Robinswood.academy



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Mathematical Development

• Reinforce sequencing, formation and counting.

• Introduce subtraction

• Revisit/ reinforce one more/one less

• Children to record pictorially.

• Children to move towards/ develop numerical recording.

• Use of objects to solve addition and subtraction problems.

• Practical object including animals to sort and count.

• Where appropriate use the story text to support the mathematical activities.

Literacy/Communication and Language

• Phase 2 groups 1 group big push on blending other group recognising and forming.

• Revise letters and sounds. Oral blending and segmentation. Letter formation. Jolly phonic actions. Segmenting and blending CVC words. Following letters and sounds programme, phase 2 for the order of sounds.

• Phase 3 groups

• Introduce letters and sounds. Introduce diagraphs. Continue to build up oral blending and segmentation. Letter formation. Jolly phonic actions. Segmenting and blending CVCC words. Working on reading and writing sentences. Following letters and sounds programme

• Reading

• Working on segmenting and blending cvc and cvcc words.

• Working on reading sentences.

• Talk for writing/ story making

• Engage with the storytelling/ making. Aim is to be able to retell the stories with actions for key words.

• Retell/ Story map/ drama/ role play/ ipad & video.

• Introduce children to story maps. Develop story telling using terms beginning, middle and end. Photograph the children showing story telling actions to display.

• Beanstalk book or writing story in section on clouds or beans. Once ideas like these have been used with adult support they can then be left out for child initiated

• Focus on traditional stories.

• Reading – set up dinosaur land story corner and have different stories read to children each day.

• Encourage child to speak clearly and confidently. The rest of the class are encouraged to sit quietly and put their hand up with any questions.

• Opportunities to develop “once upon a time” language in different areas of the classroom e.g story telling table.

Reception - Dinosaurs

Spring 1

Understanding the World

• Simple computer programmes ie. BeeBots, talking phones, torches.

• Use non-fiction books to look at dinosaurs, children to use the books to assist their drawing and make.

• Look at difference between dinosaurs

• Discuss dinosaur habitats and where would they live what would they eat.

• Exploring growth of plants. – vegetables

• Talk about different environments.

• Dinosaur locations and landscapes.

• Children to investigate floating and sinking.

Expressive arts and design

• Role play – deconstructive/dinosaur small world

• Story writers corner – where ideas begin.

• Investigation area.

• Creating things for the dinosaurs using different materials

• Make dinosaurs using boxes and different materials.

• Making things for and dinosaur land.

• Make a dinosaur

• Storytelling hats for story writers. (develop story writing corner)

Physical Development

• Outdoor area focus on next steps using the skills map for each area outside.

• Sand and water – variety of different toys/containers.

• Key focus will be name writing or letter formation, pencil grip and control.

• Big writing on floor, big sugar paper

• Funky fingers/dough gym

• PE /forest schools

Personal, Social and Emotional Development

• Children to focus on healthy me using the jigsaw programme

• Revisit BEST values and reinforce meanings

• Make class path to success “how I can help myself”

• Develop self-confidence – Able to describe themselves in positive terms.

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