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Me myself I Reception Scheme of Work C Summer Pips
Reception Scheme of Work – Autumn 1 Me, Myself and I Foundation Stage Long Term Planner - Reception Theme Personal, Social Communication, Mathematics Knowledge and Physical Creative R.E. MFL: French and Emotional Language and Literacy Understanding of the World Autumn 7- relationships 1- interact and negotiate 1- use number names in 1- use senses to investigate 5- keeping healthy 1- explore 2D/3D art I‟m Special Simple 11- dress/undress 6- awareness of listener order 8- past and present 6- describe change after being active 2- explore sounds and sing Harvest Greetings and 1 8- follow rules 12- explore with sounds 9- compare quantities (Science/History/ICT) 7- use small and large equipment songs farewells 5- awareness of own 15- directionality 13- solve measures 2- move with control and co- 4- respond to senses creatively Counting to Ourselves and others needs 19- names, labels, captions problems ordination Art Focus- Painting three SEAL – New Beginnings 20- form letters with care Dance/Basic Motor Skills Music Focus – Beat and Tempo PSHCE – Myself/Who Am I? / Body Sounds- s-u Awareness Autumn 6- respect cultures 2- enjoy using language 2- count reliably to 10 11- know about own and other's 4- awareness of space 1- explore 2D/3D art Baptism Colours in 13- treat people with 3- listen attentively 10- recreate patterns cultures 7- use small and large equipment 2- recognise musical patterns Birthdays French 2 respect 10- link sounds to letters 4- solve number problems (Geography/ICT) 1- move with confidence and and sing songs Christmas Counting to five 14- expect respect 15- directionality imagination 5- express ideas creatively Colour My from others 18- write for a purpose Dance/Spatial Awarness Art Focus – Collage SEAL – Getting on and 20- form letters with care Music Focus - Structure World Falling Out Sounds – l-oo PSHCE – Keeping Clean Spring 1- motivation to learn 4- respond to stories etc. 3- recognise 1 to 9 4- ask why things happen and 3- travel around, under, over, through 1- explore 2D/3D art Stories Jesus Heard Talking about 2- try new activities 7- imagine/recreate roles 9- compare quantities how things work 4- awareness of space 2- move to music and sing the weather in 1 SEAL – Going for Goals 9- initial/final sounds 4- solve number problems 7- use ICT to support learning 7- use small and large equipment songs French PSHCE –Healthy 13- sequence stories (DT/ICT) Apparatus/Co-ordination and Control 3- use imagination creatively Counting to ten Water and Lifestyles/Making 18- write for a purpose Art Focus – Printmaking Choices Music Focus – High and Low Weather Sounds – y - ar Spring 12- select activities 4- respond to stories etc. 5- use calculation 5- build and construct and 7- use small and large equipment 1- explore 2D/3D art Stories Jesus Told Names of 12- use resources 7- imagine/recreate roles vocabulary adapt work 8- handle materials with safety and 2- recognise musical patterns Family 2 independently 9- initial/final sounds 11- describe shapes 6- select tools and techniques control and sing songs Easter/Love Members SEAL – Good to be me! 13- sequence stories 13- solve shape problems (DT/ICT) 2. move with control and co- 5- express ideas creatively My House PSHCE – Where I live? 19- sentences/punctuation ordination Art Focus – Textiles Apparatus/Aiming, Predicting and Music Focus - Texture where I Estimating live Summer 1 9- right and wrong 5- extend vocabulary 6- compare 2 numbers 2- find out about living things 1- move with confidence and 1- explore 2D/3D art My World/Jesus‟ World Animals in 10- consequences of 11- use phonics to spell 7- 1 more/1 less 3- look at similarities, imagination 2- move to music and sing French actions 16- find information 4- solve number problems differences, patterns and 7- use small and large equipment songs Minibeasts SEAL – Relationships 16- character and sequence in change 8- handle materials with safety and 4- respond to senses creatively PSHCE – Body stories (Science/ICT) control Art Focus – Sculpture Awareness/Growing Dance/Games Music Focus – Loud and Quiet Summer 2 4- show feelings 8- talk to organise ideas 8- combine and take away 9- identify features in the 3- travel around, under, over, through 1- explore 2D/3D art Prayer Barnaby Bear 3- develop 17- use phonics to spell objects natural world 7- use small and large equipment 2- explore sounds and sing visits concentration 14- read common words 12- describe positions 10- find out about local 4- awareness of space songs Paris/Brittany Travel and SEAL – Changes 16- find information 13- solve space problems environment Dance/Games 3- use imagination creatively Transport PSHCE – Healthy 16- character and sequence in (Geography/ICT) Art Focus – Drawing Lifestyles/Keeping stories Music Focus - Timbre Safe Foundation Stage Medium Term Planner - Personal Social and Emotional Term Autumn 1 Class GO‟R Learning Intentions Spontaneous learning Planned activities Resources, events, opportunities and ongoing outings and visitors Circle time – talk, listen, ask Formulate positive class rules together – make Baseline 1. Continue to be interested, excited and questions, contribute own up classroom signs to emphasise them motivated to learn. feelings and ideas Discuss consequences of breaking rules Settling in 2. Be confident to try new activities, initiate Review of the day – share Circle time –contribute to discussion about ideas and speak in a familiar group. achievements with the group looking after yourself Invite the school nurse in 3. Maintain attention, concentrate, and sit quietly Show work to class and in Set up personal hygiene rules and make when appropriate. assemblies posters to display in the classroom Invite a mum and new baby in 4. Respond to significant experience showing a Develop beginning and end of day Ask questions about caring for babies to a range of feelings when appropriate. routines visiting mum 5. Have a developing awareness of their own Establish simple routines of the Look at photographs of children when they needs, views and feelings and be sensitive to day were babies – empathise with babies needs the needs, views and feelings of others. Develop tidy up time routines Play “inside-out” – where each member of the 6. Have a developing respect for their own Use of tracking sheet for taking class says something nice about a chosen child. cultures and beliefs and those of other people. the register in turns Wash, dress and undress baby dolls in role play 7. Form good relationships with adults and peers. Take turns to use limited and water tray. 8. Work as part of a group or class, taking turns equipment e.g. bikes, computer Play name games to familiarise each other with and sharing fairly, understanding that there etc. new class members needs to be agreed values and codes of Work in pairs and small groups at Play game "hide and seek” with classroom behaviour for groups of people, including adults classroom activities objects to familiarise themselves with the and children, to work together harmoniously. Make presents and cards for classroom areas 9. Understand what is right, what is wrong, and people on their birthdays Role play rules and manners to establish class why. Talk to adults and peers in pairs protocols 10. Consider the consequences of their words and and small groups Empathise with “Titch” when reading the story actions for themselves and others. Put on coats, aprons, dressing up – relate to own family experiences 11. Dress and undress independently and manage clothes, sand hats Discuss how the owl babies feel when they are their own personal hygiene. Dress and undress for PE left on their own 12. Select and use activities and resources Communicate needs Explore stories about caring for each other independently. Use self help systems - aprons, through role-play, small world and puppetry. 13. Understand that people have different needs, milk, register Play circle games and matching games to views, cultures and beliefs, that need to be Join in discussions about stories emphasise turn-taking. treated with respect. and books that emphasise moral Share flavoured jellies in small groups 14. Understand that they can expect others to issues treat their needs, views, cultures and beliefs Introduce different customs with respect. through stories and books etc. Foundation Stage Medium Term Planner - Communication, Language and Literacy Term Autumn 1 Class GO‟R Learning Intentions Spontaneous learning Planned activities Resources, events, opportunities and ongoing outings and visitors 1. Interact with others, negotiating plans and activities and taking Talk about personal experiences Texts: My Five Senses Baseline turns in conversation. in class and group circle times, My Body 2. Enjoy listening to and using spoken and written language, and readily review times, class discussions What can you see? Settling in turn to it in their play and learning. Use imaginative talk in role play, Owl babies 3. Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions. small world play, puppet play, Titch Invite the school nurse 4. Listen with enjoyment, and respond to stories, songs and other Listen attentively in group times, in music, rhymes and poems and make up their own songs, rhymes and play and to audio tapes Play Pips games/POPAT poems. Converse with others in all Invite a mum and new 5. Extend their vocabulary, exploring the meanings and sounds of new classroom areas Develop role play area into baby in words. Develop language skills through hospital/clinic 6. Speak clearly and audibly with confidence and control and show structured and unstructured Talk about a personal visit to the awareness of the listener, for example by their use of conventions discussions linked to books, hospital such as greetings, „please‟ and thank you‟. 7. Use language to imagine and recreate roles and experiences. topics, routines, events etc. Listen to above texts on the tape- 8. Use talk to organise sequence and clarify thinking, ideas, feelings Choose to look at books alone and recorder and events. with others Retell above texts with magnetic story 9. Hear and say initial and final sounds in words, and short vowel Bring books and take books home props/small world toys/puppets sounds within words. Read class labels, names, signs 10. Link sounds to letters, naming and sounding the letters of the Talk about pictures in books Signs and labels for classroom and role- alphabet. Retell familiar stories in role play play area using ICT 11. Use their phonic knowledge to write simple regular words and make and small world etc. Labels and captions for body, tasting phonetically plausible attempts at more complex words. 12. Explore and experiment with sounds, words and texts. Join in stories, rhymes and songs and smelling investigations 13. Retell narratives in the correct sequence, drawing on language Talk about own experiences Make a thank-you card for nurse pattern of stories. related to content of book Contribute to big class information book 14. Read a range of familiar and common words and simple sentences Make up own stories inspired by about senses. independently. books, poems, pictures, music etc Make books in body shape 15. Know that print carries meaning and, in English, is read from left to Make marks to signify writing Make growth zig-zag book from baby to right and top to bottom. Write cards, invitations, lists, grandparent. 16. Show an understanding of the elements of stories, such as main books, labels, signs, massages, Make I spy books (eye shaped) character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, instructions, letters, guessing Make own peepo book with hole and who, why and how. cards, zig-zag books, flap books repetitive sentence 17. Use their phonic knowledge to write simple regular words and make Write name at every opportunity Contribute to class lift the flap book – phonetically plausible attempts at more complex words. – sign up for dinner, computer, knock, knock, who‟s there, someone 18. Attempt writing for different purposes, using features of different bikes, as label for models, on any beginning with? Focus on names forms such as lists, stories and instructions. work on paper Make feely book with different 19. Write their own names and other things such as labels and captions Practice forming letters using textures and begin to form simple sentences, sometimes using punctuation. pens, pencils, crayons, chalks, Form letters in name correctly using 20. Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. paints, sand, dough, pens, paints, sand, by labelling models + signing up for class surveys. Foundation Stage Medium Term Planner - Mathematics Term Autumn 1 Class G O‟R Learning Intentions Spontaneous learning opportunities and Planned activities Resources, events, ongoing outings and visitors Sing number songs and rhymes e.g. Contribute to pictogram / graph Baseline 1. Say and use number names in order in familiar Count 1-5, 1-10, 1-20 about eye colour or hair colour and contexts. Errors in counting backwards and forwards count responses Settling in using puppet (missing number, repeated Collect information in a survey about 2. Count reliably up to 10 everyday objects. number, wrong order) favourite colours Invite the school nurse Recite number names in order, continuing Record favourite tastes / smells in a in 3. Recognise numerals 1 to 9. the count forwards or backwards from a pictogram and count responses given number Sort out pictures healthy and non- Invite a mum and new 4. Use developing mathematical ideas and methods to Count a set of objects (5, 10, 20) giving healthy foods and display as a baby in solve practical problems. just one number name to each object pictogram. Estimate small numbers without counting Make age pictogram which changes 5. In practical activities and discussion begin to use the e.g. 1-6 dice/dominoes or fingers over the year “I am 4, I am 5” picture vocabulary in adding and subtracting. Recognise none and zero in stories, rhymes moves on child‟s birthday and when counting Measure heights using large plastic 6. Use language such as „more‟ or ‟less‟ to compare two Play error games with puppet e.g. count bricks numbers. same object twice, miss out an object, make Compare heights and weights of an error in counting sequence, touch but children. Order heights of groups of 7. Find one more or one less than a number from one to don‟t name, summarise incorrectly) children 10. Count sounds, movements, moving things, Sort sets of animals, compare bears, objects in a circle, blank number track play people, shapes and other 8. Begin to relate addition to combining two groups of Count quietly on fingers and in head classroom objects by size and objects and subtraction to „taking away‟. Count in tens and twos compare and order Estimate a number and check by counting Devise different ways to measure and 9. Use language such as „greater‟, „smaller‟, heavier‟ or Recognise numerals 1-9, then 0 and 10, then compare heights of children „lighter‟ to compare quantities. 10 and beyond Use hands and feet to measure Compare two numbers and say which is more children‟s silhouettes and count. 10. Talk about, recognise and recreate simple patterns. or less Play counting games using fingers Say a number which lies between two given (and toes) 11. Use language such as „circle‟ or „bigger‟ to describe numbers Put house numbers to “knock, knock” the shape and size of solids and flat shapes. Begin to use the vocabulary of adding and book subtracting 12. Use everyday words to describe position. Find one more or one less than a number from 1-10 13. Use developing mathematical ideas and methods to Solve simple practical problems and respond solve practical problems. to “what could we try next?” Foundation Stage Medium Term Planner -Knowledge and Understanding of the World Term Autumn 1 Class G O‟R Learning Intentions Spontaneous learning Planned activities Resources, events, opportunities and ongoing outings and visitors 1. Investigate objects and materials by using all Explore textures such as Taste 3/4 different foods, identify them and state a Baseline of their senses as appropriate. wet/dry sand, dough, sand favourite and say why 2. Find out about, and identify, some features of mousse, gravel, talc, etc Make different jellies and guess flavour. Settling in living things, objects and events they observe. Make DT models with junk Smell 3/4 different smell pots, describe them and 3. Look closely at similarities, differences, materials e.g. babies bottles, discuss likes and dislikes. Invite the school nurse in patterns and change. cots, rattles Touch different fabrics and materials in class feely 4. Ask questions about why things happen and how Make family puppets book/alphabet/names and describe Invite a mum and new things work. Build construction houses for Play feely bag games, describing objects hidden within baby in 5. Build and construct with a wide range of play people families Experience hot and cold contrasts – weather, clothes objects, selecting appropriate resources, and Get to know where things are and record using collage materials on paper doll adapting their work where necessary. kept in the classroom Listen to sounds tape and draw what is heard and 6. Select the tools and techniques they need to Become familiar with regular discuss as a group. shape, assemble and join materials they are journeys within the school Game: A chosen child says “fish and chips” and a using. premises e.g. class to dinner hall, blindfolded child has to guess who it was by 7. Find out about and identify the uses of class to toilets etc. recognising the voice everyday technology and use communication Observe things closely, record Listen to instruments behind a screen and guess which technology and programmable toys to support through drawing and modelling made the sound. their learning. Discuss changes, patterns, Sort musical instruments into types of sounds e.g. 8. Find out about past and present events in their similarities and differences e.g. bangs own lives, and in those of their families and Observe and record the weather Experiment with magnifying glasses, telescopes, other people they know. kaleidoscopes, colour filters, mirrors etc. Use computers, calculators, 9. Observe, find out about and identify features Compare and describe seasonal colours, flower colours, programmable toys, tape in the place they live and the natural world. Play blindfold guessing games dependant on hearing, recorders, cameras confidently 10. Find out about their environment, and talk touch etc Explore modelling through clay, about those features they like and dislike. Make graphs of eye colour, hair colour on computer junk, fabric, construction kits, 11. Begin to know about their own cultures and cookery, woodwork Talk about a visit to the hospital, dentist, clinic beliefs and those of other people. Ask a new mum about looking after a baby and Use small world and role play to Recollect childhood experiences explore other lives and Bring in photos of children as babies – guess who is environments who Visit other people and places Wash, dress and undress baby dolls Find out about the world through Talk about what babies can and can‟t do and what they looking at books, pictures, need when they are young e.g. bottle, cot and explain artefacts, talking to visitors why Develop language of time through Make a zig-zag book about growing from a baby to sequencing events and daily child to adult to grandparent routines Foundation Stage Medium Term Planner - Physical Term Autumn 1 Class G O‟R Learning Intentions Spontaneous learning Planned activities Resources, events, opportunities and ongoing outings and visitors Gross motor Play starting and stopping on a signal games Baseline 1. Move with confidence, imagination and safety. Explore range of climbing, Explore ways of travelling using different body balancing and sliding apparatus, parts (feet only, hands/feet, tummies, etc.) Settling in wheeled toys, bats and balls, Do aerobics classes to music and explore 2. Move with control and co-ordination. hoops etc. in the outside area changes to bodies afterwards Invite the school nurse in Join in PE lessons that focus on travelling skills (running, hopping, Make plates of dough food (healthy/non- Invite a mum and new 3. Travel around, under, over and through balancing and skipping, jumping) and body parts healthy) baby in climbing equipment. Sort out pictures/menus of healthy and non- Fine motor healthy foods and display as a pictogram. Make range of jigsaws Design and paint posters concerning personal 4. Show awareness of space, of themselves and of Sewing – cards, binca, holes hygiene routines lifestyles e.g. brush your teeth, others. punched in paper wash your hands Threading beads, reels, pasta, Make a class book about things that help us to shapes etc. grow healthily (good food, rest and sleep, 5. Recognise the importance of keeping healthy and Dressing up washing etc.) and things that don‟t (smoking, those things which contribute to this. Make collages/models using sweets etc.) scissors, glue, tape, paper, junk Read “I want my potty” as a starting point for Use woodwork tools with support discussing toiletting routines 6. Recognise the changes that happen to their bodies Use paintbrushes and mark- Role play keeping “baby” clean and well-fed when they are active. makers Play with sand and water toys, Use computer keys and mouse Talk about effects of exercise after PE or 7. Use a range of small and large equipment. Model with dough, clay, plasticine outside play – perspiration, racing heart beat, rolling pins and cutters, etc. heavy breathing, tiredness. Explore textures e.g. gravel, talc, 8. Handle tools, objects, construction and malleable Use cutlery independently at materials safely and with increasing control. lunchtimes Practice sewing skills by punching holes in shapes (body, face) to sew through Health Adopt healthy and hygienic Play sending and receiving games with bats and balls, bean bags, quoits, hoops etc. routines throughout the school day Foundation Stage Medium Term Planner - Creative Term Autumn 1 Class G O‟R Learning Intentions Spontaneous learning Planned activities Resources, events, opportunities and ongoing outings and visitors Collage with different fabrics, Sing songs relating to body parts e.g. “heads, Baseline 1. Explore colour, texture, shape, form and space in papers, foods and materials shoulders, knees and toes”, “1 finger, 1 thumb”, two or three dimensions. Painting (finger, bubble, hand, “Tommy Thumb”, “Clap your hands and wiggle Settling in splatter) with different sized your fingers”, “If you‟re happy and you know it brushes, different types of clap your hands” Invite the school nurse in paints on different sized, shaped Explore using body parts, including voices, to and textured paper. make sounds Invite a mum and new 2. Recognise and explore how sounds can be changed, Printing with string, shapes, food, Clap syllables in children‟s names and make into baby in sing simple songs from memory, recognise repeated leaves, lino, patterns over a steady beat sounds and sound patterns and match movements to Drawing with pencils, pens, Explore different ways of making sounds with music. crayons, chalks, charcoal on musical instruments different sized, shaped and Explore tools for painting; brushes, rollers, textured paper. sponges, rags and fingers, use these tools to Modelling with junk, clay, dough, print patterns construction, wood Names colours and experiment with them 3. Use their imagination in art and design, music, dance, Look at paintings and other forms Learn how to mix powder paints and record what imaginative and role play and stories. of art and discuss content and happens style Add shavings to paint to create textures Use imagination or observation to create paintings of their choice Recreate and make up new Look at and discuss Wassily Kandinsky‟s 4. Respond in a variety of ways to what they see, hear, characters and stories through „Squares‟ with „Concentric Circles‟ and use as a smell, touch and feel. imaginative and small world play stimulus for painting Look at some famous self portraits and interpret their style Make music through singing, body Paint pictures of own choice using skills learned sounds, classroom objects and 5. Express and communicate their ideas, thoughts and musical instruments feelings by using a widening range of materials, Listen to a wide range of music suitable tools, imaginative and role play, movement, from around the world and from designing and making, and a variety of songs and different times musical instruments. Respond to music through painting, drawing and writing Dance to a range of music from around the world and from different times Foundation Stage Medium Term Planner - R.E. Term Autumn 1 Class G O‟R Learning Intentions Planned activities Resources, events, outings and visitors The Special Box game Visit to the church? 1. To know that God made each and every one of us The children will think of things that are special about them and create a differently. special shield to go on the wall 2. To know what makes them special The children will watch a short video clip of a Harvest Festival and have the 3. To know why we celebrate Harvest Festival and to be opportunity to ask questions about it aware of what we should be thankful for. The children will take part in the preparations for the whole school Harvest 4. To understand the significance of Baptism, what it means Festival and how the celebration takes place. 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 - French Term Autumn 1 Class G O‟R Learning Intentions Planned activities Resources, events, outings and visitors Pass a teddy around the circle to Music, when the music stops the child holding 1. To learn how to say Hello in French the teddy must say „Bonjour‟ 2. To ask for and give names in French Sing the question around the circle „Tu t‟appelles comment, Tu t‟appelles 3. To learn how to ask somebody if they are O.K. in French comment, tu t‟appelles comment, comment t‟appelles tu? to the tune of „Nice and respond to somebody who asks them. one Cyril‟ whilst passing a teddy. When the song finishes the person holding the 4. To learn how to count to three in French. teddy must saying „Je m‟appelle‟ and their name. 5. To learn how to say Goodbye in French. 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 m‟appelle…‟ 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 Autumn 1 Class G O‟R Week P,S,E and SEAL Communication, Mathematics Knowledge and Understanding of Physical Creative R.E. French Continuous and Language and the World Outdoor Focus Literacy equipment Week 1 Formulate positive PIPS Step 1 – Sing number songs and Take the children around the Outdoor Bikes and Toys Music Express-Say Bikes/Prams Part time rhymes school to visit other classes and Circle Games hello/How do you Dolls class rules distinguish 1 sound teachers do? together-take from another Make age pictogram Clap syllables in Easels and paints Settling ICT –Dress the teddy Whiteboards and photo‟s of children High Frequency which changes over children’s names In Art- Painting Tools pens doing the right Words- I am a the year “I am 4, I Box of Books things and display am 5” picture moves Building Blocks them-happy/sad on child‟s birthday faces Week 2 Talk about likes PIPS Step 2-Hear and Count 1-5, 1-10, 1-20 „Feely Feet activity‟ P.E. – To learn that we ME- I’ve got a Balls and Hoops Part time say initial sounds in Record favourite use different parts of tambour Water Tray and dislikes To develop sorting skills by My Five words our bodies to move in Art (LCP)– Explore Musical Begin POPAT tastes / smells in a touching/looking/smelling/tastin and Experiment Senses g/hearing different ways (100 Instruments HFW – mum dad look pictogram and count ‘My Five Senses’ big ICT –Dress the Teddy Science Lessons 13) Clipboards and responses book markers Week 3 Play name games PIPS Steps 2,3 and 4 Number 1 Recognise and name the parts P.E. Basic Motor Skills 1 Explore using I‟m Special! Learn how to say Bikes and Prams to get to know HFW- and the of the body and say what they Dolls Body Counting to 10 „Animals‟ body parts to Talk about how Bonjour. Play pass Introduce s a t Gravel and spades Parts each other Contribute to pictogram / are used for (100 Science make music God made each the teddy „Benji‟ sounds Skittles and chalk ‘All About Me’ big graph about eye colour or Lessons-12) Art (LCP) – Mixing one of us to music. Large sheets of book hair colour and count ICT –Body Parts BGFL Colours differently and paper and pens responses that we are all Tape recorder special in our Box of books own way. Week 4 Discuss feelings- PIPS Steps 2,3 and 4 Number 2 Lucy’s Picture Braille names-talk P.E. Dance – Dance to ME - How do you What is Recap on last Balls and Hoops What when do we feel HFW- we like it about the sense of sight- different types of do signs Harvest week. Learn how Music and Fabric for Flat shapes dancing can you happy/sad etc? Introduce n i p sounds blindfolded games music-how does it make Make a picture like Festival? to say Je ‘What can you see?’ Make shape pictures Lucy’s Shapes see? ‘How do I feel’ big big book Listen to instruments behind a us feel? Art(LCP) - Textures m‟appelle followed Writing materials book screen-what are they? by their name. Magnifying glasses ICT –Body Parts BGFL Sing Tu‟tappelle Comment‟ Week 5 Look at children‟s PIPS Steps 2,3 and 4 Number 3 Wash, dress and undress baby P.E Basic Motor Skills 2 ME- Make a Face Harvest- Draw Recap on last Bikes and Prams Babies HFW-yes no Length „Pick up‟ Art - Look at Van own „Thank you‟ week. Learn how Dolls photos of when dolls-visit from mum with new Introduce ck e h Gogh’s self portrait they were babies, Compare heights and baby picture to God. to ask if someone Easels and paints sounds and interpret styles weights of children if OK and reply to Measuring sticks emphasis with ‘Owl babies’ big book To learn that we change as we Art (LCP) – Free someone who asks and chalk baby needs Order heights of get older (100 Science Painting you „Ca Va?‟ Sing Box of Books groups of children Lessons 14) „Bonjour, Bonjour‟ Building Blocks ICT- self portrait/dazzle Week 6 Talk about personal PIPS Steps 2,3 and 4 Number 4 Personal History timeline- how P.E. Dance Aerobic ME -Foot wear- Baptism- visit Recap on last Balls and Hoops Growth hygiene and HFW – cat dog One More have they changed since birth? exercises – what print patterns to church to week. Footprints Introduce r m d Art (LCP) – Mirrors, pencils, looking after Put house numbers to ICT- self portrait/dazzle happens to our bodies see font? Learn how to paper sounds Concentric Circles ourselves ‘Titch’ big book “knock, knock” book afterwards? count to 3 in Water Tray and French. Babies to wash Week 7 Play ‘Inside out’ PIPS Steps 2,3 and 4 Number 5 To know that people come in P.E. Basic Motor Skills 3 Sing songs about Recap on why Recap on last Bikes and Prams Assessm where children say HFW –is was Assessment different shapes and sizes. (100 „Bouncing‟ ourselves – Head, we are special – week. Learn how Gravel ent something nice Introduce g o u Science Lessons 17) shoulders, knees sing „ Special‟ to say Au Revoir. Large paper and sounds about each other Assessment and toes etc Play pass the pens teddy game. Wooden Blocks
"Me myself I Reception Scheme of Work C Summer Pips"