resource for literacy and PSE. Support the understanding of going to school ( transitions and preparing for school readiness) Polly the Persona Doll to support MFB Using Name cards as a visual resource for literacy and PSE. going to school ( transitions and preparing for school readiness) Polly the Persona Doll to support MFB Name cards as a visual resource for literacy and PSE. Communication and Language Activities Listening and Attention Speaking Key CL Learning Intentions (What do we want the children to learn or experience?) Listening and attention Listens to others one to one or in small groups, when conversation interests them. Listens to stories with increasing attention and recall. in with repeated refrains and anticipates Listening and attention Listens to others one to one or in small groups, when conversation interests them. Listens to stories with increasing attention and recall. Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories. Questions why things happen and gives explanations. Asks e.g. who, what, when, how. Uses a of tenses (e.g. play, playing, will play, played). • Uses intonation, rhythm and phrasing to make the meaning clear to others. • Uses vocabulary focused on objects and people that are Questions why things happen and explanations. Asks e.g. who, what, when, how. Uses a range of tenses (e.g. play, playing, will play, played). • Uses intonation, rhythm and phrasing to make the meaning clear to others. Uses vocabulary focused on objects and people that are of particular
key events and phrases in rhymes and stories. Focusing attention - still listen or do, but can shift own attention. Is able to follow directions (if not intently focused on own choice of activity). Understanding Understands use of objects (e.g. “What do we use to cut things?’) Shows understanding of prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. Responds to simple instructions, e.g. to get or put away an object. Beginning to understand ‘why’ and ‘how’ questions. Speaking Beginning to use more complex sentences to link thoughts (e.g. using and, because). Can retell a simple past event in correct order (e.g. went down slide, hurt finger). Uses talk to connect ideas, explain what is happening and antici pate what might happen next, recall l and relive past experiences. Understanding Understands use of objects (e.g. “What do we use to cut things?’) Shows understanding of of particular importance to them. • Builds up vocabulary that reflects the breadth of their experiences. • Uses talk in pretending that objects stand for something else in play, e.g., ‘This box is my castle.’ importance to them. Builds up vocabulary that reflects the breadth of their experiences. Uses talk in pretending that objects for something else in play, e.g., ‘This box is my castle.’
prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture. Responds to simple instructions, e.g. to get or put away an object. Physical Development (Prime) Activities Moving and Handling Health and self-care. Significant Key PD Learning Intentions (What do we want the children to learn or experience?) A treasure hunt to help the children find things like, the taps. Outcome: is BEGINNING TO BE INDEPENDENT IN SELF CARE. Playing with play dough and provide scissors and cutting tools, outcome: UNDERSTANDS THAT EQUIPMENT AND TOOLS HAVE TO A treasure hunt to help the children find things like, the taps. Outcome: is BEGINNING TO BE INDEPENDENT IN SELF CARE. Playing with play dough and provide scissors and cutting tools, outcome: UNDERSTANDS THAT EQUIPMENT AND TOOLS HAVE TO BE USED SAFELY. Water play with bars of soap and bubbles outcome : is BEGINNING TO BE INDEPENDENT IN Moving and handling Runs skilfully and negotiates successfully, adjusting speed or direction to avoid obstacles. Can stand momentarily on one foot when shown. Can catch a large ball. Draws lines and circles using gross motor movements. Uses Moving and handling Runs skilfully and negotiates space successfully, adjusting speed or direction to avoid obstacles. Can stand momentarily on one foot when shown. Can catch a large ball. lines and circles using gross motor movements. Uses tools Uses tools and equipment, e.g. Support gross/fine motor skills through cooking/ ( chocolate nests etc. begin to incorporate Easter ) Take home.
BE USED SAFELY. Water play with bars of soap and bubbles outcome : is BEGINNING TO BE INDEPENDENT IN SELF CARE/CAN USUALLY MANAGE WASHING AND DRYING HANDS Can stand momentarily on one foot when shown. Can catch a large ball. lines and circles using gross motor movements. Uses tools and equipment, e.g. makes snips in p aper with child scissors. • Holds pencil between thumb and two fingers, no longer using grasp. SELF CARE/CAN USUALLY MANAGE WASHING AND DRYING HANDS Can stand momentarily on one foot when shown. Can catch a large ball. Draws lines and circles using gross motor movements. Uses and equipment, e.g. makes snips in p aper with child scissors. Holds pencil between thumb and two fingers, no longer using grasp. Holds pencil near point between first two fingers and thumb and uses it with good control. tools and equipment, e.g. makes snips in p aper with child scissors. Holds pencil between thumb and two fingers, no longer using grasp. pencil near point between first two fingers and thumb and uses it with good control. and equipment, e.g. makes snips in paper with child scissors. Holds pencil between thumb and two fingers, no longer using grasp. Holds pencil near point between first two fingers and thumb and uses it with good control.
Holds pencil near point between first two fingers and thumb and uses it with good control. Area of Learning Week 1 Week 2 Week 3 Week 4 Week 5 Understanding of the World Activities People and The World Technology UW Learning Intentions (What do we want the children to learn or experience?) world tray out at all times. Comments and asks questions aspects of their familiar world such as the place where they live or the natural world. Talk about some of the things they have observed such as plants, animals, natural and found objects. Small world tray out at all times. Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world. Talk about some of the things they have observed such as plants, animals, natural and found objects. world tray out at all times. Recognises and describes special times or events for family or friends. Shows interest in different occupations and ways of life. Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. Small world tray out at all times. Recognises and describes special times or events for family or friends. Shows interest in different occupations and ways of life. some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. Small world tray out at all times.
Mathematics (Specific Area) Activities Numbers Shape Space and measure Key Mathematical Learning Intentions (What do we want the children to learn or experience?) Mathematical activity’s through small group times such a puzzles& building blocks/number play. Mathematical play outdoors counting children in the lines before coming in Singing counting songs and rhymes - eg 2 Little Dickie Birds, 5 Little Speckled Frogs, 5 Little Ducks Reading stories involving numbers - eg The 3 Bears, 3 Billy Goats Gruff, and sharing books about numbers and counting Mathematical activity’s through small group times such a puzzles& building blocks/number play. Mathematical play outdoors counting children in the lines before coming in Counting out pieces of fruit for their snack Singing counting songs and rhymes - eg 2 Little Dickie Birds, 5 Little Speckled Frogs, 5 Little Ducks Reading stories involving numbers - eg The 3 Bears, 3 Billy Goats Gruff, and sharing books about numbers and counting Playing games involving Mathematical play outdoors counting children in the lines before coming in Counting out pieces of fruit for their snack – using grouping sequence I have two. Mathematical play outdoors counting children in the lines before coming in. Counting out pieces of fruit for their snack – using grouping sequence I have two, give me two etc.
Counting out pieces of fruit for their snack Playing games involving numbers and counting - eg fishing for numbers, number treasure hunt, skittles, target games, dominoes, dice games maths with cooking as follows: making pancakes using scales to measure talking about less/more & counting how many we can make numbers and counting - eg fishing for numbers, number treasure hunt, skittles, target games, dominoes, dice games maths with cooking as follows: making pancakes using scales to measure talking about less/more & counting how many we can make Expressive Arts and Design (Specific Area) Activities Exploring and using media and materials Being imaginative Key EAD Learning Intentions (What do we want the children to or experience?) Uses available recourses to Uses available recourses to create props to support role play. Introducing concept of toy in need of help. What can the children do to Uses available recourses to create to support role play. Using iTunes on computer to play a selection of Uses available recourses to create props to support role play. Using iTunes on computer to play a selection of stories and music.
communication and literacy learning. Essentially it is these ideas and questions the activities promote that create the foundation for developing reading and writing skills. Encourage children to predict how the story may end Encourage children to act out stories in their imaginative play Discuss story books and fact books and help children to access information in fact books Encourage parents of bilingual children to read stories in home language as well if they wish to Make our own book (photos and scribed/own writing about what we do in preschool) rhyming activities Stories, rhymes, games Discuss story books and fact books and help children to access information in fact books Encourage parents of bilingual children to read stories in their home language as well if they wish to Make our own book (photos and scribed/own writing about what we do in preschool) Enjoy rhyming activities Stories, rhymes, poems, games (eg slug in a jug) Play games trying to identify the initial sounds in words for objects around playschool. Find an object in the sand/box etc. Can you hear and children to access information in fact books Holds pencil between thumb and two fingers, no longer using grasp. Holds pencil near point between first two fingers and thumb and uses it with good control.
•Play games trying to identify the initial sounds in words for objects around playschool. Find an object in the sand/box etc. Can you hear and say its initial sound? Use recipes in cooking (reading and following instructions) say its initial sound? • Use recipes in cooking (reading and following instructions)