Cambo First School Traditional Tales/ Victorians Term 2 2015 Medium Term Planner Prime Area: Personal Social and Emotional Development



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Cambo First School

Term 2

Objectives in green are from 40 to 60 months, in red ELGs



Cambo First School Traditional Tales/ Victorians Term 2 2015 Medium Term Planner Prime Area: Personal Social and Emotional Development

Learning Intentions

Spontaneous learning opportunities and ongoing

Planned activities

Resources, events, outings and visitors

Making Relationships

• 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.



Early Learning Goal

Children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity.

They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

Self Confidence and awareness

• Confident to speak to others about own needs, wants, interests and opinions.

• Can describe self in positive terms and talk about abilities.

Early Learning Goal

Children are confident to try new activities, and say why they like some activities more than others.

They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.

They say when they do or don’t need help.
Managing feelings and behaviour

• Understands that own actions affect other people, for example, becomes upset or tries to comfort another child when they realise they have upset them.

• Aware of the boundaries set, and of behavioural expectations in the setting.

• Beginning to be able to negotiate and solve problems without aggression, e.g. when someone has taken their toy.



Early Learning Goal

Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.

They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride


  • 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
  • Take turns to use limited equipment e.g. bikes, computer etc.


  • Work in pairs and small groups at classroom activities

  • 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




  • Circle time –contribute to discussion

  • Talking Partner work




  • Orchard toy games- develop turn taking, concentration and cooperation skills

  • Dansi activities- friendships

  • SEAL activities

Newcastle university Co Curate


Theatre Royal Pantomime Trip
Laing Art Gallery


Cambo First School Toys/ Victorians/ Fairy Tales Term 2 2015 Medium Term Planner

Prime Area: Communication and Language

Learning Intentions

Spontaneous learning opportunities and ongoing

Planned activities

Resources, events, outings and visitors

Listening and attention

• Maintains attention, concentrates and sits quietly during appropriate activity.

• Two-channelled attention – can listen and do for short span.

Early Learning Goal

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.
Understanding

• Responds to instructions involving a two-part sequence.

Understands humour, e.g. nonsense rhymes, jokes.

• Able to follow a story without pictures or props.

• Listens and responds to ideas expressed by others in conversation or discussion.
Early Learning Goal

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.
Speaking

• Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.

• 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.


Early Learning Goal
Children express themselves effectively, showing awareness of listeners’ needs. They use past, present and future forms accurately when talking about events that have happened or are to happen in the future. They develop their own narratives and explanations by connecting ideas or events.


  • 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

  • Talk about pictures in books

  • Source materials linked to topic

  • 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

,

Texts:

Traditional Tales- including new versions

Mary and Twelve Months

Four Singers

Queens Victoria’s Knickers

Hans Christen Andersen Snowdrops

Alice in Wonderland

Non fiction texts linked to topic

Chimney Sweep

Victorian life as a child


Question and answer session- why and how questions to be developed

Letters and Sounds activities



  • Develop role play area into Victorian kitchen, school/ following children’s influences

  • Puppet theatre

  • Retell above texts with magnetic story props/small world toys/puppets

  • Contribute to class book/ own fairy tale

  • Phonics- digraphs for those children read to move into next phase

  • Consolidation of Jolly phonics sound




  • Mad Hatters Tea party

hot seating white rabbit!

Visit from Queen Victoria and Betty her maid

Victorian Day

Visit from Queen of hearts and white rabbit






Cambo First School Traditional Tales/ Victorians/ Toys Term 2 2015 Medium Term Planner

Specific Area: Literacy

Learning Intentions

Spontaneous learning opportunities and ongoing

Planned activities

Resources, events, outings and visitors

Reading

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

• Links sounds to letters, naming and sounding the letters of the alphabet.

• Begins to read words and simple sentences.

• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

• Enjoys an increasing range of books.

• Knows that information can be retrieved from books and computers.

Early Learning Goal

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when 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 words.

• Continues a rhyming string.

• Hears and says the initial sound in words.

• Can segment the sounds in simple words and blend them together.

• Links sounds to letters, naming and sounding the letters of the alphabet.

• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.

• Writes own name and other things such as labels,captions.

• Attempts to write short sentences in meaningful contexts.

Early Learning Goal

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.


  • Listen attentively in group times, play and to audio tapes

  • 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,

Texts: as above

Reading books from book band shelves- guided reading Floppys Phonics Non fiction


Letters and Sounds activities as above

  • Develop role play area – kinked to topic and childrens interests.




  • Retell above texts with magnetic story props/small world toys/puppets/ dolls house

  • Signs and labels for classroom and role-play area using ICT
  • Contribute to big class information book about Victorians.


  • Make books

  • Make feely book with different textures linking to science

  • Form letters in name correctly using pens, paints, sand, by labelling models + signing up for class surveys.

  • To write own version of fairy tale

  • Recount work following Victorian day and trip to Newcastle University

  • Tricky red words activities

  • Red word spellings, written , shaving foam, playdough

  • Phonics

  • Developing RWI sentence holding and recording

  • Alice in wonderland- mad hatters tea party. Invitations, labels drink me… what will happen

Visit from Queen Victoria

And her maid Betty
Trip to Newcastle University Co-curate Trevelyan project
Victorian Day (x 3 days)

Visit from Queen of hearts and white rabbit




Medium Term Planner Specific Area: Mathematics

Learning Intentions

Spontaneous learning opportunities and ongoing

Planned activities

Resources, events, outings

Numbers

• Recognise some numerals of personal significance.

• Recognises numerals 1 to 5.

• Counts up to three or four objects by saying one number name for each item.

• Counts actions or objects which cannot be moved.

• Counts objects to 10, and beginning to count beyond 10.

• Counts out up to six objects from a larger group.

• Selects the correct numeral to represent 1 to 5, then 1 to 10 objects.

• Counts an irregular arrangement of up to ten objects.

• Estimates how many objects they can see and checks by counting them.

• Uses the language of ‘more’ and ‘fewer’ to compare two sets of objects.

• Finds the total number of items in two groups by counting all of them.

• Says the number that is one more than a given number.

• Finds one more or one less from a group of up to five objects, then ten objects.

• In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.

• Records, using marks that they can interpret and explain.

• Begins to identify own mathematical problems based on own interests and fascinations.


Early Learning Goal

Children count reliably with numbers from one to 20, place them in order and 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 count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Shape, Space and Measure

. • Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.

• Selects a particular named shape.

• Can describe their relative position such as ‘behind’ or ‘next to’.

• Orders two or three items by length or height.

• Orders two items by weight or capacity.

• Uses familiar objects and common shapes to create and recreate patterns and build models.

• Uses everyday language related to time.

• Beginning to use everyday language related to money.

• Orders and sequences familiar events.

• Measures short periods of time in simple ways.



Early Learning Goal

Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems. They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.



  • Sing number songs and rhymes e.g.

  • Count 1-5, 1-10, 1-20 and beyond

  • 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 don’t 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?”

  • Make shape pictures and patterns using 2d shapes

  • RM Maths daily

  • Counting to 20 forwards and backwards

  • Extending to counting beyond 20 for more able children

  • Recognition of numbers sand tray water tray

  • Number bingo

  • Shapes- making shape monsters linking with phonics write nonsense names

  • Adding sets together. Victorian farm, how many animals in fields, children to develop counting on skills.

  • Recording number sentences

  • Subtraction games.

  • Numeral formation, whiteboards, shaving foam,
  • Coins


  • Begin to recite Days of the week

  • Begin to recite Months of the Year

  • Bee bot work on ipad linking to direction and to ICT

  • Bears porridge bowls developing size vocabulary

  • Billy goats gruff trip trapping over bridge- length long bridge shirt bridge- wide bridge-

  • Alice in wonderland- sharing cakes!

  • Pattern making – linking with EA



Orienteering at Wallington linked to topic

Develop direction and position knowledge



Medium Term Planner Specific Area: Understanding the World

Learning Intentions

Spontaneous learning opportunities and ongoing

Planned activities

Resources, events, outings and visitors

People and Communities

.

• Enjoys joining in with family customs and routines



Early Learning Goal

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

The World
• Looks closely at similarities, differences, patterns and change.

Early Learning Goal

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.


.

Technology

• Completes a simple program on a computer.

• Uses ICT hardware to interact with age-appropriate computer software.

Early Learning Goal

Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes


  • Explore textures such as wet/dry sand, dough, sand mousse, gravel, talc, etc

  • Observe things closely, record through drawing and modelling

  • Discuss changes, patterns, similarities and differences e.g. Observe and record the weather, looking for signs of spring

  • Use computers, calculators, programmable toys, ipads, cameras confidently

  • Explore modelling through clay, junk, fabric, construction kits, duplo, marble run

  • 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

  • Touch different fabrics and materials in class feely book/alphabet/names and describe , develop vocabulary linked to materials Y1

  • Play feely bag games, describing objects hidden within

  • Experiment with magnifying glasses, telescopes, kaleidoscopes, colour filters, mirrors etc.

  • Compare and describe seasonal changes
  • Look at snowdrops to linking with EA, William Morris. First flowers of ‘spring’


  • Easter activities- linking with Jewish celebration Tu Bishvat

  • Victorian artefacts- developing questioning skills




  • explore past and present through

  • story and role play and Victorian topic

  • History

  • life of a Victorian child

  • School life- Ragged School

  • Children as workers- link with Lord Shaftsbury

  • new Parliament laws to protect

  • chimney sweep

  • down the mine

  • Victorian wash day

  • Queen Victoria- compared to our Queen

  • Clothing then and now Queen Victoria’s Knickers- the first underwear!

  • Christina Rossetti Victorian poet

  • Homes and toys comparison (make toys link to DT, peg dolls, paper windmills,



  • local area study- Trevelyan at Wallington

  • ICT- beginning to look at programming with year 1



  • Science

  • Every day Materials- linking with

  • Fairy Tales

Visit from Queen Victoria


Mrs Barron Hocus e Lotus French

French songs and rhymes






Term 2 2015 Medium Term Planner Prime Area: Physical Development

Learning Intentions

Spontaneous learning opportunities and ongoing

Planned activities

Resources, events, outings and visitors



Moving and handling

• Experiments with different ways of moving.

• Jumps off an object and lands appropriately.

• Negotiates space successfully when playing racing and chasing games with other children, adjusting speed or changing direction to avoid obstacles.

• Travels with confidence and skill around, under, over and through balancing and climbing equipment.

• Shows increasing control over an object in pushing, patting, throwing, catching or kicking it.

• 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 formed



Early Learning Goal

Children show good control and co-ordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle equipment and tools effectively, including pencils for writing.

Health and self-care

• Eats a healthy range of foodstuffs and understands need for variety in food.

• Usually dry and clean during the day.

• Shows some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

• Shows understanding of the need for safety when tackling new challenges, and considers and manages some risks.

• Shows understanding of how to transport and store equipment safely.

• Practices some appropriate safety measures without direct supervision



Early Learning Goal

Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently



Gross motor



  • Explore range of climbing, balancing and sliding apparatus, wheeled toys, bats and balls, hoops etc. in the outside area blue climbing frame

  • 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 Victorian sampler

  • Threading beads, reels, pasta, shapes etc.

  • Dressing up

  • Make collages/models using scissors, glue, tape, paper, junk

  • Play with sand and water toys,

  • Use computer keys and mouse

  • ipads

  • Model with dough, clay, plasticine rolling pins and cutters, etc.

  • Explore textures e.g. gravel, talc,

Health


  • healthy and hygienic routines throughout the school day reminders about toilet and hand washing!




  • Explore ways of travelling using different body parts (feet only, hands/feet, tummies, etc.)

  • Gymnastics with Sam Dronsfield

  • Skipping, taking part in skipping festival

  • Swimming Tuesday afternoons

  • Activate each morning

  • Design and paint posters concerning personal hygiene routines lifestyles e.g. brush your teeth, wash your hands




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




  • Handwriting practise


  • Practice sewing skills by punching holes in shapes (body, face) to sew through- make small sample square. Joan (Wednesdays)





  • ICT_ developing ipad skills- hand to eye coordination- art packages

Sam Dronsfield Gymnastic Coach


Liz Bellios Skipping Coach


Term 2 2015 Medium Term Planner Specific Area: Expressive Arts and Design

Learning Intentions

Spontaneous learning opportunities and ongoing

Planned activities

Resources, events, outings and visitors

Exploring and Using materials
• Begins to build a repertoire of songs and dances.

• Explores the different sounds of instruments.

• Explores what happens when they mix colours.

• Experiments to create different textures.

• Understands that different media can be combined to create new effects.

• 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.

• Selects appropriate resources and adapts work where necessary.

• Selects tools and techniques needed to shape, assemble and join materials they are using



Early Learning Goal

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being Imaginative

Create simple representations of events, people and objects.

• Initiates new combinations of movement and gesture in order to express and respond to feelings, ideas and experiences.

• Chooses particular colours to use for a purpose.

• 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.


Early Learning Goal

Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role play and stories.


  • Collage with different fabrics, and materials

  • Painting (finger, bubble, hand, splatter) with different sized brushes, different types of paints on different sized, shaped and textured paper.

  • Printing with fruit and vegetables and materials outdoors

  • Drawing with pencils, pens, crayons, chalks, charcoal on different sized, shaped and textured paper.

  • Modelling with junk, clay, dough, construction,

  • Look at paintings and other forms of art and discuss content and style

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

  • 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

  • Clap syllables in children’s names and make into patterns over a steady beat

.explore William Morris Art – making own sketch books. looking at natural materials

patterns and textures



  • Observation drawings of nature outdoors using magnifying glasses

  • Make collages linked to nature

  • Exploring clay as a medium

  • Make doll figurines using pegs

Make moving puppets using shapes

Charles Renne MacKintosh

pattern and furniture

LS Lowry- match stick men art

Music sessions with Mrs Anderson

Design a stamp- Queen Victoria was

first monarch to have her image on a stamp

design Tech skills sewing

lacing tools, plates of sewing

peggy purses



Mrs Anderson peripatetic music


Joan (Wednesdays)



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