WROCKWARDINE WOOD INFANT SCHOOL AND NURSERY.
EARLY YEARS FOUNDATION STAGE UNIT PLANNING.
ACADEMIC YEAR: 2015-2016
TH
START DATE: 4
TERM: SPRING TERM 2016
January 2016
LENGTH OF UNIT: 6 weeks
TEACHER’S NAME: K MATON
CLASS: NURSERY
THEME TITLE :
Bears
Stories from
Where’s my Teddy
familiar settings.
This is the bear
Whatever next
stories
Traditional Tales
The Gingerbread man
Visual Text
Goldilocks and the 3
Bears
Non Fiction - information
texts
Winnie the pooh
Video clips of real
bears.
Barnaby bear
We’re Going on a Old Bear
bear hunt
Jack and the Beanstalk
Looking at Bears
Paddington
Jungle book
LEARNING STRANDS
Strand 1
Independence and
Interdependence.
Children will take part in a whole-class picnic and learn to work alongside each other.
They will take on different roles in different contexts and will have the opportunity to
discuss diversity in the context of the story of the three bears.
Strand 2
Communicating
Throughout this theme the children will be using language skills and verbal
communication, both in role-play situations and when asking questions about real bears.
They will have the opportunity to be involved in a musical story and explore using paint and
other materials to make representations of bears.
LEARNING STRANDS
Strand 3
Exploring
A major focus of this theme will be involvement in dramatic and pretend play. There will
also be opportunities for asking questions and making comparisons and for setting and
solving problems. The children will learn about a whole variety of social relationships as
well as some aspects of the living world and how to care for it.
Strand 4
Healthy Living
The children will explore making choices and having preferences as well as some aspects
of keeping safe (and out of bears’ houses). There will be occasions when the children will
need to concentrate and pay attention.
ENTRY POINT ACTIVITY
EXIT POINT ACTIVITY
Teddy bears’ day.
Children to be involved in making and tasting porridge.
Children allowed to bring a special teddy bear in from home to share the
experience.
Take plenty of photographs to use for display and discussion purposes at a later
stage in the theme.
Update class website page with photos throughout the theme.
EXPLAINING THE THEME
After the teddy bears day, explain to the children that they are going to be learning all about bears.
They will:
• Find out about real bears
• Listen to the stories about bears.
• Make porridge
• Paint a portrait of their bear
• Make bear masks
• Count and sort teddy bears
• Wash the bear’s clothes
• Look at some old bears
Ask children for their contributions and use their ideas.
THE BIG PICTURE



The story of the Three Bears is central to the unit
It will be useful to have some knowledge of the history of the Teddy Bear
Bear Facts
INTERNATIONAL ASPECT
The children will find out about the habitats of real bears and locate them on a world map.
Children will have the opportunity to take their bear travelling and to talk about this visit.
They will need to work closely with each other and will be introduced to the notion of individuality and preference within a role-play situation.
ASSESSMENT
This theme provides opportunities to assess the children’s understanding of comparative sizes, simply by observing their play and becoming involved with the
construction activities. The teacher will be able to observe the child as a carer whilst they look after their bear on the first day.
At the end of the theme the children will share their ‘Look What I can Do’ books with parents.
RESOURCES
• A wide collection of bears, including some old ones if possible
• Good quality reference material about bears in the wild, including the Internet and CD-ROMs
• Collage materials
• Ingredients and equipment for making porridge
• Washing line
• Pegs
• Small items of clothing
• Detergent
PARENTAL INVOLVEMENT
The parents will need to be involved before the theme begins so that they can be prepared for the picnic day.
Parents may have their own favourite teddy, which they could bring into school.
Communication &
Language
Week 1
Goldilocks
Teddy Bears
Picnic
Porridge – add
own flavours
syrup, sugar
fruit etc
Home visits
Listening and Attention
Listen with interest to
others.
Focus attention.
Listen to others who show
their bear
Listen to instructions to
make porridge.
Personal, Social &
Emotional
Development
Self Confidence and Self
Awareness.
Express own preferences
and interests.
Choose a topping for the
porridge.
Taste the porridge.
Managing Feelings and
Behaviour.
Understanding
Shows an awareness that
Understands ‘who’, ‘what’ actions can hurt others.
and ‘where’ questions.
Circle times/Jigsaw.
Encourage children to
Making relationships.
respond to other
Seek out others to share
children’s comments
experiences.
during circle times/story Reunite with peers/friends.
times.
Follow instructions to make Jigsaw – dreams and
goals
porridge.
Speaking
Uses simple sentences.
Tell your friend about your
bear you have brought in.
Physical
Development
Moving and handling
Shows control in holding
mark making tools.
Imitates drawing circles
and lines.
Chalks, painting, drawing,
relating to picnic blanket.
Literacy
Mathematics
Understanding
the World
Expressive Arts &
Design
Reading
Numbers
People and Communities. Exploring and using Media
Join in with repeated
Knows that a group
Show an interest in the
and Materials.
phrases from familiar stories changes quantity when lives of people.
Join construction pieces
something is added or
Goldilocks and the 3 Bears.
RE – look at photographs of together.
taken away.
Construct stacking blocks
TRADITONAL TALES
different churches.
Writing
Use number names in
The World.
vertically and horizontally.
Imitate simple shapes and play.
Talk about some of the
Building chairs for bears with
lines.
Plates for the picnic. Take things that they have
construction.
Health and Self Care
Handwriting patterns – Picnic some away and add some. observed.
Build a house fit each bear
Feeds self completely with blanket patterns, tracing,
Have we still got the
Making porridge.
with construction kits.
a spoon.
chalks, felt tips.
same?
Explore wet and dry
Begin to copy some letters. Have we got enough
Being Imaginative.
Porridge
porridge.
Engages in imaginative role
Helps with clothing e.g.
Write a list for the picnic.
plates?
Sorting hard and soft
puts on hat, zips up coat. Phonics.
Shape Space and
materials- direct comparison. play.
Build stories around
EIBRAVO – Environmental Measures.
props.
Begin to catergorise
Technology.
Keeping safe when making sounds (ringing dinging
den, outdoor environment) objects by size and
Recognises that a range of Role play area- Bears
porridge.
cottage.
technology is used in
Exploring sounds in different colour.
PE/TOPS
containers.
Sorting bears by size and places such as home and SONG- When Goldilocks
went to the house of the
schools.
Tidy up
Link sounds to letters, naming colour
bears.
and sounding letters of the
E Safety story
Small world Goldilocks and
alphabet.
the 3 bears.
Jolly Phonics
Beginning sounds.
Communication &
Language
Week 2
Goldilocks
INDUCTION
WEEK – new
starters
Personal, Social &
Emotional
Development
Listening and Attention
Listen to stories with
increasing recall.
Retell goldilocks and 3
bears.
Physical
Development
Self Confidence and Self Moving and handling
Awareness.
Imitates drawing circles
Separate from main carer and lines.
with encouragement.
Draws circles and lines
using gross motor skills.
New starters to settle into
Nursery.
Large scale paintings,
Understanding
Managing Feelings and
chalks, felt tips etc.
Understand more complex Behaviour.
sentences.
Seeks comfort from
Health and Self Care
Clearly communicates
Follow instructions e.g. put familiar adults
their need for the
the apple on the plate and Settling into Nursery.
the cup on the floor.
Learning the names of new potty/toilet.
adults.
Toilet training.
Speaking
Making relationships
Beginning to be more
Use simple sentences.
May begin to form a
independent.
Begin to use more
friendship.
Coats, hats and gloves
complex sentences.
Existing children partnered PE/TOPS
Orally retell the story of
with new children to show
Sticky bits
Goldilocks and the three
them around the nursery and
bears. Use puppets.
play games.
Learn each others names
through playing games
e.g. ‘Hello ‘, ‘Polly put the
kettle on’, ‘Who’s that in the
middle of the circle..’
Welcome parents into the
setting.
Jigsaw – dreams and
goals
Literacy
Mathematics
Understanding
the World
Expressive Arts &
Design
Reading
Describe main story setting,
events and principal
characters.
Listen to stories with
increasing attention.
Goldilocks and the 3 bears.
Talk about a picture.
Sequence images from the
story.
Writing
Draw lines and circles
Exploring wet/dry porridge.
Begin to copy some letters
Begin to hear initial sounds
List for picnics.
Phonics.
EIBRAVO – Environmental
sounds (ringing dinging
den, outdoor environment)
Exploring sounds in different
containers.
Link sounds to letters, naming
and sounding letters of the
alphabet.
Jolly Phonics
Beginning sounds.
Numbers
Uses some number
names accurately in
play.
Match quantity to numeral.
Problem solving – how
many biscuits do we need
for the bears?
How many pegs do we
need to hang up the
washing on the line? etc
People and Communities.
Show an interest in the
lives of people.
RE – look at photographs of
different churches.
The World.
Can talk about what they
have observed.
Comment and ask
questions.
Noticing and talking about
similarities and differencesOld Bear. Sorting old and
new objects.
Exploring and using Media
and Materials.
Explore colour and how
colours can change.
Begin to be interested in
textures.
Bear collages.
Being Imaginative.
Shape Space and
Measures.
Begin to explore
capacity
Full/empty/half full –
porridge
Show an interest in
shapes.
Play with shapes,
making arrangements.
Design a dress for
goldilocks/table cloth for
the bears.
Technology.
Shows an interest in
technological toys.
Explore battery operated
toys.
My World 3- Goldilocks and
the 3 bears- create the
house
Engages in imaginative role
play.
Build stories around
props.
SONG- When Goldilocks
went to the house of the
bears.
Small world Goldilocks and
the 3 bears.
Role play area- Bears
cottage.
Communication &
Language
Week 3
We’re going on
a Bear Hunt
Hunt around
school.
Listening and Attention
To join in with repeated
phrases.
We’re going on Bear hunt.
Understanding
Show an understanding of
prepositions e.g. under.
Where is the teddy hiding?
Speaking
Use simple sentences
Go on a hunt around
school/nursery.
Personal, Social &
Emotional
Development
Physical
Development
Literacy
Self Confidence and Self Moving and handling
Reading
Awareness.
Handles tools and objects To join in with repeated
Expresses own
with safety and increasing refrains.
preferences and interests. control.
To listen to stories with
increasing attention and
Choose own resources.
Links with expressive arts
recall.
Get to know the environment and design.
Managing Feelings and
Moves freely in a variety of We’re going on a bear hunt.
Behaviour.
ways
Re-enact the story. Using
Responds to the feelings Respond to the bear hunt. props and visual clues.
and wishes of others.
Health and Self Care
Writing
Mounts steps using
Begin to use a tripod grip.
Golden rules, kind hands
alternative feet.
Holds a pencil near point
and feet.
Making relationships.
Moves freely with pleasure between first finger and
Seek out others to share Bear assault course.
thumb
experiences.
Gymnastic equipment out. Map of the bear hunt journey
Phonics.
Joining others in play –
EIBRAVO – Environmental
imaginative play etc.
Plays cooperatively, taking
sounds (ringing dinging
turns with others.
den, outdoor environment)
Exploring sounds in different
containers.
Jigsaw – dreams and
Link sounds to letters, naming
goals
and sounding letters of the
alphabet.
Jolly Phonics
Beginning sounds.
Mathematics
Numbers
Uses number names
accurately in play.
Sometimes matches
numeral to quantity.
How many bears in the
cave?
Can you recognise the
number?
Understanding
the World
Expressive Arts &
Design
People and Communities. Exploring and using Media
Learn that they have
and Materials.
similarities and differences Explore colour and how
that connect them to
colours can change.
distinguish them to others. Begin to be interested in
Know some things make textures.
them unique.
Bear collages.
Talk about what makes them Make a bear using paper
special.
plate and clips to join
The World.
material together.
Shape, Space and
Notice detailed features in
Measures.
the environment.
Begin to use positional Bear hunt.
Being Imaginative.
language
Become familiar with the Engages in imaginative
play
Where is the teddy hiding? nursery environment.
Can you put the teddy
Sort objects from around the Build stories around
props.
under the table?
nursery.
Retell the story of the bear
Technology.
hunt in role play area.
Knows how to operate
Let’s join in games (bear
simple equipment.
hunt CD)
iPad/CD player.
Moving in response to the
bear hunt.
Communication &
Language
Week 4
We’re going on
a Bear Hunt
Listening and Attention
To join in with repeated
phrases.
We’re going on Bear hunt.
Understanding
To follow simple
instructions.
Linked to the retell of the
story – ‘go over, under etc’
Speaking
Can retell simple past
events.
Builds up vocabulary
based on objects
Personal, Social &
Emotional
Development
Physical
Development
Literacy
Self Confidence and Self Moving and handling
Reading
Awareness.
Shows a preference for a Enjoys rhyming and
Confident to talk to other dominant hand.
rhythmic activities.
children when playing.
Holds pencil near point
Shows awareness of rhyme
Role play, small world play. between first two fingers and alliteration.
Managing Feelings and
and thumb and uses it with This is bear stories.
Behaviour.
good control.
Writing
Responds to the feelings Draw simple lines and
Begin to use a tripod grip.
and wishes of others.
shapes.
Holds a pencil near point
Golden rules, kind hands
Fine motor control activities. between first finger and
thumb
and feet.
Daily name writing.
Making relationships.
Distinguish between marks.
Cutting skills.
Plays cooperatively, taking Unaided bear drawing.
Draw lines and circles.
turns with others.
Health and Self Care
Unaided drawing – Teddy
Play a variety of games to do Beginning to be more
Bears.
independent with self care. Phonics.
with shopping.
Begin to take shoes and
EIBRAVO – Environmental
‘Kim’s game’
socks off independently. sounds (ringing dinging
den, outdoor environment)
Children change for PE.
Jigsaw – dreams and
Children manage own
Exploring sounds in different
goals
hygiene at school, including containers.
toileting and washing hands Link sounds to letters, naming
carefully.
and sounding letters of the
Mounts steps using
alphabet.
alternative feet.
Jolly Phonics
Moves freely with pleasure Beginning sounds.
Bear assault course.
Gymnastic equipment out.
Mathematics
Understanding
the World
Expressive Arts &
Design
Numbers
People and Communities. Exploring and using Media
Use number names in
Learn that they have
and Materials.
play.
similarities and differences Explore colour, and how
Shows an interest in
that connect them to
colours can be changed.
representing numerals. distinguish them to others. Paint pictures of bears and
Know that a group
Know some things make mix the colour brown.
changes when
them unique.
something is taken away. Talk about what makes them Being Imaginative.
Engages in imaginative
Sing the bears on the bus special.
play
song. Take 1 bear away.
The World.
Build stories around
How many are left?
Comment and ask
props.
Sing other subtraction
questions.
rhymes.
Retell the story of the bear
AA record their workings. Sorting bears by materials hunt in role play area.
Shape, Space and
and colour.
Moving in response to the
Measures.
bear hunt.
To show an interest in
Technology.
Let’s join in games (bear
shapes in the
Knows how to operate
hunt CD)
environment.
simple equipment.
Shape hunt (around
Draw a simple bear using
school/nursery).
shapes and the touch board.
Communication &
Language
Week 5
Real Bears
Listening and Attention
Listens attentively in a
range of situations.
Circle time/jigsaw
Personal, Social &
Emotional
Development
Physical
Development
Self Confidence and Self Moving and handling
Awareness.
Moves freely with pleasure
Confident to talk to other in a range of ways.
children when playing.
Moving in space in the hall.
Role play, small world play Bend and Stretch CD for
Understanding
Shows confidence in
warm ups.
Answers “how” and “why” asking adults for help.
Pedal a 2 wheeler bike
questions about their
Managing Feelings and
Riding bikes on the
experiences and in
Behaviour.
playground.
response to
Aware of the boundaries Show preference for a
stories/events.
set and of behavioural
dominant hand.
Linked to information texts. expectations in the setting. Begin to form
Speaking
recognisable letters.
Following of the golden
Use simple sentences.
rules.
Fine motor control activitiesShare ‘Look what I can do’ Talks about how they and playdough, cutting skills,
others show feelings
book with parents.
handwriting patterns, mark
Uses language to imagine Making relationships
making using different
and recreate roles and
Plays co-operatively,
media.
experiences in play
taking turns with others. Health and Self Care
situations.
Usually dry and clean
Role play area
Introduces a storyline or
during the day.
narrative into their play.
Jigsaw – dreams and
Children encouraged to use
goals
Linked to bears
the toilet.
Literacy
Mathematics
Reading
Numbers
Knows information can be Begin to make
relayed in print.
comparisons between
Holds books the correct way quantities.
up.
Compare 2 groups
Bears information books.
saying when they are the
same.
Espresso.
Writing
Count small sets of
Begin to use a tripod grip. bears.
Holds a pencil near point
Count sets of bears.
between first finger and
Shape Space and
thumb.
Measures.
Drawing bears.
Height/length.
Phonics.
EIBRAVO – Environmental
sounds (ringing dinging
den, outdoor environment)
Exploring sounds in different
containers.
Link sounds to letters,
naming and sounding letters
of the alphabet.
Jolly Phonics
Beginning sounds.
Sorting objects.
CVC words
Understanding
the World
Expressive Arts &
Design
People and Communities.
Show an interest in the
lives of people who are
familiar to them.
Zoo keeper
The World.
Comment and ask
questions.
Make observations of
animals.
Talking about photos and
video clips of real bears.
Develop an understanding
of changes over time.
Exploring ice, linked to polar
bears.
Exploring and using Media
and Materials.
Selects tools and
techniques needed to
shape assemble and join
materials they are using
Make bear masks.
Building caves for bears.
Polar bear handprint.
Being Imaginative.
Use movement to express
feelings, songs and makes
up simple songs.
Experiments with colour,
design, texture, form and
Technology.
function.
Knows that information
Sing song can be retrieved from
Brown bears snoring. (FSE)
books and computers.
Building homes for the polar
Finding out about real bears bears using sugar cubes.
using books and the
Small world arctic scene.
computer.
Use polar bears and
http://www.bbc.co.uk/natur penguins, white stones, ice
e/life/Bear
Learning how to program
Beebot.
BEEBOTS
Communication &
Language
Week 6
Visual Text
Listening and Attention
Shows an interest in
songs and stories
Sits quietly and attentively
Watch interactive and visual
stories.
Understanding
Develop an understanding
of simple concepts.
Personal, Social &
Emotional
Development
Physical
Development
Self Confidence and Self Moving and handling
Awareness.
Moves freely with pleasure
Confident to talk to other in a range of ways.
children when playing.
Moving in space in the hall.
Role play, small world play Bend and Stretch CD for
Shows confidence in
warm ups.
asking adults for help.
Bear music.
Managing Feelings and
Uses simple tools to effect
Behaviour.
changes to materials.
Respond to the feelings
Show preference for a
Speaking
and wishes of others.
dominant hand.
Uses language to imagine Making relationships
Begin to form
and recreate roles and
Initiates a conversation,
recognisable letters.
experiences in play
attends to and takes into Fine motor control activitiessituations.
account what others say. playdough, cutting skills.
Introduces a storyline or Work with a different partner/ Health and Self Care
narrative into their play.
Usually dry and clean
group.
Plays co-operatively,
during the day.
Role play area
taking turns with others. Begin to recoginse
dangers.
Speaking and Listening
Role play area
games.
Carry scissors, pencils etc
Jigsaw – dreams and
correctly around the Nursery
goals
Ensure chairs are tucked
under.
Children change themselves
for PE
Children manage own
hygiene.
Children eat fruit snacks at
playtime.
Children do up coats and
wear hats and gloves
depending on weather.
Literacy
Mathematics
Reading
Numbers
Shows an interest in
Begin to recite number
illustrations.
names to 10.
Suggest how story might
Sing number rhymes.
end.
Shape Space and
Winnie the pooh
Measures.
Barnaby Bear
Begin to talk about
Jungle Book
Writing
shapes.
Begin to use a tripod grip. Hide shapes in Winnie the
Holds a pencil near point
Pooh’s socks. What shape
between first finger and
could it be and why?
thumb
Begin to hear initial sounds
AA – can copy some letters.
Writes own name.
Daily name writing
Handwriting patterns.
AA Write a sentence about a
clip from Winnie the pooh.
Phonics.
EIBRAVO – Environmental
sounds (ringing dinging
den, outdoor environment)
Exploring sounds in different
containers.
Link sounds to letters,
naming and sounding letters
of the alphabet.
Jolly Phonics
Beginning sounds.
Sorting objects.
CVC words
Playdough letters
Magnetic letters
Understanding
the World
People and Communities.
Show an interest in the
lives of people who are
familiar to them.
Zoo keeper
Expressive Arts &
Design
Exploring and using Media
and Materials.
Make Winnie the Pooh
using paper plates.
The World.
Can talk about change and
things they have observed.
Exploring wet and dry
Being Imaginative.
clothes.
Experiments with colour,
Tasting honey.
design, texture, form and
function.
Making teddy bear toast.
Technology.
Spread honey in toast, use
Knows that information
banana slices for ears and
can be retrieved from
raisins for eyes. Talk about
books and computers.
likes and dislikes.
Watching video clips from
Winnie the Pooh. Film.
Finding out about where
honey comes from.