YR Medium Term Plan
Topic: Minibeasts
Duration: 3 weeks
Summer 1
Links to ELGs/Objectives
PSED
Show care and concern for others, for living things and the environment. Have a
positive approach to new experiences
KUW
Comment and ask questions about where they live and the natural world.
Observe, find out about and identify features in the place they live and the
natural world
CLLD
Use talk to connect ideas, explain what is happening and anticipate what might
happen next.
KUW
Investigate objects and materials by using all of their senses as appropriate.
Look closely at similarities, differences, patterns and change.
Resources
Bug jars,
mini-beast non-fiction books.
Key Questions
Where do you think we will
find mini-beasts? Do children
show an interest in what they
have found? Can they talk
about features of the minibeasts?
Caterpillars to grow into
butterflies.
Magnifying glasses
Butterfly garden
PSRN
Show an awareness of symmetry.
CD
Make constructions, collages, paintings, drawings and dances.
Explore what happens when they mix colours.
Butterfly shapes, paint, brushes.
What will happen to the
caterpillars?
How are they changing?
Can you describe what you
can see?
Can children talk about what
has happened? Do they
explore what happens when
they print different
marks/patterns?
KUW
Use a mouse and keyboard to interact with age-related software.
Laptop computers
Colour Magic
IWB
Folded paper with half an image
on.
Scissors
Crayons
Cotton buds,
butterfly shapes,
paint.
What shapes are you going to
use?
Are you happy the design?
What will the image be like
when it is cut out?
The Very Hungry Caterpillar,
caterpillar, butterfly soft toys.
Do children join in with
language from the story?
Can they retell key events?
PSRN
Show an awareness of symmetry
PD
Handle tools safely and with increasing control.
CD
Make constructions, collages, paintings, drawings and dances
Differentiate marks and movements on paper
CLLD
Enjoy an increasing range of books.
Use vocabulary and forms of speech that are increasingly influenced by
Do children explore the types
of mark they can create?
experience of books.
Retell narratives in the correct sequence, drawing on language patterns of
stories.
PD
Explore malleable materials by patting, stroking, poking, squeezing, pinching
and twisting them.
KUW
Select tools and techniques they need to shape, assemble and join materials
they are using.
Find out about and identify the uses of everyday technology.
CLLD
Listen to stories with increasing attention and recall.
CD
Use available resources to create props to support role play.
Salt dough
Play Dough
Dough tools
Rolling pins
Labels
Digital camera
Pictures of different foods both
healthy and unhealthy.
Lunchbox outlines
pencils
crayons
The Very Busy Spider, spider
soft toy,
Tuff spot, small world people,
collage / natural materials.
How do you want to make
your mini-beast?
Where can we found out what
mini-beasts look like?
Is there a way you can make
your mini-beast better?
What do you like about your
own/ others mini-beasts?
What do you think might
happen? Why?
Can children select materials
to represent obstacles from
the story?
What kind of mini-beast are
you? What are you wearing?
What might happen?
CD
Use available resources to create props to support role play.
Introduce a story line or narrative into their play.
Play cooperatively as part of a group to act out a narrative.
Try to capture, experiences and responses with music, dance, paint and other
materials or words.
Mini-beast dressing up, minibeast stories.
CLLD
Know that information can be retrieved from books and computers.
Know information can be relayed in the form of print.
Show interest in illustration and print in books and print in the environment.
KUW
Find out about and identify the uses of everyday technology and use information
and communication technology and programmable toys to support their learning.
PSRN
Order two items by length and height.
Incredible Dictionary CD ROM,
collection of non-fiction books.
Do children show an
awareness of how we can find
information from books and
computers?
Worm counters.
Can children use language
associated with length? Can
Use language such as ‘greater’, ‘smaller’, ‘heavier’ or ‘lighter’ to compare
quantities.
PSRN
Show an awareness of symmetry.
Make constructions, collages, paintings, drawings and dances
Begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes and
mathematical terms to describe shape.
Use language such as ‘circle’ or ‘bigger’ to describe the shape and size of solid
and flat shapes.
CLLD
Enjoy rhyming and rhythmic activities.
Show awareness of rhyme and alliteration.
Recognise rhythm in spoken words.
Listen to favourite nursery rhymes, stories and songs. Join in with repeated
refrains, anticipating key events and important phrases.
PSED
Show care and concern for others, for living things and the environment.
KUW
Talk about what is seen and what is happening.
Ask questions about why things happen and how things work.
Find out about and identify, some features of living things, objects and events
they observe.
Examine objects and living things to find out more about them.
PSED
Show care and concern for others, for living things and the environment.
KUW
Talk about what is seen and what is happening.
Ask questions about why things happen and how things work.
Find out about and identify, some features of living things, objects and events
they observe.
Examine objects and living things to find out more about them.
PD
Experiment with different ways of moving.
Move in a range of ways, such as slithering, shuffling, rolling, crawling, walking,
running, jumping, skipping, sliding and hopping.
Initiate new combinations of movement and gesture in order to express and
respond to feelings, ideas and experiences.
they order two worms by
length?
Butterfly shapes, pre cut shapes, Can children name shapes
glue.
that they have used? Are they
able to create a symmetrical
pattern?
Ant world enclosure, ant, nonfiction books.
Can children talk about what
they see happening? Do they
ask questions about what they
see?
Worm world enclosure, worms,
non-fiction texts.
Can children talk about what
they see happening?
Do they ask questions about
what they see?
Music, CD player.
Can children move in different
ways? Can they combine
movements to make a
sequence?