Ysgol Trefnant Nursery/Reception class: Summer half term overview
During the first Summer half term, your child will be developing skills across the Foundation Phase curriculum through our topic – Living things / Africa. It is always an exciting topic that will capture the children’s imaginations.
To 20 and beyond
- Number blocks Series 3. Story – One Moose, 20 mice/1 is one – Tasha Tudor
- Build numbers to 20 using 10 frames/cubes/bead strings and 10 Numicon. Recognise that numbers 10-20 are build from one whole ten and ones. Say 11 is “One full ten and one.”
- Order numbers to 20 and then build numbers to 20 on top.
- Matching numerical cards to pictorial ten/ones or Numicon cards.
- Collect natural items to fill tens frames and count how many things up to 20.
- Throw a dice and keep collecting items until you can’t fit them on two tens frames. Who made the highest number with a chosen amount of throws?
- Number blocks Series 3 – Tween Scenes. Books – A Dozen Ducklings Lost and Found/20 Big trucks in the middle of the street/1 is a snail, 10 is a crab/ Peg + Cat – The Teens.
- Order numbers on a number line – what number is missing?
- Counting forwards and backwards from 10. HA – 20.
- Confidently counting objects up to 10/20 using 1-1 correspondence.
- Play I count 3 – I count 3 i.e. say “6, 7, 8” … they say the next 3… “9, 10, 11.”
- Race to 20 along a number track in partners – Taking turns.
- Games – Snakes and ladders/Bingo up to 20 (With different representations of number i.e. pictorial, numeral
- - Estimating – Guessing how many objects in a container and then counting them.
- HA Challenge – Can you count in 10’s to 100? Show them what 100 looks like by showing them 10 x 10 Numicon / cube towers / 10 tens frames etc. Song – The big number song on Youtube.
- Matching dots, counters, Numicon to number cards.
- Provide regular opportunities to complete Jigsaw/shape/numicon puzzles/Geoboard puzzles/Tangrams.
- Children copy shape patterns you create – Can they see the correct orientation of shape/do they need to turn shapes?
- Link cubes – Can the make different arrangements with 3 different coloured cubes.
- Funky fingers – Make shapes using a geoboard – discuss how many sides simple shapes have?
- Construction – Provide pictures of famous buildings – can they replicate them? Discuss the shapes they are using as they do i.e. cylinder, cube, cuboid, cone etc. Could be done outside on a larger scale.
- Small World – Can they make a small world classroom? Try and encourage them to use the same items to represent the same objects.
- Numicon challenge – can they fill the Numicon board. Rule – Only allowed to use 3 max of each number shape.
- Prepositional language – where is an item in relation to something else i.e. over, under, next to, between.
- Give children same shapes as you and place a barrier between. Give them verbal instructions to put the shapes in position.
- Follow the leader construction – can a partner build the same as you and follow your instructions?
First, then, now
- Books – Mouse count/Mr Gumpy’s outing/Rosie’s Zoo/One Ted Falls out of bed/Quack and Count/ My Granny went to the market
- Adding on from 5 i.e. - Show me ‘5’ fingers, now show me ‘2’ more – encourage children to know they have 5 fingers and not to recount but simple count on 2 from 5.
- Using tens frames with stories i.e. 2 people got on the bus and then another two got on – show this on a tens frame with 2 red counters/2 yellow counters and write the number sentence to go with it.
- Outdoor – Share ‘Mr Gumpy’s Outing’ story. – Chn build their own boat and create their own first, then and now stories as different characters climb aboard then say how many altogether i.e. 3 children were on the boat and then 2 joined, there’s now 5 altogether.
- Outdoor ten frame – Roll a dice to make different number bonds using outdoor materials i.e. pebble/cones etc.
- Construction – Roll a dice to build a tower and add on as you go. The winner is the person with the biggest tower standing. Count how many altogether.
- Small world – Create their own small world and use stories to promote adding i.e. first there were 3 dinosaurs, then two more dinosaurs came long, now there are 5 dinosaurs altogether.
- Making numbers up to 10 in different ways i.e. how can you make 5? i.e 3+2/4+1
- Digging deeper – Count out 5 cubes. Cover the cubes with a cloth, then add a hidden amount of cubes under. Challenge them to work out how many cubes you add i.e. if there are 8 cubes you added – 3. Can be used for subtraction also.
- Using tens frames with stories i.e. 4 people got on the bus and then two got off – show this on a tens frame and write the number sentence to go with it. Say “First there were 4 people, then 2 people got off, now there are 2 people left.”
- Songs – 10 green bottles/10 currant buns – Adapt by getting rid of more each time. How many are left?
- Outdoors – Line up 10 natural objects and in partners, take turns to choose 1, 2 or 3 pebbles. The winner is the player who avoids taking the last pebble.
- Pass it on game – Start with 10/20 cubes/counters on a 10/20 frame. Roll a dice and the winner is the first person to give away all their cubes. Encourage children to say how many are left from the starting number each time.
- Digging deeper - Pirate treasure – Pick a card and count out corresponding treasure or gold coins. Once player covers their eyes whist other player ‘steals’ some coins. First player has to work out how many coins have been stolen.
Find my Pattern
- Doubling resources - Double Trouble ‘Nrich’, This is the story of Alison Hubble, Two of everything, Double Dave, Double the ducks and Number blocks series 2, ep 9 – Double Trouble.
- Doubling – ‘Twice as many’ Build doubles up to 10 using real objects and mathematical equipment i.e. tens frames, Numicon, cubes, counters.
- Use mirrors to double amounts – Butterfly symmetry with circles up to 10.
- Match my quantity – Two chn opposite each other with a barrier between and a collection of items i.e. shells. One child sets out an amount shows the child quickly and they need to try and put down the same amount. Is it a double? What double have we made?
- Double dice – Chn take turns to roll two dice. They score a point each time they roll a double. First person to get 2 points wins. Say what the double is each time.
- Snap/matching amount card games and say the doubles as they snap them
- Art – Butterly symmetry doubles display.
- Outdoors – Have Numicon hidden around the outdoor area – Give ech child a number shape and ask them to find the matching shape. Say what the double is.
- Finger gym – Adding pom poms to lady bird doubles with tweezers.
- Numicon – Even numbers are flat/ odd numbers have a ‘nobble.’ Practise this randomly. Feely bag – blindfolded, can you guess whether the Numicon shape is odd/even?
- Numberblocks Series 2 episode 11 – Odds and Evens
- Discuss sharing odd numbers – can you make equal groups? Highlight only even numbers can be shared evenly.
- Build even/odd numbers up to 10 on tens frame.
- Provide pots with amounts of pebbles up to 10 – is it an odd or even quantity?
- Art – Make odd/even aliens i.e. an odd alien would have i.e. 1 head, 3 legs, 5 eyes.
- Cubes – ask children to make their own odd or even number. Is it still odd if you add one more?
Sharing and Grouping
- Sharing fruit between two plates – make sure each has equal amounts. Discuss halves – link to odd/even numbers.
- Can they group pebbles/natural objects in 2’s and count in 2’s .
- Role play picnic – sharing food between two teddies. What happens if you add another teddy?
- Small world – How can you group the animals? In 2’s/3’s?
Language, Literacy and Communication:
Oliver’s Vegetables – Talking and writing about your favourite/least favorite vegetables. Express what they like and dislike. Help decide which fruit/veg to plant as a class.
Junk modelling – Talk about things they have made – share a simple description.
Recipes – Making a healthy salad/soup/smoothie.
Questions – Who, what, when, where, how? - Children ask each other questions about their favourite things with a partner. What can they remember?
Shopping lists – Class party.
Recount – A virtual trip to the zoo.
Safari – Writing simple sentences about their favourite safari animals i.e. ‘I have got…’
Posters – To encourage others to stop dropping litter in the local community. Choose a few to be laminated and placed around Trefnant.
Fact- Info booklet about Trefnant/Kenya
Pie Corbettt – Retelling and adapting Handa’s surprise. Order pictures from the story and make a simple story map with support.
Poetry – Minibeast description poems like in ‘Mad about Minibeasts.’ ‘What am I?’
Non fiction texts – Researching/reading texts about life cycles, plants and minibeasts.
The Hungry caterpillar – Retell the story using the story stones.
The very hungry caterpillar
What the ladybird heard
The crunching munching caterpillar
Mad about mini beasts
The tiny seed
The giraffe, the pelly and me
Phonics – RWI scheme of work
- Revise Speed sound set 1 regularly.
- Revise diagraphs.
- Recap/Learn Speeds sound set 2 - ay, ee, igh, ow, oo/oo, ow, or, ar, ir, air, ou, you.
- Reading real and nonsense words – speed sound set 2.
- Progressing through green word/red word individual lists.
- Daily Red ditty work – Handwriting/writing green words/ writing sentences with finger spaces and full stops.
- Matching pictures to words with familiar sounds.
Reception - Read Write Inc. phonics programme
- Children will revise the first 30 sounds in short daily sessions and learn how to form letters correctly.
- Revise speed sounds set 2.
- Introduce Speed sounds set 3.
- Begin to write sentences using ‘finger spaces’ and full stops.
- Begin to introduce the formation of capital letters.
- Learn to blend given sets of phonic sounds together.
- Children will read storybooks and non-fiction books closely matched to their developing phonic knowledge.
- Take home R,W,I Phonics storybooks to read
- Read with fluency and expression
- Learn to spell using known sounds
- Write confidently by practising what they want to write, by reading out loud first
- Work well with a partner.
R.W.I Set 1 sound order:
m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, sh, r, j, v, y, w, th, z, ch, qu, x, ng, nk.
Speed sound 2 order and accompanying phrases to remember the sounds:
ay: may I play
ee: what can you see
igh: fly high
ow: blow the snow
oo: poo at the zoo
oo: look at a book
ar: start the car
or: shut the door
air: that’s not fair
ir: whirl and twirl
ou: shout it out
oy: toy for a boy
To date, your son/daughter will have learnt one way in which each long vowel sound is written (Set 2 sounds). When learning their Set3 speed sounds they will be taught that there are more ways in which the same sounds are written, e.g. ee as in tree and ea as in tea. Every speed sound has a list of green words linked to it, so your
son/daughter can ‘sound out’ and ‘sound blend’ words containing the new speed sound they have just learnt, for example s-p-oil spoil.
Speed sound 3 order and accompanying phrases to remember the sounds:
ea oi a-e i-e o-e u-e aw are ur er ow ai oa ew ire ear ure
There are 20 Set 3 ‘speed sounds’ that are made up of two or three letters which represent just one sound, e.g. ea as in tea, ow as in cow and are as in care. Here is the order of the sounds:
ea: cup of tea
oi: spoil the boy
a-e: make a cake
i-e: nice smile
o-e: phone home
u-e: huge brute
aw: yawn at dawn
are: share and care
ur: purse for a nurse
er: a better letter
ow: brown cow
ai: snail in the rain
oa: goat in a boat
ew: chew the stew
ire: fire fire!
ear: hear with your ear
ure: sure it’s pure?
tious / cious: (scrumptious / delicious
e: he me we she be
Pie Corbett Story telling
Over the year, children will learn to retell a bank of well-known stories using the Pie Corbett technique. The stories are taught in a multi-sensory manner. Actions are used to make the tales, especially the key connectives, memorable. Each story has a story map or board as a visual reminder. Activities such as puppets, role-play, hot-seating and acting out are used to bring the tale alive and make it memorable.
In addition, children will learn:
- To recognise/write their own name
- How to hold a pencil correctly with good control
- To develop important fine manipulative skills needed for pencil control
- To join in with songs and rhymes
- Enjoy listening to and sharing stories
Reception children will read with a member of teaching staff at least twice a week, however please make every effort to read with your child at home as much as you can. It does make a big difference, many thanks.
- Clay fruit and veg
- Potato printing
- Sketching the inside of fruit
- Arcumboldo fruit and veg faces
- Georgia O’Keefe
- Felt minibeasts
- Butterfly mobiles
- Kyffin Williams landscapes
- oil pastel African sunsets
- Minibeast movement
- Val Sebin- dance activities/ growing animals
- The flight of the bumblebee Music
- Music/ sound effects to accompany stories e.g. ‘mad about minibeasts.’
- African music- Discussion, composition and performance
- Athletics Tennis
- Hitting a ball with a bat.
- Work in the school garden
- Planting flowers / weeding Plant veg/ dig up veg in the school garden.
Health and Wellbeing
- Outdoor Classroom Day – May 21st
- Growth mindset lessons
- Healthy eating – Designing and making a healthy meal.
- Maintain the school garden Effects of litter, deforestation, water pollution, sustainability, reduce reuse recycle
- Rules for catching minibeasts
- Minibeast habitats
- Minibeast body parts and uses.
- Alive/ not alive Investigations
- plants and light/water
- Parts of a plant
- Life cycle of plant Butterfly
- lifecycle Comparing minibeasts and plants – sort/group them using their own criteria.
- Identify plants/trees in our grounds.
- Fruit from around the world – Where in the world are they from?
- What is life like in Kenya?- Houses, jobs, landscape Kenya – Similarities/differences to Trefnant.
- Learn about distance and how to follow directions and routes
- Use and make simple maps, to find where places are and how places relate to other places. Also be aware of compass directions. Use a key/symbols to represent features.
- Identify natural features, e.g. rivers, hills, beaches, and the human features, e.g. buildings, roads, bridges in Trefnant.
- History of Trefnant, Holy Trinity, Railway
- Look at old pictures of the village and compare and contrast to those today
- Listen to stories about the village past from residents.
As well as using incidental Welsh in the classroom, the children follow the Fflic a Fflac scheme of work which introduces simple language patterns, in a fun and engaging way. The language patterns/ key words include:
- Ga i ___os gwelwch yn dda (Can I have ____ please?)
- Diolch (thank you)
- Pwy wyt ti? (Who are you?)
- Sut mae’r tywydd? (What is the weather like?)
- Ble mae? (Where’s the?)
- Bach/mawr (small/big)
- Ffrindiau (friends)
- Goedwig (forest)
- Ty (house)
- Mae’n wyntog (It is windy)
- Mynd i parti (Go to the party)
- Dail (leaves)
- Anrhegion (presents)
- Rhannu a helpu (sharing and helping)
- Streipiog (striped)
- Stryd (street)
- Name food and drink
- Respond to ‘Beth sy’n bod?’
- Beth wyt ti wneud?
Children also will be enhancing their knowledge of Welsh Language development through a variety of Welsh books, which will be introduced during guided reading sessions. These include:
- Tedi Twt
- Sam a Non
- Magi Ann
Our Christian Value this term is ‘Creation,’ as such, children will have the opportunity to explore this value and express their opinions.
Our PE day this term is Wednesday afternoon. Children are invited to come to school in their PE kit.
Please can children bring in their own, labelled water bottle which will stay in school during the week; a fresh water fountain is available for refilling throughout the day.
Could you please ensure all your child’s belongings are labelled – all uniform, PE kit, water bottle, reading bag, coats etc.