RECEPTION What makes a family special BASELINE Focusing

RECEPTION : What makes a family special? BASELINE – Focusing on GLD during the first two weeks and other areas for the 3 rd week ENTRY POINT: Interactive display with title above – Lift the flap pictures of different types of story houses with pictures and names of the characters underneath–e. g. 3 bears cottage, 3 little pigs house, Owl Babies nest, Rapunzel, Sleeping Beauty castles etc. Title on the board – Who lives in a house like this? LC 1 Where do you live and who lives with you? LC 2 What is a family? LC 3 What happened to Goldilocks family? LC 4 Are all families the same? LC 5 Can you make a house that’s warm and dry? LC 6 Can a toy be part of your family? LC 7 Reflection: What makes a family special? FOCUS : Assessment Baseline – settling in, rules and routines – Prime areas of learning Literacy Link: Traditional tales – Goldilocks and the 3 bears, The 3 little pigs, Retelling stories Expressive Art and Design focus : representations in 2 and 3 D Paintings/Models of the children and their families MUSIC Keeping a beat Parental involvement : Performance of the 3 bears to parents at end of the term Trip : Build a bear workshop in Croydon to start the home/school link Class Bear to go home with the Star of the Weeks after the weekly assembly – parents to complete bear diary and return to school on Monday So Much My two Grannies Alfie stories Shirley Hughes © Focus Education 2014 for Forest Academy Trisha Cooke Floella Benjamin The 3 little pigs Owl babies Martin Wadell Are you my P PD Eastman mother? The best nest 1

Reception : What makes a family special? PSE Physical Development Making Relationships 30 -50 months • Can they play in a group, extending and elaborating play ideas, e. g. building up a role -play activity with other children? • Can they initiate play, offering cues to peers to join them? • Can they keep play going by responding to what others are saying or doing? • Can they initiate conversations and begin to form good relationships with peers and familiar adults? • Self Confidence and Self Awareness • Can they separate from their main carer with support and encouragement from a familiar adult? • Can they express their own preferences and interests? • Can they select and use activities and resources with help? • Can they welcome and values praise for what they have done? • Do they enjoy the responsibility of carrying out small tasks? • Are they confident to talk to other children when playing? • Can they communicate freely about own home and community? • Can they confidently in ask adults for help? • Managing Feelings and Behaviour 22 -36 months • Can they express their own feelings such as sad, happy, cross, scared, worried? • Can they respond to the feelings and wishes of others? • Can they help or give comfort when others are distressed? • Can they cooperates with some boundaries and routines? • Can they inhibit own actions/behaviours? • 30 -50 months • Do they know that some actions and words can hurt others’ feelings? • Can they accept the needs of others and can take turns and share resources, sometimes with support from others? • Can they tolerate delay when their needs are not immediately met? • Moving and Handling • 23 -36 months • Can they show control in holding and using jugs to pour, hammers, books and mark-making tools? • Can they imitate drawing simple shapes such as circles and lines? • Can they show preference for dominant hand? • 30 -50 months • Can they climb stairs, steps or climbing equipment using alternate feet? • Can they negotiate space successfully, adjusting speed or direction to avoid obstacles? • Can they stand momentarily on one foot when shown? • Can they catch a large ball? • Can they draw lines and circles using gross motor movements? • Can they use one-handed tools and equipment, e. g. makes snips in paper with child scissors? • Can they hold a pencil between thumb and two fingers? • Can copy some letters, e. g. letters from their name? • Health and Self-care • 30 -50 months • Can they tell adults when hungry or tired or when they want to rest or play? • Can they observe the effects of activity on their bodies. • Can they attend to toileting needs most of the time themselves? • Can they wash and dry their hands. • Can they dress/undress with support • © Focus Education 2014 for Forest Academy 2

Reception : What makes a family special? Communication and Language Listening and Attention 30 -50 months • Can they listen to others, one to one or in small groups, when conversation interests them? • Can they listens to stories with increasing attention and recall? • Can they join in with repeated refrains and anticipate key events and phrases in rhymes and stories? • Can they follow directions? (if not intently focused on own choice of activity). Understanding 30 -50 months • Can they understand use of objects? (e. g. “What do we use to cut things? ’) • Can they understand prepositions such as ‘under’, ‘on top’, ‘behind’ by carrying out an action or selecting correct picture? • Can they respond to simple instructions, e. g. to get or put away an object? • Can they understand ‘why’ and ‘how’ questions. Speaking 30 -50 months • Can they use ’and, because’ to link thoughts? • Can they retell a simple past event in the correct order (e. g. went down slide, hurt finger)? • Can they use talk to connect ideas, explain what is happening and anticipate what might happen next, recall and relive past experiences? • Can they ask questions who, what, when, how? • Can they use a range of tenses (e. g. play, playing, will play, played)? • Can they use vocabulary focused on objects and people that are of particular importance to them? • Can they use talk in pretending that objects stand for something else in play, e, g, ‘This box is my castle. ’ Reading Writing 22 -36 months • Can they talk about favourite rhymes, songs, poems or jingles? • Can they repeat words or phrases from familiar stories? • Can they fill in the missing word or phrase in a known rhyme, story or game, e. g. ‘Humpty Dumpty sat on a …’. 30 -50 months • Can they show enjoyment in rhyming and rhythmic activities? • Can they show awareness of rhyme and alliteration? • Can they listen to and join in with stories and poems, one-to-one and also in small groups? • Can they join in with repeated refrains and anticipate key events and phrases in rhymes and stories? • Can they show awareness of the way stories are structured? • Can they suggest how the story might end? • Can they listen to stories with increasing attention and recall? • Can they describes main story settings, events and principal characters? • Can they shows interest in illustrations and print in books and print in the environment? • Can they recognise familiar words and signs such as own name and advertising logos? • Can they looks at books independently and handle them carefully? • Can they identify text and pictures? • Can they hold books the correct way up and turns pages? • Can they show that text is read from left to right and top to bottom? 22 -36 months • Can the distinguishes between the different marks they make? 30 -50 months • Can they give meaning to marks as they draw and paint? • Can they ascribe meanings to marks that they see in different places? 40 -60 Months • Can they give meaning to marks they make as they draw, write and paint? • Can they hear and say the initial sound in words? • Can they segment the sounds in simple words and blend them together? • Can they links sounds to letters, naming and sounding the letters of the alphabet. © Focus Education 2014 for Forest Academy 3

Reception : What makes a family special? Number Shape, space and measure 22 -36 months • Can they select a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’? • Can they recites some number names in sequence? • Can they create and experiments with symbols and marks representing ideas of number? • Can they begin to make comparisons between quantities? • Can they use some language of quantities, such as ‘more’ and ‘a lot’? • Can they understand that a group of things changes in quantity when something is added or taken away? 30 -50 months • Can they uses some number names and number language spontaneously? • Can they use some number names accurately in play? • Can they recites numbers in order to 10? • Can they understand that numbers identify how many objects are in a set? • Can they represent numbers using fingers, marks on paper or pictures? • Can they sometimes match numeral and quantites correctly? • Can they show their curiosity about numbers by offering comments or asking questions? • Can they compare two groups of objects, saying when they have the same number? • Can they show an interest in number problems? • Can they separate a group of three or four objects in different ways, beginning to recognise that the total is still the same? • Can they show an interest in numerals in the environment? • Can they show an interest in representing numbers? • Can they understand that not only objects, but anything can be counted, including steps, claps or jumps. 40 -60 months • Can they recognise some numerals of personal significance? • Can they recognise numerals 1 to 5 then 5 – 10? • Can they count actions or objects which cannot be moved? • Counts objects to 10, and beginning to count beyond 10. • Counts out up to six, then 10, objects from a larger group 22 -36 months • Can they notice simple shapes and patterns in pictures? • Can they categorise objects according to properties such as shape or size? • Can they use the language of size? • Can they understand talk about immediate past and future, e. g. ‘before’, ‘later’ or ‘soon’? • Can they anticipate specific time-based events such as mealtimes or home time. ? 30 -50 months • Can they show an interest in shape and space by playing with shapes or making arrangements with objects? • Can they show awareness of similarities of shapes in the environment? • Can they uses positional language? • Can they show interest in shape by sustained construction activity or by talking about shapes or arrangements? • Can they show interest in shapes in the environment? • Can they use shapes appropriately for tasks? • Can they talk about the shapes of everyday objects, e. g. ‘round’ and ‘tall’? 40 -60 months • Can they order two or three items by length or height? © Focus Education 2014 for Forest Academy 4

Reception : What makes a family special? Understanding the World • People and Communities 30 -50 months • Can they show interest in the lives of people who are familiar to them? • Can they remember and talk about significant events in their own experience? • Can they talk about special times or events for family or friends. • Can they talk about some of the things that make them unique? • The World 30 -50 months • Can they talk about and ask questions about aspects of their familiar world such as the place where they live? • Can they show care and concern for living things and the environment? • Technology 30 -50 months • Can they operate simple equipment, e. g. turns on CD player and uses remote control? • Can they show interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones? • Do they know that information can be retrieved from computers? © Focus Education 2014 for Forest Academy EA&D BI 30 -50 months • Can they explore colour and how colours can be changed? • Can they use lines to enclose a space, and then begin to use these shapes to represent objects? • Can they describe the texture of things? • Can they use various construction materials? • Can they construct, stacking blocks vertically and horizontally, making enclosures and creating spaces? • Can they joins construction pieces together to build and balance? • Can they uses one handed tools purposefully? • Can they represent their thoughts, feelings and ideas through their artwork? • Can they tap out simple repeated rhythms? 30 -50 months • Can they create movement in response to music? • Can they join in and learn new songs and rhymes? • Can they engage in imaginative role-play based on own first-hand experiences? • Can they build stories around toys, e. g. farm animals needing rescue from an armchair ‘cliff’. • Can they use available resources to create props to support role-play. • Can they capture experiences and responses with a range of media, such as music, dance and paint and other materials or words? • Can they create simple representations of events, people and objects? • Can they choose particular colours to use for a purpose? 5

Reception : What makes a family special? LC 1 Where do you live and who lives with you? LC 2 Interactive display starting with pictures of story character home. This will also Include pictures of houses on Shrublands estate – print off lots of photos of the children and cut them out – children can add their picture to a similar picture on the display. Read Goldilocks story and introduced GOLDILOCKS RAP -Print off lots of photos of different types of families – particularly extended families – from different cultural backgrounds to use as a discussion point -Have photos of children in carpet areas – R 1 and R 2 family – reception family -Read a selection of other stories animal and people and discuss the different types of families after reading – adult This should be a great talking point and enable the collection of some good language observations -Children to draw pictures of themselves and their families then write own name and attempt to label family members (encourage them to listen for initial sound in names and count the members in their family - Baseline Assessment) -Parents to be asked for photos of families for display and to use as a prompt to encourage children to talk about their families. -Talk about different relationships in families Is a nan / grandad /aunty / uncle different from your mum and dad? What is a family? to scribe answers on speech bubbles for Wonder Wall -Children to answer questions – what is a family? Are all families the same? Why/Why not? Do families members all live together? Do all families live in the same types of house? Can school be a family? Adults to note answers and record in child speak -Children to re-tell story using story hats in role play, small world, laminated pictures, mud kitchen outside -Children to act out familiar experiences in role play Note things that are relevant to the individual child – e. g. cultural identity -Children to create pictures of their families in different media -Children to order things by size and use related language big, bigger, biggest, smaller, smallest © Focus Education 2014 for Forest Academy 6

Reception : What makes a family special? LC 3? What happened to Goldilocks’ family? LC 4 Are all families the same ? -Children to imagine where Goldilocks lives and create using a range of art and construction materials in 2 and 3 d -Children to look at photos of a range of different housing flats, houses, caravans, tents, castles etc -Children to create own homes in different media and with construction equipment -Children to Read the 3 little Pigs story and compare characters with those in 3 bears, Owl Babies and The best nest How are these families different? Does having no dad/mum/ brothers/sisters make a difference? Note comments made by children and LC 5 Can you make a house that’s warm and dry? -Children to create a house for one of the 3 little pigs or the ‘best nest’ -Children to think about materials used – how can they make it warm, and strong enough not be blown away? Use watering can and large fan to test houses for suitability Observe thought and D&M process, fine motor skills and use of tools record in child speak -Children to re-tell story using laminated pictures for sequencing , in small world play and in role play with 3 little pigs and Wolf masks -Children to sing 3 little pigs song -Children to follow beat with instruments LC 6 Can a toy be part of your family? 3 Singing Pigs –Kate Umansky -Children to talk about comforters eg soft toy -Children to bring favourite comforter to school -Children to order soft toys by size and use related language -Children to write name labels for their soft toy -Talk about adding class bears to the R 1/2 families -Children to suggest names for the bear and what sort of bear they would like to have – look at 2 buildabear website -Children to create a map of the trip on their return and label © Focus Education 2014 for Forest Academy 7

RECEPTION : WHO LIVES IN A HOUSE LIKE THIS? Reflection Photos and video of family assembly – saved to Fronter Curriculum outcomes Parents assembly What is a family? Children to show paintings/photos of their families and some of the more confident to share ideas of what is a family from comments collected from the children during the topic Re-tell the story of one family – The 3 bears Incorporating the Goldilocks RAP Children to use instruments to play along and keep beat © Focus Education 2014 for Forest Academy 8

3 BEARS RAP • • • Once upon a time, IN A NURSERY RHYME there were three bears, THERE WERE 3 BEARS One day, they went a walking and a talking in the woods When along came a girl with long, golden HAIR WHOOOOOOO “Someone’s been eating my porridge, ” said the Papa bear, said the Papa bear. “Someone’s been eating my porridge, ” said the Mama bear, said the Mama bear. “Hey, Mama Three Bear, don’t forget the wee bear”, “Some one has broken my chair!” YEAH !! “Someone’s been sitting in my chair, ” said the Papa bear, said the Papa bear. “Someone’s been sitting in my chair, ” said the Mama bear, said the Mama bear. “Hey, Mama Three Bear, don’t forget the wee bear”, “Somebody’s broken my chair. ” YEAH !! “Someone’s been sleeping in my bed, ” said the Papa bear, said the Papa bear. “S Someone’s been sleeping in my bed, ” said the Mama bear, said the Mama bear. “Hey, Mama Three Bear, don’t forget the wee bear” “Somebody’s broken my chair. ” YEAH!! Goldilocks woke up and broke up the party. “Bye, bye, bye, ” said the Papa bear, said the Papa bear. (wave hand) “Bye, bye, bye, ” said the Mama bear, said the Mama bear. (wave other hand) “Hey, Mama Three Bear, don’t forget the wee bear”, “Bye, bye, bye. ” (wave both hands) YEAH!! (Slap knees on bold type, clap intervening beat and thumbs up on YEAH!! © Focus Education 2014 for Forest Academy 9