindfolded games Listen to instruments behind a screen-what are they? ICT Body Parts BGFL Wash, dress and undress baby dolls-visit from mum with new baby To learn that we change as we get older (100 Science Lessons 14) ICT- self portrait/dazzle Personal History timelinehow have they changed since birth? ICT- self portrait/dazzle To know that people come in different shapes and sizes. (100 Science Lessons 17)

P.E. Dance Dance to different types of music-how does it make us feel?

ME - How do you do signs Make a picture like Lucys Art(LCP) Textures

Week 5

Babies

Look at childrens photos of when they were babies, emphasis with baby needs

Number 3 Length Compare heights and weights of children Order heights of groups of children Number 4 One More Put house numbers to knock, knock book Number 5 Assessment

P.E Basic Motor Skills 2 Pick up

ME- Make a Face Art - Look at Van Goghs self portrait and interpret styles Art (LCP) Free Painting

Harvest- Draw own Thank you picture to God.

Recap on last week. Learn how to say Je mappelle followed by their name. Sing Tutappelle Comment Recap on last week. Learn how to ask if someone if OK and reply to someone who asks you Ca Va? Sing Bonjour, Bonjour Recap on last week. Learn how to count to 3 in French. Recap on last week. Learn how to say Au Revoir. Play pass the teddy game.

Bikes and Prams Dolls Easels and paints Measuring sticks and chalk Box of Books Building Blocks
Balls and Hoops Footprints Mirrors, pencils, paper Water Tray and Babies to wash

Week 6 Growth

Talk about personal hygiene and looking after ourselves Play Inside out where children say something nice about each other

Week 7 Assessm ent

PIPS Steps 2,3 and 4 HFW cat dog Introduce r m d sounds Titch big book PIPS Steps 2,3 and 4 HFW is was Introduce g o u sounds Assessment

P.E. Dance Aerobic exercises what happens to our bodies afterwards? P.E. Basic Motor Skills 3 Bouncing

ME -Foot wearprint patterns Art (LCP) Concentric Circles Sing songs about ourselves Head, shoulders, knees and toes etc

Baptism- visit to church to see font?

Recap on why we are special sing Special

Bikes and Prams Gravel Large paper and pens Wooden Blocks