TITLE :
Year: Reception
Term: Summer
Date: 20/04/2009
Week: 1 YUMMY HONEY
Personal, Social & Emotional Development
Area of learning
Learning
objectives
Dispositions &
Attitudes

Social Development




Emotional
Development



Activity
Self confidence
and self esteem
Self care
Self initiated learning
News time
Circle time
PE sessions
Preparing for lunch
Plays alongside
others / builds
good relationships
Sense of
community
Respecting others
and own
views/cultures/
beliefs
Behaviour
Consequences of
actions
Expresses needs
appropriately
Circle time
Discussions about the
parcel of honey and
letter from Barry
Benson
Voting for recipe to try
Care of honey – sharing
of cooking ingredients
and jars for labelling
Self-initiated activities
PE - changing
Key Questions
& Vocabulary
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
Tell me about … your
holiday, birthday, news?
How did you work
together?
What is it?
Where did it come from?
What should we do with it?
How will you get ready for
PE and lunch
Differentiation
Resources

Through
intervention
and questioning
Circle time
props

Through
intervention
and questioning
Circle time
props
Topic props
 Through
intervention
and questioning
assessment
Role-play
Jars, honey
Knowledge & Understanding of the World
Area of
learning
Learning
objectives
Activity
Key Questions
& Vocabulary
Differentiation
Scientific –
Exploration &
Investigation
 Shows curiosity and
interest in the features
of objects and living
things
Shows interest in why
things work
 Observes and
similarities ad
differences and asks
questions abut why
things happen
 Finding the letter 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
Who’s it from?
What do the different
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?
 Adults to show be
example and to use LSA
to support
 Children to model and
extend and share ideas.
 Through intervention
and questioning
 Support children who
need help with tools
and with sharing.
 Encourage children to

Resources
Topic roleplay props,
honey,
camera,
books,
computers,
cooking,
ingredients,
magnifying
glasses,
writing
materials
assessment
Sense of time
ICT
 Explores using their
senses
 Can differentiate
between past and
present
 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

Sense of Place
 Shows and interest in
the world they live
 Comment and ask
questions about where
they live and the
natural world
Construction
 To construct in a
purposeful way using a
variety of resources
 Use simple tools and
techniques
Communities
 Begins to know about
own and others culture
and beliefs.
 Communicates freely
about home and about
significant personal
events
 Discussions, sharing of
experiences of when they
have had or experienced
honey in the past and in
what
 Class lab for research
about honey – what clues
can they find on the links
provided?
 Construct a bee on-line
educational web-page.
 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
 Contructing bee sticks
 Cutting and sticking 2D
bee
 Antenna construction
 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
When did parcel arrive?
When have you had
honey? What do you
remember about it?
Do you like it?
When, where, how,
past,
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?
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,
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
Tell me about…?
Family members,
special occasions –
birthdays, etc,
complete, helping those
who have difficulties
 Encourage children to
join in.
Through questioning their
understanding of what
they have experienced.
 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
Camera, topic
books, honey,
parcel and
letter
Computers,
programmes,
web page
able
 In pairs with adult to
support and help save
and print
 Through intervention
and questioning
 Encourage children
to join in.
 Involve parents to
come on picnic
Magnifying
glass,
park/garden,
camera,
recording
materials
 Make sure children
Construction
toys, collage
media,
sticking area,
creative area
outside
 Encourage children to
join in.
 Through questioning
their understanding of
what they have
experienced
Honey, circle
time props.
have all materials
needed, encourage
independence and ideas
for pieces of work. And
collaborative work.
 Show and discuss
examples of work
their families
Physical
Area of
learning
Learning objectives
Activity
Key Questions
& Vocabulary
Differentiation
Resources
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, under,
over, behind, over,
side, jump, hop, skip,
run, space, move, slow,
fast, stretching,
sliding, forwards,
backwards, crouch,
spin.
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.
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
Honey, fruit, milk,
water, PE equipment.
 Demonstrates hand and
eye coordination
 Develops fine motor skill
in using simple tools and
equipment
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?
What will you need?
How will you use the
scissors, paper, pencils,
pastel, crayons? Can
you tell me about your
work?
Asking children to
show and share
ideas / experiences
with others. To
help and support
each other where
possible
Using Equipment
and Materials
 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
 Self-initiated
activities
 Sticking and cutting
area
 Malleable table
 Writing area
 Focused activities for
Lit & Num.
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
assessment
Creative
Area of
learning
Exploring colour,
texture, shape
and Space in 2
and 3D
Learning objectives
Activity
(EYSP 4 themes)


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
Key Questions
& Vocabulary
Differentiation
Resources
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?
Support children who
need help with wax.
Colours.
Paints,
coloured
pencils, paper,
scissors, glue,
instruments
colouring
sheets.
Make sure children
have all materials
needed, encourage
independence and ideas
for pieces of work.
Cutting, sticking,
twisting, joining, tearing,
textures – rough,
smooth, bumpy, flat,
soft, light dark, shading,
colour names,
Singing &
music making



Developing
imagination &
Imaginative
Play


Imitate and create
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
 Music and
instrument free-play
area
Engage in
imaginative roleplay
Talks about what
they are doing
and can
communicate
modifications of
their work
 Exploring new roleplay area. Explore
scientist role and
equipment/ books.
 Discuss and
communicate at
whole class and
group sessions
about their work
ideas
 Isn’t funny how the
bees love honey
 Bears honey
 Music with Miss
Agis.
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
What if …?
Who are you?
Can you be a …?
Can you tell me …?
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.
Through inspiration
and stimulation
Through developing
language and
grammar, introduce
new lang. where
possible
Role play
area,
puppet/theatr
e area,
Outdoor
‘imaginative’
area, book
corner and
writing area.
assessment
TITLE :
Year: Reception
Term: Summer
Week: 2 & 3 - Bee Attack
Date: 27/04/2009
Personal, Social & Emotional Development
Area of learning
Learning
objectives
Dispositions &
Attitudes

Social Development




Emotional
Development



Activity
Self confidence
and self esteem
Self care
Self initiated learning
News time
Circle time
PE sessions
Preparing for lunch
Plays alongside
others / builds
good
relationships
Sense of
community
Respecting
others and own
views/cultures/
beliefs
Behaviour
Consequences of
actions
Expresses needs
appropriately
Circle time
Discussions about the
behaviour of the
‘Boss’ bee/ queen
bee
Voting for recipe to try
Care of beehive –
sharing of cooking
ingredients and jars
for pricing/ labelling
Bee visit – behaviour
expectations
Self-initiated activities
PE - changing
Key Questions
& Vocabulary
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
Tell me about your
holiday, birthday, news?
How did you work
together?
– what are good
attributes?
Can you share all the
ingredients? Can you
take turns?
Show me good listening
by…
How will you get ready
for PE and lunch?
Differentiation
Resource
s

Through
intervention
and
questioning
Circle time
props

Through
intervention
and
questioning
Circle time
props
Topic props
 Through
intervention
and
questioning
assessment
Role-play
Jars, behive,
cooking
ingredients
Knowledge & Understanding of the World
Area of
learning
Learning
objectives
Activity
Key Questions
& Vocabulary
Differentiation
Scientific –
Exploration &
Investigation
 Shows curiosity and
interest in the
features of objects
and living things
Shows interest in
why things work
 Observes and
similarities ad
differences and asks
questions abut why
things happen
 Explores using their
senses
 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?
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
 Adults to show be
example and to use LSA
to support
 Children to model and
extend and share ideas.
 Through intervention and
questioning
 Support children who
need help with tools and
with sharing.
 Encourage children to
complete, helping those
who have difficulties

Resourc
es
Topic roleplay props,
visit, DVD,,
camera,
books,
computers,
cooking,
ingredients,
magnifying
glasses,
writing
materials,
bee
resources,
word bank
assessment
Sense of time
ICT
Sense of
Place
Construction
Communities
 Can differentiate
between past and
present
 Knows how to use
keyboard and mouse
 Can operate and
access simple
programs
 Shows and interest
in the world they live
 Comment and ask
questions about
where they live and
the natural world
 To construct in a
purposeful way using
a variety of
resources
 Use simple tools and
techniques
 Begins to know
about own and
others culture and
beliefs.
 Communicates freely
about home and
about significant
personal events
Children to find out on
visit
 Continue free-play
exploring wax
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?
 Discussions, sharing of
experiences of visit,
how they felt, what they
learnt? What do they
want to learn next?
How can we find out?
 Appropriate use of
mouse for online bee
colouring on the links
provided?
 Circle time
Where did we go?
Why? What did you
feel, like, learn what
next?
 Encourage children to
join in.
Through questioning their
understanding of what they
have experienced.
Camera,
topic books,
mini-bus,
sussex uni
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,
Where has the parcel
come from? Who
sent it? What should
we do to find out?
 Pair with mixed levels
for extension of skills f
Computers,
programmes
 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
 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
 Circle time
 Discussions, sharing of
experiences of when
they have seen or
experienced bees in the
past and in what context
Garden, bees,
flowers, nests, hives,
park,
Tell me about your
model? How would
you change your
work? What do you
like about your
model?
Build, balance, fix,
build, make, join, stick
Tell me about…?
Family members,
special occasions –
birthdays, etc,
Adults to model and to
support where needed.
To encourage the
sharing of ideas for less
able
 Through intervention
and questioning
 Encourage children to
join in.
 Make sure children have
all materials needed,
encourage
independence and ideas
for pieces of work. And
collaborative work
 Encourage children to
join in.
 Through questioning
their understanding of
what they have
experienced
Magnifying
glass,
honey,
camera,
recording
materials
Construction
toys, media
Honey, circle
time props.
Physical
Area of
learning
Learning
objectives
Activity
Key Questions
& Vocabulary
Differentiation
Resources
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
 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.
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.
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
 Being aware of
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.
 Snack time
 P.E sessions
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 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?
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
assessment
Creative
Area of
learning
Exploring
colour, texture,
shape and
Space in 2 and
Learning
objectives


Tries to capture
experiences using
a variety of
different media
Communicates
Activity
(EYSP 4 themes)
 Exploring wax
resist – continue
 Clay 3D bee
 Watercolours bees
Key Questions
& Vocabulary
Experiment with the
wax – what happens
when you try to paint
over it? Why?
What shapes do we
need to draw for
Differentiation
Support children who
need help with wax.
Colours.
Make sure children have
all materials needed,
Resource
s
Paints,
coloured
pencils, paper,
scissors, glue,
instruments
colouring
assessment
experiences
through different
media
3D
 Daily activities for
children to explore
painting, cutting and
sticking and drawing
and colouring
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?
encourage
independence and ideas
for pieces of work.
sheets.
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.
Through inspiration
and stimulation
Through developing
language and
grammar, introduce
new lang. where
possible
Role play
area,
puppet/theatr
e area,
Outdoor
‘imaginative’
area, book
corner and
writing area.
Cutting, sticking,
twisting, joining, tearing,
textures – rough,
smooth, bumpy, flat,
soft, light dark, shading,
colour names,
Singing &
music making



Developing
imagination &
Imaginative
Play


Imitate and create
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
 Music and
instrument free-play
area
Engage in
imaginative roleplay
Talks about what
they are doing
and can
communicate
modifications of
their work
 Exploring new roleplay area. Explore
scientist role and
equipment/ books.
 Discuss and
communicate at
whole class and
group sessions
about their work
ideas
 Isn’t funny how the
bees love honey
 Bears honey
 Music with Miss
Agis.
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
What if …?
Who are you?
Can you be a …?
Can you tell me …?
TITLE :
Year: Reception
Term: Summer
Week: 4 & 5 - The Bee Man
Date: 11/05-18/5/09
Personal, Social & Emotional Development
Area of learning
Learning
objectives
Dispositions &
Attitudes

Social Development




Emotional
Development



Activity
Self confidence
and self esteem
Self care
Self initiated learning
News time
Circle time
PE sessions
Preparing for lunch
Plays alongside
others / builds
good
relationships
Sense of
community
Respecting
others and own
views/cultures/
beliefs
Behaviour
Consequences of
actions
Expresses needs
appropriately
Circle time
Discussions about the
behaviour of the
‘Boss’ bee/ queen
bee
Voting for recipe to try
Care of beehive –
sharing of cooking
ingredients and jars
for pricing/ labelling
Bee visit – behaviour
expectations
Self-initiated activities
PE - changing
Key Questions
& Vocabulary
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
Tell me about your
holiday, birthday, news?
How did you work
together?
– what are good
attributes?
What is it?
Where did it come from?
What should we do with
it?
How will you get ready
for PE and lunch
Differentiation
Resource
s

Through
intervention
and
questioning
Circle time
props

Through
intervention
and
questioning
Circle time
props
Topic props
 Through
intervention
and
questioning
assessment
Role-play
Jars, behive,
cooking
ingredients
Knowledge & Understanding of the World
Area of
learning
Learning
objectives
Activity
Key Questions
& Vocabulary
Differentiation
Resourc
es
Scientific –
Exploration &
Investigation
 Shows curiosity and
interest in the
features of objects
and living things
Shows interest in
why things work
 Observes and
similarities ad
differences and asks
questions abut why
things happen
 Explores using their
senses
 Visiting Bee Keeper
 Exploring the role of the
bee keeper
 Exploring and using the
light box as a giant
microscope?
 Self initiated activities
 Challenge of the week
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?
 Adults to show be
example and to use LSA
to support
 Children to model and
extend and share ideas.
 Through intervention and
questioning
 Support children who
need help with tools and
with sharing.
 Encourage children to
complete, helping those
who have difficulties
Topic roleplay props,
visit, DVD,,
camera,
books,
computers,
cooking,
ingredients,
magnifying
glasses,
writing
materials,
bee keeping
resources,
word bank

assessment
Smell like?
Sense of time
ICT
 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?
 Knows how to use
keyboard and mouse
 Can operate and
access simple
programs
 Appropriate use of
mouse using Dazzle to
create a bee
 Circle time
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
‘seed’ parcel
 When have you
experienced growing
seed/plants before?
 Circle time
 Self initiated activities
 Finding bees on our bee
picnic.
Construction
 To construct in a
purposeful way using
a variety of
resources
 Use simple tools and
techniques
 Helping in build a book
corner – discussions
about what we should
and should not be doing
in the book corner

Communities
 Begins to know
about own and
others culture and
beliefs.
 Communicates freely
about home and
about significant
personal events
 Circle time
 Discussions, sharing of
experiences of when
they have seen or
experienced bees in the
past and in what context
Who came to visit us?
What was their job?
What did you see,
touch, smell? Why?
What did you feel,
like, learn? what
next?
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,
Where has the parcel
come from? Who
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,
Tell me about your
model? How would
you change your
work? What do you
like about your
model?
Build, balance, fix,
build, make, join, stick
Tell me about…?
Family members,
special occasions –
birthdays, etc,
 Encourage children to
join in.
Through questioning their
understanding of what they
have experienced.
Camera,
topic books,
bee keeper
& her tools
 Pair with mixed levels
for extension of skills f
Computers,
programmes
Adults to model and to
support where needed.
To encourage the
sharing of ideas for less
able
 Through intervention
and questioning
 Encourage children to
join in.
Magnifying
glass,
seeds, pots,
soil, paints,
camera,
recording
materials
 Make sure children have
Construction
toys, media
all materials needed,
encourage
independence and ideas
for pieces of work. And
collaborative work
 Encourage children to
join in.
 Through questioning
their understanding of
what they have
experienced
circle time
props.
Physical
Area of
learning
Movement and
Learning
objectives
 Develops gross motor
Activity
 PE sessions
Key Questions
& Vocabulary
Differentiation
how does the music
Outdoor equipment
Resources
Hall, playground.
assessment
Space
by exploring ways to
travel, climb on the
climbing equipment and
risk assesses for
themselves
 Spatial awareness
 Physical Area in
outdoor area
 Busy Bee games
 Introduction to ‘The
Flight of the
Bumble Bee’ dance
piece – explore
speed of piece and
being late/busy
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.
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
Bikes, climbing Equip.
balancing beams,
tyres, hoops, bean
bags, balls, scarves,
dance CD and props
for dance.
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
 Being aware of
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.
 Snack time
 P.E sessions
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 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?
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
Creative
Area of
learning
Exploring
colour, texture,
shape and
Space in 2 and
3D
Learning
objectives


Tries to capture
experiences using
a variety of
different media
Communicates
experiences
through different
media
Activity
(EYSP 4 themes)
 Making 3D hives
 weekly activities for
children to explore
painting, cutting and
sticking and drawing
and colouring
Key Questions
& Vocabulary
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
Differentiation
Support children who
need help with cutting
some fabrics.
Make sure children have
all materials needed,
encourage
independence and ideas
for pieces of work.
Resource
s
Paints,
coloured
pencils, paper,
scissors, glue,
instruments
colouring
sheets.
assessment
can you see? Can you
make that colour?
Cutting, sticking,
twisting, joining, tearing,
textures – rough,
smooth, bumpy, flat,
soft, light dark, shading,
colour names,
Singing &
music making



Developing
imagination &
Imaginative
Play


Imitate and create
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
 Music and
instrument free-play
area
Engage in
imaginative roleplay
Talks about what
they are doing
and can
communicate
modifications of
their work
 Exploring new roleplay area. Explore
scientist role and
equipment/ books.
 Discuss and
communicate at
whole class and
group sessions
about their work
ideas
 Isn’t funny how the
bees love honey
 Bears honey
 Music with Miss
Agis.
 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?
Sing, song instrument
names, listen, hear,
repeat, tempo, music,
dance, move
What if …?
Who are you?
Can you be a …?
Can you tell me …?
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.
Through inspiration
and stimulation
Through developing
language and
grammar, introduce
new lang. where
possible
Role play
area,
puppet/theatr
e area,
Outdoor
‘imaginative’
area, book
corner and
writing area.
TITLE :
Year: Reception
Term: Summer
Week: 1 & 2 - Flower Power
Date: 1/6/09 – 8/6/09
Personal, Social & Emotional Development
Area of learning
Learning
objectives
Dispositions &
Attitudes

Social Development




Emotional
Development



Activity
Key Questions
& Vocabulary
Self confidence
and self esteem
Self care
Self initiated learning
News time
Circle time
PE sessions
Preparing for lunch
Plays alongside
others / builds
good
relationships
Sense of
community
Respecting
others and own
views/cultures/
beliefs
Behaviour
Consequences of
actions
Expresses needs
appropriately
Circle time
Discussions about the
behaviour of the
‘Boss’ bee/ queen
bee
Caring for plants
together
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
Tell me about your
holiday, birthday, news?
How did you work
together?
– what are good
attributes?
What do we need to do?
Care of plants
sharing of cooking
ingredients
Self-initiated activities
PE - changing
What is it?
Where did it come from?
What should we do with
it?
How will you get ready
for PE and lunch
Differentiation
Resources

Through
intervention
and
questioning
Circle time
props

Through
intervention
and
questioning
Circle time
props
Topic props
Plants/seedlings
 Through
intervention
and
questioning
assessment
Role-play,
cooking
materials,
plants,
gardening
equipment
Knowledge & Understanding of the World
Area of
learning
Learning
objectives
Activity
Key Questions
& Vocabulary
Differentiation
Scientific –
Exploration &
Investigation
 Shows curiosity and
interest in the
features of objects
and living things
Shows interest in
why things work
 Observes and
similarities ad
differences and asks
questions abut why
things happen
 Explores using their
senses
 Planting and gardening
and caring for
seeds/plants
 Exploring and using the
light box as a giant
microscope?
 Self initiated activities
 Challenge of the week
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
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
 Adults to show be
example and to use LSA
to support
 Children to model and
extend and share ideas.
 Through intervention and
questioning
 Support children who
need help with tools and
with sharing.
 Encourage children to
complete, helping those
who have difficulties

Resources
Topic role-play
props, visit,
DVD,, camera,
books,
computers,
cooking,
ingredients,
magnifying
glasses, writing
materials, plant/
gardening
resources, word
bank , seeds
assessment
Sense of time
ICT
Sense of
Place
Construction
Communities
 Can differentiate
between past and
present
 Knows how to use
keyboard and mouse
 Can operate and
access simple
programs
 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
 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?
 Appropriate use of
mouse for online bee
colouring on the links
provided?
 Circle time
 Shows and interest
in the world they live
 Comment and ask
questions about
where they live and
the natural world
 Whole class
discussions – where did
we go? When? What
did we see?
 Circle time
 Self initiated activities
 Going on a ‘bee’ picnic
 To construct in a
purposeful way
using a variety of
resources
 Use simple tools and
techniques
 Helping in build a book
corner – discussions
about what we should
and should not be doing
in the book corner
 Flower 2D construction
on D&T table
 Bee gardens
 Begins to know
about own and
others culture and
beliefs.
 Circle time
 Discussions, sharing of
experiences of when
they have seen or
healthy? What does the
light box do?
What colour flowers
should we plant?
Why?
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?
 Encourage children to
join in.
Through questioning their
understanding of what they
have experienced.
Camera, topic
books, plants,
seeds, soil, water
How will choose a
programme?
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,
Where has the parcel
come from? Who
sent it? What should
we do to find out?
 Pair with mixed levels
for extension of skills f
Computers,
programmes
Garden, bees,
flowers, nests, hives,
park,
Tell me about your
model? How would
you change your
work? What do you
like about your
model?
Build, balance, fix,
build, make, join, stick
Tell me about…?
Family members,
Adults to model and to
support where needed.
To encourage the
sharing of ideas for less
able
 Through intervention
and questioning
 Encourage children to
join in.
 Make sure children have
all materials needed,
encourage
independence and ideas
for pieces of work. And
collaborative work
 Encourage children to
join in.
 Through questioning
their understanding of
Magnifying glass,
camera,
recording
materials
Construction
toys, media
circle time props.
 Communicates freely
about home and
about significant
personal events
experienced bees in the
past and in what context
special occasions –
birthdays, etc,
planting and growing
experiences with
family/ pre-school
what they have
experienced
Physical
Area of
learning
Learning
objectives
Activity
Key Questions
& Vocabulary
Differentiation
Resources
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
 Introduction to ‘The
Flight of the
Bumble Bee’ dance
piece – explore
speed of piece and
being late/busy
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.
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.
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
 Being aware of
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.
 Snack time
 P.E sessions
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 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?
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
assessment
Creative
Area of
learning
Learning
objectives
Activity
(EYSP 4 themes)
Key Questions
& Vocabulary
Differentiation
Resource
s
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
 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?
Support children who
need help with cutting
some fabrics.
Make sure children have
all materials needed,
encourage
independence and ideas
for pieces of work.
Paints,
coloured
pencils, paper,
scissors, glue,
instruments
colouring
sheets, flowers,
pastels.
Cutting, sticking,
twisting, joining, tearing,
textures – rough,
smooth, bumpy, flat,
soft, light dark, shading,
colour names,
Singing &
music making



Imitate and create
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
 Music and
instrument free-play
area
 Isn’t funny how the
bees love honey
 Bears honey
 Music with Miss
Agis.
 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?
Sing, song instrument
names, listen, hear,
repeat, tempo, music,
dance, move
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.
Developing
imagination &
Imaginative
Play

Engage in
imaginative roleplay
Talks about what they are
doing and can
communicate modifications
of their work
 Exploring new roleplay 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 stimulation
Through developing
language and
grammar, introduce
new lang. where
possible
Role play
area,
puppet/theatr
e area,
Outdoor
‘imaginative’
area, book
corner and
writing area.
TITLE :
Year: Reception
Area of learning
Learning
objectives
Dispositions &
Attitudes

Social Development





Emotional
Development
Term: Summer
Date: 15/6/09 – 29/6/09
Week: 3,4,5 - Save The Bee
Personal, Social & Emotional Development



Activity
Key Questions
& Vocabulary
Self confidence
and self esteem
Self care
Care towards
others and
consideration
towards living
things.
Self initiated learning
News time
Circle time
PE sessions
Preparing for lunch
How to help the bee
Plays alongside
others / builds
good
relationships
Sense of
community
Respecting
others and own
views/cultures/
beliefs
Circle time
Discussions about the
behaviour of the
‘Boss’ bee/ queen
bee
Caring for plants
together
Discussing with
others and sharing
why we all need to try
and help the bee
Care of plants
sharing of cooking
ingredients
Self-initiated
activities
PE - changing
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
What can we do to help
the bee? Why should
we?
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?
Behaviour
Consequences of
actions
Expresses needs
appropriately
What is it?
Where did it come from?
What should we do with
it?
How will you get ready
for PE and lunch
Differentiation
Resources

Through
intervention
and
questioning
Circle time
props
Bee Campaign
props

Through
intervention
and
questioning
Circle time
props
Topic props
Plants/seedlings
Bee Campaign
props
 Through
intervention
and
questioning
assessment
Role-play,
cooking
materials,
plants,
gardening
equipment
Knowledge & Understanding of the World
Area of
learning
Learning
objectives
Activity
Key Questions
& Vocabulary
Differentiation
Scientific –
Exploration &
 Shows curiosity and
interest in the
 Planting and gardening
and caring for
 How do the seedlings
look now? What has
 Adults to show be
example and to use LSA
Resources
Topic role-play
props, visit,
assessment
Investigation

Sense of time
ICT
features of objects
and living things
Shows interest in
why things work
 Observes and
similarities ad
differences and asks
questions abut why
things happen
 Explores using their
senses
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
happened? What
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?
 Can differentiate
between past and
present
 What do they want to
learn next?
 Using learning from
previous weeks, plant a
window box using the
colours / scents to
attract bees.
 Knows how to use
keyboard and mouse
 Can operate and
access simple
programs
 From own designs,
using the computer to
transfer on to transfer
paper for T-shirts
 Bee signs for
playground
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?
Teacher led
What we need to
do…
How can you use the
mouse to make
selections? What’s
easy/hard?
Computer, mouse,
keyboard, on, off,
click, drag,
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,
Tell me about your
model? How would
you change your
work? What do you
like about your
model?
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 – where did
we go? When? What
did we see? Who did
we meet?
 Circle time
 Self initiated activities
Construction
 To construct in a
purposeful way
using a variety of
resources
 Use simple tools and
techniques
 Large campaign boards
 Bee gardens
 Obstacles for sports day
Communities
 Begins to know
about own and
others culture and
 Circle time
 Discussions, sharing of
experiences of when
what can we do to
help the bee? How
can we tell others
about what we
have learnt? What
shall we do?
Build, balance, fix,
build, make, join, stick
Tell me about…?
to support
 Children to model and
extend and share ideas.
 Through intervention and
questioning
 Support children who
need help with tools and
with sharing.
 Encourage children to
complete, helping those
who have difficulties
DVD,, camera,
books,
computers,
cooking,
ingredients,
magnifying
glasses, writing
materials, plant/
gardening
resources, word
bank , resources
needed for bee
campaign
 Encourage children to
join in.
Through questioning their
understanding of what they
have experienced.
Camera, topic
books, resources
needed for bee
campaign, plant/
gardening
resources
 Pair with mixed levels
for extension of skills f
Word / Clipart, Tshirts, transfer
sheets, iron
Adults to model and to
support where needed.
To encourage the
sharing of ideas for less
able
 Through intervention
and questioning
 Encourage children to
join in.
 Make sure children have
all materials needed,
encourage
independence and ideas
for pieces of work. And
collaborative work
 Encourage children to
join in.
 Through questioning
Magnifying glass,
camera,
recording
materials
Construction
toys, media, PE
equipment,
cardboard,
sticks, glue
circle time props.
beliefs.
 Communicates freely
about home and
about significant
personal events
they have seen 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
Family members,
special occasions –
birthdays, etc,
planting and growing
experiences with
family/ pre-school
their understanding of
what they have
experienced
Physical
Area of
learning
Learning
objectives
Activity
Key Questions
& Vocabulary
Differentiation
Resources
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
 Introduction to ‘The
Flight of the
Bumble Bee’ dance
piece – explore
speed of piece and
being late/busy
 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.
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.
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
 Healthy School
Week. 5 Alive
 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
 Sports Day
Asking children to
show and share
ideas / experiences
with others. To help
and support each
other where possible
Honey, fruit,
vegetables, 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.
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?
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
assessment
Creative
Area of
learning
Exploring
colour, texture,
shape and
Space in 2 and
3D
Learning
objectives


Tries to capture
experiences using
a variety of
different media
Communicates
experiences
through different
media
Activity
(EYSP 4 themes)
 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
Singing &
music making



Developing
imagination &
Imaginative
Play


Imitate and create
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
 Music and
instrument free-play
area
Engage in
imaginative roleplay
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
 Isn’t funny how the
bees love honey
 Bears honey
 Music with Miss
Agis.
 Flight of the bumble
bee
Key Questions
& Vocabulary
Differentiation
Resource
s
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,
Support children who
need help with cutting
some fabrics.
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
What if …?
Who are you?
Can you be a …?
Can you tell me …?
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.
Through inspiration
and stimulation
Through developing
language and
grammar, introduce
new lang. where
possible
Role play
area,
puppet/theatr
e area,
Outdoor
‘imaginative’
area, book
corner and
Make sure children have
all materials needed,
encourage
independence and ideas
for pieces of work.
T-shirts,
transfer
sheets, iron
Paints,
computers,
coloured
pencils, paper,
scissors, glue,
instruments
colouring
sheets, flowers,
pastels.
assessment
their work
about their work
ideas
writing area.