Grange Primary EYFS Planning - Hockney Class - Week Beginning Monday 19th January - We’re going on a bear hunt
Read: We’re going on a bear hunt
Term 3 Week 3
Topic: Bears
Maths
19th-23rd January
Monday 19th January PPA
Day
What do we want the children to learn?
Targets
Weekly LOs
Must be
able to say
on and
under.
CL: understanding
-Shows understanding of
prepositions such as
under, on, behind etc.
Should be
able to say
on, under,
behind and
in front.
Could be
able to say
on, under,
behind in
front and
next to.
SSM
-Uses positional language
How will we enable this learning to take place?
Success Criteria
Vocab &
Questions
On
Under
Next to
Behind
In front
In between
Warm Up
Introduction
Look at a PowerPoint and demonstrate to order the
pictures according to each positional language.
Lubna:
LA: Ch. to be able to say the positon of the bear – on
and un der
MA: Ch. to be able to say the positon of the bear – on,
under, behind and in front
HA: Ch. to be able to say the positon of the bear – on,
under, behind, in front, and next to
Ext: Ch. to be able to say the positon of the bear – in
between
Nazma
Individual reading
Guided reading 9.30 – 5 children Mixed Ability –
Neha/Supply
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Children to show the
bear is on and under
the chair.
LIT. Going on a bear
Children to show the
bear is – on, under,
behind and in front
the chair
UW: Draw settings of
Children to show the
bear is – on, under,
behind, in front, and
next to the chair
EAD: Children to make
hunt template for chn to
write- child initiated
the story using 2 paint on
the computer.
different bears sitting in
different positions. - Ann
PSED: Chn can express
their feelings such as
sad, happy, cross, scared
and worried just like the
Settings in the story
PD Ch. to sing going on a
bear hunt and do the
actions. Neha/Supply
Term 3 Week 3
Topic: Bears
Maths
19th-23rd January
Tuesday 20th January
Day
What do we want the children to learn?
Targets
Weekly LOs
Must be
able to say
on and
under.
CL: understanding
-Shows understanding of
prepositions such as
under, on, behind etc.
Should be
able to say
on, under,
behind and
in front.
Could be
able to say
on, under,
behind in
front and
next to.
SSM
-Uses positional language
Success Criteria
Vocab &
Questions
On
Under
Next to
Behind
In front
In between
Warm Up
Introduction
Re-cap about the positional language. Use the bear to
show where he I sitting and the children to show it with
their hand whether the bear is sitting on, behind, in
front or under the chair.
Lubna: (Continue from yesterday)
LA: Ch. to be able to say the positon of the bear – on
and un der
MA: Ch. to be able to say the positon of the bear – on,
under, behind and in front
HA: Ch. to be able to say the positon of the bear – on,
under, behind, in front, and next to
Ext: Ch. to be able to say the positon of the bear – in
between
Nazma
Intervention group to develop motor skills
Keana, Shana, Mehdi, Nimo, Royce, Jayden
Guided reading 9.30 – 5 children Mixed Ability - Neha
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Children to show the
bear is on and under
the chair.
LIT. Going on a bear
Children to show the
bear is – on, under,
behind and in front
the chair
UW: Draw settings of
Children to show the
bear is – on, under,
behind, in front, and
next to the chair
EAD: Children to make
hunt template for chn to
write- child initiated
the story using 2 paint on
the computer.
different bears sitting in
different positions. Neha
PSED: Chn can express
their feelings such as
sad, happy, cross, scared
and worried just like the
Settings in the story
Nazma/Supply
PD Ch. to sing going on a
bear hunt and do the
actions. Ann
Ann and Nazma out on course in the afternoon
Term 3 Week 3
Topic: Bears
Literacy
19th-23rd January
Day
Targets
Must talk
Wednesday 21st January
about
setting
they know
and like
Should
name
setting
from
stories
they like
and talk
about them
Could
describe all
the
settings
What do we want the children to learn?
Weekly LOs
-To show an
understanding of the
main elements of stories,
such as the settings.
-Listen with enjoyment
to stories, songs, rhymes
and poems, sustain
attentive listening and
respond with relevant
comments, questions or
actions.
-To retell a familiar
story.
How will we enable this learning to take place?
Success Criteria
Resources to support
exploration & extension
within the foundation
unit and CrossCurricular Links
Children can talk
M: Positional language with
about their
children using chair and
favourite setting in
children - Lubna
Vocab &
Questions
What happened
before/ after?
What do you like
about this story /
Why?
Who is your
favourite part of
the story?
Whole Class:
Re - Introduce the Settings of the story and read the
book Going on a bear hunt. Also use the puppets to act
the story where they can use the puppets to retell the
story in their own words
Ann
L- Children to draw their favourite setting and say the
words for that particular setting. (Long wavy grass)
M/H- Children to draw their favourite setting. Ch. then
What picture comes
first? Second?
Next?
Last?
Long, wavy, grass
Thick, oozy, mud
Splash, splosh,
Dark forest
Snow storm
Cave
Big eyes
Shiny nose
Sharp teeth
to copy the name or trace over the name of the setting
they have drawn.
Ext - Ch. then to say a sentence about their setting and
adult to scribe.
the story.
LIT. Going on a bear hunt
Children can talk a
template for chn to write-
descriptive
child initiated
sentence about
their favourite
setting.
UW: Draw settings of the
story using 2 paint on the
computer.
EAD: Children to make
different settings for
display.
PSED: Chn can express
Nazma
Individual reading
their feelings such as sad,
happy, cross, scared and
worried just like the
Lubna – 10 mins
Intervention Group: Number recognition
Ivan, Cole, Naomi and Asmitha
Guided reading 9.30 – 5 children Mixed Ability - Neha
Settings in the story
PD Ch. to sing going on a
bear hunt and do the
actions. Neha
Term 3 Week 3
Topic: Bears
Literacy
19th-23rd January
Day
Targets
Weekly LOs
Must talk
-To show an
understanding of the
main elements of stories,
such as the settings.
about
setting
they know
and like
Should
name
Thursday 22nd January
What do we want the children to learn?
setting
from
stories
they like
and talk
about
them
Could
describe
all the
settings
-Listen with enjoyment
to stories, songs, rhymes
and poems, sustain
attentive listening and
respond with relevant
comments, questions or
actions.
-To retell a familiar
story.
How will we enable this learning to take place?
Success Criteria
Resources to support
exploration & extension
within the foundation
unit and CrossCurricular Links
Children can talk
M: Positional language with
about their
children using chair and
favourite setting in
children - Lubna
Vocab &
Questions
What happened
before/ after?
What do you like
about this story /
Why?
Who is your
favourite part of
the story?
Whole Class:
Re-cap the settings of the story and show a video Going
on a bear hunt –
https://www.youtube.com/watch?v=0gyI6ykDwds
Ann (Continue from yesterday)/ Lubna
Ann
L- Children to draw their favourite setting and say the
words for that particular setting. (Long wavy grass)
M/H- Children to draw their favourite setting. Ch. then
What picture comes
first? Second?
Next?
Last?
Long, wavy, grass
Thick, oozy, mud
Splash, splosh,
Dark forest
Snow storm
Cave
Big eyes
Shiny nose
Sharp teeth
to copy the name or trace over the name of the setting
they have drawn.
Ext - Ch. then to say a sentence about their setting and
adult to scribe.
the story.
LIT. Going on a bear hunt
Children can talk a
template for chn to write-
descriptive
child initiated
sentence about
their favourite
setting.
UW: Draw settings of the
story using 2 paint on the
computer.
EAD: Children to make
different settings for
display. - Nazma
PSED: Chn can express
Lubna
Intervention Group: Number recognition and shapes:
Shreesha, Afnan, Salahuddin, Oliver, Bhavithaa,Jabril,
Farhad, Iten, Michelle, Shamika, Tanya, Jewel, Sakina
and Devinth
Guided reading 9.30 – 5 children Mixed Ability – Neha
their feelings such as sad,
happy, cross, scared and
worried just like the
Settings in the story
PD Ch. to sing going on a
bear hunt and do the
actions. Neha
Term 3 Week 3
Topic: Bears
What do we want the children
to learn?
How will we enable this learning to take place?
19th-23rd January
Targets
Must listen
to others’
ideas
Should
share ideas
about their
own culture
Could
discuss
other
cultures,
similarities
and
differences
Area
LOs
Understanding
the World
Children know how to operate simple
Expressive
Arts and
Design.
Children uses various materials
Personal,
Social &
Emotional
Development
Physical
Development
Vocab & Questions
http://www.topmarks.co
.uk/Flash.aspx?f=Three
Bears
Resources to support
exploration & extension
within the foundation
unit
Discuss importance of working together in pairs at the
IWB. Also discuss taking turns.
Ch. to work in pairs to complete the game.
Class computer
IWB
Can you show and sing
we’re going on a bear
hunt with actions?
Children to practise we’re going on a bear hunt and
perform it to the rest of the class.
Song
Actions
Cues
Instruments.
Keeps play going by responding
to what others are saying or
doing.
Take turns, share, and
how many people?
All adults to model and reward good sharing and
turn-taking. Remind children how many can play in
certain areas.
Camera for evidence.
Children are able to move in
different ways.
Under, over and through
Discuss with ch. how they are going to perform
their going on a bear hunt song
I-Pad for evidence
program.
http://www.topmarks.co.u
k/Flash.aspx?f=ThreeBea
rs