Magical Me! Areas of learning As Scientists we will name and describe the external features of parts of humans. We will be making observations about each other. E.g. The effect of exercise on the body. We will be identifying and using our 5 human senses. As Artists we will be exploring materials and methods. Expressing our ideas and making choices about what we do. As Musicians we will be exploring how sounds can be changed as well as using our bodies in particular our voices (singing, chanting, speaking) to create new sounds. We will be noticing and describing changes in sounds as well as noticing repeated patterns. As Geographers we will ask and answer questions about places and environments, we will describe the sorts of things we see in a place or environment. Using Google earth to find our own homes. As Historians we will be placing events in the order that they happened. Looking at how we have/will grow from a baby to an adult As Designers we will select and use tools to manipulate materials with help, where needed. We will also be talking about our own and others work for example, explaining what we are making and the tools we are using to do so.
Learning Outside the Classroom
Social and emotional
We will be coming independent young learners learning the rules and routines of our new classroom environment. We will be responsible for looking after our own belongings and helping ourselves to our fruit snack during the morning.
As outdoors learners we will:
In our spiritual and moral development we will:
Be exploring our senses through play describing how things feel, look, smell, sound like. Describing what happens when we change something e.g. colour of water etc.
Work together as a new group of individuals to make our class a caring and happy place to be. We will be discussing and agreeing on class rules together as a group.
During the new P.A.C.T time we will be choosing our learning, and showing a grown up what we can do!
(Water play, sand/wet sand, corn flour gloop, jelly etc) Investigating how we can move our bodies in different ways.
Immersion Activities Wow: Starting school, meeting new adults and children. Finale: Walking around our own village, looking at homes and other features.
All about me! Skills Using mathematics
Using communication We will begin by looking at Names, Labels and captions. These sessions start with the children themselves and their experiences. They share information and write imaginative captions and labels, using books as stimulation. They remember themselves as babies and create amazing selfportraits. Discuss families and the various roles within them, read the following stories My Mum, My Dad, Me and You, all of which are by Anthony Browne and Don’t Let the Pigeon Drive the Bus and Don’t Let the Pigeon Stay Up Late by Mo Willems. Children write a book about someone who cares for them using similes and also notices for family members. They learn their address too. Activities include paper people, house plans, family portraits and names. This will all be alongside daily Letters and Sounds lessons. This is a phonics resource published by the Department for Education and Skills in 2007. It aims to build children's speaking and listening skills in their own right as well as to prepare children for learning to read by developing their phonic knowledge and skills. It sets out a detailed and systematic programme for teaching phonic skills for children starting by the age of five, with the aim of them becoming fluent readers by age seven. We will begin by Learning 19 letters of the alphabet and one sound for each. Blending sounds together to make words. Segmenting words into their separate sounds. Beginning to read simple captions. Guided reading sessions will also take place daily. Guided reading is 'small-group reading instruction designed to provide differentiated teaching that supports students in developing reading proficiency'. The small group model allows children to be taught in a way that is intended to be more focused on their specific needs, accelerating their progress.
Pattern and shape (2 weeks)
Same and different (1 week)
Numbers within 5 (2 weeks)
Measure (1 week)
Numbers within 10 (3 weeks)
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recognise, create and describe patterns explore characteristics of everyday objects and shapes and use mathematical language to describe them explore characteristics of everyday objects and shapes (focusing on 2d shapes) use mathematical language associated with shape
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estimate a number of objects and check by counting estimate and check by counting 1 or 2 objects reliably recognise if a number of objects is the same or different (working with numbers 1 and 2) count one or two reliably using abstract materials describe and create patterns that are the same and different recognise the numerals 1 and 2
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say which number is one more or one less than a given number estimate a number of objects and check by counting count reliably with numbers from 1 to 5 place numbers 1-5 in order say which number from 1-5 is one more or one less than a given number recognise the numerals 1-5 understand the conservation of number
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use everyday language to talk about size, weight, capacity estimate, measure, weigh and compare and order objects compare objects and quantities solve size problems (i.e. length) solve weight and capacity problems
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say which number is one more or one less than a given number estimate a number of objects and check by counting count reliably with numbers from 1 to 10 place numbers 0-10 in order say which number from 1-10 is one more or one less than a given number recognise the numerals 0-10 use ordinal numbers: 1st, 2nd...last understand the conservation of number Understand zero
explore characteristics of everyday objects and shapes and use mathematical language to describe them • explore characteristics of everyday objects and shapes (focusing on 2d shapes) • use mathematical language associated with shape (1 week) use everyday language to talk about time (days and months) ©2010 Chris ••Quigley Education ltd use ordinal numbers: 1st, 2nd...last Shape and calendar