Activities Explore a range of foods using the senses Sensory play- explore foods in their raw cooked form flour, balls, rice, pasta, spaghetti, cornflakes, noodles Cookery- milk shakes, fruit salad, smoothies, gingerbread men, apple/banana flap jacks, Chinese noodles, pancakes, fruit kebabs (caterpillars), Tasting Chinese foods for Chinese new year Banana cookery- Year of the monkey Tasting pancake toppings Tasting traditional Welsh food Where does our food come from? – Foods & farms Tasting produce from the farm – egg, cheese, milk, yoghurt, butter- matching to animals Tasting exotic fruit – Where do they come from? Playdough jungle & caterpillars Exploring eggs Visits Super market Cafe ICT RE/SMSC Welsh/Curriculum Cymreig Song:Tywydd (Cyw) Tasting Welsh food Thinking Skills Topic: Food & Celebrations Area: Knowledge & Understanding of the World Class: Yellow Date: 04/01/16 iPad photographs of cookery e.g. to sequence, favourite fruit, pancake toppings Help Kidz Learn: Cause & effect stories

ICT Skills Experiment with new learning opportunities including ICT To develop gross and fine motor skills through ICT activities To see links between cause an effect RE/SMSC Skills To express and communicate different feelings and emotions To concentrate for lengthening periods To ask for assistance when needed Welsh/Curriculum Cymreig Skills To view an listen carefully to a variety of visual and audio-visual stimuli To listen to familiar and unfamiliar voices Thinking Skills Class: YellowDate: 04/01/16 Topic: Food & Celebrations Area: Knowledge & Understanding of the World : Foundation Phase Skills To explore and experiment with natural and man made resources-leaves, compost, sand, flour, noodles, eggs To begin to think about what might happen if… To begin to listen to others’ ideas To begin to learn about where their locality is To begin to recognise differences between their own locality and localities in different parts of the world. To sequence events, routines and changes e.g. in a journey to school, in a story To recognise that there are reasons for and consequences of, some actions To look at different representations of the past e.g. different books/pictures/ICT sources about the same person or event. LNF Targets Oracy To give a symbol/picture as a ‘token’ for a desired item/activity with support (doesn’t distinguish representation) (A Steps) (S.B) To use a few very familiar words/signs or symbols (A Steps) (L.E) To use single words/signs/ symbols and some two-part phrases, e.g. to signal repetition or recurrence (B Steps) (C.B, P.C) To make an attempt at representing things/animals/ etc. in structured role-play activities (C Steps) (S.H) To begin to imitate real life and make believe experiences within role play (Nursery) (H.B) To talk about, in simple terms, drawings, models and movements (Nursery) (L.S) Using Number skills To develop shared attention (RfL 40) (L.E, S.B) With support point to an object or vocalise at an appropriate moment to indicate a number when an adult is counting (A Steps) (C.B, P.C) To compare and order numbers to at least 10 (Nursery) (L.S) To use ‘counting on’ strategies to add 2 collections, starting with the larger number, e.g (Year 1)(H.B) To read and write numbers to at least 20 (Year 1) (S.H) To develop an awareness of and be able to distinguish between natural and man made materials. To begin to sort everyday materials into groups using their senses.