FS2 Spring Term 2020

 ‘World of difference’

This topic plan indicates the areas of the curriculum that will be covered this term. Activities to promote the learning of these key skills will be planned for each week in response to the interests of the children and due to the nature of ‘tuning’ into them, plans can alter accordingly.

Prime Area: Personal, Social and Emotional development.

The children will;

  • Initiate conversations, attend to and take account of what others say.
  • Understand that their own actions affect other people – begin to take steps to resolve conflict by negotiation.
  • Be confident to speak to others about their own needs, wants, interests and opinions.
  • Describe themselves in positive terms and talk about their abilities, linking to learning powers, resolutions and personality traits attributed to the Chinese lunar years.
  • Describe the qualities of their peers and why they enjoy spending time with their friends.
  • Be aware of the behavioural expectations in school.
Prime Area: Communication and Language.

The children will;

  • Maintain attention, concentrate and sit quietly during small group and carpet sessions.
  • Respond to instructions involving a 2 part sequence.
  • Be able to follow a story without pictures or props.
  • Listen and respond to ideas expressed by others.
  • Introduce a storyline into their play, using language to imagine and recreate roles and experiences during play.
  • Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
  • Extend vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words.
  • Develop vocabulary related to our topic e.g. ‘recycle’, ‘celebration’, ‘difference’, ‘belief’.
Prime Area: Physical Development.

The children will;

  • Travel with confidence and skill around, under, over and through balancing and climbing equipment.
  • Develop their ball skills.
  • Handle tools, objects, construction and malleable materials safely and with increasing control.
  • Use a pencil effectively to form recognisable letters, most of which are correctly formed.
  • Begin to understand the need for good healthy choices e.g. exercise, eating, sleeping and hygiene.
  • Observe the effects of activity on their bodies.
  • Show understanding of the need for safety when tackling new challenges and practise some appropriate safety measures without direct supervision.
Specific Area: Expressive Arts and Design.

The children will;

  • Reflect their experiences through a range of different media e.g. painting, model making, understanding that different media can be combined to create new effects.
  • Comment on the properties of materials used by the 3 little pigs to build their homes and why the brick house was the strongest.
  • Sing songs, make music and dance and experiment with ways of changing them.
  • Play cooperatively to develop and act out a narrative.
  • Select and use appropriate tools and resources needed to shape, assemble and join materials they need for tasks.
  • Construct with a purpose in mind, using a variety of resources.
  • Create simple representations of events, people and objects
Specific Area: Understanding the World.

The children will;

  • Talk about some of the similarities and differences in relation to families, communities and traditions with an emphasis on Valentines, Mother’s day and global celebrations listed below.
  • Join in with a variety of celebrations including Chinese New Year, Easter and Holi.
  • Talk about past and present events in their own lives.
  • Show care and concern for living things and the environment with a focus on caring for chicks, creating a ‘bug hotel’, planting in the garden and our role in conservation and making a positive difference for our planet.
  • Look closely at similarities, differences, patterns and change with an emphasis on chick development and the changing seasons.
  • Talk about some of the things they have observed such as plants, animals, natural and found objects.
  • Select and use technology on school ICT equipment for particular purposes.
  • Investigate different landmarks across the globe and create representations of through block play.
Specific Area: Literacy.

The children will;

  • Enjoy an increasing range of books and use vocabulary that is influenced by these experiences of reading.
  • Enjoy shared reading experiences with their peers and year six children.
  • Continue to link sounds to letters, sounding the letters of the alphabet.
  • Begin to read simple words and sentences.
  • Segment the sounds in simple words and use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.
  • Write own name and other things such as labels, captions
  • Attempt to write short sentences in meaningful contexts.
Specific Area: Mathematics.

The children will;

  • Recite numbers in order to 10 and then 20.
  • Find one more and one less from a group of up to 5, then 10 objects.
  • Count an irregular arrangement of up to 10 objects with consistent accuracy.
  • Estimates how many objects they can see and checks by counting them.
  • Begin to use the vocabulary involved in adding and subtracting in practical activities and discussions.
  • Find the total number of items in two groups by counting all of them.
  • Share objects between different groups.
  • Recognise the different ways in which a number can be represented.
  • Begin to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes, and mathematical terms to describe shapes.
  • Select a particular named shape.
  • Describe their relative position such as ‘behind’ or ‘next to’.
  • Use familiar objects and common shapes to create and recreate patterns and build models.