Transcript Cygnets-Curriculum-Information

What Cygnets will be learning in Autumn Term 2016
Theme: Long, Long Ago
PRIME AREAS
Self confidence and Awareness
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Personal, Social and Emotional Development
Introduce the ‘Helping Hands’ system. Children to have some responsibilities such as counting the amount of children having dinners.
The children are to be made aware of the location of resources and to grow in confidence at accessing and independently putting away.
Compliment Stars – Children to talk about something that they are good at doing. Practise giving themselves, their peers and someone in their
family a compliment, these may be typed up and made into an origami star. Provide opportunities that allows them to teach other children their
skills.
Boost self esteem using persistence training, labelling feelings of frustration when something may be hard work to master and praise attempts
to keep going noting feelings of pride that they kept trying.
Use the ‘Crayons’ display to talk about how we are all different, with different likes and dislikes, but that’s what makes us us.
Making relationships
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Initiate conversations by sharing the special boxes brought in from home and participating in circle time activities.
Reading stories associated with friendship such as Dinosaur starts school, and Harry and the Dinosaurs have a Happy Birthday and discuss how
to be a good friend, e.g. using kind words, including people etc.
Plenty of team building opportunities such as working together in role-play areas and making large scale models of caves, volcanoes, dinosaur
nests and dinosaurs together.
Play games that involve turn taking and co-operation, i.e. using playing cards to play snap, playing dinosaur hide and seek, dinosaur bingo and
dizzy dizzy dinosaur.
Use the Buddy system to encourage the forming of good relationships by pairing the children up with a Yr6 buddy that can help settle them in
and model positive behaviours.
Managing feelings and behaviour
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The children will be in charge of setting up their own classroom rules and display.
Discuss the importance of the behavioural expectation to be honest, and praise those who own up for their mistakes. Talk to children about how
to make up for mistakes, e.g. say sorry, show kindness by giving compliments and cuddles.
Encourage good team work such as cleaning away after using an activity or working together to wash cups after snack time
Use the puppets to role-play scenarios encountered in school such as not being included in a game. Talk about feelings and discuss possible
strategies to overcome problems such as saying ‘stop it, I don’t like that’ or coming up with another idea (compromise).
Make a feelings wall with a mirror for the thinking area where children can see their own expressions and match them to pictures, to help them
recognise feelings in others. Teach the children techniques to calm down, or express their feelings in a positive way.
Introduce the class behaviour reward system – House tallies, children will earn tally marks for their team when modelling the class rules.
Use stories such as Harry and the Dinosaurs at the Museum to talk about appropriate behaviour in different settings and the use of manners.
PRIME AREAS
Moving and Handling
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Physical Development
The focus this term will be based on moving in different ways such as walking, running, hopping and skipping. The children will practise balancing
activities for hopping and will practise using alternate feet for skipping. To develop their gross motor skills the children will being doing daily
activities from the Perceptual Motor Programme (PMP).
For fine motor skill development, the children will experience lots of exercises focusing on using anti clockwise movements to help them with
forming some of their letters.
Using the theme of dinosaurs, the children will have plenty of opportunities to create dances in response to music. Play some traditional games
with a dinosaur twist such as T-Rex tag, blind brontosaurus bluff, Museum musical statues, etc.
Health and Self-Care
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Label the child's feelings of hungry, thirsty, hot or cold, encourage them to solve these problems themselves, e.g. “When I feel hot I …”
Read the ‘Little princess’ stories such as ‘I don’t want to wash my hands’. Do water spray sneezing and glitter hand germs, to discuss the
importance of hygiene, and read ‘I don’t want to go to bed’ to discuss the importance of sleep and how we feel when there is a lack of sleep.
During tidy away time, model how to look for space when manoeuvring equipment and how to pick up heavier items correctly.
Investigate foods eaten by different dinosaurs, omnivores, herbivores, carnivores, piscivores – discuss how their diet is different from ours
(raw and cooked).
Listening and Attention
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Communication and Language
Lots of listening opportunities such as listening to visitors talk and to stories associated with the theme such as ‘the Harry and a bucketful of
Dinosaurs series.
The children will be practising following instructions when cooking, baking, and doing craft activities.
The children will also be learning different social conventions with listening such as taking in turns and understanding the need to put a ‘Silent
Hand Up’ in whole class situations when they want to comment or ask a question.
Understanding
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Lots of work will be done on developing the children’s understanding of story content and structure. For example, we will use the puppet theatre
and small world resources to act out stories read in the class. Plenty of discussions picking a part the stories we read, for example, characters,
settings, and events, then sequencing our retelling.
Use the investigative area for challenging children to think and express their own ideas, such as, how will you get dinosaurs out of blocks of
ice/plaster?
Can the children understand humour? We will share dinosaur jokes and maybe create some of our own.
Speaking
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Expose children to opportunities to explain own knowledge, such as bringing in a favourite dinosaur book, fossil or rock and talking about the
story or item with the class.
Relive past experiences through role-play family situations such looking after babies, going on holiday, birthday parties, initiated by items
brought in from special memory box. Encourage the children to use words such as; first, last, next, before, after, when retelling.
Use cooking activities to provide opportunities for the children to discuss what is happening and give explanations, i.e., dissolving jelly cubes.
Encourage a wide range of descriptive vocabulary when using all senses to explore foods and other substances such as jelly, slime, plaster.
SPECIFIC AREAS
Mathematics
Numbers
• Integrate counting and numbers into role-plays, e.g. how many bones have we found? How many drinks has the dinosaur family ordered?
• Sing number rhymes associated with dinosaurs; one little, two little, three little dinosaurs, five enormous dinosaurs etc.
• Lots of number sequencing activities such as ordering numerals on dinosaurs, play “which one is missing?”
• Organising dinosaurs in enclosures at the museum/dinosaur park where the groups have the same or different amounts, Estimate the amounts in
each and use more or less language.
• Numeral Recognition - play games that require counting objects and matching to the numeral. Play games and use role play scenarios that involve
adding and taking away.
• Number formation – Drawing numbers in slime, shaving foam, sand, chalk etc.
Shape, Space and Measure
• Children will compare heights with their buddies or heights of plants we grow. They will practise comparing and ordering heights, widths and
lengths of dinosaurs.
• Non-standard measurements – measure real life sizes of dinosaurs.
• Give children instructions using positional language to get certain items. Read Harry and the dinosaurs play Hide and Seek, then play it
ourselves.
• Cooking will provide weighing and capacity opportunities and to practise cutting items in halve and quarters.
• Create and continue repeating patterns, using plastic dinosaurs or natural objects. Make jewellery for mummy dinosaur,
• Talk about 2D & 3D shapes used in models made such as the cuboid tissue boxes, cylinder tubes. Make cone Dinosaurs,
Literacy
Reading
• During shared reading, teacher will model concepts about print such as how to hold the book, it’s features; spine & covers, where to start, which
way to go, the return sweep, 1:1 pointing, and discuss punctuation and it’s meaning when reading.
• We will be working on recognising rhyme by reading lots of rhyming stories, songs and poems – Dinosaur Songs – ABC for Kids, Tyrannosaurus
drip, Bumpus Jumpus Dinosaurumpus and performing the Dinosaur Nativity.
• We will be doing lots of work on initial sounds in words and will begin the process of using their knowledge of sounds learnt to read simple words.
• ‘How’ and ‘why’ questions will be modelled, and the children will begin to learn about how to find the answers and more information through using
non-fiction books and the internet.
Writing
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Practise independently recognising and writing their name using every opportunity such as self registering in the morning and labelling their
work.
Sing the Alphabet Sound Song daily to assist memory recall of letter symbol, name and sound and play matching games such as ‘I spy’. This will
assist the children when the children start to sound out topic words in their sentences.
In phonics sessions, the children will practise forming the letters that are learning, using different mediums, like wipe boards and markers,
chalks on concrete, water painting, sticks in mud, etc.
There will be plenty of writing opportunities linked with the theme such as in role-play areas such as making name labels for the characters, lists
of family jobs, shopping lists, and taking orders in a dinosaur restaurant or writing menus for herbivores, carnivores etc.
SPECIFIC AREAS
People and Communities
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Understanding the World
Get used to new school routines such as morning routine of parting with parents/carers, become more independent with putting away own
belongings and join in with shared responsibilities.
Role-play different family scenarios while in character e.g. Mummy Dinosaur, Daddy Dinosaur etc.
Use food as a way of talking about how we have differences and similarities with others, i.e. different likes and allergies.
Look at how different people celebrate Christmas – Children to share memories of previous Christmas’. Talk about how Christmas in celebrated
around the world, discuss differences and similarities. Visit the local Church to listen to the story of Christmas.
The World
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Harvest time – why are plants harvested at this time of the year. Look at the seasons, different weather conditions etc. Investigate the life
cycle of plants, what a plant needs to survive and what happens to a plant when it dies.
Look at how we change as we grow – comment on the things that we can do now compared to when we were a baby.
Changes in cooking – make food for a royal party such as jelly. Talk about the changes that occur to the jelly through heating up and cooling
down.
Visits to Forest and Farm school to explore the changing seasons and handling living things and to provide opportunities to discuss, touch and
feed the animals, and grow vegetables.
Technology
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Independently operate CD player for listening station, e.g. for using CD stories from Harry and a bucket full of dinosaurs series.
Use ICT equipment such as a camera and tablet to make displays and document the learning experiences and play learning games.
Operate robotic toys called Beebots. The children could decorate them as dinosaurs and program them to move forwards and backwards.
Be introduced to how to use the internet to find information to answer questions.
Use the class website to listen to music, play games and look at websites about our topic.
Exploring and using media and materials
Expressive Arts and Design
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Learn some songs associated with dinosaurs and Christmas that the children can clap or play instruments along with.
Make Dinosaur pictures using a range of mediums, techniques and resources to create works of art– watercolour, pastel, acrylic etc.
Explore colour by mixing to create different colours, shades and tones.
Make collages using different coloured and textured papers, along with, pipe cleaners, pom-poms and fabrics to create a 3D effect.
Create different scaled models of dinosaurs, caves, nests, and volcanoes using junk modelling, playdough, clay or paper mache dinosaur bones.
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Use puppets and dressing up associated with family life to encourage role-playing experiences.
Make props to support role-play such as masks, fake food, household items, or dinosaur bones to discover and dig up in the sand pit like a real
archeologist.
Use songs learnt in the class to add own verses and lyrics too.
Small world opportunities – Dinosaur landscapes, plastic dinosaurs, flying dinosaurs and water play with swimming dinosaurs.
Use Forest school resources and class resources to practise making sounds. Can the children talk about why some sound are different pitches,
volume etc.
Being Imaginative
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