Welsh/Curriculum Cymreig & International Activities Topic: All About Me! Area: Languages, Literacy and Communication Class: Green Date:05/09/16 Activities Activities Stories ‘Goldilocks and the 3 bears’, ‘Here We Go Round the Mulberry Bush’, ‘Brown Bear, Brown Bear’, ‘Peace at Last’, ‘Maisy –I See/I hear’, ‘Old MacDonald’(Animal Sounds), ‘Dear Santa’, ‘Funny Bones’, ‘Six in a bed’, ‘At Shool’ Role play with household items in home corner Using the doll and baby photographs to learn about washing, taking care of baby etc Object to object/object to picture/picture to picture matching based on the story “Goldilocks and the 3 Bears” Talk about who lives in my house ‘Brothers, sisters, Mum, Dad’ Family tree ORT Stories - Family characters e.g “Who loves in Kipper’s House?” Computing Activities Story apps i.e. ORT & Big Cat Search engine activities –looking for pictures from stories Active inspire drawing & colouring e.g. myself, faces, family, friends Fflic a Fflac stories Cyw story apps My Wold Goldilocks pictures Welsh/Curriculum Cymreig & International Activities Cyw Story apps Fflic a fflac Stories

Skills Computing Skills Class: Green Date: 05/09/16 Skills Topic: All About Me! Area: Languages, Literacy and Communication Foundation Phase Skills To begin to copy actions in simple action games (e.g. Simon says . . . ), attempting an action of some kind when adult uses only words. To use a few very familiar words/signs or symbols To give a symbol/picture to obtain a matching desired item To use single words/signs/symbols and some two-part phrases, e.g. to signal repetition or recurrence To use single words/signs and a growing number of brief  phrases (e.g. ‘all gone’, ‘drink please’) to express their own wishes or needs To vocalise or press a switch to play a recorded ‘part’, when turn comes in repeating ‘drama’/presentation. To express what they like and don’t like verbally or non verbally To imitate real life and make believe experiences within role play To engage in sound and word play To begin to talk about things they have made or done To show they understand a small number of words/signs for familiar objects or people. To listen to and carry our a two step instruction To contribute to role play activities using simple language To follow simple action words through games and songs To retell a story or information they have heard in simple terms To begin to answer simple ‘Who?’ and ‘What?’ relating to own experiences, stories or events To link picture cards or objects with spoken initial sounds link and identify a growing number of spoken sounds to letters To recognise familiar words, e.g. own name & print in the environment To experiment with a range of mark making instruments To place’ scribble in defined space (within boundaries of page or particular area of paper) demonstrating increasing visual control To begin to write letter/numbers and symbols randomly Individual LNF Targets Literacy (Oracy) To use a few very familiar words, signs or symbols To use single words and a growing number of brief phrases ‘all gone’, ‘drink please’ to express wishes and or needs To find a symbol/picture for a desired item and add to a phrase on a sentence strip, PC or tablet computer. To communicate mostly about familiar objects, people, or pictures immediately present but can also refer to their absence. To communicate about familiar stories and symbolic play, as well as people, places and events from their wider experience Numeracy (Using Number Skills) To anticipate climax in familiar number songs or rhymes (showing emergent recognition of number words) To recite numbers 1 to 3 To count 2 or 3 objects with support To count reliably up to 3 objects To count reliably up to 10 objects To compare and order numbers to at least 10 e.g. understand which number comes ‘before’ and ‘after’ and which is the ‘biggest, ‘smallest number’ Computing Skills Uses art package with touch screen to create effects (P3(ii)) Presses switch to activate object (P4) Operates control device in response to visual prompt (P4) Select from 2 switches with verbal prompt (P5) Matches objects to pictures on screen (P5) Match shapes to shapes on screen (P5) Welsh/Curriculum Cymreig & Interbational Skills To view an listen carefully to a variety of visual and audio-visual stimuli To listen to familiar and unfamiliar voices

Welsh/Curriculum Cymreig & International Activities Topic: All About Me! Area: Languages, Literacy and Communication (Welsh) Class: Green Date:05/09/16 Activities Activities Greetings  listen to simple greetings “Bore da”, “P’nawn da” through songs and puppets - “Pwy wyt ti?” (Dil a Del activity book p. 6 & 7 & Fflic a Fflac) To listen to simple greetings “Bore da”, & “P’nawn da” stories To hear/participate in simple welsh songs related to the class routine e.g. Bore da, Diolch Iesu, Hwyl fawr ffrindiau Feelings  play dough (Dil a Del activity book p. 24 & 25) Ding Dong Episode 6 (wedi blino) To hear spoken Welsh related to our activities- Ticw stories (Ticw to join in with activities) To listen to simple Welsh stories e.g. Ticw stories/Fflic a Fflac, Hwb ‘Pentre Bach’ Pwy wyt ti? Fflic a Fflac Brushing Teeth/Dressing  NGFL Tedi Ding Dong Episode 24 (Gwely) Fflic a Fflac Coch Unit 1 Fflic a Fflac Coch Unit 2 Computing Activities iPad/touch screen faces- hapus/trist Cyw iPad app stories Pentre bach stories NGFL songs Welsh/Curriculum Cymreig & International Activities Comparing the weather in Wales with the weather in other countries e.g. autumn in Wales and India during Diwali

Skills Computing Skills Class: Green Date: 05/09/16 Skills Topic: All About Me! Area: Languages, Literacy and Communication (Welsh) Foundation Phase Skills To listen to familiar and unfamiliar voices To view an listen carefully to a variety of visual and audio-visual stimuli To show that they understand basic instructions To listen and respond to the best of their ability to what they hear in familiar circumstances To begin to use simple Welsh language greetings To listen to others reading appropriate imaginative maerial To look at books , handling them as a reader with or without an adult Communicate by: - experimenting with mark making using a range of media Language patterns: Pwy wyt ti? (Who are you?) … ydw i (I’m …) Beth sydd yn y …? (What’s in the …?) Pa liw? (What colour?) Dyma … (Here is/are …) Dw i’n hoffi … (I like …) Beth sy ar goll? (What’s missing?) Sawl …? (How many …?) Numbers 1-3 LNF Targets Literacy (Oracy) To use a few very familiar words, signs or symbols To use single words and a growing number of brief phrases ‘all gone’, ‘drink please’ to express wishes and or needs To find a symbol/picture for a desired item and add to a phrase on a sentence strip, PC or tablet computer. To communicate mostly about familiar objects, people, or pictures immediately present but can also refer to their absence. To communicate about familiar stories and symbolic play, as well as people, places and events from their wider experience Numeracy (Using Number Skills) To anticipate climax in familiar number songs or rhymes (showing emergent recognition of number words) To recite numbers 1 to 3 To count 2 or 3 objects with support To count reliably up to 3 objects To count reliably up to 10 objects To compare and order numbers to at least 10 e.g. understand which number comes ‘before’ and ‘after’ and which is the ‘biggest, ‘smallest number’ Computing Skills Uses art package with touch screen to create effects (P3(ii)) Presses switch to activate object (P4) Operates control device in response to visual prompt (P4) Select from 2 switches with verbal prompt (P5) Matches objects to pictures on screen (P5) Match shapes to shapes on screen (P5) Welsh/Curriculum Cymreig & International Skills To view an listen carefully to a variety of visual and audio-visual stimuli To listen to familiar and unfamiliar voices