Grange Primary EYFS Planning - Hockney Class - Week Beginning Monday 12th January - LITERACY – Goldilocks and the 3 bears
Term 3 Week 2
Topic: Bears
Literacy
12th-16th January
Monday 12th January PPA
Day
What do we want the children to learn?
Targets
Weekly LOs
Must
sequence
pictures with
support
-To show an
understanding of the
main elements of stories,
such as main character,
sequence of events and
openings.
-Listen with enjoyment
to stories, songs, rhymes
and poems, sustain
attentive listening and
respond with relevant
comments, questions or
actions.
-To sequence events in a
familiar story.
-To retell a familiar
story.
Should
sequence
events of
the story
Could
sequence
events and
talk about
each picture.
How will we enable this learning to take place?
Success Criteria
Whole Class:
Introduce the Characters of the story and read the
book Goldilocks and the 3 bears. Also use the puppets to
act the story where they can use the puppets to retell
the story in their own words
Children are able to
put the pictures in
order with support.
Vocab &
Questions
What happened
before/ after?
What do you like
about this story /
Why?
Who is your
favourite part of
the story?
What picture comes
first? Second?
Next?
Last?
Ann
Children to cut and sequence pictures from the story.
Ch. to talk about the picture. Adult to help make a
phrase to write. Encourage ch. to write initial sounds –
can we find them on the alphabet chart?
Red, Yellow, Orange group
LA- sequence 3 pictures with support
MA- sequence 4/6 pictures
HA- sequence 8 pictures talk about what’s happening in
the pictures.
Extension- make a sentence longer by using first, next,
finally
Nazma
Individual reading
Resources to support
exploration & extension
within the foundation
unit and CrossCurricular Links
M: Count the bears and
see which ring has got more
bears - Lubna
Children are able to
say and write
simple sentence
about each picture.
LIT. Re-tell the story
Children are able to
write over letters.
UW : IWB
using the puppets- child
initiated
http://www.iboard.co.
uk/activity/ThreeBears-Going-Out-454 Dress the 3 bears. - Neha
EAD: Children to make
bears of different sizesbig medium and small.
PSED: Chn can express
Lubna – 10 mins
Intervention Group: Number recognition
Ivan, Cole, Naomi and Asmitha
Guided reading 9.30 – 5 children Mixed Ability - Neha
their feelings such as sad,
happy, cross, scaredand
worried just like the
characters in the story
PD Ch. to sing songs about
the 3 bears in the Music
area.
Term 3 Week 2
Topic: Bears
Literacy
12th-16th January
Day
Targets
Must
sequence
pictures
with
support
Tuesday 13th January
Should
sequence
events of
the story
Could
sequence
events and
talk about
each
picture.
What do we want the children to learn?
Weekly LOs
-To show an
understanding of the
main elements of stories,
such as main character,
sequence of events and
openings.
-Listen with enjoyment
to stories, songs, rhymes
and poems, sustain
attentive listening and
respond with relevant
comments, questions or
actions.
-To sequence events in a
familiar story.
-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
Whole Class:
Ask the children which story we are learning about and
who the characters are. Make a list on the board of
characters. Ask the children to watch the Goldilocks and
the 3 bears on IWB. Ask children what happened in the
story by re- telling the story.
Children are able to
put the pictures in
order with
support.
M: Count the bears and see
Vocab &
Questions
What happened
before/ after?
What do you like
about this story /
Why?
Who is your
favourite part of
the story?
What picture comes
first? Second?
Next?
Last?
Ann (Continue from yesterday)/ Lubna
Children to cut and sequence pictures from the story.
Ch. to talk about the picture. Adult to help make a
phrase to write. Encourage ch. to write initial sounds –
can we find them on the alphabet chart?
Red, Yellow, Orange group
LA- sequence 3 pictures with support
MA- sequence 4/6 pictures
HA- sequence 8 pictures talk about what’s happening in
the pictures.
Extension- make a sentence longer by using first, next,
finally
Children are able to
sequence the story
in the correct
order
Children are able to
sequence the story
in the correct
order and talk
about the pictures
which ring has got more
bears
LIT. Re-tell the story
using the puppets- child
initiated
UW : IWB
http://www.iboard.co.
uk/activity/ThreeBears-Going-Out-454 Dress the 3 bears.
EAD: Children to make
bears of different sizesbig medium and small. -
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
Neha
PSED: Chn can express
their feelings such as sad,
happy, cross, scaredand
worried just like the
characters in the story
PD Ch. to sing songs about
the 3 bears in the Music
area.- Nazma/ Supply
Ann and Nazma out on course in the afternoon
Term 3 Week 2
Topic: Bears
Maths
12th-16th January
Day
Targets
Wednesday 14th January
Must
categorise
objects to
size big and
small.
Should
categorise
objects to
size big,
medium
small.
Could
categorise
the objects
to size big
medium and
small and in
the right
order.
What do we want the children to learn?
Weekly LOs
SSM
-Categorise objects
according to properties
such as size.
-Use the language of size
How will we enable this learning to take place?
Success Criteria
Vocab &
Questions
Big
Medium
Small
Chair
Bowl
Bed
Bears
Warm Up
Introduction
Look at a PowerPoint and demonstrate to order the
pictures according to size such as big medium and small.
Lubna:
LA: Ch. Order the bears, bowls chairs – big and small.
MA: Ch. Order the bears, bowls, and chairs big medium
and small
HA: Ch. Order the bears, bowls, chairs and beds- big
medium small and in the right order as it appears in the
story.
Nazma
Individual reading
Guided reading 9.30 – 5 children Mixed Ability - Neha
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Children to order the
characters and
objects big and small.
M: Sort the bears out in
Children to order the
characters and
objects big medium
and small
LIT. Re-tell the story
Children to order the
characters and
objects big medium
and small and in the
correct order
UW : IWB
their colour and put them
in the right tray
using the puppets- child
initiated
http://www.iboard.c
o.uk/activity/ThreeBears-Going-Out-454
- Dress the 3 bears.
EAD: Children to make
beds and bowls of
different sizes- big
medium and small. - Neha
PSED: Chn can express
their feelings such as
sad, happy, cross,
scaredand worried just
like the characters in the
story
PD To move the ribbons
in different directions.
Ann
Term 3 Week 2
Topic: Bears
Maths
12th-16th January
Day
Targets
Thursday 15th January
Must
categorise
objects to
size big and
small.
Should
categorise
objects to
size big,
medium
small.
Could
categorise
the objects
to size big
medium and
small and in
the right
order.
What do we want the children to learn?
Weekly LOs
SSM
-Categorise objects
according to properties
such as size.
-Use the language of size
Success Criteria
Vocab &
Questions
Big
Medium
Small
Chair
Bowl
Bed
Bears
Warm Up
Introduction
Look at different things in the class room and say either
they big medium and small. Sort the objects in the
correct category,
Lubna: (Continue from yesterday)
LA: Ch. Order the bears, bowls chairs – big and small.
MA: Ch. Order the bears, bowls, and chairs big medium
and small
HA: Ch. Order the bears, bowls, chairs and beds- big
medium small and in the right order as it appears in the
story.
Nazma
Intervention group to develop motor skills
Keana, Shana, Mehdi, Nimo, Haniya, Royce, Jayden
Resources to support
exploration &
extension within the
foundation unit and
Cross-Curricular Links
Children to order the
characters and
objects big and small.
M: Sort the bears out in
Children to order the
characters and
objects big medium
and small
LIT. Re-tell the story
Children to order the
characters and
objects big medium
and small and in the
correct order.
UW : IWB
their colour and put them
in the right tray
using the puppets- child
initiated
http://www.iboard.c
o.uk/activity/ThreeBears-Going-Out-454
- Dress the 3 bears.
EAD: Children to make
chairs of different sizesbig medium and small. Neha
PSED: Chn can express
their feelings such as
sad, happy, cross,
scaredand worried just
Guided reading 9.30 – 5 children Mixed Ability - Neha
like the characters in the
story
PD To move the ribbons
in different directions.
Ann
Term 3 Week 2
Topic: Bears
What do we want the children
to learn?
How will we enable this learning to take place?
12th – 16th 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
Keeps play going by responding
to what others are saying or
doing.
Physical
Development
Children are beginning to est
healthy range of fooddtuffs
program.
Vocab & Questions
http://www.topmarks.co
.uk/Flash.aspx?f=Three
Bears
Can you make a scarf
for the baby bear?
Can you tell your friend
how you made your
scarf?
What are you going to
to the bears house?
What healthy food are you
going to make
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
Children to make a scarf for baby bear
Card, paper, .
templates,
Crayons , variety of collage
materials, glue, scissors,
glitter wool.
Provide the children with a variety of collage materials
to create their own scarf.
http://www.topmarks.co.u
k/Flash.aspx?f=ThreeBea
rs
All adults to model and reward .
Children to talk about friends, being kind, asking
politely.
To show each other their scarfs which they made
at the creative area.
Camera for evidence.
Scarfs for the bears.
Discuss with ch. how important is to eat healthy
food and they are going to make some porridge
Bowl, water, kettle, spoon,
salt, sugar and porridge.