‘Ni hao’
Key Events
Chapter One

We have visitors

Welcoming /introduction
session with Mrs Connelly,
Activities
Success Criteria
Lee Mae and Lee Yin – introduce how to say Hello – Ni
Hao
I can say hello in Chinese
LIT 0-10a
Chinese names – introduction i.e. surname first. In 2
groups children say names, surname first to group
supported by nursery staff (Activity 1)
Map of the world showing China and Scotland and
photographs of Beijing introduced by persona doll i.e.
housing, population, food... (Power point)
Find on map China and Scotland .In small group with
nursery staff, discuss size of countries and distance
apart. Stickers put on individual maps by children
(Activity 2)
Lee Mae and Lee Yin
persona dolls
Key
Questions
•
Who are our visitors?
•
What are their names?
•
Where do they live?
•
How did they get here?
•
Do they go to nursery?
•
•
What is the same in
their nursery and what
is different?
Can we learn from each
other?
Persona Dolls introduce their kindergarten and what
they learn there. Emphasis put on similarities and
differences to Aberlour Nursery (power point)
One thing, which is very different, is writing! Writing
names demonstrated – children to copy in 2 groups
supported by nursery staff (Activity 3)
Reflection of what has been learned:
1.
2.
3.
4.
5.
ee – how to say hello
ur – how to say names Chinese style
san – where China is
tsi – what Chinese writing looks like
oh – how to count to 5 in Chinese
Introduce Chinese numbers and finger counting (Activity
4)
I can say my name the Chinese
way
HWB 0-47a
I can find China and Scotland on
the map of the world
I can say which is the bigger of the
two countries
SOC 0-15
I can name things that we have in
nursery that are the same.
HWB 0-47a
I can explore and experiment with
Chinese writing
LIT 0-21b
I can count to 5 in Chinese
I can say what I now know about
China
LIT 0-10a
I can discuss pictures with others
Things to think about, talk about, find out about? (Power
point)
SOC 0-15a
Evaluation and Next
Steps
Children became instantly
interested and curious in the
dolls and their characters.
Bonding and sharing with the
dolls started immediately.
This introduction may have
been too long for some of the
children and could possibly be
delivered over two sessions
Share this learning with
parents through play diary,
photographs and wall displays
Activities
Working together, children
have the opportunity to
share, discuss. To question
and share ideas either with
an adult or with peers.
Success Criteria
Evaluation and
I can work together in a group to produce a finished
item.
HWB 0-14a
Next Steps
I can work safely.
HWB 0-16a
Lots of surprises here!
I can share and take turns.
HWB 0-23a
Making of the picture.
Key Events
Chapter 2
•
Bonfire night-personal
experiences from the
children’s discussions.
Children collect materials
required, decide on the ones
to use.
Decisions made as to how
they can apply glue, paint,
paper, sticks.
Through discussions
children collaborate and
negotiate.
I can use ‘999’ as a number in emergency
HWB 0-42a



Lee Mae/Lee Yin didn't go to the
bonfire. What could we do to show
them what a bonfire looks like?
I can work out ways on my own or with my friends to
make the picture ‘stick’.
EXA 0-06a
Children 'opt in' or out of
activity.
I can experiment with different materials to create a
picture.
EXA 0-02a
Through discussions either
in large or smaller group, the
children are encouraged to
listen to each other.
I can make decisions and be considerate to others.
What do we need to make a
bonfire?
Can we use these?(leaves, toys,
paper, cones, etc)
As a class we discuss
properties of materials both
as a group and individually.
Level of involvement and
concentration was high during
these activities.
I can talk about people who look after me and keep me
safe.
HWB 0-45a
Staff encourage children to
value each others opinions.
Key Questions
Interest and involvement was
enhanced and was definitely
the preferred learning style for
some children.
SOC 0-17a
I can make choices about where I work, how I work
and who I work with.
SOC 0-18a
I can listen to others when we discuss our bonfire
Through discussions we led
onto the sky at night, stars
and when it is best to view
fireworks.
Activities
Using a variety of available craft
materials, children will create
their own tartan. Discuss tartans
and possible colours needed.
Key Events
Chapter 3
•
•
•
Kilts for Kids day at school
Perform Scottish rhyme at
assembly
Participate in Playgroup
'Highland Games Day'
Key Questions
Discuss and choose a song or
rhyme, learn it and then perform
to either the playgroup or school
assembly.
Confidence building through
performance of rhyme and
Highland Games
Success Criteria
I can play in the space provided for
the ‘games day’.
HWB 0-21a
I can sing a Scottish song.
EXA 0-16a
I can play fairly at the Playgroup
‘games day’.
RME 0-09a
I can create my own tartan picture.
EXA 0-06a MTH 0-13a
I can sing to an audience.
I can appreciate others when I’m part of an
audience
EXA 0-01a
Sharing of ideas for tartan/song
to perform.
I can help others to learn
Include everyone in
performance.
I can participate confidently.
HWB 0-11a
HWB 0-12a
•
•
•
•
•
What's this? (a kilt)
What kind of pattern does it
have?
Can you make a pattern like
this?
What shall we use?
Where shall we put them?
Does anyone know a Scottish
song?
Can we teach it to Lee
Mae/Lee Yin?
Discuss different properties of
materials and decide on ones
that would make the best tartan.
Discuss and look at different
ways of displaying finished
tartan.
Evaluation and Next
Steps
Overall success criteria has been
achieved
Children were motivated to learn
and share learning with the dolls
Dolls continued to be part of the
classroom community
Discuss and include LM/LY
•
•
Success criteria continued.
I can be part of a group and co-operate within
that group.
HWB 0-14a
I can vote to make my choice.
HWB 0-19a
I am becoming aware of the importance of
celebrations, festivals and customs in religious
people’s lives.
RME 0-06a
I am developing respect for others and my
understanding of their beliefs and values.
RME 0-07a
I can talk about why I chose a certain material.
A child showed particular interest
and ability in learning and sing
Scottish rhymes and songs
Next steps will be to revisit the
learning through the context of
celebrating Robert Burns
Activities
Key Events
Lee Mae & Lee Yin feel unwell
Chapter 4
•
•
Children voted for a Hospital
in their role play corner
Lee Mae/Lee Yin are not
feeling well and have been
admitted to the Nursery
H
it l
Key Questions
•
•
•
•
What is wrong with the girls?
How can we help them?
What can we do to make
them feel better?
What could we put into the
hospital to make them more
comfortable?
Research using non-fiction
books
Watch Judy Bear video
Use 'At the Doctor’s’
CD-ROM
Play in the hospital corner
• Roles & uniforms
• Medical items
• Food
• Caring for each other
• Phone=999
• Visitors
• Reception/waiting room
Sing 'Miss Polly had a Dolly/
Doctor/Hospital stories
Forms for writing-prescriptions
Cards for writing- get well soon
Success Criteria
I can be caring towards my friends in hospital.
HWB 0-05a
I can share the toys in the hospital corner.
HWB 0-05a
I know who a doctor, nurse, receptionist is.
HWB 0-20a
Evaluation and
Next Steps
This worked well with LM
and LY as the children
showed empathy and
sympathy towards them.
I know what kind of food to eat to keep me well.
HWB 0-32a
I know medicines are for making me better.
HWB 0-38a
I know 999 is a number to use to get me help.
HWB 0-42a
I know that there are people in our lives who care for and
look after us and I am aware that people may be cared for
by parents, carers or other adults.
HWB 0-45a
I am learning what I can do to look after my body and who
can help me.
HWB 0-48a
I can play in the hospital corner
SOC 0-20a
I have watched ‘Judy Bear’ and learned about going to
hospital
LIT0-04a
Within real and imaginary situations, I share experiences
and feelings, ideas and information in a way that
communicates my message.
LIT 0-09a
I have listened to hospital stories .
LIT 0-09b / LIT 0-31a
I can discuss hospitals within the group and share my
ideas.
LIT 0-10a
I can use non fiction books to find out more about hospital
s
LIT 0-14a
Although a get well card
arrived and the children
appreciated that it would
cheer LM and LY up,
they were more driven to
practice ‘writing’ at the
reception,
making
appointments and within
the
‘ward’
taking
personal details.
The children decided
they
needed
an
ambulance SOC 0-09a
EXA 0-05a