Date: 5th June, 2022 Story:

Theme: Food Glorious Food https://www.youtube.com/watch?

v=xyGPjjmJaaA&ab_channel=BedtimeStorieswithDessi%21

Teddy Bears Picnic Story

PSED Physical Development Communication and Language

Key Skills: Key Skills: Key Skills:

F – Can play in a group, F – Moves freely and with pleasure and confidence in a F – Maintains attention, concentrates and sits
extending and elaborating play range of ways, such as slithering, shuffling, rolling, quietly during appropriate activity.
ideas, e.g., building up a role- crawling, walking, running, jumping, skipping, sliding and
play activity with other children. hopping. F – Beginning to use more complex sentences to
connect thoughts
F – Confident to talk to other F - Holds pencil between thumb and two fingers, no longer - Uses talk to connect ideas, explain what is
children when playing and will using whole-hand grasp. happening and anticipate what might happen
communicate freely about own next, recall and relive past experiences.
home and community.
F - Holds pencil near point between first two fingers and
thumb and uses it with good control. C/P: Discuss and recap what are the
Can select and use activities healthy fruits and vegetables. Also
and resources with help. differentiating what are fruits and what are
F - Can copy some letters, e.g. letters from their name
vegetables. Recap what are the healthy
habits we should do to stay healthy e.g.
F - Eats a healthy range of foodstuffs and understands exercising, sleeping early, drinking lots of
C/P: Children can make their
need for variety in food. water.
own healthy lunchbox and
what their favorite food
they like to be put in it. F - Shows some understanding that good practices with C/P: Discuss in detail how each fruit and
regard to exercise, eating, sleeping and hygiene can vegetable grow and in which environment. Also,
contribute to good health. how to take care of them and what we should do
Inquiry: What is your e.g water them every day, place them
favorite healthy food? What C/P: Children are invited to participate in our Splash somewhere sunny so they can absorb sunlight.
food makes you happy when Days. They can splash in the shallow splash pools and play
you open your lunchbox? Do with the water safely. Inquiry: What is a fruit? What is a
you help your mum prepare vegetable? What is your favourite fruit and
your lunchbox? Do you tell vegetable? Have you ever planted
her what is healthy and something? If yes, what was it? Who
what is unhealthy? helped you? How long did it take to grow?
Why should we water something we are
Vocabulary: Lunchbox, growing every day?
Prepare, Unhealthy, Healthy
Vocabulary: Differentiation, Vegetables,
Adult Role: Facilitate Fruits, sunlight, soil.
discussion about unhealthy
food. Encourage the children to C/P: Children are encouraged to copy or write their names Adult Role: Teacher and LSA work in small
ask questions. on their work. Continue with self-registration where the group for the children to talk about the story.
children trace or copy their names first thing in the
Differentiation: Encourage morning. Differentiation: Differentiate the questions
children of all abilities to work in asked on an individual basis to cater for different
pairs or groups to discuss Inquiry: How does the water feel? What can you do with abilities.
kindness and sharing and to the water? Can you splash with it? Can you squirt it with a
share experiences with one gun? How does the water feel? What could happen if you
another. run in the water? Can you write your name on your work?

Vocabulary: sun, splash, water, cream, hats, slippers.

Adult Role: Make children aware of safety in the water

and sun. Encourage children to take turns going in the
water and being sensible while playing in the water.

Differentiation: For the name writing, LA can trace their

names; MA can copy their names; HA attempt to write their
whole names.

EAD
Key Skills:
F – Understands that they can use lines to enclose a space,
and then begin to use these shapes to represent objects.

F - Beginning to construct, stacking blocks vertically and

horizontally, making enclosures and creating spaces.

F - Joins construction pieces together to build and balance.

F - Engages in imaginative role-play based on own first-

hand experiences.

F - Builds stories around toys, e.g. farm animals needing

rescue from an armchair ‘cliff’.

F - Uses available resources to create props to support

role-play.

F - Captures experiences and responses with a range of

media, such as music, dance and paint and other materials
or words.

C/P: Children make props for the teddy bear's picnic. They
can make place mats and draw simple colour patterns on
them.

C/P: Children continue making potato prints with pieces of

 potato on paper or card. They can make simple colour
patterns (red/blue/red/blue) with the potatoes.

Inquiry: Which colours do you want to use in your pattern?

What shapes do you want to draw? How can we make art
with potatoes? How do you make a print? Can you make a
kitchen or a café? What shapes would make it look like
that?

Vocabulary: potatoes, prints, paints, pattern, paper,

colours.

Adult Role: Encourage the children to act out the story by

asking questions about the events in the story and praising
them on their acting.

Differentiation: Teacher or LSA will give one-to-one

assistance and guidance for struggling students. High
Ability children can be given extension/ enrichment
activities to further their learning.

Literacy/ Phonics
Key Skills:

F- Sometimes gives meaning to marks as they draw and pa

int.
F- Ascribes meanings to marks that they see in different
places.
F- Gives meaning to marks they make as they draw, write
Maths / YAS and paint. (40-60) Understanding the World
Key Skills: F- Writes own name (40-60) Key Skills:
Revise covered letter sounds (all of Phase 2) and
F - Shows an interest in first row of Phase 3 sounds /j/, /v/, /w/, /x/, /y/, /z/, F – Can talk about some of the things they have
numerals in the environment. /qu/, /z/ observed such as plants, animals, natural and
found objects.
F - Shows an interest in
representing numbers. F - Talks about why things happen and how
 things work.
F - Realises not only objects, but
anything can be counted, F – Developing an understanding of growth,
including steps, claps or jumps. decay, and changes over time

F - Beginning to talk about the

shapes of everyday objects, e.g. F – Knows some of the things that make them
‘round’ and ‘tall’. unique, and can talk about some of the
similarities and differences in relation to friends
or family.
C/P Counting Fish game
https://www.abcya.com/
games/counting_fish C/P: Students continue learning about the
Students must count the fish. various meals of the day (breakfast, lunch and
The better you do, the more dinner). Discuss using the following videos and
challenging the numbers get! books from the library:

https://www.youtube.com/watch?
C/P Play Shapes game with v=rgD29iGFTUU&ab_channel=HappyKids
students on the IWB or at home
F: Introduce the students to the IWB game ‘Phonics Bloom’
Encourage each child to recognise the letter sounds in the
https://www.topmarks.co.uk/
game.
early-years/shape-monsters
https://www.phonicsbloom.com/uk/game/list/phonics-
Students need to identify and
match circles, rectangles, games-phase-2
squares and triangles.
F: We will be forming letters using our gross motor skills :
C/P Count to 20 game: Skywriter
Challenge students to do things http://www.ictgames.com/mobilePage/skyWriter/index.html
20 times and count it out! Can
they clap their hands 20 times?
Jump 20 times? Play with the children, allowing them to take it in turn ‘ I
SPY’ C/P: Students continue doing ‘Show and Tell’
with their lunchboxes. What in their lunchbox
https://www.youtube.com/ Can you find the picture that begins with …?
will they eat for breakfast? For lunch? Which
watch?v=_MVzXKfr6e8 foods are good for you? Which are not very good
Movement and Dance numbers Introduce children to initial sounds in words. Can you think for you?
to 20 with Jack Hartman of words that start with each sound?
Use STARFALL to demonstrate examples of words that start
Inquiry: What do you eat in the morning? In the
Challenge: Can you count to with sounds we have covered this year
afternoon? In the evening? Why do you eat
100? https://www.starfall.com/h/abcs/ healthy food in every meal? What happens if you
 skip a meal?
https://www.youtube.com/
watch?v=1dkPouLWCyc C/P: Letter Writing Vocabulary: breakfast, lunch, dinner,
Students can practice writing all the letters of the alphabet sandwiches, juice, morning, afternoon, dinner,
on their whiteboards supper, rice, chicken, meat, yogurt.

C/P Encourage children to label their drawings with their Adult Role: Facilitate discussion about various
name. (trading their name, copying letters of their name, meals of the day. Encourage the children to ask
writing their name independently from memory – according questions.
to their ability)
Differentiation: Encourage children of all
C/P Alphablocks sounds from A to Z abilities to work in pairs or groups and discuss
the different meals we have during the day to
https://www.youtube.com/watch?v=xg4_gWt8N_Q
scaffold learning and increase vocabulary.

C/P Jolly Phonics Games CD (shortcut on your PC

desktop) Cont’d
Select a game for students to play on the Interactive White
Board
Select a game such as Ant Letters or Fish Pond for students
to practice letter –sound correspondence. Different games
can be selected depending on student ability.

Story: https://www.youtube.com/watch?
v=1qVhrpVlujs&ab_channel=Mrs.Kapoor
%27sStoryTime

Mrs. Peanuckle’s Vegetable Alphabet

Inquiry: Ask students what are some of the vegetables

mentioned in the story? Have you tried them before?
Which is your favourite?
Vocabulary: Rhyme, rhythm, rhyming words, ending
sounds, beginning sound, letters, word, song

Adult Role: Observation and supervision of students.

Helping students to use T4W vocabulary and actions.

Differentiation: Teacher or LSA will give one-to-one

assistance and guidance for struggling students. High-fliers
can be given extension/ enrichment activities to further
their learning, ex.: ask high-fliers if they can hear the initial
sound in words.