University of Sussex - a leading, research-intensive ... … · Web viewSing, song instrument names, listen, hear, repeat, tempo, music, dance, move Support with joining in repeat

TITLE : Year: Reception Term: Summer

Date: 20/04/2009Week: 1 YUMMY HONEY

Personal, Social & Emotional DevelopmentArea of learning

Learning objectives

Activity Key Questions & Vocabulary

Differentiation

Resources

assessment

Dispositions & Attitudes

Self confidence and self esteem

Self care

Self initiated learningNews timeCircle timePE sessionsPreparing for lunch

Can you tell me about what you are doing?Can you tell me about what you have learnt.Would you do anything differently?How will you get ready for PE and lunch

Through intervention and questioning

Circle time props

Social Development

Plays alongside others / builds good relationships

Sense of community

Respecting others and own views/cultures/ beliefs

Circle timeDiscussions about the parcel of honey and letter from Barry BensonVoting for recipe to try

Tell me about … your holiday, birthday, news?How did you work together?


Circle time propsTopic props

Emotional Development

Behaviour Consequences

of actions Expresses

needs appropriately

Care of honey – sharing of cooking ingredients and jars for labellingSelf-initiated activitiesPE - changing

What is it?Where did it come from?What should we do with it?How will you get ready for PE and lunch


Role-playJars, honey

Knowledge & Understanding of the WorldArea of learning

Learning objectives

Activity

Key Questions

& Vocabulary

Differentiation Resources

assessment

Scientific – Shows Finding the letter Who’s it from? What do the different

Adults to show be example and

Topic role-

Exploration &

Investigation

curiosity and interest in the features of objects and living thingsShows interest in why things work

Observes and similarities ad differences and asks questions abut why things happen

Explores using their senses

and parcel Exploring and

investigating the new area and the lab.

Self initiated activities

Challenge of the week in Lab Area

Honey tasting from around the world

honeys taste like? Why do they taste different? Which countries do they come from? Where does honey come from (bees)? What else comes from bees?

to use LSA to support Children to model and

extend and share ideas.


Support children who need help with tools and with sharing.

Encourage children to complete, helping those who have difficulties

play props, honey, camera, books, computers, cooking, ingredients, magnifying glasses, writing materials

Sense of time

Can differentiate between past and present

Discussions, sharing of experiences of when they have had or experienced honey in the past and in what

When did parcel arrive?When have you had honey? What do you remember about it?Do you like it?

When, where, how, past,

Encourage children to join in.

Through questioning their understanding of what they have experienced.

Camera, topic books, honey, parcel and letter

ICT Knows how to use keyboard and mouse

Can operate and access simple programs Finding out about different types of bees in different places in the world

Class lab for research about honey – what clues can they find on the links provided?

Construct a bee on-line educational web-page.

How will choose a programme?What will you need to do?How can we use the computer to find out information?Computer, mouse, keyboard, on, off, click, drag,How ill you make it? Do you know where parts should be?

Pair with mixed levels for extension of skills f Adults to model and to support where needed. To encourage the sharing of ideas for less able

In pairs with adult to support and help save and print

Computers, programmes, web page

Sense of Place

Shows and interest in the world they live

Comment and ask questions about where they live and the natural world

Whole class discussions – concerning visit, bees their roles, names

Circle time Self initiated

activities Finding out about

different types of bees in different places in the world

Bee picnic – looking for bees

Where can we look to find bees? Why? Where can we go? Can you spot a bee? What other bees did you find out about? What are they like? Same? Different?Garden, bees, flowers, nests, hives, park,

Through intervention and questioning Encourage children

to join in. Involve parents to

come on picnic

Magnifying glass, park/garden, camera, recording materials

Construction

To construct in a purposeful way using a variety of resources

Use simple tools and techniques

Contructing bee sticks

Cutting and sticking 2D bee

Antenna construction

Tell me about your model? How would you change your work? What do you like about your model?What will you need to join with? What can you do to support other? Share knowledge?

Build, balance, fix, build, make, join, stick

Make sure children have all materials needed, encourage independence and ideas for pieces of work. And collaborative work.

Show and discuss examples of work

Construction toys, collage media, sticking area, creative area outside

Communities

Begins to know about own and others culture and beliefs.

Communicates freely about home and about significant personal events

Circle time Discussions

concerning their research on finding out about different types of bees in different places in the world

Their experiences of bees at home and stories from their families

Tell me about…?

Family members, special occasions – birthdays, etc,


Through questioning their understanding of what they have experienced

Honey, circle time props.

PhysicalArea of learning

Learning objectives

Activity

Key Questions

& Vocabulary

Differentiation

Resources assessment

Movement and Space

Develops gross motor by exploring ways to travel, climb on the climbing equipment and risk assesses for themselves

Spatial awareness

PE sessions Physical Area in

outdoor area Busy Bee games Dance – working

from now on the ‘Dance of the bumble bee’ – for our end fab finish -

How will you move around safely?Tell me about what you are doing?How will you move to the music? Can you find a space? What does this muic make you feel? How could you move? How would a bee move? Can you Wag? What does this mean Vocab – ‘can you…?’ , dance, waggin, swarm, bees, fly, fast, slow, growth, growing, flowers, pollen, carry, ‘’move like..’, names of equip, balance,

Outdoor equipment to be changed Weekly so that children can learn different ways in approaching the apparatus and bikes/scooters. Adult to support less able.Asking children to show and share ideas with others

Hall, playground.Bikes, climbing Equip. balancing beams, tyres, hoops, bean bags, balls, scarves, dance CD and props for dance.

under, over, behind, over, side, jump, hop, skip, run, space, move, slow, fast, stretching, sliding, forwards, backwards, crouch, spin.

Health and Bodily

Awareness

Shows some understanding that good practises such as regular exercise and healthy eating, sleep and hygiene can contribute to good health

Exploring honey. Continue to

make sure children wash hands after the toilet and before lunch regardless of whether they have been to the toilet.

Snack time P.E sessions

Why is it important to exercise?Why is it important to warm up?How can we keep fit?Why is it important to eat healthily?Why do we need sleep?Why do we was our hands?

Asking children to show and share ideas / experiences with others. To help and support each other where possible

Honey, fruit, milk, water, PE equipment.

Using Equipment

and Materials

Demonstrates hand and eye coordination

Develops fine motor skill in using simple tools and equipment

Self-initiated activities

Sticking and cutting area

Malleable table Writing area Focused

activities for Lit & Num.

What will you need?How will you use the scissors, paper, pencils, pastel, crayons? Can you tell me about your work?

With individuals, help them to hold and apply materials that will enable them to achieve result they want.

Scissors, pencils / writing materials and mark making materials, clay, dough, tape/joining materials

CreativeArea of learning

Learning objectives

Activity(EYSP 4 themes)

Key Questions

& Vocabulary

Differentiation

Resources

assessment

Exploring colour, texture,

shape and Space in 2

and 3D

Tries to capture experiences using a variety of different media

Communicates experiences through different media

Exploring wax resist

Daily activities for children to explore painting, cutting and sticking and drawing and colouring

Experiment with the wax – what happens when you try to paint over it? Why? What can you make? How will you make it? What will you need? How does it feel ? how can you create that texture/feeling? What can you see? Can you make that colour?

Cutting, sticking, twisting, joining, tearing, textures – rough, smooth, bumpy, flat, soft, light dark, shading, colour names,

Support children who need help with wax. Colours. Make sure children have all materials needed, encourage independence and ideas for pieces of work.

Paints, coloured pencils, paper, scissors, glue, instruments colouring sheets.

Singing & Imitate and create Music and Can you sing along? Support with joining in song tapes,

music making movement in response to music

Sings simple songs from memory

Recognises changes in sound and sound patterns can match with playing an instrument or movements to music

instrument free-play area

Isn’t funny how the bees love honey

Bears honey

Music with Miss Agis.

What are the words of this song?How will you make a sound with your instrument?How will you move to the music?Can you copy a simple rhythm? Can you play your instrument quietly/loudly, fast and slowly? Sing, song instrument names, listen, hear, repeat, tempo, music, dance, move

repeat for less able – support less confident by sitting with them.

tape recorder, musical instruments, instrument and music-making areas.

Developing imagination &

Imaginative Play

Engage in imaginative role-play

Talks about what they are doing and can communicate modifications of their work

Exploring new role-play area. Explore scientist role and equipment/ books.

Discuss and communicate at whole class and group sessions about their work ideas

What if …?Who are you?Can you be a …?Can you tell me …?

Through inspiration and stimulationThrough developing language and grammar, introduce new lang. where possible

Role play area, puppet/theatre area, Outdoor ‘imaginative’ area, book corner and writing area.

TITLE : Year: Reception Term: Summer Date: 27/04/2009

Week: 2 & 3 - Bee AttackPersonal, Social & Emotional Development

Area of learning Learning objectives



assessment



Self care




Circle time props

Social Development Plays alongside others / builds good relationships

Sense of community

Respecting others and own

Circle timeDiscussions about the behaviour of the ‘Boss’ bee/ queen bee Voting for recipe to try

Tell me about your holiday, birthday, news?How did you work together?– what are good attributes?



views/cultures/ beliefs


Behaviour Consequences of

actions Expresses needs

appropriately

Care of beehive – sharing of cooking ingredients and jars for pricing/ labellingBee visit – behaviour expectationsSelf-initiated activitiesPE - changing

Can you share all the ingredients? Can you take turns?Show me good listening by…How will you get ready for PE and lunch?


Role-playJars, behive, cooking ingredients


Learning objectives

Activity

Key Questions & Vocabulary


assessment

Scientific – Exploration & Investigation

Shows curiosity and interest in the features of objects and living thingsShows interest in why things work



Visiting and seeing bees at Sussex University

Exploring and using the light box as a giant microscope?

Self initiated activities Challenge of the week

in Lab Area – ICT can you colour a bee using the mouse to click on accurately?

Life cycle Labelling body parts Weekly cooking activity

– honey biscuits(Lit) Who lives in hive?

Children to find out on visit

Continue free-play exploring wax

What will we see? What did you see? What did you like best about visit? What do you know now that you didn’t know before visit? How do you feel about the bee? What worried you or worries you?Who lives in the hive? What is their name? their role?What are the 4 stages of the life cycle? What is first, 2nd, ? Can you place them in order?Can you label the bees body? Can you write the labels/ stick?How do the honey balls change after cooking? What did they feel like, look like? Smell like?. o’s it from? What do the different honeys taste like? Why do they taste different? Which countries do they come from? What else comes from bees?

Adults to show be example and to use LSA to support

Children to model and extend and share ideas.




Topic role-play props, visit, DVD,, camera, books, computers, cooking, ingredients, magnifying glasses, writing materials, bee resources, word bank

Sense of time Can differentiate between past and present

Discussions, sharing of experiences of visit, how they felt, what they learnt? What do they want to learn next? How can we find out?

Where did we go? Why? What did you feel, like, learn what next?



Camera, topic books, mini-bus, sussex uni


Can operate and access simple

Appropriate use of mouse for online bee colouring on the links provided?

How will choose a programme?What will you need to do?

Pair with mixed levels for extension of skills f Adults to model and to support where

Computers, programmes

programs Circle time How can you use the mouse to make selections? Whats easy/hard?Computer, mouse, keyboard, on, off, click, drag,

needed. To encourage the sharing of ideas for less able

Sense of Place



Whole class discussions – where did we go? When? What did we see?

Circle time Self initiated activities Finding out where bees

live in the world

Where has the parcel come from? Who sent it? What should we do to find out?

Garden, bees, flowers, nests, hives, park,

Through intervention and questioning Encourage children to

join in.

Magnifying glass, honey, camera, recording materials

Construction To construct in a purposeful way using a variety of resources


Helping in build a book corner – discussions about what we should and should not be doing in the book corner

Bee sticks 2D bee shape

construction

Tell me about your model? How would you change your work? What do you like about your model?


Make sure children have all materials needed, encourage independence and ideas for pieces of work. And collaborative work

Construction toys, media

Communities Begins to know about own and others culture and beliefs.


Circle time Discussions,

sharing of experiences of when they have seen or experienced bees in the past and in what context

Tell me about…?




Honey, circle time props.


Learning objectives

Activity


Differentiation Resources assessment

Movement and Space


Spatial awareness


outdoor area Busy Bee games Introduction to ‘The

Flight of the Bumble Bee’ dance piece – explore speed of piece and being late/busy

how does the music make yu feel? Is it fast or slow? How will you move around safely?Tell me about what you are doing?How will you move to the music? Can you find a space? Vocab – ‘can you…?’ , ‘’move like..’, names of equip, balance, under, over, behind, over, side, jump, hop, skip, run, space, move, slow, fast, stretching, sliding, forwards, backwards, crouch, spin.



Health and Shows some Being aware of What shouldn’t we Asking children to Honey, fruit, milk,

Bodily Awareness

understanding that good practises such as regular exercise and healthy eating, sleep and hygiene can contribute to good health

bees and how to behave around them.

Continue to make sure children wash hands after the toilet and before lunch regardless of whether they have been to the toilet.


do? Why? What could happen?Why is it important to exercise?Why is it important to warm up?How can we keep fit?Why is it important to eat healthily?Why do we need sleep?Why do we was our hands?

show and share ideas / experiences with others. To help and support each other where possible

water, PE equipment.

Using Equipment and

Materials





Malleable table Writing area Focused activities

for Lit & Num.





Learning objectives




assessment


shape and Space in 2 and

3D



Exploring wax resist – continue

Clay 3D bee Watercolours -

bees Daily activities for

children to explore painting, cutting and sticking and drawing and colouring

Experiment with the wax – what happens when you try to paint over it? Why? What shapes do we need to draw for head/thorax/abdomen, etc? can you picture use the space appropriately? What size? What colours should we paint with? Why?What can you make? How will you make it? What will you need? How does it feel ? how can you create that texture/feeling? What can you see? Can you make that colour?


Support children who need help with wax. Colours. Make sure children have all materials needed, encourage independence and ideas for pieces of work.


Singing & music making

Imitate and create movement in response to music

Music and instrument free-play area

Can you sing along?What are the words of this song?

Support with joining in repeat for less able – support less confident

song tapes, tape recorder, musical instruments,




Bears honey


How will you make a sound with your instrument?How will you move to the music?Can you copy a simple rhythm? Can you play your instrument quietly/loudly, fast and slowly? Sing, song instrument names, listen, hear, repeat, tempo, music, dance, move

by sitting with them. instrument and music-making areas.


Imaginative Play








TITLE : Year: Reception Term: Summer Date: 11/05-18/5/09

Week: 4 & 5 - The Bee ManPersonal, Social & Emotional Development




assessment



Self care




Circle time props


Sense of community

Respecting others and own

Circle timeDiscussions about the behaviour of the ‘Boss’ bee/ queen bee Voting for recipe to try

Tell me about your holiday, birthday, news?How did you work together?– what are good attributes?



views/cultures/ beliefs




appropriately

Care of beehive – sharing of cooking ingredients and jars for pricing/ labellingBee visit – behaviour expectationsSelf-initiated activitiesPE - changing



Role-playJars, behive, cooking ingredients


Learning objectives

Activity



assessment





Visiting Bee Keeper Exploring the role of the

bee keeper Exploring and using the

light box as a giant microscope?


in Lab Area – what does a bee keeper do?

Life cycle Labelling body parts Weekly cooking activity What to do if a bee

stings Making a protective

headpiece

What do you know now that you did not before bee keeper visit? How do you feel about the bee? What worried you or worries you? What does the bee keeper do? How does he/she care for the bees? What tools does she need? Why, what clothing does she need? Why? Can you make a protective hat like a bee keepers? What should we do if we get stung by a bee? How do bee mans muffins change after cooking? What did they feel like, look like? Smell like?






Topic role-play props, visit, DVD,, camera, books, computers, cooking, ingredients, magnifying glasses, writing materials, bee keeping resources, word bank


Discussions, sharing of experiences of visit, how they felt, what they learnt? What do they want to learn next? How can we find out?

Who came to visit us? What was their job? What did you see, touch, smell? Why? What did you feel, like, learn? what next?



Camera, topic books, bee keeper & her tools


Can operate and access simple programs

Appropriate use of mouse using Dazzle to create a bee

Circle time

How will choose a programme?What will you need to do?How can you use the mouse to make selections? Whats easy/hard?Computer, mouse, keyboard, on, off, click, drag,



Sense of Shows and interest in the world

Whole class discussions concerning

Where has the parcel come from? Who


Magnifying glass,

Place they live Comment and ask

questions about where they live and the natural world

‘seed’ parcel When have you

experienced growing seed/plants before?

Circle time Self initiated activities Finding bees on our bee

picnic.

sent it? What should we do to find out? What did we see? Who came? What do we need to do? Why? How to you know?Garden, bees, flowers, nests, hives, park,


seeds, pots, soil, paints, camera, recording materials












Tell me about…?




circle time props.


Learning objectives

Activity



Movement and Space


Spatial awareness




how does the music make you feel? Is it fast or slow? How will you move around safely?Tell me about what you are doing?How will you move to the music? Can you find a space? Vocab – ‘can you…?’ , ‘’move like..’, names of equip, balance, under, over, behind, over, side, jump, hop, skip, run, space, move, slow, fast, stretching, sliding, forwards, backwards, crouch, spin.



Health and Bodily

Awareness

Shows some understanding that good practises such as regular exercise and healthy eating, sleep and hygiene can contribute to good

Being aware of bees and how to behave around them.

Continue to make sure children wash hands after the

What shouldn’t we do? Why? What could happen?Why is it important to exercise?Why is it important to warm up?



health toilet and before lunch regardless of whether they have been to the toilet.


How can we keep fit?Why is it important to eat healthily?Why do we need sleep?Why do we was our hands?

Using Equipment and

Materials






for Lit & Num.





Learning objectives




assessment



3D



Making 3D hives weekly activities

for children to explore painting, cutting and sticking and drawing and colouring

What fabrics/material can we use? What colour pattern should we make? What do they feel like? Look like? What colours should we paint with? Why?What can you make? How will you make it? What will you need? How does it feel ? how can you create that texture/feeling? What can you see? Can you make that colour?


Support children who need help with cutting some fabrics. Make sure children have all materials needed, encourage independence and ideas for pieces of work.








Bears honey


Flight of the bumble bee

Can you sing along?What are the words of this song?How will you make a sound with your instrument?How will you move to the music?Can you copy a simple rhythm? Can you play your instrument quietly/loudly, fast and slowly?

Support with joining in repeat for less able – support less confident by sitting with them.

song tapes, tape recorder, musical instruments, instrument and music-making areas.

Sing, song instrument names, listen, hear, repeat, tempo, music, dance, move


Imaginative Play








TITLE : Year: Reception Term: Summer Date: 1/6/09 – 8/6/09

Week: 1 & 2 - Flower PowerPersonal, Social & Emotional Development






Self care




Circle time props


Sense of community


Circle timeDiscussions about the behaviour of the ‘Boss’ bee/ queen bee Caring for plants together

Tell me about your holiday, birthday, news?How did you work together?– what are good attributes?What do we need to do?


Circle time propsTopic propsPlants/seedlings

Emotional Behaviour Care of plants What is it? Through Role-play,

Development Consequences of actions

Expresses needs appropriately

sharing of cooking ingredients Self-initiated activitiesPE - changing

Where did it come from?What should we do with it?How will you get ready for PE and lunch

intervention and questioning

cooking materials, plants, gardening equipment


Learning objectives

Activity







Planting and gardening and caring for seeds/plants

Exploring and using the light box as a giant microscope?


in Lab Area – how can we grow a sunflower? What do we need to do?

Plant cycle Labelling plant parts Weekly cooking activity What colours do bees

like? Design a bee garden

Design a seed packet that informs the purchaser of what to do? Children to meet a interview gardener

To plant with the school gardener bee friendly plants

Bee hunt and picnic

What will we see? What did you see? What did you like best about the park? How do the honey balls change after cooking? What did they feel like, look like? Smell like?. What are the names for the plants/seeds parts? Can you sequence what we did? What information did you find out from the gardener? How can we record? What can we do? What does the purchaser need to know from a seed packet? How do you cre for seeds? What do they need to stay healthy? What does the light box do? What colour flowers should we plant? Why?






Topic role-play props, visit, DVD,, camera, books, computers, cooking, ingredients, magnifying glasses, writing materials, plant/ gardening resources, word bank , seeds


Discussions, sharing of experiences of they have had ‘growing’ experiences before with family or pre-school, what do we do with the present from Barry?

How do we care for seeds/plants? What do we need to do? When should we water? Why? What do they want to learn next?

What do we need to do with presents content How do we care for seeds/plants? What do we need to do? When should we water? Why? What do they want to learn next?



Camera, topic books, plants, seeds, soil, water


Appropriate use of mouse for online bee

How will choose a programme?

Pair with mixed levels for extension of



colouring on the links provided?

Circle time

What will you need to do?How can you use the mouse to make selections? What’s easy/hard?Computer, mouse, keyboard, on, off, click, drag,

skills f Adults to model and to support where needed. To encourage the sharing of ideas for less able

Sense of Place



Whole class discussions – where did we go? When? What did we see?

Circle time Self initiated activities Going on a ‘bee’ picnic

Where has the parcel come from? Who sent it? What should we do to find out?

Garden, bees, flowers, nests, hives, park,


join in.

Magnifying glass, camera, recording materials




Flower 2D construction on D&T table

Bee gardens









Tell me about…?

Family members, special occasions – birthdays, etc, planting and growing experiences with family/ pre-school



circle time props.


Learning objectives

Activity



Movement and Space


Spatial awareness




how does the music make you feel? Is it fast or slow? How will you move around safely?Tell me about what you are doing?How will you move to the music? Can you find a space? Vocab – ‘can you…?’ , ‘’move like..’, names of equip, balance, under, over, behind, over, side, jump, hop, skip, run, space, move, slow, fast, stretching, sliding,



forwards, backwards, crouch, spin.

Health and Bodily

Awareness


Being aware of bees and how to behave around them.



What shouldn’t we do? Why? What could happen?Why is it important to exercise?Why is it important to warm up?How can we keep fit?Why is it important to eat healthily?Why do we need sleep?Why do we was our hands?



Using Equipment and

Materials






for Lit & Num.





Learning objectives




assessment



3D



Flower collages Pastel still-life weekly activities

for children to explore painting, cutting and sticking and drawing and colouring

What fabrics/material can we use? What colour pattern should we make? What do they feel like? Look like? What colours should we paint with? Why?What can you make? How will you make it? What will you need? How does it feel ? how can you create that texture/feeling? What can you see? Can you make that colour?



Paints, coloured pencils, paper, scissors, glue, instruments colouring sheets, flowers, pastels.



Sings simple songs from


Isn’t funny how

Can you sing along?What are the words of this song?How will you make a sound with your


song tapes, tape recorder, musical instruments, instrument and music-making

memory Recognises

changes in sound and sound patterns can match with playing an instrument or movements to music

the bees love honey

Bears honey



instrument?How will you move to the music?Can you copy a simple rhythm? Can you play your instrument quietly/loudly, fast and slowly? Sing, song instrument names, listen, hear, repeat, tempo, music, dance, move

areas.


Imaginative Play








TITLE : Year: Reception Term: Summer Date: 15/6/09 – 29/6/09

Week: 3,4,5 - Save The BeePersonal, Social & Emotional Development






Self care Care towards

others and consideration towards living things.

Self initiated learningNews timeCircle timePE sessionsPreparing for lunchHow to help the bee

Can you tell me about what you are doing?Can you tell me about what you have learnt.Would you do anything differently?How will you get ready for PE and lunchWhat can we do to help the bee? Why should we?


Circle time propsBee Campaign props


Sense of community


Circle timeDiscussions about the behaviour of the ‘Boss’ bee/ queen bee Caring for plants togetherDiscussing with others and sharing why we all need to try and help the bee

Tell me about your holiday, birthday, news?How did you work together?– what are good attributes?What do we need to do? What will we need?


Circle time propsTopic propsPlants/seedlings Bee Campaign props




appropriately

Care of plants sharing of cooking ingredients Self-initiated activitiesPE - changing



Role-play, cooking materials, plants, gardening equipment


Learning objectives

Activity



Scientific – Exploration &

Shows curiosity and interest

Planting and gardening and caring for

How do the seedlings look now? What has happened? What


Topic role-play props, visit,

Investigation in the features of objects and living thingsShows interest in why things work



seeds/plants Planting window boxes Self initiated activities Challenge of the week

in Lab Area – what can we do to help the bee?

Making together a factual leaflet to hand out at bee campaign

Weekly cooking activity Children to meet

reporter to discuss their ideas

flowers would a bee like for our display window boxes? What do they look like? Smell like?. What are the names for the plants/seeds parts? what can we do to help the bee? How can we tell others about what we have learnt? What shall we do?





DVD,, camera, books, computers, cooking, ingredients, magnifying glasses, writing materials, plant/ gardening resources, word bank , resources needed for bee campaign


What do they want to learn next?

Using learning from previous weeks, plant a window box using the colours / scents to attract bees.

What do we need to do? When? What have we learnt about the bee? Can we list the key things we have learnt? What do others need to know in order to help?



Camera, topic books, resources needed for bee campaign, plant/ gardening resources



From own designs, using the computer to transfer on to transfer paper for T-shirts

Bee signs for playground

Teacher ledWhat we need to do… How can you use the mouse to make selections? What’s easy/hard?Computer, mouse, keyboard, on, off, click, drag,


Word / Clipart, T-shirts, transfer sheets, iron

Sense of Place



Whole class discussions – where did we go? When? What did we see? Who did we meet?

Circle time Self initiated activities

where did we go? When? What did we see? Who did we meet?How can we tell to spread the word? How? Garden, bees, flowers, nests, hives, park,


join in.

Magnifying glass, camera, recording materials



Large campaign boards Bee gardens Obstacles for sports day




Construction toys, media, PE equipment, cardboard, sticks, glue



sharing of experiences of when they have seen

Tell me about…?

Family members,


Through questioning their understanding of

circle time props.


or experienced bees in the past and in what context

Discussing with others and sharing why we all need to try and help the bee

special occasions – birthdays, etc, planting and growing experiences with family/ pre-school

what they have experienced


Learning objectives

Activity



Movement and Space


Spatial awareness




Sports Day

how does the music make you feel? Is it fast or slow? How will you move around safely?Tell me about what you are doing?How will you move to the music? Can you find a space? Vocab – ‘can you…?’ , ‘’move like..’, names of equip, balance, under, over, behind, over, side, jump, hop, skip, run, space, move, slow, fast, stretching, sliding, forwards, backwards, crouch, spin.



Health and Bodily

Awareness


Healthy School Week. 5 Alive


Snack time P.E sessions Sports Day

Can they name 5 different fruit and vegetables? How can we record that?What shouldn’t we do? Why? What could happen?Why is it important to exercise?Why is it important to warm up?How can we keep fit?Why is it important to eat healthily?Why do we need sleep?Why do we wash our hands?


Honey, fruit, vegetables, milk, water, PE equipment.

Using Equipment and

Materials






for Lit & Num.





Learning objectives




assessment



3D



Designing T-shirts for helping raise awareness of the bee crisis

Illustrations for class leaflet

ICT – exploring images on clipart

weekly activities for children to explore painting, cutting and sticking and drawing and colouring

What fabrics/material can we use? What colour pattern should we make? What do they feel like? Look like? What colours should we paint with? Why?What can you make? How will you make it? What will you need? How does it feel ? how can you create that texture/feeling? What can you see? Can you make that colour? Can you change your design/ modify now that you have seen others? How?Cutting, sticking, twisting, joining, tearing, textures – rough, smooth, bumpy, flat, soft, light dark, shading, colour names,


T-shirts, transfer sheets, iron Paints, computers, coloured pencils, paper, scissors, glue, instruments colouring sheets, flowers, pastels.







Bears honey



Can you sing along?What are the words of this song?How will you make a sound with your instrument?How will you move to the music?Can you copy a simple rhythm? Can you play your instrument quietly/loudly, fast and slowly? Sing, song instrument names, listen, hear, repeat, tempo, music, dance, move


song tapes, tape recorder, musical instruments, instrument and music-making areas.


Imaginative Play


Talks about what they are doing and can communicate modifications of

Exploring role-play area. Explore scientist role and equipment/ books.

Discuss and communicate at whole class and group sessions



Role play area, puppet/theatre area, Outdoor ‘imaginative’ area, book corner and

their work about their work ideas

writing area.

Documents

University of Sussex - a leading, research-intensive ... … · Web viewSing, song instrument names, listen, hear, repeat, tempo, music, dance, move Support with joining in repeat