Context Title: Marvellous Me (All about us, our bodies and our families)
Term: Autumn 2016
Year: Reception
Stunning Start: The children will make an all about me box or bag of their favourite things. They can decorate the outside of the box or bag. The
teacher also brings in a box of their own to share with the children.
Learning
Context
Key Questions
(Learning Intentions)
Week 1
Baseline and Settling
in
(PSED, PD) Explain different areas of continuous provision around the
room and how to use them. Use the vocabulary e.g. writing area,
numeracy, malleable, mud kitchen and role play area. Model the areas
and explain where things are kept and what to do when finished. The
adults will support the children by modelling how to use each area.
Routines of the day – talk to the children about the daily routines
including snack, lunch and give reminders about manners, hand washing
and turn taking.
Separate from
parent/carer
Establish class rules
and routines including
behavioural
expectations.
Carry out baseline
assessments
(CL, PSED) Group story/ rhyme time, encouraging the children to
suggest rhymes. Introducing and reinforcing behavioural expectations
at carpet time.
(EAD) Painting or creating a self-portrait and daily opportunities to
use a range of media inside and out on a large and small scale.
Encourage children to talk about what they have done by using open
ended questions e.g. ‘What can you tell me about your ………?’
Support children in wearing aprons and asking friends to help do them
up. Show children where paintings go to dry.
(CL, PSED) Explain that when we are together we need to have certain
rules to keep us safe and help us learn. What things should we do in
the class to keep us all happy? Talk to partners and share ideas.
Create class list/ poster.
(CL, PSED) Ask the children what they would like to learn about next
week/ have out to play with/ add to a particular area next week.
Record the children’s answers on a large piece of paper.
Learning Skills
(EYFS)
(PSED) To separate from main carer and
independently follow routines.
(PSED) Become more confident in new social
situations.
(CL) (PSED) To introduce ourselves.
(PSED) (PD)To become familiar with the
learning environment and handle
tools/equipment safely and effectively.
(CL) To maintain attention when listening to
stories
(EAD)To be able to make marks/pictures
using a variety of media.
(PD) to know that they wash their hands
before eating and after going to the toilet.
(PSED) (CL)To understand the need for
class rules and contribute ideas
(PSED, CL) uses talk to describe feelings
and ideas. Increasing confidence to speak to
other children in the class about their
wants and interests.
Learning Outcomes/
Challenge/ Assessment
Spontaneous observations that
will feed into baseline evidence
and support evaluations and
future planning/next steps in
children’s learning, needs and
interests.
Can they do things independently?
Can they put things away when
finished?
Can they ask for help?
Do they use tools appropriately/use
appropriate grip?
Do they give meaning to marks
made?
Can they wash and dry their own
hands?
Do they behave appropriately?
Can they listen to the adult?
Can they choose a song to sing?
Can they talk about stories?
Observe and make notes on
developmental stages/mark making
Painting and caption on selfportrait (I am….)
Can they name colours?
Use of language to describe and
talk about paintings/models etc.
Stunning Start: The children will make an all about me box or bag of their favourite things. They can decorate the outside of the box or bag. The
teacher also brings in a box of their own to share with the children.
Learning Context
Week
2
Who am I?
What makes me
special?
What are my favourite
things?
Phonics
Key Questions
(Learning Intentions)
Learning Skills
(EYFS)
(CL) What’s in your box/bag? Why are those items special to
you? Discuss each box/bag as a class.
(CL) Have confidence to speak to others. Initiate
conversation, listen and take account of others.
(PD) Dough disco: introduce dough disco.
(PD) Shows increasing control over an object.
(UTW/ RE) Christian Values – discuss during circle time, when
have we seen this terms value –respect.
(L)Write own names and labels and captions.
Gives meaning to marks.
(L) Can you label a photograph of your bag and the things inside?
(PSED) Initiates conversations, attends to and
takes account of what others say. Confident to
speak to others about needs, wants, interests and
opinions.
Can describe self in positive terms and talk about
abilities
(PSED) How are the items in your box the same and different
from your friend? Do you like the same things as your friend?
Finding out about friends and looking at similarities and
differences between ourselves and our friends.
What do you like/dislike? What makes you happy/sad?
What am I good at? What are my friends good at? Can you learn
the names of your new friends? What makes them happy?
(EAD) Can you paint a picture of something that makes you
happy? What colours could we mix to create a different colour?
(M): Looking at our features and those of our friends. How many
of us have blue eyes/brown hair? Can you stand with a partner
who has the same (pictograms). Can we count how many people
have blue and brown eyes, which group has the most/least
children?
(PD) Can you remember the rules and routines and follow them by
yourself without support?
Reinforce hand-washing and routines.
(EAD)Creates simple representations of events,
people and objects.
Chooses particular colours.
Explores what happens when they mix colours.
(M) Know that numbers identify how many objects
are in a set. Sort familiar objects to identify
their similarities and differences.
Learning Outcomes/
Challenge/ Assessment
Decorate and label their own
box/bag.
Dough Disco
Circle time to get to know new
class, showing things that are
special to us.
Paper plate collage of self
Sort with given criteria
Understand and talk about
simple pictogram of eye colour
Developing own independence
Are the children able to listen
to each other’s ideas and
thoughts? Identifying
similarities and differences
between us and our friends.
Show and Tell
Learning
Context
Weeks 3 and 4
How does my body
work?
What does my body
need to help it grow?
Marvellous Middle:
Special visitor to come
in and bath her baby.
How is the baby looked
after? Why can’t the
baby bath herself?
Some bath and baby
objects set out as the
children arrive. Who do
you think our visitor is
going to be?
Phonics
Key Questions
(Learning Intentions)
(CL)Discuss the Marvellous Middle, have group conversations
about the baby and what we have found out.
(PSED)How do you think baby feels? How do you know?
(L) How could we say thank you to the mummy for bringing in her
baby? Could you write a letter to the Mummy to say thank you?
(UTW)What do you need to make your body work?
What is a skeleton?
How can you look after your body?
What does your body need to help it grow?
(PD) Why does your body need exercise? What happens when we
exercise?
EAD What materials could you use to make your skeleton? Do you
need to use some different tools or methods?
(M) Recognising different 2D shapes and knowing their names –
shape bingo.
Learning Skills
(EYFS)
(CL) Listens with increasing attention and recall.
Responds to “How” and “Why” questions
(L) Gives meaning to marks they make. Begins to
break the flow of speech into words.
(PSED) Demonstrates friendly behaviour and
forms good relationships with adults and peers
(UTW) Comments and asks questions about
aspects of their familiar world.
Remembers and talks about significant events in
their experience.
(CL) Builds up vocabulary that reflects the
breadth of their experiences
(PSED) Show sensitivity to the needs of others
Learning Outcomes/
Challenge/ Assessment
Writing a letter
Spilt pin skeleton
Dough Disco
Labelling parts of the body
Understanding the importance of
warming up and cooling down when
exercising
Comment on what the baby needs
and compare to their own needs as
a young child
Label whole class large collage of
child for display
(M) Orders two or three items by height.
Uses mathematical language to talk about size and
height.
Selects a particular named shape.
Discuss healthy eating – make a
healthy lunchbox/plate
(EAD) Manipulates materials to achieve a planned
effect. Constructs with a purpose in mind, using a
variety of resources. Uses simple tools and
techniques competently.
Show and Tell
2D shape activities
Learning
Context
Key Questions
(Learning Intentions)
Weeks 5 and 6
What senses do you
use?
(5 senses exploration
tables)
How do you feel
when…?
(Somebody smiles at
you, somebody hits you,
somebody shares with
you, you visit the
dentist etc)
Sentences:
I am happy when…
I am sad when…
I am angry when…
I am excited when…
Phonics
(CL) What is a non-fiction book? Where else could you
find out information about the 5 senses?
Link to UTW using technology and the internet as a group
to find out information.
(PSED) Why are friends important? How do you feel
when somebody gives you a present? How do you feel
when you fall over and graze your knee? Talk through
different experiences, directly linked to children’s past
experiences/ interests.
(UTW) What are the 5 senses? Exploration – what can
you feel? What can you hear? What can you see? What
can you smell? What can you taste?
(M) Sorting shapes.
What shape has 3 edges and 3 corners? What does 3D
mean? Can you sort the shapes by their properties?
Shape houses
Learning Skills
(EYFS)
(CL) Initiates conversations, attends to and takes
account of what others say. Explains own
knowledge and understanding, and asks
appropriate questions of others,
(L) Gives meaning to marks they make. Begins to
break the flow of speech into words.
(PSED) Demonstrates friendly behaviour and
forms good relationships with adults and peers
(UTW) Comments and asks questions about
aspects of their familiar world.
Remembers and talks about significant events in
their experience.
Knows that information can be retrieved from
computers
(CL/PSED) Speaks clearly, fluently and
confidently to different people
Builds up vocabulary that reflects the breadth of
their experiences
(M) Beginning to use mathematical names for 3D
and 2D shapes. Uses mathematical terms to
describe shapes.
(EAD) Manipulates materials to achieve a planned
effect.
Learning Outcomes/
Challenge/ Assessment
5 senses posters
Dough Disco
Labelling photographs from sensory
exploration tables
Music and rhythm making – how
does different music make you
feel?
Write Dance
2D and 3D shape sorting
Making emotions cards
Show and Tell
Learning
Context
Week 7
Who lives in your
house?
Who is special to you?
Why do people
celebrate?
Sentences: I love my
mummy because…….I
love my daddy
because……
I love my
sister/brother
because…
Phonics
Fantastic Finish:
Children to choose a
piece of work and/or
a painting to show and
tell to
parents/carers.
Key Questions
(Learning Intentions)
(PSED/CL)Why are some people special to us? What do you
like doing with this person/these people?
(L) Can you label the map of your family? Can you read/write
some of the sentences of the week?
(UTW) Who is in your family? Who is the oldest/youngest?
What are their favourite things?
(M) Can you sort the pictures of your family? (oldestyoungest, tallest-shortest)
How many people are in your house?
(UTW/RE) What and how do you celebrate in your family?
Can you bring in a photograph of one of your celebrations?
(Family birthday, Christmas, Baptism)
CL: What words and phrases do your parents say that make
you laugh?
Can we write a class poem in the style of Michael Rosen’s
“Grown Ups”?
EAD: What colours will you use in your family portrait? How
will you make sure that you fit all your family in? How will you
show who is who? What will you use to print your frame?
Learning Skills
(EYFS)
Learning Outcomes/
Challenge/
Assessment
(PSED/CL) Forms good relationships with adults and peers.
Communicates freely about home and community.
Has a developing respect for own culture and beliefs and
those of other people
Initiates communication with others displaying greater
confidence
Map of your family annotated
with names/ages
(L)Gives meaning to marks they make and links sounds to
letters
Begins to read words and simple sentences
Annotated photograph
family celebration
Paint a family portrait
Decorate
portrait
a
(UTW) Begins to know about own culture and beliefs and
those of other people
Order
tallest
(M) Sorts and matches objects
Orders two or three items by height or age
Counts and recognizes numerals
Show and Tell
(UTW/RE) Recognises and describes special times or
events for family and/or friends
Names and explores a range of celebrations, worships and
rituals in religion, noting similarities and differences
(CL)Remember specific points that interest them, give
reasons for opinion
(EAD) Represent their own observations and ideas.
Explores what happens when they mix colours
Experiments to create different textures.
of
frame
pictures
for
shortest-