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Lower Foundation

 

 

Autumn 1

 Cycle A and B

 

 

Spring 1

   Cycle A

 

 

Summer 1

 Cycle A

Lower Foundation:  When I grow up

 

    

Lower Foundation: Winter/Space

 

 

 

Lower Foundation: Once Upon a Time

 

 

 
  1. Starting school- Settling in
  2. Peace at Last
  3. My home and where I live
  4. Flashing Fire Engines- (People who help us-  (emergency services books)
  5. Mog went to the Vee Ee Tee (People who help us, i.e. vets, dentist)
  6. Maisy Goes to the Library- (People who help us (in our community i.e. postman, shop assistants, farmers)
  7. Autumn- Non Fiction Book
  8. Harvest- Handa’s Surprise
  1. Winter 
  2. Buster Keeps Warm
  3. Whatever Next
  4. How to Catch a Star
  5. The Way Back Home
  6. Aliens love underpants

Spring 1  Cycle B

Lower Foundation: Winter/Superheroes

  1. Winter
  2. One snowy night
  3. 10 Little Superheroes
  4. Supertato
  5. Supertato Veggies Assemble
  6. Superworm

 
  1. Little Red Riding Hood
  2. Goldilocks and The Three Bears
  3. Goldilocks and The Three Bears
  4. The Magic Porridge Pot  
  5. Jack and the Beanstalk

 

Summer 1 Cycle B

Lower Foundation:  Teddy Bears

  1. We’re Going on a Bear Hunt
  2. Brown Bear, Brown Bear
  3. Bumblebear
  4. Where’s my teddy?
  5. Teddy Bear Picnic

 

Autumn 2

 Cycle A and B

 

 

Spring 2

 Cycle A

 

Summer 2  Cycle A

Lower Foundation:  We’re going to the seaside Summer (Non-Fiction)

  1. Summer Safety- Non- Fiction
  2. Kipper’s Sunny Day
  3. The Train Ride
  4. We all go travelling by
  5. Maisy Goes on Holiday
  6. What the ladybird heard at the Seaside?
  7. Lucy and Tom at the seaside

 

Summer 2    Cycle B

Lower Foundation: X  Marks The Spot

 

  1. Summer (Non-Fiction)
  2. Summer Safety
  3. Pirates love underpants
  4. 10 Little Pirates
  5. Pirates in the supermarket
  6. The Snail and the whale
  7. Commotion in the ocean
  8. Barry the Fish with Fingers

 

 

Lower Foundation:  Into the woods

Lower Foundation: Lifecycles/At the zoo
  1. Woodland Creatures- Usbourne book (leaves/changes/non-fiction) 
  2. Into the Forest (Anthony Browne)
  3. The Wild Woods
  4. Owl Babies
  5. Dear Santa
  6. The Snowman
  7. Father Christmas
  1. Non –Fiction- Lifecycle of a butterfly
  2. The Hungry Caterpillar
  3. Dear Zoo
  4. Augustus and his smile
  5. We’re going on an Egg Hunt
  6. Easter Story (Spot’s First Easter)

 

Spring 2- Cycle B

Lower Foundation: Lifecycles/ Down at the farm

  1. Non Fiction- Lifecycle of a frog
  2. The teeny weeny tadpole
  3. On the Farm
  4. Farmyard Hullabaloo
  5. Oh Dear!
  6. Easter Story

 
                           

 

 

 

 

 

 

 

 

 

 

 

 

LFS – Maths Long term Plan

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Week1

Baseline

Number – Counting, recognition

Number – Matching Numeral to quantity

Number- Comparing quantities. Saying when two groups have the same number.

 

Number- Representing numbers in different ways

Number- Number problems.

Number- Counting to 20.

1:1

Counting on and backwards from any given number.

Week 2

Baseline

Number -  Counting, recognition

Number- Comparing two groups.

Number: Counting 1:1  

 

SSM- Positional language

SSM- Comparing sizes, heights and weights.

 

*Sequencing events

Number- Number problems. (Adding and subtracting)

Week 3

SSM- 2D shapes

 

SSM- Comparing sizes, heights and weights.

Numbers: Ordering numbers

Matching numerals to quantity.

SSM- Comparing sizes, heights and weights.

Number- Number problems.

SSM- Investigating patterns

 

*Positional language

Week 4

Number- Number order

Number – Recognising numerals

SSM- 2D and 3D Shapes

Number- Ordering numbers. Matching numeral to quantity 

 

Number- Number problems.

(adding and subtracting)

SSM- 2D and 3D shapes

Week 5

Number- Matching numeral to quantity

Number- Separating groups of objects in different ways.

 

 

SSM- Using shapes to make an arrangement such as patterns.

Number- More or Less  (Sharing equal parts)

SSM- 2D and 3D Shapes

 

 

Number- One more/one less

Week 6

Number – Counting, recognition

SSM – Comparing shapes and their properties.

Number- Estimating quantities.

SSM- Comparing 2D and 3D shapes.

 

SSM- Comparing capacities. (full, half empty and empty)

Week 7

SSM – Positional language

SSM –Positional language

 

 

 

Number- Money (1p, 2p and 5p)

Week 8

SSM – Shows awareness of similarities of shapes in the environment.

 

 

 

 

Number- Recognising numerals. Number formation.

 

Term

Number

Shape Space and Measure

Autumn 1

22-36months

•Selects a small number of objects from a group when asked, for example, ‘please give me one’, ‘please give me two’.

• Recites some number names in sequence.

• Creates and experiments with symbols and marks representing ideas of number.

• Begins to make comparisons between quantities.

• Uses some language of quantities, such as ‘more’ and ‘a lot’.

• Knows that a group of things changes in quantity when

something is added or taken away.

 

30-50 months

  • Shows an interest in representing numerals
  • Shows an interest in numerals in the environment.
  • Sometimes matches numeral to quantity
  • Beginning to represent numbers using fingers, marks on paper or pictures.
  • Knows that numbers identify how many objects are in a set
  • Realises not only objects, bit anything can be counted, including steps, claps, jumps.
  • Shows curiosity about numbers by offering comments or questions.

 

 

22-36months

  • Notices simple shapes and patterns in pictures.
  • Beginning to categorise objects according to properties such as size or shape.
  • Begins to use language of size.
  • Understand some talk about immediate and past and future.
  • Anticipates specific time-based events such as meal times or home time.

 

 

 

 

30-50 months

  • Shows an interest in shape and space.
  • Shows an awareness of similarities of shapes in the environment.
  • Shows an interest in shapes in the environment.
  • Uses shapes appropriately for tasks.
  • Uses positional language.

 

 

 

Autumn 2

As above

 

30-50 months

  • Compares two groups of objects saying when they have the same number.
  • Separates a group of three or four objects in different ways beginning to recognise that the total is still the same.
  • Shows an interest in number problems

40-60 months

  • Counts objects to 10, and beginning to count beyond 10.
  • Counts out up to six objects from a larger group.

30-50 months

  • Shows an interest in shape and space.
  • Shows an awareness of similarities of shapes in the environment.
  • Shows an interest in shapes in the environment.
  • Uses shapes appropriately for tasks.
  • Uses positional language.

 

40-60 months

  • Recognise, create and describe patterns using shapes
  • Uses familiar objects and common shapes to create and recreate patterns and build models.

 

Spring 1

As above

 

40-60 months

  • Begins to identify own mathematical problems based on own interests and fascinations.
  • Counts objects to 10, and beginning to count beyond 10.

• Counts out up to six objects from a larger group.

As above

 

40-60 months

  • Selects a particular named shape.
  • Beginning to use mathematical names for solid 3D shapes and flat 2D shapes, and mathematical terms to describe shapes.
  • Orders and sequences familiar events.

 

 

Spring 2

As above

 

40-60 months

  • Records, using marks that they can interpret and explain.
  • Recognises numerals 1-5
  • Uses the language of more or fewer to compare two sets of objects.

 

As above

 

40-60 months

  • Can describe their relative position such as behind or next to.
  • Orders two items by weight or capacity.
  • Order two items by height or length.

 

Summer 1

As above

 

40-60 months

  • Begins to identify own mathematical problems based on own interests and fascinations.

 

As above

 

    1. months
  • Beginning to use mathematical names for solid 3D shapes and flat 2D shapes, and mathematical terms to describe shapes.
  • Order two items by height or length.

 

 

Summer 2

As above

 

    1. months

 

  • Says the number that is one more than a given number.
  • Finds the total number of items in two groups by counting all of them.

 

 

As above

 

40-60 months

 

  • Beginning to use everyday language related to money.
  • Uses familiar objects and common shapes to create and recreate patterns and build models.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

LFS Literacy Long term plan

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Genre

Fiction stories with familiar settings and repetitive patterns, non-fiction books, rhyming stories, traditional tales, adventure stories, and celebration stories.

Grammar / Writing

22-36m

  • Distinguishes between the different marks they make.

30-50m

  • Sometimes gives meaning to marks as they draw and paint.
  • Ascribes meanings to marks that they see in different places

40-60m

  • Gives meaning to marks they make as they draw, write and paint.
  • Begins to break the flow of speech into words.
  • Continues a rhyming string.
  • Hears and says the initial sound in words.
  • Can segment the sounds in simple words and blend them together.
  • Links sounds to letters, naming and sounding the letters of the alphabet.
  • Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
  • Writes own name and other things such as labels, captions.
  • Attempts to write short sentences in meaningful contexts.
  • Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

 

We will use our phonic knowledge to write words.

 

Initial sounds in words

Write letter-sounds

CVC words

Write own  name

Write lists

Drawing marks

Labels

Captions

 

 

 

We will use our phonic knowledge to write words.

 

Initial sounds in words

Write letter-sounds

CVC words

Write own name

Write lists

Labels

Captions

Letters to Father Christmas.

Drawing marks

 

 

We will use our phonic knowledge to write words.

 

Initial sounds in words

Write letter-sounds

CVC words

Write own name

Write lists

Labels

Captions

Drawing marks

 

We will use our phonic knowledge to write words.

 

Initial sounds in words

Write letter-sounds

CVC words

Write own name

Write lists

Labels

Captions

Drawing marks

 

We will use our phonic knowledge to write words.

 

Initial sounds in words

Write letter-sounds

CVC words

Write own name

Write lists

Labels

Captions

Drawing marks

 

We will use our phonic knowledge to write words.

 

Initial sounds in words

Write letter-sounds

CVC words

Write own name

Write lists

Labels

Captions

Drawing marks

 

Week1

Starting School

Nursery rhyme books

Woodland Creatures- Usborne book

Non-fiction Winter – seasonal changes

Lifecycle of a caterpillar

Lifecycle of a frog

The Little Red Riding Hood

We’re Going on a Bear Hunt

Summer (Non-Fiction)

Summer (Non-Fiction)           

Week 2

My family- Non- fiction books and fiction books

Peace at last

Into the forest

Buster keeps warm

One snowy night

The Hungry Caterpillar

The teeny weeny tadpole

 

Goldilocks and the three bears

Brown Bear, Brown Bear

 

Kipper’s Sunny Day (Summer safety)

Kipper’s Sunny Day (Summer safety)

 

 

Week 3

My home and where I live

Into the woods/A bit lost

Whatever Next

10 Little Superheroes

 

Dear Zoo

On the Farm

 

Goldilocks and the three bears

Bumblebear

 

You can’t take an elephant on the bus

Pirates love underpants

 

Week 4

People who help us

Owl babies

How to Catch a Star

Supertato

 

Night at the zoo.

Farmyard Hullabaloo

 

The magic porridge pot.

Where’s my teddy?

 

The Train Ride

10 Little Pirates

 

 

Week 5

People who help us

Dear Santa

The Way Back Home

Supertato Veggies Assemble

 

We’re going on an egg hunt.

Oh Dear!

 

Jack and the Beanstalk

Teddy Bear Picnic

We all go travelling by

Pirates in the supermarket

 

Week 6

People who help us

The snowman

Aliens love underpants

Superworm

Easter Story

Easter Story

 

 

Maisy goes on Holiday

The Snail and the Whale

 

Week 7

Autumn- Non- Fiction Book

Father Christmas

 

 

 

What the Ladybird heard at the seaside.

Commotion in the ocean

 

 

Week 8

Handa’s Surprise

 

 

 

 

Lucy and Tom at the seaside.

Barry the Fish with Fingers

 

Punctuation

Throughout the year the children will learn that a sentence is a group of words that make sense. It begins with a capital letter and ends with a full stop. Words must be separated with finger spaces. Capital letters are used for names and the use of the personal pronoun I.

 

Formation

Throughout the year the children will learn to use a pencil and hold it effectively to form some recognisable letters, some of which are correctly formed.  They will learn how to form letters using anti-clockwise and clockwise motions.  

 

 

 

 

 

Science Scheme of work – LFS

Programme of Study

Knowledge, skills and Understanding

Activities

Knowledge and Understanding of the World

The world:

  • Looks closely at similarities, differences, patterns and change.
  • Children will look at similarities and differences in living things.
  • They talk about the features of their own immediate environment and how environments may vary from one another

 

 

Health and Self Care

  • Eat a healthy range of foodstuffs and understand a need for variety in food.
  • Show some understanding that good practices with regard to exercise, eating, sleeping and hygiene can contribute to good health.

 

The world

  • Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
  • Can talk about some of the things they have observed such as plants, animals, natural and found objects.
  • Talks about why things happen and how things work.
  • Developing an understanding of growth, decay and changes over time.
  • Shows care and concern for living things and the environment.

 

 

Autumn - Cycle A and B

Topics: When I grow up (Aut 1)

              Into the woods  (Aut 2)

  • Keeping Healthy / Looking after our bodies.
  • Identifying the changes as we grow from a baby to a child.
  • Naming parts of our body.
  • Observing the effects of decay overtime. 
  • Seasonal weather changes Autumn/Winter
  • Habitats of some common woodland animals.
  • Naming common trees in our outdoor environment.
  • Nature walk/ Leaf Hunt 

 

Spring  Cycle A

Topics- Winter/Space (Spr 1)                   

              Lifecycles/At the zoo (Spr 2).

  • Seasonal changes- Winter/Spring
  • Life cycle of butterflies– record changes over time.
  • Identify, name and talk about animals that are located in a zoo and their habitats.
  • Exploring moon, sun and stars.
  • Life on earth and learn names of planets.
  • Explore light and dark using torches and cardboard boxes.
  • Bubbling planets- Observe scientific reactions and describe the changes they see and hear (mixing baking soda and water).

 

Spring  Cycle B

Topics- Winter/Superheroes (Spr 1) Lifecycles/Down at the Farm (Spr 2)

 

  • Seasonal changes- Winter/Spring
  • Life cycle of tadpoles– record changes over time.
  • Identify, name and talk about animals that are located on a farm and their habitats.
  • Farm animals and their young
  • Leaning names of fruits and vegetables and why they are important in our diet.
  • Frozen food- How they freeze and what would happen if left out of the freezer.
  • Explore and name common mini-beasts.

 

 

Summer  Cycle A

Topics- Once upon a time (Sum 1)

              We’re going to the seaside (Sum 2)

 

  • Making porridge- exploring our senses.
  • Seasonal Changes- Spring/Summer
  • Identify and discuss wild flowers found in our outdoor environment.
  • Sample different range of healthy fruits and vegetables.
  • Materials in our house/classroom.
  • Explore and find out about found objects and sea life living on or near the coastline.
  • Exploring natural found objects from the seaside.

 

Summer  Cycle B

Topics- Teddy Bears (Sum 1)

              X marks the spot (Sum 2)

 

  • Seasonal Changes- Spring/Summer
  • Different bears and their habitats.
  • Sampling honey and learning how it is produced by bees.
  • Exploring natural found objects from different environments for example, pine cones, sticks, grass, mud, water.
  • Sinking and floating
  • Exploring buried treasure- finding magnetic treasure.
  • Explore and find out about animals that live in the oceans.

 

 

 

Geography Scheme of work – LFS

Programme of Study

Knowledge, skills and Understanding

Activities

Knowledge and Understanding of the World

 

People and Communities:

We will talk about the family customs and routines we enjoy.

 

The World:

Looks closely at similarities, differences, patterns and change.

 

We will look at similarities and differences in living things.

 

 

People and Communities

  • Children talk about the past and present events in their own lives and in the lives of family members.
  • They know that other children don’t always enjoy the same things, and are sensitive to this.
  • They know about similarities and differences between themselves and others, and among families and communities

The world

  • Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
  • Can talk about some of the things they have observed such as plants, animals, natural and found objects.
  • Talks about why things happen and how things work.
  • Developing an understanding of growth, decay and changes over time.
  • Shows care and concern for living things and the environment.

 

Autumn - Cycle A and B

Topics: When I grow up (Aut 1)

              Into the woods  (Aut 2)

 

  • Talk about my house and who lives there.
  • Identifying the changes as we grow from a baby to a child.
  • People who help us in our community and what we would like to be when we grow up.
  • Autumn leaf hunt- changes in weather/seasons
  • Why people celebrate Bonfire Night, Christmas, New Year, Easter etc.
  • Harvest Festival
  • Remembrance Day
  • Habitats of some common woodland animals.
  • Naming common trees in our outdoor environment.
  • Nature walk/ Leaf Hunt 

 

Spring  Cycle A

Topics- Winter/Space (Spr 1)                   

              Lifecycles/At the zoo (Spr 2).

 

  • Seasonal changes- Winter/Spring
  • Exploring moon, sun and stars.
  • Life on earth- identify animals that live on land or water.
  • Planets in our solar system
  • Life cycle of butterflies– record changes over time.
  • Identify, name and talk about animals that are located in a zoo and their habitats.
  • Our own encounters of visiting a zoo or anything special with family.
  • Explore wildlife/zoo maps.

 

 

Spring  Cycle B

Topics- Winter/Superheroes (Spr 1) Lifecycles/Down at the Farm (Spr 2)

 

  • Seasonal changes- Winter/Spring
  • Life cycle of frogs– record changes over time.
  • Identify, name and talk about animals found on a farm.
  • Farm animals and their young.
  • Our own encounters of visiting a farm or anything special with family.
  • Explore habitats of common mini-beasts.
  • Heroes in our local area
  • Discuss important buildings/landmarks in Wakefield and compare with cities viewed in superhero comics/books-  For example, Metropolis and Gotham city.

 

Summer  Cycle A

Topics- Once upon a time (Sum 1)

              We’re going to the seaside (Sum 2)

 

  • Seasonal Changes- Spring/Summer
  • Identify and discuss wild flowers found in our outdoor environment.
  • Explore and find out about found objects and sea life living on or near the coastline.
  • Exploring natural found objects from the seaside.
  • Transport and journeys to the seaside- explore maps, travel documentation, methods of transport.
  • Holiday destinations around the UK and world.
  • Tour de Yorkshire and Yorkshire Day

 

Summer  Cycle B

Topics- Teddy Bears (Sum 1)

              X marks the spot (Sum 2)

 

  • Seasonal Changes- Spring/Summer
  • Different bears and their habitats.
  • Exploring natural found objects from different environments for example, pine cones, sticks, grass, mud, water.
  • Explore and find out about animals that live in the oceans.
  • Pirate treasure maps
  • Boats and pirate ships
  • Places around the world where the pirates may have sailed to in search of treasure
  • Tour de Yorkshire and Yorkshire Day

 

 

 

 

 

 

 

 

 

 

 

 

 

 

History Scheme of work – LFS

Programme of Study

Knowledge, skills and Understanding

Activities

Knowledge and Understanding of the World

 

People and Communities:

  • Children to talk about the family customs and routines we enjoy.

 

 

The world

  • Children know about similarities and differences in relation to living things.
  • Children make observations of animals and plants and explain why somethings occur, and talk about changes.

 

People and Communities

  • Children talk about the past and present events in their own lives and in the lives of family members.
  • They know that other children don’t always enjoy the same things, and are sensitive to this.
  • They know about similarities and differences between themselves and others, and among families and communities

 

Autumn - Cycle A and B

Topics: When I grow up (Aut 1)

              Into the woods  (Aut 2)

 

  • Talk about my family and what we like / remembering experiences, special events and family traditions.
  • Talk about my house and who lives there.
  • Identifying the changes as we grow from a baby to a child.
  • People who help us in our community and what we would like to be when we grow up.
  • Remembrance Day/ Harvest Festival
  • Why people celebrate Bonfire night, Christmas, New Year and Easter?

 

Spring  Cycle A

Topics- Winter/Space (Spr 1)                   

              Lifecycles/At the zoo (Spr 2).

 

  • Pancake day traditions
  • Talk about differences between own and other’s cultures, family traditions and celebrations – Easter, Mother’s Day.
  • Explore an astronaut’s job and discuss some significant astronauts- Neill Armstrong and Tim Peake.
  • Discuss job roles in a zoo such as a vet, zoo assistant, zoo keeper, etc.
  • Children to discuss their own experiences of visiting the zoo or a safari park.

 

Spring  Cycle B

Topics- Winter/Superheroes (Spr 1) Lifecycles/Down at the Farm (Spr 2)

  • Pancake day traditions
  • Talk about differences between own and other’s cultures, family traditions and celebrations – Easter, Mother’s Day.
  • What is a superhero and who is a superhero to them?
  • Heroes who help us in our community.
  • Discuss job roles on a farm
  • Children to discuss their own experiences of visiting a farm.

 

 

Summer  Cycle A

Topics- Once upon a time (Sum 1)

              We’re going to the seaside (Sum 2)

 

  • Children to discuss what they did in the half term? Did they do anything special with family or friends?
  • Children to discuss their own encounters of visiting a woodland or park.
  • Discuss journeys and how people get by places.
  • Children to share their own journeys.
  • Discuss family holidays or a visit to the seaside.

 

Summer  Cycle B

Topics- Teddy Bears (Sum 1)

              X marks the spot (Sum 2)

 

  • Children to discuss what they did in the half term? Did they do anything special with family or friends?
  • Children to share information about their teddy bear for example do you take your bear somewhere special with you?
  • Boats and pirate ships
  • Places around the world where the pirates may have sailed to in search of treasure.
  • Explore aquarium jobs and people who conserve sea life.
  • Discuss family holidays or special events- How did they get there?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Art & DT Scheme of work – LFS

Programme of Study

Knowledge, skills and Understanding

Activities

Expressive Arts and Design

Exploring and using media and materials

• Explores what happens when they mix colours.

• Experiments to create different textures.

• Understands that different media can be combined to create new effects.

• Manipulates materials to achieve a planned effect.

• Constructs with a purpose in mind, using a variety of resources.

• Uses simple tools and techniques competently and appropriately.

• Selects appropriate resources and adapts work where necessary.

• Selects tools and techniques needed to shape, assemble and join materials they are using.

Being imaginative

Create simple representations of events, people and objects.

• Chooses particular colours to use for a purpose.

 

Physical Development

  • Use simple tools to effect changes to materials.
  • Handle tools, objects, construction and malleable materials safely and with increasing control

Exploring and using media and materials

• Explores colour and how colours can be changed.

• Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects.

• Beginning to be interested in and describe the texture of things.

• Uses various construction materials.

• Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.

• Joins construction pieces together to build and balance.

• Realises tools can be used for a purpose.

Being imaginative

  • Notices what adults do, imitating what is observed and then doing it spontaneously when the adult is not there.
  • Captures experiences and responses with a range of media, such as music, dance and paint and other materials or words.

Autumn - Cycle A and B

Topics: When I grow up (Aut 1)

              Into the woods  (Aut 2)

 

  • Simple representation of ourselves using various media.
  • Make a house using 2D shapes.
  • Box modelling- People who help us vehicles using shape.
  • Autumn Art- Leaf/bark rubbing, etc.
  • Vegetable/fruit printing.
  • Clay leaf bowls.
  • Woodland animal art
  • Christmas cards / calendars/decorations.

Spring  Cycle A

Topics- Winter/Space (Spr 1)                   

              Lifecycles/At the zoo (Spr 2).

 

  • Winter paintings using different media and shape.
  • Starry night paintings using watercolours.
  • Making rockets using different media and shape.
  • Making 3D planets using paper mache and paint.
  • Butterfly and caterpillar paintings using a range of media and tools.
  • Zoo animal paper plate art
  • Mother’s Day/Easter cards
  • Easter baking

Spring Cycle B

Topics- Winter/Superheroes (Spr 1) Lifecycles/Down at the Farm (Spr 2)

 

  •  Winter paintings using different media and shape.
  • Superhero masks/capes.
  • Superhero role play
  • Make wools worms using yarn, googly eyes etc.
  • Superhero drawings/paintings
  • Tadpole and frog art using a range of media and tools (Easy origami frogs)
  • Sheep yoghurt pot model
  • Mother’s Day/Easter cards.
  • Easter baking

 

 

Summer  Cycle A

Topics- Once upon a time (Sum 1)

              We’re going to the seaside (Sum 2)

 

  • Painting flowers from our environment.
  • Making porridge
  • Box modelling- make a bed or a chair for Goldilocks.
  • Make a beanstalk using different materials and media.
  • Sea life art for example make sea crabs, jellyfish, starfish.
  • Make paper aeroplanes
  • Ice cream cone sponge paintings.  

Summer Cycle B

  • Teddy bear portraits.
  • Bear scrunched tissue collage
  • Teddy bear picnic role play
  • Make honey/jam sandwiches.
  • Make pirate telescopes.
  • Explore using different percussion instruments to represent different sea creatures.
  • Pirate role play.
  • Under the sea art and crafts.

 

 

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