Grange Primary EYFS Planning - Hockney Class - Week Beginning Monday 2nd February – Peace At Last Read: Peace At Last Term 3 Week 5 Topic: Bears Maths 2nd-6th February What do we want the children to learn? How will we enable this learning to take place? Success Criteria Resources to support exploration & extension within the foundation unit and Cross-Curricular Links Day Targets Weekly LOs Vocab & Questions Monday 2nd February PPA Must be able to make marks representing ideas of numbers Should be able to represent numbers using marks on paper. Could be able to recognise numerals Number: Creates and experiments with symbols and marks representing ideas of number Beginning to represent numbers using fingers, marks on paper or pictures. Recognises numerals 1 to 5. How many bears are in bed How many bears are in the story. Where is the cat sitting? Where is the owl? Introduction Look at book Peace at last and read it to the children. Neha, Phonics: 9.15 – 9.30 Fred talk blending parts of the body Ann: Phonics: 9.15 – 9.30 Sorting objects by their sound with Sarwin, Jewel, Fryderyk, Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Cole, Blessing and Wasim Lubna/ Neha LA: Ch. to be able to make marks representing numbers MA: Ch. to be able to represent numbers using marks on paper -1-5 and tracing numbers with support HA: Ch. to be able to represent numbers using marks on paper -1-5/1-10 and tracing the numbers independently Ext: to write the numbers independently and forming it correctly. Nazma Individual reading Guided reading 9.30 – 5 children Mixed Ability – Neha/Supply Children to show marks that represent numbers Children to trace over the numbers 1-5 or 1-10 LIT. Peace at last template for chn to write- child initiated UW: using Ipads to draw the bear and his peaceful place to sleep - Ann EAD: Taps out simple repeated rhythms PSED: Chn to act out the story and learning how to share and take turns using the mask PD Ch. to throw bean bags by aiming at the bears mouth (Outside). Neha/Supply
Term 3 Week 5 Topic: Bears Maths 2nd-6th February What do we want the children to learn? Success Criteria Resources to support exploration & extension within the foundation unit and Cross-Curricular Links Day Targets Weekly LOs Vocab & Questions Tuesday 3rd February Must be able to make marks ideas of numbers Should be able to represent numbers using marks on paper. Could be able to recognise numerals 1-5/1-10. Number: Creates and experiments with symbols and marks representing ideas of number Beginning to represent numbers using fingers, marks on paper or pictures. Recognises numerals 1 to 5. How many bears are in bed How many bears are in the story. Where is the cat sitting? Where is the owl? Introduction Reciting numbers 1-10 and showing the numerals. Singing 10 in a bed. Neha, Phonics: 9.15 – 9.30 Play the instument in smaller groups Ann: Phonics: 9.15 – 9.30 Voice sound pictures with Sarwin, Jewel, Fryderyk, Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Cole, Blessing and Wasim Lubna: (Continue from yesterday) / Neha LA: Ch. to be able to say the positon of the bear – on and un der MA: Ch. to be able to say the positon of the bear – on, under, behind and in front HA: Ch. to be able to say the positon of the bear – on, under, behind, in front, and next to Ext: Ch. to be able to say the positon of the bear – in between Nazma Intervention group to develop motor skills Keana, Shana, Mehdi, Nimo, Royce, Jayden – 10 mins Children to show the bear is on and under the chair. Children to show the bear is – on, under, behind and in front the chair Children to show the bear is – on, under, behind, in front, and next to the chair LIT. Peace at last template for chn to write- child initiated UW: using Ipads to draw the bear and his peaceful place to sleep - Neha EAD: Taps out simple repeated rhythms - Nazma PSED: Chn to act out the story and learning how to share and take turns using the mask PD Ch. to throw bean bags by aiming at the bears mouth (Outside). Ann
Thursday 5th February Must sequence pictures with support Should sequence events of the story Could sequence events and talk about each picture. -Listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions or actions. -To sequence events in a familiar story. -To retell a familiar story. - suggest how the story might end -describe main story setting, events and principal characters. What happened before/ after? What do you like about this story / Why? What is your favourite part of the story? What picture comes first? Second? Next? Last? How many bears are in bed? How many bears are in the story. Where is the cat sitting? Where is the owl? Whole Class: Re-cap the settings of the story and show a video Peace at last Neha, Phonics: 9.15 – 9.30 Fred talk – Parts of the body Ann: Phonics: 9.15 – 9.30 Sounds behind the screen with Sarwin, Jewel, Fryderyk, Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Cole, Blessing and Wasim Ann (Continue from yesterday) Ann LA- sequence 3 pictures with support MA- sequence 4/6 pictures and trace over some words HA- sequence all the pictures trace over the words and attempt to write it independently Ext – children to have their own ending to the story. Lubna Intervention Group: Number recognition and shapes: Shreesha, Afnan, Salahuddin, Oliver, Bhavithaa,Jabril, Farhad, Iten, Michelle, Shamika, Tanya, Jewel, Sakina and Devinth Guided reading 9.30 – 5 children Mixed Ability – Neha Children are able to put the pictures in order with support. Children are able to say about each picture. Children are able to trace over words and attempt to write it independently. LIT. Peace at last template for chn to write- child initiated UW: using Ipads to draw the bear and his peaceful place to sleep - Lubna EAD: Taps out simple repeated rhythms - Nazma PSED: Chn to act out the story and learning how to share and take turns using the mask PD Ch. to throw bean bags by aiming at the bears mouth (Outside). Neha