Success Criteria Resources to support exploration & Term 3 Week 5 What do we want the children to learn? extension within the Topic: Bears foundation unit and Maths Cross-Curricular Links 2nd-6th February Day Targets Weekly LOs Vocab & Questions Must be Number: How many bears are Introduction Children to show the LIT. Peace at last Creates and in bed Reciting numbers 1-10 and showing the numerals. Singing bear is on and under able to template for chn to 10 in a bed. the chair. experiments with make marks write- child initiated How many bears are symbols and marks in the story. Neha, Phonics: 9.15 – 9.30 Children to show the representing ideas of UW: using Ipads to draw ideas of Play the instument in smaller groups bear is – on, under, number the bear and his peaceful numbers Where is the cat behind and in front place to sleep - Neha sitting? Ann: Phonics: 9.15 – 9.30 the chair Beginning to represent Should be Voice sound pictures with Sarwin, Jewel, Fryderyk, February EAD: Taps out simple numbers using fingers, able to Where is the owl? Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Children to show the repeated rhythms - 3rd Cole, Blessing and Wasim bear is – on, under, marks on paper or represent behind, in front, and Nazma pictures. numbers Lubna: (Continue from yesterday) / Neha next to the chair using marks LA: Ch. to be able to say the positon of the bear – on PSED: Chn to act out the Recognises numerals 1 on paper. Tuesday and un der story and learning how to to 5. MA: Ch. to be able to say the positon of the bear – on, share and take turns Could be under, behind and in front using the mask able to recognise HA: Ch. to be able to say the positon of the bear – on, PD Ch. to throw bean under, behind, in front, and next to numerals bags by aiming at the 1-5/1-10. bears mouth (Outside). Ext: Ch. to be able to say the positon of the bear – in Ann between Nazma Intervention group to develop motor skills Keana, Shana, Mehdi, Nimo, Royce, Jayden – 10 mins
Term 3 Week 5 Topic: Bears Maths 2nd-6th February What do we want the children to learn? Success Criteria Resources to support exploration & extension within the foundation unit and Cross-Curricular Links Day Targets Weekly LOs Vocab & Questions Tuesday 3rd February Must be able to make marks ideas of numbers Should be able to represent numbers using marks on paper. Could be able to recognise numerals 1-5/1-10. Number: Creates and experiments with symbols and marks representing ideas of number Beginning to represent numbers using fingers, marks on paper or pictures. Recognises numerals 1 to 5. How many bears are in bed How many bears are in the story. Where is the cat sitting? Where is the owl? Introduction Reciting numbers 1-10 and showing the numerals. Singing 10 in a bed. Neha, Phonics: 9.15 – 9.30 Play the instument in smaller groups Ann: Phonics: 9.15 – 9.30 Voice sound pictures with Sarwin, Jewel, Fryderyk, Asmitha, Shamika, Michelle, Naomi, Jaiden, Jhashini, Cole, Blessing and Wasim Lubna: (Continue from yesterday) / Neha LA: Ch. to be able to say the positon of the bear – on and un der MA: Ch. to be able to say the positon of the bear – on, under, behind and in front HA: Ch. to be able to say the positon of the bear – on, under, behind, in front, and next to Ext: Ch. to be able to say the positon of the bear – in between Nazma Intervention group to develop motor skills Keana, Shana, Mehdi, Nimo, Royce, Jayden – 10 mins Children to show the bear is on and under the chair. Children to show the bear is – on, under, behind and in front the chair Children to show the bear is – on, under, behind, in front, and next to the chair LIT. Peace at last template for chn to write- child initiated UW: using Ipads to draw the bear and his peaceful place to sleep - Neha EAD: Taps out simple repeated rhythms - Nazma PSED: Chn to act out the story and learning how to share and take turns using the mask PD Ch. to throw bean bags by aiming at the bears mouth (Outside). Ann
Week-5-02.02.156.docx