Activities Use stories as a basis for topic The three little Pigs- reinforce listening skills and repetitive language/ signs Encourage mouth movement and lip control- huff and puff- blowing games bubbles and bubble painting Incy Wincy Spider-listening and speaking/signing, encourage children to join in with actions. reinforce mark-making opportunities in shaving foam, paint etc round spider straight legs Little Miss Muffet – frightened -makes faces in mirrors, talk about what makes us frightened PHSE Three Bears language of size Encourage role play with masks and finger puppets. Encourage all forms of communication in the repetitive parts of the story using sound,sign,Big Mac and communication board. Chinese New Year Story Chinese writing-mark making with black paint Humpty Dumpty reinforce rhyme Row,Row Row Make a boat for roll play activities Listening, anticipating and encourage sound making eg roar, scream etc Wibbly Pig Story (based on the traditional tale of Jack and the Beanstalk). Activities and vocabulary associated with growing. Baa Baa Black Sheep Hickory Dickory Dock Positional vocabulary up down Learning to say/sign hello, goodbye Making choices –activities, snack etc Circle time- finding their own photo-myself for self registration and communicating that they are in school. Use mirrors to introduce games and to encourage facial expression and tongue and mouth movement and shape. Encourage sound making. Opportunities to follow instructions in directed tasks snack lunch etc Mark making opportunities –drawing etc- use paper, pens paint, shaving foam, gloop for mark-making Listen and respond to songs- use rhyme sacks Baa Baa Black Sheep, yellow ducks green frogs Look at books Matching activities, speech and language work. Encourage use of communication to show preferences Mark-making- in coloured glitter, shaving foam, icing, paint, pens, glue etc Circle time- finding their own photo-myself for self registration and communicating that they are in school. Opportunities to listen to and be supported to follow very basic instructions in directed tasks ICT Use Active Inspire tomark make Green and red pads to communicate yes /no RE/SMSC Story of Chinese New Year Story of Easter New Life stories Welsh/Curriculum Cymreig Community visit to Library for Rhyme Time, sing simple rhymes Encourage puils to describe the weather each day-” Sut mae tywedd heddu?” Encourage pupils to express feelings in response to places – happus triste. Thinking Skills Children to select themselves using the photos taken from the activities. Topic: Rhymes and Traditional Tales Area: Language,Literacy and Communication Class: Red Date : Spring 2015

ICT Skills Pupils will use ICT to mark make, communicate choices RE/SMSC Skills To experience religious places at Easter Service, To experience sensory curriculum using materials associated to stories and Rhymes Welsh/Curriculum Cymreig Skills Exploring, investigating the town through visits touching and feeling materials and experiencing size, space and enjoyment of being in the community. Thinking Skills To select and make choices within the activities planned Class: Red Date: Spring 2015 Topic: Nursery Rhymes and Traditional Tales Area: Language, Literacy an Communication. Foundation Phase Skills Make themselves understood (using words, gesture sign,eye pointing, BIG MAC Ipad etc) Develop listening skills and respond appropriately. Provide opportunities for children to hear new vocabulary and language and patterns associated with rhyme Show an interest in books and enjoy their content relevant to their stage of development. With support respond to favourite stories and rhymes to include books with sensory elements and repetitive text. To respond to activities and stimulus that support each story or rhymeMakes choices, preferences and rejection of activities to supporting adult To experiment with mark making. LNF Skills Literacy: Speaking and Collaboration Give a symbol/picture to obtain a matching desired item B Steps Picture object matching games Two items offered at snacktime to choose from. Pupil may have 2 pictures or symbols available and will have to select and give the picture for his preferred item. Could begin hand-over-hand. During continuous provision, pupil may be given pictures of possible activities available to choose from. He will then be taken to or given object chosen so that he is able to relate picture to object. Changes behaviour in response to interesting event nearby [RfL 25] Numeracy: using and Measuring Find the ‘big’ object from 2 otherwise similar items: where the difference in size is large and the activity is structured by an adult. B Steps Using a range of objects, balls, books teddies etc (could be from stories in topic eg bowls spoons from ‘Goldilocks) encourage child to pick either “big” or “small” as requested. Explore the distinctions between objects A steps Changes behaviour in response to interesting event nearby RFL 25 Selects from two or more items [RfL 36]