Fiction

The Great Race - Emily Hiles

Simple traditional Chinese tale with plenty of rhyme. .

Poetry

Focus nursery rhymes:

Five Little Men in a Flying SaucerThis Little PiggyHumpty Dumpty

Songs and rhymes about colours

Non-fiction:

Information Text: report on animal 

Reading Spine

Goldy Luck at the three pandas - Natasha Yim

Goodnight Moon - Margaret Wise Brown

Development Matters

Think about the perspectives of others.

Show resilience and perseverance in the face of challenge.

ELG

Self-Regulation

Children at the expected level of development will:

Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;

Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;

Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

Children at the expected level of development will:

Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;

Explain the reasons for rules, know right from wrong and try to behave accordingly;

Manage their own basic hygiene and personal needs, including dressing, going to the toilet, and understanding the importance of healthy food choices.

Building Relationships

Work and play cooperatively and take turns with others.

Form positive attachments to adults and friendships with peers.

Show sensitivity to their own and to others' needs.

Possible content:

Discuss how the animals in the story felt - link to own emotions

'Emotion Race' - move picture on track to show emotions

The Great Task Race - complete challenges which promote resilience

Jigsaw/Jerrie Cat - Dreams and Goals

Discussing emotions

Development Matters

Progress towards a more fluent style of moving, with developing control and grace.

Develop their small motor skills so that they can use a range of tools competently, safely and confidently. Suggested tools: pencils for drawing and writing, paintbrushes, scissors, knives, forksand spoons.

ELG

Gross-motor skills

Negotiate space and obstacles safely, with consideration for themselves and others.

Demonstrate strength, balance and coordination when playing.

Move energetically, such as running, jumping, dancing, hopping, skipping and climbing.

Fine-motor skills

Hold a pencil effectively in preparation for fluentwriting – using the tripod grip in almost all cases.

Use a range of small tools, including scissors, paintbrushes and cutlery.

Possible content:

Using chopsticks (tasks and food)

Chinese brush writing/painting

Chinese parade - Lion dance

PE

Real PE -Static Balance: Floor Work

Theme - Cat

Development Matters

Write short sentences with words with known letter-sound correspondences using a capital letter and full stop.

ELG

Comprehension

Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.

Anticipate (where appropriate) key events in stories.

Use and understand recently introduced vocabulary during discussions about stories, non- fiction, rhymes and poems and during role play.

Word Reading

Say a sound for each letter in the alphabet and at least 10 digraphs.

Read words consistent with their phonic knowledge by sound-blending.

Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.

Writing

Write recognisable letters, most of which are correctly formed

Spell words by identifying sounds in them and representing the sounds with a letter or letters.

Write simple phrases and sentences that can be read by others.

Content:

Stories related to story/animals

Writing labels/captions for magazine office.

List/labels for celebration/parade

Writing face sentences about animals.

Read, Write, Inc. (Phonics)

Sharing stories, hot seating

Development Matters:

Count objects, actions and sounds.

Subitise.

Link the number symbol (numeral) with its cardinal number value.

Compare numbers.

Understand the ‘one more than/one less than’ relationship between consecutive numbers.

Continue, copy and create repeating patterns.

Compare length, weight and capacity.

ELG

Number

Have a deep understanding of number to 10, including the composition of each number.

Subitise (recognise quantities without counting) up to 5.

Automatically recall (without reference to rhymes, counting or other aids) number bonds up to 5 (including subtraction facts) and some number bonds to 10, including double facts.

Numerical Patterns

Verbally count beyond 20, recognising the pattern of the counting system.

Compare quantities up to 10 in different contexts, recognising when one quantity is greater than, less than or the same as the other quantity.

Explore and represent patterns within numbers up to 10, including evens and odds, double facts and how quantities can be distributed equally.

Content:

White Rose Activities

Alive in 5!

Introducing zero

Comparing numbers to 5

Composition of 4 & 5

Compare mass (2)

Compare capacity (2)

Growing 6, 7, 8

6, 7 & 8

Combining two amounts

Making pairs

Length & height

Time (2)

Development Matters

Explore, use and refine a variety of artistic effects to express their ideas and feelings.

Return to and build on their previous learning, refining ideas and developing their ability torepresent them.

Create collaboratively, sharing ideas, resources and skills.

Listen attentively, move to and talk about music, expressing their feelings and responses.

Watch and talk about dance and performance art, expressing their feelings and responses.

Explore and engage in music making and dance, performing solo or in groups.

ELG

Creating with Materials

Children at the expected level of development will:

Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form, and function;

Share their creations, explaining the process they have used;• Make use of props and materials when role playing characters in narratives and stories.

Being Imaginative and Expressive

Children at the expected level of development will:

Invent, adapt and recount narratives and stories with peers and their teacher;

Sing a range of well-known nursery rhymes and songs;

Perform songs, rhymes, poems and stories with others, and – when appropriate try to move in time with music.

Content:

Making dragon head and decorate body for parade.

Decorating Lanterns

Creating images from The Great Race

Dance/performance

Making instruments/play in parade

Music:

Oak Academy: Out and About