St. Peter’s Early Years Unit Medium Term Planning
Summer 1
Development Matters
Week 1 (please make reference to
coded system for planning KUW)
What makes plants grow?
E&I3,4,5,6,7,8,9,10,11,12,13,1
4
D&M3,5
ICT3,4,6,7
T6,7,9
P2,3,4,5,6
Com6
Related ELGs X Curricular
links
(please make reference to coded
system for planning in the additional
five areas of learning)
EE&CI10,11
DIIP9
LfC 24,25
LfT10,11
UE&M15,16
DA9,10,11
S-C&SE10
Effective Practice:
Adult-led activities
1. Growth websites These websites will be used when
talking to the children about growth of seeds. www.ngflcymru.org.uk/vtc/ plants_light_ water_to_
grow/eng/Introduction/ StarterActivity.htm,
www.primaryresources.co.uk /online/ plant, www.
ngflcymru.org.uk/vtc/plants_light_water_to_grow
/eng/Introduction/MainSession.htm, www.bbc.co.uk/
schools/ scienceclips /ages/5_6/ growing_plants,
www2.bgfl.org/bgfl2/custom/resources_ftp/client
_ftp/ks2/science/plants_pt2/light_water.htm VAK X curric.
CLL, PSED
2. Upside down seeds. Show the children some seeds. What
they are? What might the seeds grow into? What do seeds
need to grow? What tools and other equipment will be needed
to plant the seeds? Do we need to put the seeds in the right
way up? What will happen if we do not? Refer to ‘Upside
down seeds’ book, pages 1 and 2. Children to discuss ideas
with a partner then feedback. 3 seeds will be planted, each
with seeds facing different directions. As a whole class, we
will observe and record their growth to see if it does matter
whether seeds are planted upside down! Record as
appropriate VAK X curric. CLL,PSED
3. Thirsty Roots Children to handle onion bulbs. Look at
dried up root fibres. Put one onion bulb so that the roots are
resting in water. Put another bulb in a glass with no water.
Keep a record of what happens, comparing the roots from
each bulb. Talk about the different rates of growth of the three
bulbs. Why didn’t some roots grow at all? Children to
complete page 92 of ‘Growing’ book, where they must draw
roots of a tree in their search for water. VAK X curric. PSED
4. Handling vegetables Some of the vegetables grown in this
week’s text will be available for the children to handle. What
does it feel like? Where did it come from? VAK X curric.
PSED
Knowledge and Understanding of the World
Stories and rhymes
Effective Practice:
Look, listen and note
Opportunities to explore and apply
The children will have the opportunity
to:
Explore textures such as wet/dry sand,
dough, sand mousse, gravel, talc, etc.
Observe things closely, record through
drawing and modelling
Discuss changes, patterns, similarities
and differences e.g. weather.
Use computers, calculators,
programmable toys, tape recorders,
cameras confidently.
Explore modelling through clay, junk,
fabric and construction kits.
Use small world and role play to explore
other lives and environments.
Find out about the world through
looking at books, pictures, artefacts,
talking to visitors.
Find out about plants and seeds by
looking at books.
Draw pictures of plants and flowers using
magnifying glasses to help pick out main
features.
Observe and talk about stick insects.
Listen to stories on tape recorder.
Make construction models of plants and
flowers using construction straws etc.
Garden centre role play
The children will engage in role play
within a Garden Centre. This will give
the children the opportunity to pay and
give change, using a range of
mathematical vocabulary. VAK X
curric. PSED, CLL, KUW
Look, listen and note whether
children show understanding of
cause/effect relations.
Feedback during weekly team
meeting.
Related Profile Points
Dispositions and attitudes
1,3,5,6,7,8,9
Social development 4,5,6,9
Emotional development
2,3,4,5,7,8,9
Lang. for com. & thinking
1,2,3,4,5,6,7,8,9
Linking sounds and letters 7,8,9
Reading4,6,8
Writing 6,7
K and U of the world
1,2,3,4,5,7,8,9
Creative development 3,5,7,8
Physical development 3,6,7
Key vocabulary website, computer, internet, Smartboard, upside down, seeds, plant, roots, shoots, vegetable names
VAK in orange
differentiation in red
X curricular links in green
Development
DevelopmentMatters
Matters
Effective
EffectivePractice:
Practice:
Adult-led
Adult-ledactivities
activities
1. Minibeast hunt Explain to the children that we
are going to be going outside to find minibeast and
look at where they live. Show the children pictures
of minibeasts and discuss what we will be looking
for outside. Reinforce that minibeasts are living
creatures and should not be harmed. Lay white
paper under a bush and gently shake it. Insects will
fall on to the piece of white paper. Use pooters to
carefully collect some minibeasts. Let the children
bring the insects inside for a closer look. Watch
how insects move, looking at the wings, head and
body etc. Count the legs and see where the eyes
are. Talk about where the minibeasts were found.
Was it a dark place? Dry? Sunny? Carefully return
insects to their habitat. VAK X curric. PSED, PD
2. Where do minibeasts live?
Children will think about where minibeasts live
and where they can be found. Children will work in
small groups to complete ‘where we found
minibeasts’ sheet (Minibeasts, Scholastic, pg 95).
Conclusions will be drawn from the completion of
these sheets. VAK X curric. PSED, CLL
3. Snail trail Collect some snails and damp leaves.
Put the snail onto plastic sheets. Hold up the plastic
so that the children can observe the snail moving.
Put a drop of milk onto the plastic and watch the
snail lick it up. Encourage children to look closely
at the snail using a hand lens. Put out milk and
water and watch which they go to. Most snails eat
plants but some eat small creatures. Carefully
return snails to their habitats and wash hands. VAK
X curric. PSED, PD
4. Use of digital microscope
The children will use the digital microscope to
closely observe and take photographs of insects.
What features can children pick out? VAK X
curric. PSED
Effective Practice:
Look, listen and note
Opportunities to explore and apply
The children will have the opportunity to:
Explore textures such as wet/dry sand,
dough, sand mousse, gravel, talc, etc.
What makes you bad tempered?
Observe things closely, record through
drawing and modelling
E&I3,4,5,6,7,8,9,10,11,12,13,14
Discuss changes, patterns, similarities and
ICT3,5,6,7
differences e.g. weather.
P2,3,4,5,6
Use computers, calculators,
Com6
programmable toys, tape recorders,
cameras confidently.
Explore modelling through clay, junk,
fabric and construction kits.
Use small world and role play to explore
other lives and environments.
Find out about the world through looking
at books, pictures, artefacts, talking to
Related ELGs X Curricular links
visitors.
(please make reference to coded system
Find out about life cycles, minibeasts
for planning in the additional five areas
habitats, food that they eat and special
of learning)
features by looking at books.
Closely observe minibeasts outside and in
EE&CI10,11
the classroom.
DIIP9
Draw pictures of minibeasts using
LfC 24,25
magnifying glasses to help pick out main
LfT10,11
features – colour, patterns, size, legs,
DA9,10,11
wings, segments, antennae.
S-C&SE10
Talk about similarities and differences of
various minibeasts.
Observe and talk about stick insects.
Listen to stories on tape recorder.
Make construction models of minibeasts
using junk, straws etc.
Garden centre role play The children
will engage in role play within a Garden
Centre. This will give the children the
opportunity to pay and give change, using
a range of mathematical vocab. VAK X
curric. PSED, CLL, KUW
Key vocabulary minibeast, minibeast names, eyes, legs, body, antennae, wings, habitat, digital microscope, photograph
Week 2 (please make reference to coded
system for planning KUW)
VAK in orange
differentiation in red
Look, listen and note whether children
show curiosity and interest in the features
and objects and living things.
Feedback during weekly team meeting.
Related Profile Points
Dispositions and attitudes 1,3,5,6,7,8,9
Social development 4,5,6,9
Emotional development 2,3,4,5,7,8,9
Lang. for com. & thinking 1,2,3,4,5,6,7,8,9
Linking sounds and letters 7,8,9
Reading4,6,8
Writing 6,7
K and U of the world 1,2,3,4,5,7,8,9
Creative development 3,5,7,8
X curricular links in green
Week 3 (please make reference to coded
system for planning KUW)
Why is the spider busy?
E&I3,4,5,6,7,8,9,10,11,12,13,14
D&M2,6,7,9
P2,3,4,5,6
Com6
Related ELGs X Curricular links
(please make reference to coded system for
planning in the additional five areas of
learning)
EE&CI10,11
DIIP9
LfC 24,25
LfT10,11
UE&M15,16
DA9,10,11
S-C&SE10
1. Spider hunt
Explain that we’re going on a spider hunt.
Reinforce that spiders are living creatures and
should not be harmed. One of the spiders will be
brought inside for observation over the next
couple of days. We will count the spider’s legs
and look at the eyes. Where were the spiders
found? What is their habitat? Was it a dark
place? Dry? Sunny? After observing the spiders,
carefully return them to their habitat. VAK X
curric. PSED, PD
2. Spider watch We will catch a live spider and
keep it in a closed container to observe. We will
catch other bugs and feed them to the spider. The
children will watch how the spider catches them,
kills them, spins them, and then eats them.
Encourage children to notice the details and
characteristics of the spider’s web. Have the
children seen a spider’s web outside? Inside?
VAK X curric. PSED
3. Spinning webs The children will be invited to
make spiders’ webs using a variety of materials
and equipment. Can children create a spider’s
web?
VAK X curric. PSED, PD, CD
4. Label parts of a spider The children will use
magnifying glasses and digital microscope to take
a close look at spiders. The children will be asked
to label the main parts of a spider. VAK X curric.
PSED, KUW
5. Spider book The children will learn and
discuss facts about spiders. How are they
different from insects? How many legs do they
have? What do they like to eat? The children will
make a spider fact book. The children will write
spider facts in spider books. To finish, the
children will glue on legs, and wiggly eyes. VAK
X curric. PSED, KUW, PD, CD
The children will have the opportunity to:
Explore textures such as wet/dry sand,
dough, sand mousse, gravel, talc, etc.
Observe things closely, record through
drawing and modelling.
Discuss changes, patterns, similarities
and differences e.g. weather.
Use computers, calculators,
programmable toys, tape recorders,
cameras confidently.
Explore modelling through clay, junk,
fabric and construction kits.
Use small world and role play to explore
other lives and environments.
Find out about the world through
looking at books, pictures, artefacts,
talking to visitors.
Find out about spiders, habitats, food that
they eat and special features by looking at
books.
Closely observe spiders outside and in the
classroom.
Draw pictures of spiders using
magnifying glasses to help pick out main
features.
Talk about similarities and differences of
spiders and insects.
Observe and talk about stick insects.
Listen to stories on tape recorder.
Make construction models of spiders
using construction straws etc.
Look, listen and note whether children
identify features of living things and
objects.
Feedback during weekly team meeting.
Related Profile Points
Dispositions and attitudes 1,3,5,6,7,8,9
Social development 4,5,6,9
Emotional development 2,3,4,5,7,8,9
Lang. for com. & thinking 1,2,3,4,5,6,7,8,9
Linking sounds and letters 7,8,9
Reading4,6,8
Writing 6,7
K and U of the world 1,2,3,4,5,7,8,9
Creative development 3,5,7,8
Flower shop role play
The children will engage in role play
within a florists. This will give the
children the opportunity to pay and give
change, using a range of mathematical
vocabulary. VAK X curric. PSED,
CLL, KUW
Key vocabulary spider, body part names, arachnid, label, magnifying glass, web, spin
VAK in orange
differentiation in red
X curricular links in green
Development Matters
Week 4 (please make reference to coded
system for planning KUW)
What does Jack need in order to
make his beans grow?
E&I3,4,5,6,7,8,9,10,11,12,13,14
D&M3,5
ICT3,4,6,7
T6,7,9
P2,3,4,5,6
Com6
Related ELGs X Curricular links
(please make reference to coded system for
planning in the additional five areas of
learning)
EE&CI10,11
DIIP9
LfC 24,25
LfT10,11
DA9,10,11
S-C&SE10
Effective Practice:
Adult-led activities
1. Jasper’s beanstalk by Nick Butterworth
Read the story of Jasper’s Beanstalk by Nick
Butterworth in order to introduce discussion
about beanstalks, beans and their growth.
VAK X curric. PSED, CLL, PSRN
2. Roots and shoots Explain to the children
that we are going to try grow some beans.
Soak 2 beans in water overnight, asking the
children to compare the dried and soaked
beans. Next, take a jar and line it with two
paper towels. Spoon sand into the inside of
the paper towels (almost to the top). Using a
spoon, ease a space at either side of the jar for
the two beans to go. Pour a little water down
the side of the paper towel to wet it and the
sand. Examine the beans everyday, noting any
changes. Ensure the lining paper is always
damp. Discuss with the children the roots and
shoots, questioning and explaining to them
throughout. VAK X curric. PSED,
3. Bean diary After starting off the bean, the
children will begin a bean diary which will be
completed over the following weeks. Children
will record the growth of the bean and draw a
diagram to show what has happened. VAK X
curric. PSED, CLL, CD, PD
4. Label beans, roots and shoots The
children will label parts of a growing bean.
Children will be encouraged to talk about
their features before writing the labels. VAK
X curric. PSED, CLL
Effective Practice:
Look, listen and note
Opportunities to explore and apply
Children will have the opportunity to:
Explore textures such as wet/dry sand,
dough, sand mousse, gravel, talc, etc.
Observe things closely, record through
drawing and modelling.
Discuss changes, patterns, similarities and
differences e.g. bean growth.
Use computers, calculators, programmable
toys, tape recorders, cameras confidently.
Explore modelling through clay, junk, fabric
and construction kits.
Use small world and role play to explore
other lives and environments.
Find out about the world through looking at
books, pictures, artefacts, talking to visitors.
Closely observe the growth of beans.
Talk about similarities and differences.
Observe and talk about stick insects.
Listen to stories on tape recorder.
Flower shop role play
The children will engage in role play within
a florists. This will give the children the
opportunity to pay and give change, using a
range of mathematical vocabulary. VAK X
curric. PSED, CLL, KUW
Look, listen and note whether children
look closely at similarities, differences,
patterns and change.
Feedback during weekly team meeting.
Related Profile Points
Dispositions and attitudes 1,3,5,6,7,8,9
Social development 4,5,6,9
Emotional development 2,3,4,5,7,8,9
Lang. for com. & thinking 1,2,3,4,5,6,7,8,9
Linking sounds and letters 7,8,9
Reading4,6,8
Writing 6,7
K and U of the world 1,2,3,4,5,7,8,9
Creative development 3,5,7,8
Physical development 3,6,7
Key vocabulary beanstalk, beans, grow, soak, roots, shoots, diary, labels, florists, shop, bunch, bouquet
VAK in orange
differentiation in red
X curricular links in green
Development Matters
Effective Practice:
Adult-led activities
1. Sequencing lifecycle of a butterfly
After listening to the story of the very hungry
caterpillar, the children will be asked to make zigzag books to sequence the lifecycle of a butterfly.
Children will label the pictures accordingly. VAK
X curric. PSED, KUW, PD
2. Looking after caterpillars
The children will look after caterpillars within the
Unit. The children will be encouraged to observe
the changes in the caterpillar’s growth and change.
The children will use the digital camera and digital
microscope to track their progress. When the
caterpillars spin their cocoon children will use the
digital microscope to make a video, hoping to
observe the butterfly emerging. The children will
record this process as appropriate. VAK X curric.
PSED, CD
3. Use of computer
The children will use a computer to find out about
minibeasts in an encyclopaedia CDRom or see
www.bbc.co.uk/nature/reallywild/features/ccindex.shtml. VAK X curric. PSED, CLL, PD
4. Beebot
After listening to the story of the very hungry
caterpillar, the children will program the Beebot so
that it travels to the foods within the story. VAK X
curric. PSED, CLL
5. Bouncy caterpillar
Cut two strips of paper taping them together in an
L shape. Accordion fold the paper. Continue until
the entire thing is folded and tape the end. Use felt
tips to draw a face on the front of the caterpillar.
VAK X curric. PSED, PD, CD
Effective Practice:
Look, listen and note
Opportunities to explore and apply
The children will have the
opportunity to:
Why is the caterpillar always
Explore textures such as wet/dry
hungry?
sand, dough, sand mousse, gravel,
talc, etc.
E&I3,4,5,6,7,8,9,10,11,12,13,14
Observe things closely, record
D&M2,4,6,7,8,9
through drawing and modelling
ICT3,4,5,6,7
Discuss changes, patterns,
P2,3,4,5,6
similarities and differences e.g.
Com4,5,8,9,10
weather.
Use computers, calculators,
programmable toys, tape recorders,
cameras confidently.
Related ELGs X Curricular links
Explore modelling through clay,
(please make reference to coded system
junk, fabric and construction kits.
for planning in the additional five areas
Use small world and role play to
of learning)
explore other lives and
environments.
EE&CI10,11
Find out about life cycles, minibeasts
DIIP9
habitats, food that they eat and special
SSM26
features by looking at books.
LfC 24,25
Closely observe minibeasts outside
LfT10,11
and in the classroom.
UE&M15,16
Draw pictures of minibeasts using
DA9,10,11
magnifying glasses to help pick out
S-C&SE10
main features – colour, patterns, size,
legs, wings, segments, antennae.
Talk about similarities and differences
of various minibeasts.
Observe life cycle of caterpillar –
butterfly.
Observe and talk about stick insects.
Listen to stories on tape recorder.
Make construction models of
minibeasts using construction straws
etc.
Key vocabulary hungry, caterpillar, lifecycle, cocoon, pupa, care, sequence, computer, Beebot, Smartboard, fold
Week 5 (please make reference to
coded system for planning KUW)
Look, listen and note whether children
observe, find out about and identify features in
the place they live and the natural world
Feedback during weekly team meeting.
Related Profile Points
Dispositions and attitudes 1,3,5,6,7,8,9
Social development 4,5,6,9
Emotional development 2,3,4,5,7,8,9
Lang. for com. & thinking 1,2,3,4,5,6,7,8,9
Linking sounds and letters 7,8,9
Reading4,6,8
Writing 6,7
K and U of the world 1,2,3,4,5,7,8,9
Creative development 3,5,7,8
Physical development 3,6,7
Shape, space and measures 4
Week 6- Review and recap. Assessments.
VAK in orange
differentiation in red
X curricular links in green