Class: Red
Date: Spring 2015
Topic: Rhymes and Traditional Tales Area: Language ,Literacy
and Communication
Activities
Use stories as a basis for topic
The three little Pigs- reinforce listening skills and repetitive language/ signs
Encourage mouth movement and lip control- huff and puff- blowing games bubbles and bubble painting
Incy Wincy Spider-listening and speaking/signing, encourage children to join in with actions.
reinforce mark-making opportunities in shaving foam, paint etc round spider straight legs
Little Miss Muffet – frightened -makes faces in mirrors, talk about what makes us frightened PHSE
Three Bears language of size
Encourage role play with masks and finger puppets.
Encourage all forms of communication in the repetitive parts of the story using sound,sign,Big Mac and communication board.
Chinese New Year Story
Chinese writing-mark making with black paint
Humpty Dumpty reinforce rhyme
Row,Row Row Make a boat for roll play activities
Listening, anticipating and encourage sound making eg roar, scream etc
Wibbly Pig Story (based on the traditional tale of Jack and the Beanstalk). Activities and vocabulary associated with growing.
Baa Baa Black Sheep
Hickory Dickory Dock Positional vocabulary up down
Learning to say/sign hello , goodbye
Making choices –activities, snack etc
Circle time- finding their own photo-myself for self registration and communicating that they are in school.
Use mirrors to introduce games and to encourage facial expression and tongue and mouth movement and shape. Encourage sound making.
Opportunities to follow instructions in directed tasks snack lunch etc
Mark making opportunities –drawing etc- use paper, pens paint, shaving foam, gloop for mark-making Listen and respond to songs- use
rhyme sacks Baa Baa Black Sheep, yellow ducks green frogs
Look at books Matching activities, speech and language work.
Encourage use of communication to show preferences
Mark-making- in coloured glitter, shaving foam, icing, paint, pens, glue etc
Circle time- finding their own photo-myself for self registration and communicating that they are in school.
Opportunities to listen to and be supported to follow very basic instructions in directed tasks
ICT
RE/SMSC
Use Active Inspire tomark
make
Green and red pads to
communicate yes /no
Story of Chinese New Year
Story of Easter
New Life stories
Welsh/Curriculum Cymreig
Community visit to Library for Rhyme Time, sing
simple rhymes
Encourage puils to describe the weather each
day-” Sut mae tywedd heddu?”
Encourage pupils to express feelings in response
to places – happus triste.
Thinking Skills
Children to select themselves using the
photos taken from the activities.
Class: Red
Date: Spring 2015
Topic: Nursery Rhymes and Traditional Tales Area: Language,
Literacy an Communication.
Foundation Phase Skills
Make themselves understood (using
words, gesture sign,eye pointing, BIG
MAC Ipad etc)
Develop listening skills and respond
appropriately.
Provide opportunities for children to
hear new vocabulary and language
and patterns associated with rhyme
Show an interest in books and enjoy
their content relevant to their stage
of development.
With support respond to favourite
stories and rhymes to include books
with sensory elements and repetitive
text.
To respond to activities and stimulus
that support each story or
rhymeMakes choices, preferences
and rejection of activities to
supporting adult
To experiment with mark making.
ICT Skills
Pupils will use ICT to
mark make, communicate
choices
Welsh/Curriculum Cymreig Skills
Exploring, investigating the town through visits
touching and feeling materials and experiencing
size, space and enjoyment of being in the
community.
LNF Skills
Literacy: Speaking and Collaboration
Give a symbol/picture to obtain a matching desired
item B Steps
Picture object matching games
Two items offered at snacktime to choose from.
Pupil may have 2 pictures or symbols available and
will have to select and give the picture for his
preferred item. Could begin hand-over-hand.
During continuous provision, pupil may be given
pictures of possible activities available to choose
from. He will then be taken to or given object chosen
so that he is able to relate picture to object.
Changes behaviour in response to interesting event
nearby [RfL 25]
Numeracy: using and Measuring
Find the ‘big’ object from 2 otherwise similar items:
where the difference in size is large and the activity
is structured by an adult. B Steps
Using a range of objects, balls, books teddies etc
(could be from stories in topic eg bowls spoons from
‘Goldilocks) encourage child to pick either “big” or
“small” as requested.
Explore the distinctions between objects A steps
Changes behaviour in response to interesting event
nearby RFL 25
Selects from two or more items [RfL 36]
RE/SMSC Skills
To experience religious places at
Easter Service,
To experience sensory curriculum
using materials associated to
stories and Rhymes
Thinking Skills
To select and make choices within the
activities planned