KG2 TG - Full - v2.0 - 221210

Teaching Guide for Kindergarten 2
This teaching guide has been developed by the University of Cambridge International
Examinations for the Nile Egyptian Schools project. The University of Cambridge
International Examinations gratefully acknowledges the contribution of NES's Egyptian
expert consultants and academics to the document.
Contents
1 Introduction 5
2 How to use the Teaching Guide document 16
3 Teaching in Kindergarten 20
Topic 1: All About Us 29
Topic 2: On the Move 96
Topic 3: Fly Me to the Moon 169
Topic 4: Hide and Seek 277
Topic 5: When I Grow Up 387
Topic 6: Commotion in the Ocean! 461

4 Appendix A: Weekly Plan 557
5 Appendix B: Teacher Directed Group Work Plan 560
6 Appendix C: Lesson Plan Template 562
7 Appendix D: Lesson Plan Template – Sample 1 564
8 Appendix E: Lesson Plan Template – Sample 2 568
9 Appendix F: Kindergarten Weekly Assessment Record 573
10 Appendix G: Kindergarten Weekly Assessment Record – 575

Sample
11 Appendix H: NES Kindergarten Assessment Framework 577
(Assessment Record Proforma)
12 Appendix I: NES Kindergarten Assessment Framework 593
(Assessment Record Proforma) – Sample
13 Appendix J: Child’s Ticklist for Play Activities 611
NES0Y1222
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1 Introduction
The documents that set out the NES curriculum
To understand the NES curriculum and its philosophy you should refer to:
 The Curriculum Design Overview: one document that applies to all subjects
and grades
 The Curriculum Framework: one for each subject, and one covering the two
years of the integrated Kindergarten curriculum (KG1 and KG2). This
document is called Guidance on Pedagogy, Play and Routines and
Kindergarten Curriculum and Assessment Framework
 The Teaching Guide: one for each subject at each grade, and one each for
KG1 and KG2
The Curriculum Design Overview presents the educational aims, values, principles and
approaches for the full NES curriculum in all subjects with the exception of Religious
Education, from age 4 to 18 (KG1 to G12).
The Curriculum Framework shows how the educational aims set out in the Curriculum
Design Overview are realised in a subject. The Curriculum Framework provides a
description of the subject, including its importance and pedagogy and the learning
outcomes for each grade: that is, what a student should typically be expected to know,
understand and be able to do.
The Teaching Guide gives you the information you need in order to plan how to cover all
the learning outcomes for a grade.
Long-term, medium-term and short-term planning
As a teacher, you will be planning for different periods of time:
 Long-term planning: planning in outline the whole year’s work for a grade, in
the context of the grades above and below. You will need to refer to the
Curriculum Framework
Nile Egyptian Schools | Teaching Guide | Kindergarten 2 © University of Cambridge International Examinations 2010
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 Medium-term planning: planning in more detail for a self-contained period such

as six weeks. The Teaching Guide, particularly section 2, will help you with
this.
 Short-term planning: detailed planning of the lessons for a day or a week. The
Teaching Guide, particularly sections 2 and 3, will help you with this.
How is all the information about teaching and learning in Kindergarten

organised?
The Guidance on Pedagogy, Play and Routines and Kindergarten Curriculum and
Assessment Framework aims to provide a structured approach for practitioners in their
development of an integrated and emergent early childhood curriculum.
An emergent curriculum in this sense is understood as a curriculum that supports the

children in learning all of the skills, knowledge and attitudes that have been identified as
developmental precursors to the broad range of curriculum subject areas and
communities of learning and practice that they will encounter in their future schooling.
In the curriculum framework, the Kindergarten learning is broken down into Areas of
Learning. Each Area of Learning helps to define and organise the overall scope of what
needs to be learnt. Each Area of Learning contains a number of learning outcomes.
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Guidance on Pedagogy, Play and Routines and Kindergarten
Curriculum and Assessment Framework
Guidance on Pedagogy, Play and NES Kindergarten Curriculum &

Routines Assessment Framework
Areas of Learning and Core Skills
1 Language, Communication and Emergent Literacy
2 Shape, Size and Colour
3 Making Things
4 The World Around Us
5 Poetry, Rhymes and Songs
6 Music and Movement
7 Reading
8 Number
Cross-curricular skills:
Communications Technology (ICT)
Personal, Social, Health and Emotional (PSHE)

Development
Creative Development
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Many of these Areas of Learning will naturally interrelate. For example, the Area of
Learning ‘Shape, Size and Colour’ is strongly supported by ‘Number’. The child's
investigative Topic work associated with ‘The World Around Us’ provides an important
context for ‘Emergent Literacy’.
Expectations in these Areas of Learning and Core Skills
Children will be working towards:
1 Language, Communication and Emergent Literacy:
 having confidence to speak to peers and adults about their own wants and needs.
 using language for an increasing range of purposes.
 using language (and sometimes actions) to gain attention, demonstrate or explain

to others.
 extending their vocabulary.
2 Shape, Size and Colour:
 showing curiosity about shapes, size, space and colour.
 matching some shapes by recognising similarities and differences.
 using mathematical names for 2D and 3D shapes.
 using familiar resources, objects and common shapes to create patterns and build
models.
 talking about and recognising simple patterns.
 recognising and naming common colours.
3 Making Things:
 constructing with a purpose in mind, using a variety of resources.
 using simple tools and techniques competently and appropriately.
 describing and talking about what they see.
 using mark making (emergent writing) for labels and captions.
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4 The World Around Us:
Note that the use of gesture and intonation may also be used to convey meaning.
 beginning to make patterns in their experience, linking cause and effect, describing
significant experiences and using speech to organise thinking.
 using writing as a means of recording and communicating, including their own

name.
 using phonic knowledge to make plausible attempts at common words.
 observing, finding out about and talking about features – the place where they live,
themselves and their community.
5 Poetry, Rhymes and Songs:
 being able to tap out repeated rhythms and create their own rhythms.
 recognising and singing from memory favourite simple songs and rhymes.
6 Music and Movement:
 responding to music and sound through experiences, using different instruments

and styles.
 imitating, enjoying and extending their responses, showing an awareness of

rhythm.
 moving with confidence, imagination and in safety.
7 Reading (Core Skill):
 showing interest in illustrations and print in books and the environment.
 knowing that information can be conveyed in the form of print.
 enjoying an increasing range of books.
 employing increasingly sophisticated reading behaviours.
8 Number (Core Skill):
 using ordinal numbers in different contexts.
 recognising the numerals 0 to 10 (and beyond).
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 increasingly using more sophisticated strategies in number.
Together with the Areas of Learning and Core Skills, the wider cross-curricular themes also
include using the computer, personal, social, health and emotional development and
creative development:
ICT:
 using a mouse, keyboard and other basic ICT equipment for ongoing activities
across the curriculum.
 talking about ICT apparatus, what it does, what they can do with it and how it can
be used safely.
Personal, Social, Health and Emotional (PSHE) Development:
 having a positive approach to activities and events.
 seeking and delighting in new experiences.
 showing increasing independence in selecting and carrying out activities.
 displaying high levels of involvement in activities.
 persisting for extended periods of time at an activity of their choice.
 talking freely about their home and community, and having a sense of personal
identity.
Creative Development:
 using imagination in art and design, music, role-play and stories.
 using a range of media and materials to represent experiences and express

thoughts and feelings.
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The Topics
In the Teaching Guide, the Areas of Learning and Core Skills are organised into Topics.
There are eight topics in Kindergarten 1 and six topics in Kindergarten 2.
Each topic lasts between four to six weeks, depending on the needs of the children. Each
Area of Learning should be the focus of approximately ten to fifteen to fifteen 50-minute
sessions in the four to six-week period. In Kindergarten 1 the first two topics are roughly
six weeks each, then there are another six topics to be distributed evenly over the course
over the year. The Kindergarten 2 topics are designed to be roughly six weeks long.
These timings can be adjusted according to teachers' judgements or preferences and
depending on children’s preferences.
The topics are to be taught in the given order, as this order is essential to the learning
process and progress in Kindergarten. Reading and Number activities in particular should
be built upon in a planned sequence.
The order is:
Kindergarten 1
1. Marvellous Me
2. Home and School
3. Starry Starry Night
4. Fire and Ice
5. My World, Your World, Our World
6. Big Fish, Little Fish
7. Nibble Nibble, Munch Munch
8. Wild and Wonderful
Kindergarten 2
1. All about Us
2. On the Move
3. Fly Me to the Moon
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4. Hide and Seek…Explorers All!
5. When I Grow Up
6. Commotion in the Ocean
Each topic gives you the information you need to plan your lessons. Each topic is
presented in the same way:
 Contents – includes the list of Areas of Learning and Core Skills
 Overall Plan – includes ideas and suggestions for activities which can be
repeated, added to and adapted to suit your children
 Learning outcomes for the activities
 Scale Point levels for assessment
 Suggested activities and Strategies for whole class or small group activities
 Suggested resources, which can be adapted to suit your needs
 Assessment strategies: how to check for children's learning
 Cross-curricular links
How does the Teaching Guide help you to make use of ICT?
This symbol shows you where there may be an opportunity for you to use ICT
(information and communication technology) to, for example:
 Create documents using general-purpose software including word processors

and spreadsheets
 Access information and collect data via the Internet, CD-Roms and databases
 Learn collaboratively using social websites including wikis, blogs and shared
workspaces
 Carry out specific activities using subject-specific software and hardware
Using Topics
Topics provide a framework for activities under a common title. These activities give the
children a wide range of opportunities for play. It is through play that children learn: by
doing, rather than by being told.
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The first topic (‘Marvellous Me’) fits in right at the start of the children’s school career. The
learning objectives are general at this stage, as one of the purposes of the planning during
this period is to provide sufficient focused opportunities for the teachers to carry out
baseline assessment.
This first topic, ‘Marvellous Me’, is also one that all the children will be able to relate to and
the specific activities relate to things that all the children will have: a home, a name, etc.
For example, the role-play area will at first be set up as a ‘home corner’ with equipment
and resources familiar to the children from home. Later on we want the children to
understand that the role-play area is something that they will be able to transform, and
reorganise according to the activity and to later topics.
By organising the activities and learning experiences under the heading of a topic, the
children can experience a variety of ways into the learning to suit a variety of learning
styles. A topic also provides a way into an integrated curriculum which encourages an
enquiry approach, sharing knowledge and experience of ourselves and progressively
identifying questions for the children to explore and investigate.
Characteristics of the age group’s development
It is important to remember that individuals within a typical class of 4-year-olds vary in

terms of their cumulative life experience by 20% or more. Nearly 5 years of experience
and learning are likely to enable a child to make faster initial progression in terms of
developmental areas than those with just 4 years. Continuous formative assessment in
KG supports a continuous two-year stage of provision which takes account of
developmental variations within the following areas.
Physical development
Children at this stage are developing greater control over fine and gross motor skills. Fine
manipulative skills will develop within this period from drawing and cutting out simple
shapes to demonstrating greater detail and accuracy within these activities. Four-year-
olds use large muscles in their body for walking on a fine line, balancing, running and
catching a large ball. By the age of six, development in strength and agility enables
children to catch and throw balls with accuracy, kick a ball with direction and hop, skip and
jump confidently.
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Social development
Developments in social interaction see a child begin with solitary play, then go on to
develop the capability to share, then to co-operate and finally to collaborate. In further
extensions of play, children begin to reciprocally negotiate roles in socio-dramatic play
and they collaborate in increasingly structured activities and games. When children solve
problems collaboratively, they act as partners who alternatively provide scaffolding for
each other within their “zones of proximal development” (ZPD). Thus they create a “zone
of capability”, which extends beyond what each child can accomplish on their own. At this
stage, children should be supported in rationalising and talking through their conflicts to
aid positive resolutions. Modelled respectful behaviour in adult-adult and adult-child
interactions will support social skill development.
Emotional development
It is important that children should be emotionally ready to cope with the routines and with
the independence expected of them by the time they start Kindergarten. Guidance on how
to prepare their child for the Kindergarten should be provided to parents, which will
support the children in developing relationships, interacting with unfamiliar adults and
peers and grasping new rules and routines. Children of this age will have emotional
outbursts but expressing emotions positively and resolving conflicts constructively are
areas within which children are expected to develop at this stage.
Linguistic development
Linguistic development in the context of the NES KG Curriculum is governed by a specific

set of features. The children’s first language is colloquial Egyptian Arabic, essentially a
spoken language, which is significantly different from Modern Standard Arabic, the version
intended for use in Arabic-medium NES lessons. Children will also be exposed to English
from day one. The different needs and abilities of children who will learn in different ways
should be taken into account during this process, whereby progression in English will not
necessarily be linear. Generally, four stages of development may be observed.
At first, children will use their own language to each other. This can be followed by silent
or nonverbal periods, which reflect language assimilation in progress. Formulaic or
recognised learnt phrases reflect children trying out chunks of language they have learnt
through repetition. As they gain confidence, they will begin to use English more
productively, using single words or several single words together meaningfully in
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sentences. By learning two languages side by side, children become aware early that
words represent things rather than are things in themselves. This gives essentially
bilingual children increased mental flexibility and is a key strength of the linguistic
environment provided by the NES KG context.
Cognitive development
At this stage, children move from being able to manipulate symbols and signs in their
communications with adults to using those symbols and signs in pretend play. This in turn
becomes internalised (as imagination) and inner speech develops. The child then
develops the capability of interacting with “pretend others”, and gradually develops
conceptual understanding of the “other” and of the “self”. Children as young as three can
understand language about their own learning, thus metacognitive approaches can be
developed. By recording and reporting on the extended playful learning activities they
engage in, the transition to more formal education will be achieved successfully by
children moving from Kindergarten to Grade 1 primary.
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2 How to use the Teaching Guide document
Medium-term planning
During medium-term planning, the different areas of learning are linked together through the
chosen common theme or topic. The first stage of medium-term planning is to create a
document like this NES Teaching Guide which shows how each area of learning will be
addressed in the context of the topic. This Teaching Guide can be used as it stands, or
adapted, or used as a model for you to create your own medium term plans in collaboration
with colleagues.
Move through the topics (eight in Kindergarten 1, six in Kindergarten 2) in the order they are
presented – plan to go through the whole of one Topic before moving on to the next.
For each topic, look at the Overall Plan near the beginning of the topic. This shows you
activities for each Area of Learning you can cover in a four- to six-week period. Then look
through the Areas of Learning and decide how you will spread the content across each week.
Use the Weekly Plan (Appendix A) to record the sessions you will cover week by week. This
will give you a rough outline, as you also need to allow for the daily routine in Kindergarten.
Your planning should take account of the results of your assessments (see below). In
particular, you should plan teacher-directed group work (using Appendix B) to help children
progress to the next appropriate achievement.
Planning the lessons
This Teaching Guide supports lesson planning by enabling you to:
 check the learning outcomes for the topic are relevant to the session.
 choose and prepare for activities.
 use a range of activities and teaching approaches appropriate to the lesson’s

learning outcomes to encourage a variety of learning styles You will also need to
think about the transition from one activity to the next.
 select relevant resources. You can find all the resources referred to in the topics
as a complete list at the start of each topic.
 think about how you will focus on the key learning outcomes.
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 identify activities that will let you assess learners’ understanding and progress
through observation or collecting pieces of work.
 see how this lesson could link across to other curriculum subjects.
 plan for the use of ICT where relevant.
 look ahead to how this lesson will prepare learners for future learning.
You will also need to consider any particular needs for setting up the classroom and any
health and safety issues. You should remember that some activities may carry some risk and
you should follow the school’s Risk Management Policy before trying out these activities.
This includes addressing any e-safety concerns when you use any ICT activities.
After each lesson you should reflect on how it went for the learners and for you. It is useful to
make some notes on the lesson plan soon after the lesson so that you can feed your
reflective feedback into future lessons.
To plan each session, you can use the Lesson Plan Template (Appendix C). There are two
Sample Completed Lesson Plans (Appendix D) and (Appendix E) to show you a completed
example.
Planning and assessment
Planning and assessment are mutually dependent and need to take into account the many
resources and activities available. In order for planning and assessment to be of any value,
the teacher needs to know what the child can already do and what she/he needs to take the
child's learning forward. In the settling-in period, the teacher assesses baseline capabilities.
They can do this by observations and planning specific assessment tasks or challenges.
These tasks should be sufficiently open-ended, as closed tasks will not show the full extent of
a child's current capabilities or learning potential.
Once each child’s current capabilities are known, you should identify groups of children with
common learning objectives. Then plan teacher-directed group work to help groups of
children progress. Appendix B allows you to record the names of children in an identified
group, along with the experience or activity helping them to achieve a specific learning
outcome.
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The Assessment Model
The assessment model provides a twelve-point scale to facilitate the baseline assessment of
children on entry to the Kindergarten, or if necessary at any other stage (for example, a new
child entering the system) and to show (monitor, plan for, and report) their progress across
the Kindergarten stage. Observations can be noted at any time when the children are
involved in a variety of learning or play situations using (Appendix F) the Kindergarten Weekly
Assessment Record. See (Appendix G) for an example of this form filled in.
a. Allocate one Weekly Assessment Record sheet to each child each week.
b. Use the Weekly Assessment Record Sheet to record observations relevant to

the Areas of Learning, Core Skills and Cross Curricular Themes
c. Put relevant items or images of the child’s work in the child’s portfolio
d. Every three weeks, meet with other teachers who know the child to update the
NES Kindergarten Assessment Framework (Appendix H). Taking each Area of
Learning and Core Skill in turn, review the child’s Weekly Assessment Record
for evidence that a scale point has been achieved
e. The child’s performance at each level may be recorded as ‘achieved’ () or

‘working towards’ (W) each scale point with an added comment if necessary.
Consult the completed sample proforma (Appendix I) for suggested ways of
completing the forms.
f. The final page of Appendix H is for teachers to assess informally Creative

Development, Kindergarten Information and Communications Technology
(ICT) and Personal, Social, Health and Emotional (PSHE) Development. See
the example at the end of Appendix I.
g. Filling in the Kindergarten Assessment Framework will make it clear what

scale points each child should be ready to achieve next. Plan group work to
support specific groups of children to achieve appropriate scale points using
(Appendix B) template
In the case of each Area of Learning, the 11th and 12th Scale Points provide for the
assessment of key objectives, or their broad equivalents, to show performance above
expectations for the Kindergarten Stage.
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Assessments include individual portfolios and displays of sculptures, models, photographs of

models and examples of the child's work. By the end of the year, the total record will act as
an overall view of the child's progression. Displays show that we value the children’s work
and present something for parents to see too. The children's work should include the child's
name, the date, details of the context and the level of support (if any) from other
children/adults (if any). The work may include photocopies and photographs as well as ‘hard
copy’ and, where possible, the profile may be digitised for online access.
Teaching in a bilingual curriculum
Learners are developing their language skills through all the subjects in the curriculum. It is
important to focus on the use of language to help learners acquire and improve their
language skills. This is true both for subjects taught in Arabic and those taught in English.
As you are teaching in English every day, you should be aware at all times of the learners’
language needs. Using model language will help the children’s progress. As you progress
through the curriculum, it is helpful to remember that language may influence the way in
which learners learn and you should take this into consideration as you evaluate their
progress.
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3 Teaching in Kindergarten
This section covers various aspects of the Kindergarten setting:
 the settling-in period
 health and safety
 teachers and their roles
 the typical daily routine
 the classroom, resources and indoor and outdoor equipment and materials.
The settling-in period
The first six weeks are crucial for successfully settling in, whether it is in Kindergarten 1 or
Kindergarten 2. The first priority during the initial six weeks is for the children to feel safe,
secure and able to trust the Teacher, who is replacing the parent as the primary carer and
educator. The second priority is for the Teacher to assess the baseline capabilities of each
child against the NES Kindergarten Assessment Framework (Appendix H). The activities for
the Topic ‘Marvellous Me’, which is the first Topic for the Kindergarten 1 class, provides
ample opportunities for baseline assessment.
During this settling in period the children will become familiar with the routines of the
Kindergarten and they will be progressively introduced to each of the play areas. Firstly they
need to feel safe, secure and able to trust the Teacher. Some children might be afraid that
when their parent leaves, s/he may not come back. Children who cry or seem distressed
require reassurance and recognition of their feelings.
Health and Safety
Children are naturally curious and NES promote active learning. This means that children will
be required to participate actively in their own learning and therefore it is important to ensure
the safety of the children at all times. There may be specific activities that require extra
vigilance and supervision. Teachers should follow the school's Risk Management policy
before embarking on any of these activities. Likewise, school trips should also follow the
school's Risk Management policy. You will also need to consider any particular needs for
setting up the classroom and any health and safety issues.
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The Teachers
This is an exciting time for children: they are moving away from their main carers into a brand
new environment. Each NES Kindergarten class has two Teachers to help, guide and teach
children.
The class teacher and the assistant teacher should team teach, sharing responsibility for the
overall provision in the NES schools, but they should also take some individual responsibility
for planning in their own specialist subject areas and acting as a ‘Key Person’ to half of the
class. The Key Person role includes being the first point of contact for the parents of their
group, and a primary responsibility for their assessment and reporting on progress.
Duties and Responsibilities
 to foster the physical, social, emotional and intellectual development of all the children
attending the kindergarten, including those with special educational needs
 to provide a comfortable, safe, stimulating and aesthetically pleasing environment,

which provides consideration of families’ ethnic, cultural and linguistic backgrounds
and consideration for children’s gender
 to act as a Key Person:
o observing, assessing and recording, with reference to the school and

kindergarten policies, each designated child’s progress.
o planning and evaluating daily, weekly, and each term to meet the children’s
needs and interests.
o working with individual and groups of children as appropriate to their

development.
o organising a smooth transition from home to Kindergarten, between

Kindergarten 1 and 2, and from Kindergarten to primary programme
o drawing on the expertise of colleagues within the Kindergarten, in the school

and upon parents to draw up plans for individual children and groups
o displaying the children’s work to draw attention to their achievements.
o working with parents, individually or in groups. This will include daily informal
contacts, regular reviews, curriculum workshops and discussion groups.
 to keep up to date with current thinking by attending courses, reading documents, etc
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as required to fulfil this role.
 to abide by School Health and Safety policies
 to implement and promote the School Equal Opportunities policies
 to co-ordinate and manage resources for identified Areas of Learning.
The Teachers help the children:
 to learn to be away from their parents, guardians or carers
 to know that their parent will come and get them at the end of each day
 to make friends and learn about other children
 to get to know and develop a trusting relationship with their Key Person
 to learn about the play environment and explore all the materials
 to learn how the classroom is organised
 to learn the daily routines, e.g. register, play, snack, activities, lunch, story time, etc
 to develop adaptive learning strategies.
Therefore the Teacher's role is:
 to act as Key Person for the children in their class and their families by:
o building a relationship with each child in the group
o giving the children reassurance that they are safe and cared for
o making the children familiar with the setting
o making the children feel safe and confident within the setting
o reassuring the children, and showing recognition of their feelings if they are
distressed or afraid.
o acting on information from the parents about the children’s needs, and sharing
information with parents about the children’s ongoing progress and
development.
 to build relationships with the children’s parents by:
o getting to know each child’s parents and family and involving them in their
child's education.
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o making parents feel welcome in the school
o collecting information from parents about the child and their family
circumstances
o sharing records of development and progress with the parents and other
professionals, as necessary.
 to work closely as a team in planning and delivering the curriculum by:
o establishing routines and familiarising the children with the names of the
routines
o introducing activities and familiarising the children with the names of the
activities
o encouraging the children to refer to the tick chart, with adult help, to check
which activities they have and have not yet tried
o encouraging curiosity and initiative, making it clear that the children can always
ask questions.
 to observe, note and provide support and intervention for the free play of
children who are not being assessed at that moment by:
o explaining the rules regarding the maximum number of children permitted in

each area, and making sure the children comply with those rules
o explaining the procedures for changing activities, and making sure the children
follow those procedures.
 to assess the capabilities of each child in the group, using the NES framework
by:
o encouraging groups of children to engage in a range of activities that support

the initial
o assessment
o recording baseline assessments in the assessment database to inform

ongoing planning (using Appendix H: NES Kindergarten Assessment
Framework (Assessment Record Proforma) )
o continuing to keep formative assessment records throughout the year
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(Appendix F: Kindergarten Weekly Assessment Record)
o recording summative assessments at given points for progression to primary

level (using Appendix H)
Effective Kindergarten Teachers:
 create playful environments in which children feel they trust and rely on the adults in
school
 encourage children to explore and experiment
 help children believe in themselves as competent and capable learners
 actively promote the diversity of the world and understand who they are as individuals,
as members of a family, as members of a local community and as members of a
global community.
Typical daily routine
 Group registration by each Key Person of their own children. This should include
discussion of the format for the day with a visual timetable: a series of cards showing
a picture and the word for regular activities, e.g. register, sharing time, group work,
play, snack time, etc. The visual timetable is changed to match each day’s routine and
referred to throughout the session by Teachers. This will help the children to feel
secure. Home time (with a picture of a parent and child) should also feature,
reinforcing that their parents WILL be there to collect them.
 Teachers conduct sharing time with their designated children to discuss key Topics
and themes as well as, for example, families, pets and activities around the home.
 The children are introduced to new activities. Some children are selected for a
Teacher-led activity; the rest of the children can choose from a range of other
activities set out by Teachers (self-selected learning) or select freely from classroom
resources (self-initiated learning). This should include opportunities for outdoor
learning, once this part of the learning environment is ready for use.
 One Teacher will be working with a group of children on a Teacher-led activity; the
other Teacher will support a second activity and also monitor the play of the rest of the
class. On a rotational basis, new groups are identified to work on the literacy and
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painting activities and the others play inside/outside.
 Teachers can eat lunch with the children and share informal conversations in a family-
style atmosphere.
 A session after lunch with a free choice of play activity, although these choices are
monitored and the children are encouraged, when appropriate, to try new activities.
The use of a tick/tally check list can be employed to ensure that each of the children
has had a chance to try out all of the main play areas/apparatus. Each child should be
encouraged to refer to the tick/tally check list on a regular basis to see what they have
tried out so far and what they still have to come. An example is included as Appendix
J.
 Throughout the week children are taken out, as a whole or half class group, for
movement and music.
 A tidying-up session at the end of the day, which includes practice of vocabulary and
number.
 Each day ends with the children sitting together on a carpet, to reflect on the day’s
learning and for a story read by one of the Teachers.
The classroom
The classroom has to be an inviting, interesting, exciting, welcoming, happy place for a child
to play in, where h/she can enjoy all the activities available. To help in making this area
comfortable and familiar:
 each child should have a drawer to keep any items brought from home, or to be taken
back home. The child’s drawer should be labelled with their name, in both Arabic and
English script.
 objects in the classroom should be labelled in Arabic and English. The English
version should use the article, e.g. the door, a window.
Resources
A wide variety of texts can be made available to the children to encourage independent
choice and a love of reading. These include:
1. Duck in The Truck by J Alborough ISBN 978-0-00-730262-8
26
2. The Owl and the Pussycat by E Lear & I Black ISBN 978-0-552-52819-1
3. Music Express: Lesson Plans, Recordings, Activities, Photocopiables: Year 1

by M Hanke et al ISBN 9780713662313
4. Music Express Foundation Stage: Activities, Learning Intentions, Recordings, Video

Clips by M Hanke et al ISBN 978-0-7136-6582-6
5. Choo Choo Clickety Clack by M Mayo & A Ayliffe ISBN 978-1-84362-438-7
6. All Afloat on Noah's Boat by T Mitton & G Parker-Rees ISBN 978-1-84616-242-8
7. My Mum and Dad Make Me Laugh by N Sharratt ISBN 0-7445-4307-X
8. Eyes Nose Fingers and Toes by J Hinley ISBN 0-7445-7752-7
9. This Little Puffin compiled by E Matterson ISBN 0-14-034048-3
10. Jack and the Beanstalk retold by S Graves ISBN 1-84461-585-5
11. Handa's Surprise by E Browne ISBN 0-7445-3634-0
12. Maisy's Bedtime by L Cousins ISBN 0-7445-6764-5
13. Sun Up, Sun Down (Science World) ISBN 0-1736-6254-9
14. The Way Back Home by O. Jeffers ISBN 978-0-00-718232-9
15. What Makes Day and Night by FM Branley ISBN 978-0-06-445050-8
16. Goodnight Moon by MW Brown ISBN 978-0-333-96107-0
17. On the Moon by A Milbourne & B Davies ISBN 978074605211-2
18. Twinkle Twinkle Little Star by W Magee & M Byrne ISBN 978-0-7496-9368-8
19. Roaring Rockets by T Mitton & A Parker ISBN 978-0-7534-0351-8
20. The Night Pirates by P Harris & D Allwright ISBN 978-1-4052-1161-1
21. We're off to Look for Aliens by C McNaughton ISBN 978-1-4063-1352-9
22. Shark Mad Stanley by A Griffin ISBN 978-1-86007-173-7
23. The Story of Snow by M Cassino ISBN 978-0-8118-6866-2
24. Tickly Octopus by R Galloway ISBN 978-1-84506-376-4
25. Songbirds Phonics Stg 1+ by J Donaldson (Pack of 6) ISBN 978-0-19-84666-1
26. Songbirds Phonics Stg 2 by J Donaldson (Pack of 6) ISBN 978-0-19-846652-9
27. Mr Archimedes' Bath by P Allen ISBN 978-0-14-050162-9
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28. We all went on Safari by L Krebs ISBN 1-84148-782-1
29. Handa's Hen by E Browne ISBN 978-0-7445-9815-5
30. The Wonderful World Book ISBN 978-0-370-32711-2
31. Shark in the Park by N Sharratt ISBN 978-0-433-032410
32. The Polar Bears' Home by L Bergen ISBN 978-1-4169-6787-3
33. Shark in the Dark by N Sharratt ISBN 978-0-385-61631-7
34. Flashing Fire Engines by T Mitton & A Parker ISBN 978-0-7534-1489-7
35. Big Red Bath by J Jarman & A Reynolds ISBN 978-1-84362-605-3
36. Mister Seahorse by E Carle ISBN 978-0-140-56989-6
37. Bringing the Rain to Kapiti Plain by V Aardema ISBN 978-0-333-35164-2
38. Snow Bear by P Harper ISBN 1-405-01928-X
39. Fidgety Fish by R Galloway ISBN 978-1-85430-753-8
40. Maths Scheme – selected by NES
41. English reading scheme – selected by NES
Indoor and outdoor equipment and materials
Children learn through doing rather than by being told. By having lots of interesting and
exciting activities and materials to play with, children will more easily learn new concepts. In
planning lessons, Teachers should take into account the following equipment and materials
available for learning and exploring through the Topics. Teachers should always consider any
health and safety issues related to any of this equipment and materials.
 Exploring materials: water, sand, soil, sawdust, clay, plasticine, salt, flour, paint,
liquids (e.g. oil, vinegar, liquid soap, glycerine), cooking ingredients.
 Construction: e.g. a variety of construction kits, bricks and blocks of different shapes
and sizes, pulleys, cogs, etc
 Recycled: containers of different materials and sizes (e.g. cardboard boxes, plastic
pots) variety of papers and fabrics)
 Moving toys: variety of small wheeled vehicles, trains, wind-up toys, toys that move in
different ways (e.g. pushing, pulling, blowing, springs, batteries)
28
 Living things: keeping plants and animals indoors (e.g. mini beasts, snails,
caterpillars); plants (e.g. seeds, bulbs)
 Collections: materials (e.g. metal, wood, plastic etc.) with different properties (e.g.
transparent/translucent/opaque; rough/smooth; stretchy or bendy; magnetic; float/sink)
 Natural materials (e.g. fruits and seeds, shells, stones, feathers fabrics, threads &
strings)
 Equipment for observing closely: magnifying glasses, measuring equipment (e.g.

scales, spring balances, rulers, stopwatches, egg timers, thermometers, measuring
jugs)
 Water play: pump, water wheel, plastic piping, containers, funnels, objects made of
different materials, hollow and solid objects, guttering, boats
 Science specific resources: selection of magnets, batteries, bulbs, bulb holders,

buzzers, motors, wire, wire cutters, mirrors, prisms, lenses, colour filters, torches,
kaleidoscope, reflectors.
One area of the classroom should initially be set up as ‘home area’, with equipment and
resources familiar to the children from home. Towards the end of the first six-week period,
plan for this area to be reorganised so that the children start to recognise that the area is for
role play and they too can transform its meaning.
Other activity areas can be set up for:
 painting and sculpting: ‘body prints’ (hands)
 construction including producing plaster ‘hand plaques’; play dough
 outdoor play: riding tricycles; climbing frame; water play; sand play
 computer use
 sand play
 play dough.
29
Kindergarten (Kindergarten 2) Teaching Guide

Topic 1: All About Us
Suggested weeks 1–6
Kindergarten 2 Topic 1: All About Us
Contents
Resources 31
Overall Plan 39
1. Language, Communication and Emergent Literacy 41

2. Shape, Size and Colour 51
3. Making Things 59
4. The World Around Us 68
5. Poetry, Rhymes and Songs 73
6. Music and Movement 76
7. Reading 79
8. Number 89
31
Kindergarten 2 Topic: All About Us Resources
Area of Learning Resources required
1. Language, Communication  laminated and labelled photographs showing Kindergarten activities

and Emergent Literacy
 Blu-tack, or similar
 a cushioned, comfortable area
 a wide choice of illustrated books, attractively displayed
 three pegs positioned under labelled pictures of different activities. When three children have chosen that activity
they will need to choose something else until there is a space
 a class list
 the name of each day of the week, printed and laminated, in Arabic and in English. Each day name should have a
picture underneath of an activity that always happens on that day.
 a chart labelled: Today is...; Tomorrow is...; Yesterday was...
 a chart with the days of the week in sequence, in English
 a laminated badge showing a picture of a child (not one in the class) labelled ‘Child of the Day’. The badge should
be fixed to the child with a safety pin.
 ‘Eyes, Nose, Fingers and Toes: A First Book All About You’ by Judy Hindley (ISBN 0-7445-7752-7)
 the words ‘my nose’ and ‘my eyes’ written on cards - a set for each child in the small group
 a few soft toys
 baby bath
 water
 towels
 doll’s clothes
 six photos showing different stages of the doll’s bath, e.g. doll dressed, doll undressed, doll in the bath, doll being
dried, doll in a nappy, doll in clean clothes
32
 baby dolls
 clothes for the dolls
 pictures of the baby clothes (or a set of baby clothes) to order in the way that the doll was dressed or undressed
 ‘My Mum and Dad Make Me Laugh’ by Nick Sharratt (ISBN 0-7745-4307-X)
 ‘Peace at Last’ by Jill Murphy (ISBN 0-333-63198-6)
2. Shape, Size and Colour  strips of different coloured paper, each strip about 20-25 cm wide and long enough to measure a child’s height
 paper – large enough to draw a child’s head
 six rulers
 pencils
 coloured pens
 scissors
 large shoe shapes, pre-cut in different coloured papers (a large number of these will be required)
 small shoe shapes, pre-cut in different coloured papers (a large number of these will be required)
 glue
 numbers printed on cards, for the children to copy the number shapes
 pre-cut paper circles in different colours, but all the same size
 sheets of coloured paper, just large enough to draw around a child’s hand
 a very large sheet of coloured paper for displaying the hands
 optional: counters
 large numbers (0-10), drawn as outlines to be coloured in on large sheets of paper, with space to add the
corresponding number of geometric shapes
 paints and brushes
 2D geometric shapes to draw around (e.g. circle, square, triangle, rectangle)
 ‘My Mum and Dad Make Me Laugh’ by N Sharratt (ISBN 0-7445-4307-X)
33
 pre-cut paper sock shapes in three sizes: large, medium and small (an equal number of each type)
 washing line and pegs
 felt-tipped pens
 small squares of paper
 a wall chart pictogram titled ‘How old are you?’ The chart should have two rows, labelled ‘we are five’ and ‘we are
six’. (Each row must be long enough to fit in every child’s picture.)
 Blu-tack (or similar).
3. Making Things  play furniture, including a table and some chairs, a cupboard, a sink, a cooker, a fridge, etc.
 pretend food including a pizza
 cutlery
 plates, cups and saucers
 soft toys
 play dough that can be preserved by keeping it in the fridge overnight – make the dough in advance and divide it
into three, colouring each third with a different food colouring.
 rolling pins
 bun trays
 cutters
 a large paper face with labels for the features.
 paper plates – one for each child.
 mirrors
 different coloured paints, including flesh-coloured
 paint brushes
 coloured paper
 glue
 wool or paper strips in suitable colours for hair
34
 scissors
 This Little Puffin’ (ISBN 0-14-034048-3)
 a variety of construction toys
 pictures of houses (these could be houses in the local area or from books)
 a model house
 labels
 a camera
 doll’s house
 boxes and cartons of different sizes
 masking tape
 rectangles of card suitable for folding into roof shapes
 ‘My Mum and Dad Make Me Laugh’, by Nick Sharratt (ISBN 0-7445-4307-X)
 large sheets of paper, with stripes 5cm wide drawn down or across (for making stripy paper)
 large sheets of coloured paper (for making spotty paper) and different coloured paper for the spots
 circle templates
 2 large sheets of paper, big enough to draw around a girl and boy in the class
 paper circles in different colours and sizes.
 strips of paper in different widths
 real currant buns and cherry cakes
 a tray for the buns to dry
 a bowl of warm water for washing and a towel
 cooking aprons
 balance scales
35
 bowls and spoons for mixing
 two eggs per group
 flour with baking powder
 butter
 sugar
 paper cake cases
 icing sugar and sugar strands for decoration
 an item of doll’s clothes for the teacher to wash
 each child brings an item of doll’s or toy’s clothing
 a bowl with clean water for rinsing
 a washing line and pegs
4. The World Around Us  a writing table, with paper, pens, pencils, crayons and felt-tipped pens
 tracing paper
 writing patterns to copy
 pictures to colour in
 each child’s name written in Arabic and in English, displayed where the children can copy them
 a painting area with easels, paper, paints and brushes
 painting shirts/aprons
 an area for paintings to dry
 pencils
 paper
 each child’s name, printed in large, simple letters and laminated
 tracing paper may also be needed for some children
 either: white boards and felt-tipped pens or writing paper and pencils
36
 the numbers 1, 2, 3, 4, 5 and 6 (in large print and laminated)
 ‘‘Jolly Phonics’ Teacher’s Handbook’ (ISBN 978-870946-07-0 or visit the web site www.jollylearning.co.uk)
 ‘Jolly Phonics Wall Frieze’ (ISBN978-1-870946-32-2)
 laminated cards with an ‘a’ (for tracing)
 tracing paper and pencils
 wet sand on a tray
5. Poetry, Rhymes and Songs  ‘This Little Puffin’ by Elizabeth Matterson (ISBN 0-14-034048-3)
 pictures of a fly, an ant and a moth
 ‘Jolly Phonics’ CD
 large laminated letters
6. Music and Movement  ‘Singing Express 1’ (ISBN 978-1-4081-1509-1)
 a picture of traffic lights.
 children and adults be in suitable clothing, especially footwear.
7. Reading  a laminated photograph of each child and adult
 individual labels with each child’s name in both Arabic and English (laminated)
 Blu-tack (or similar)
 a box for the name labels
 labels for items in the role play area, e.g. ‘the table’, ‘the chair’, ‘the fridge’, ‘the cupboard’, ‘the sink’, ‘the cooker’
 small examples from the play house of one or two of the items, e.g. a table and a chair
 labels of items in the home corner
 model items from the play house, e.g. table, chair, cooker, fridge, etc
 PM ‘Alphabet Starters’ (ISBN 1-56955-632-1) - four sets of each of the 26 books (one for each letter of the
alphabet)
 four laminated copies of the sentence: ‘A ............is big’ written in a font at least as big as the print in the book
 four laminated copies of each of the names of the vehicles (It is helpful if the set for each child is in a different
37
colour.)
 ‘Jolly Phonics’Jolly Learning Limited ISBN 978-1-870946-07-0
 the ‘Jolly Phonics’ letter ‘a’, laminated
 the ‘Jolly Phonics’ letter ‘s’, laminated
 three pictures or objects that the children will recognise that begin with<‘s>, e.g. snake, sock, sink, stool, stamp,
salt, photos of any children who have a name beginning with <s>.
 the ‘Jolly Phonics’ letter ‘t’, laminated
 draw around your body on a large sheet of paper before the session
 large labels for your body parts, e.g. ‘my arm’, ‘my leg’, etc
 A4 paper
 pencils and crayons
 body part labels– one set of small labels for each child
 scissors
 glue
8. Number  Compare Bears’ (or other counting apparatus)
 Maths Scheme selected by NES
 ‘This Little Puffin’ by Elizabeth Matterson (ISBN 0-14-034048-3)
 pretend currant buns made by the children in a previous session (see the making things section)
 pretend cherry cakes made by the children in a previous session (see the Making Things section)
 10 coins
 10 green plastic bottles, numbered from 1-10
 ten drawn and painted sausages: five with ‘pop’ written on them and five with ‘bang’ written on
 a drum
 sheets of paper, large enough to draw around a child’s hand
38
 the numbers 1-5 printed on separate cards
 pencils or felt-tipped pens
39
Kindergarten 2 Topic: All About Us Overall Plan

This is a plan for ‘All About Us’. The lesson suggestions in the Guide have been written from this plan. Other ideas can be added as desired
and adapted to suit the children in your class. Many of the activities should be used on more than one occasion.
1. Language, 2. Shape, Size, 3. Making 4. The World 5. Poetry, 6. Music & 7. Reading 8. Number
Communication and Colour Things Around Us Rhymes and Movement
and Emergent Songs
Literacy
Daily visual time table Arrange a group of Setting up the role play Free choice writing ‘Peter Rabbit has a Fly Singing Express 1, Matching names Counting with fingers
children in height order area as a kitchen table upon his Nose’ songs about Ourselves (Arabic & English) to
photographs
Sharing books Measure heights with Make a dough pizza for Name all their paintings ‘Heads, shoulders, Play the Traffic Light Self registering Matching fingers to the
large & small foot the role play area knees & Toes’ game number of objects being
shapes shown
Talking to the children How many circles will fit Observe & paint a face Learning to copy your Listen & sing using Jolly Extend the Traffic Light Labelling objects in the Sing ‘Five currant buns
when they are engaged onto your hand shape? with features in the name Phonics CD for letters Game Kindergarten in a Baker’s Shop’
with choosing activities correct place learned
in the Kindergarten
Learning the days of the Make numerals, add the Make junk model Writing numbers 1-3 ‘If you’re Happy & you Move in different ways Removing & finding the Sing ‘Five cherry
week correct number of 2D houses know it, clap your & in different directions correct places for the Cakes’
shapes to match the hands’ labels
numeral
Playing the ‘Days of the Pictogram showing Paint stripy & spotty Writing numbers 5 and Learn ‘Happy Birthday’ Music express, Year 1, Mixing up the labels Sing ‘Five Green
week’ game favourite colours for T wall paper 6 and any other songs Bottles’
shirts that appeal to you
Choosing ‘a Child of the Repeated pattern for Make Mum with spotty Writing sounds <a> & Group reading PM Sing ‘Ten fat sausages
day’ socks, big, small clothes & Dad with <c> Starters level 1 Sizzling in a Pan’
medium etc stripy clothes
Sharing ‘A First book all Birthday chart Make dough buns & Use Jolly Phonics to Plan number work using
About You’ cherry cakes for the role begin learning sounds Maths Scheme selected
play area by NES
Continue sharing ‘A Make real cakes Use Jolly Phonics to
First book all About revise & if appropriate
You’ learn a new sound
40
1. Language, 2. Shape, Size, 3. Making 4. The World 5. Poetry, 6. Music & 7. Reading 8. Number
Communication and Colour Things Around Us Rhymes and Movement
and Emergent Songs
Literacy
Give a teddy bear or Wash an item of doll’s Use PM Alphabet
doll a bath clothing Starters to reinforce
sound learnt in Jolly
Phonics
Sharing Stories at story
time
Sequencing pictures of
‘Baby’s Bath Time’
Sharing ‘Peace at Last’
41
Kindergarten 2 Topic: All About Us 1. Language, Communication and Emergent Literacy

Teaching Guide for the second Kindergarten Topic, covering 6 weeks. Each Area of Learning should cover approximately ten to fifteen to
fifteen 50-minute sessions. Many of these activities will take place every day, as part of the daily routine – keep the sessions short.
Learning Activity Strategies/Whole class: Strategies/Small group: Suggestions Resources: Assessment

outcomes (‘SP’ = Suggestions Suggestions
Scale point)
1SP1 Listens and responds to Show the Show the children the picture for the first activity of the day - this could be the children arriving at school or Labelled and laminated Can the child:
what others say through children what being registered. Stick this where the children can see it. Read the words. pictures of all the
 listen to the
gestures and/or words will be Find the picture for the next activity - this could be a session in number work, followed by number groups. different activities that
instructions?
happening each [Note: While a small number of children are doing number work in groups, most of the class will be could happen during the
1SP2 Initiates talking and
day - the daily choosing from different activities that have been set up in the classroom. The children need to understand school day - these  point to the correct
listening in informal
time table in that they will all choose activities and all work in the number group eventually.] Read the writing. should include home label?
contexts with others,
pictures. time, snack time and a
displaying greater Continue explaining and pinning up the labelled pictures for the day’s activities until the ‘home time’ picture. reference to choosing  differentiate
confidence between Arabic
You should go through this every day, until the children are sufficiently familiar with the procedure. activities.
and English
Blu-tack(or similar) letters?
1SP1 Listens and responds to Share books It is important that groups of children can Choose a group of six or eight children and divide them A cushioned, Can the child:
what others say through informally during share books each day in small groups with into pairs. Tell each pair to select a book to share comfortable area
together.  respond when you
gestures and/or words the day. an adult.
A wide choice of point to significant
1SP2 Initiates talking and Note: This should be a short, enjoyable time At this stage, the children will be talking in Arabic about illustrated books, objects in the
listening in informal - not more than five minutes, to begin with. what they can see in the pictures. Listen to each pair and attractively displayed picture?
contexts with others, Extend the time for more mature children say something to them in English about the picture. Point
displaying greater and later during the ten weeks. to something in the picture as you say, for example:  talk about the
confidence Look at the ducks - they are swimming in the picture?
water.
1SP3 Listens attentively and  listen when you
How many ducks? read or talk?
with enjoyment to stories
and rhymes Let’s count.
There are four ducks swimming in the water.
If possible, ask the children to repeat some significant
words.
42
Learning outcomes Activity Strategies/Whole class/Small group: Suggestions Resources: Assessment

(‘SP’ = Scale point) Suggestions
1SP1 Listens and responds to what Choose activities Note: During these activity times, the adults should take every opportunity to listen to the Three pegs positioned under Can the child:
others say through gestures children and to initiate conversations or ask questions. labelled pictures of different
 gesture or talk about
and/or words activities. When three children
Child-initiated tasks: the task to other
have chosen that activity, others
1SP2 Initiates talking and listening children?
Children will often choose from a variety of activities that have been set up. It is important will need to choose something
in informal contexts with others,
for adults to check that: else until there is a space.  gesture or talk to an
displaying greater confidence
adult?
 the children do not all try to choose the same activity (see resources) A class list
 answer questions?
 some children do not monopolise a particular activity each session
 ask questions?
 girls and boys are encouraged to try different activities, e.g. girls using construction
apparatus and boys playing in the role play area.
Adult-initiated tasks:
Most days the adults will have set up an activity, e.g. cutting out and sticking. The adult may
choose particular groups to work at the task, or may want all the children to try the task.
Use a class list to check that all (or selected) children have had an opportunity to become
engaged with the adult-initiated task.
43

1SP1 Listens and responds to what Learn the names Pin up the days of the week in sequence, in Arabic. Explain that these are how the days are The name of each day of the Can the child:
others say through gestures of the days of written in Arabic. Read the Arabic script. week, printed and laminated, in
 listen when you read
and/or words the week Arabic and in English. Each day
Ask the children to listen as you say the days of the week in English, pointing to each word or talk?
name should have a picture
1SP2 Initiates talking and listening as you read it. You may wish to point out that each word ends in ‘day’ and give the Arabic
underneath of an activity that  hear/see that ‘day’ is
in informal contexts with others, equivalent.
always happens on that day. repeated in the name
Point to the chart and say ‘Today is Monday’. Stick the name on the chart after ‘Today is...’. of every day?
A chart labelled:
1SP3 Listens attentively and with
Point to the chart again and say ‘Today is Monday.’
enjoyment to stories and rhymes
Point to the picture under the name ‘Monday’ and explain that on Mondays we always have Today is...
that activity.
Tomorrow is...
Yesterday was...
Blu-tack(or similar)
44

1SP1 Listens and responds to what Learn the names Sit the children so that they can see the days of the week chart. Point to each day and A chart with the days of the Can the child:
others say through gestures of the days of chant the days together in sequence, pointing to each day as you say its name. week in sequence, in English
 listen when you read or
and/or words the week
Remind the children: talk?
1SP2 Initiates talking and listening
Today is Monday.  clap when you say the
name of the day (e.g.
displaying greater confidence We are going to clap as we say the word ‘Monday’.
Monday)?
1SP3 Listens attentively and with Chant the name two or three times, reminding the children to clap as you say ‘Monday’.
enjoyment to stories and rhymes  hear/see that ‘day’ is
When the children can chant the days of the week, introduce the phrase ‘Tomorrow will repeated in the name of
be...’ every day?
Later, introduce the phrase ‘Yesterday was...’
1SP1 Listens and responds to what Choose the As part of the daily routine, choose a ‘Child of the Day’. A laminated badge showing a Can the child:
others say through gestures ‘Child of the picture of a child (not one in
The ‘Child of the Day’ should be given particular tasks to perform that day, for example:  listen and respond to the
and/or words Day’. the class) labelled ‘Child of
 take the register to the office elimination procedure?
the Day’. The badge should
 be first in the line for going to lunch or home be fixed to the child with a  read with you ‘child of the
safety pin. day’?
displaying greater confidence  help to give out the lunch boxes.
A class list  remember their tasks for the
Show the children the badge and read the words ‘Child of the Day’. At this stage you may
want to say this in Arabic. day?
Ask all the children to stand, then gradually eliminate them. For example:
 The ‘Child of the Day’ is a girl (all the boys sit down)
 The ‘Child of the Day’ is six years old (all five year olds sit down)
 The ‘Child of the Day’ has two ribbons in her hair (girls without two ribbons sit
down).
Continue until one child is left standing and tell them they are the ‘Child of the Day’.
Pin the badge on the child and remind them what their tasks will be.
Tick the child’s name on a class list, to make sure every child has a turn.
45
Learning outcomes Activity Strategies/Whole class: Strategies/Small group: Resources: Assessment

(‘SP’ = Scale point) Suggestions Suggestions Suggestions
1SP1 Listens and responds to what Learn the words Sit the children so that they can all see the front Choose groups of six children to look at ‘Eyes, Nose, Fingers and Can the child:
others say through gestures ‘eyes’ and cover of the book. the book cover. Toes: A First Book All About
 respond when you
and/or words ‘nose’.  Point to the child on the book cover with his Point to your nose and say ‘my nose’. You’ by Judy Hindley (ISBN
0-7445-7752-7) gesture or point to
1SP2 Initiates talking and listening Note: It is fingers over his eyes and ask: Point to your eyes and say ‘my eyes.’ significant words?
in informal contexts with others, important to Can you put your fingers over your The words ‘my nose’ and
displaying greater confidence make this a short eyes like this?
Ask children to repeat your actions, saying
‘my eyes’ written on cards -  listen when you read or
the words together. talk?
session and Point to the picture and demonstrate this by a set for each child in the
1SP3 Listens attentively and with If the children can remember the words
repeat it covering your eyes. small group.  read with you ‘my eyes’
enjoyment to stories and rhymes and repeat them after you, show them the
frequently, rather and ‘my nose’?
than a long Say the word ‘eyes’. Point to your eyes and to written words.
session. the word ‘eyes’. Ask children to say ‘eyes’.
Read the words ‘my nose’,
Point to the child on the book cover with the blue
Point to your nose and say ‘my nose’.
hat. Point to your nose and say:
Look - he is pointing to his nose. Ask the children to pick up the label ‘my
nose’ and say ‘my nose’, first pointing to
Can you point to your nose?
the words and then to their nose.
Say the word ‘eyes’. Point to your nose and say
Repeat with ‘my eyes’.
the word ‘nose’. Ask the children to say ‘nose’.
1SP1 Listens and responds to what Share the pages Look at the front cover of the book again. Point to Choose a group of four children. Look at ‘Eyes, Nose, Fingers and Can the child:
others say through gestures about eyes in the the eyes and ask: the page together. Read it, pointing to Toes: A First Book All About
 respond when you
and/or words book ‘Eyes, What are these? each word. You’ by Judy Hindley (ISBN
gesture or point to
Nose, Fingers Yes, eyes. Emphasise the direction of the print and 0-7445-7752-7)
1SP2 Initiates talking and listening significant words?
and Toes: A First match each spoken word with the text.
in informal contexts with others, Hold up a soft toy and point at its eyes. A few soft toys.
Book All About  listen when you read or
You’. These are his eyes.  Do the appropriate action as you say each
Cards with the words ‘my talk?
of the following:
1SP3 Listens attentively and with Show the double page about eyes. eyes’ and ‘my nose’.
enjoyment to stories and rhymes I can blink my eyes.  read with you ‘my
Read the first sentence, pointing to each word as eyes’?
I can wink with my eye
you read.
I can shut my eyes
Use actions to show how your eyes blink, saying:
I can hide my eyes - Peek-a-
I can blink with my eyes.
boo!
Can you blink?
Look at the cards together. Point to your
Read the sentences in the book, making sure
eyes and say ‘my eyes’. Ask the children
you use appropriate actions to indicate the
to point to the card with the words ‘my
words. Ask the children to join in with the actions.
eyes’.
46

1SP1 Listens and responds to what Bath a teddy Sit the children so they can all see the procedure. Baby bath Can the child:
others say through gestures bear or doll
Teacher models the procedure. Show all the items needed, picking up each object and Water  listen attentively?
and/or words
naming it.
Towel  answer any questions
Explain that we put warm water in the bath first and that we need to test the water to make asked?
in informal contexts with others, Doll’s clothes
sure it is not too hot. Demonstrate putting your elbow into the water.
displaying greater confidence  talk about what is
As the teacher baths the doll, explain each stage, for example: happening?
enjoyment to stories and rhymes  Get the water ready
 Get the doll’s clean clothes ready
 Put the towel out, ready for drying the doll
 Undress the doll
 Carefully lift the doll into the water
 Wash the doll all over with the sponge
 Take the doll out of the bath and dry it carefully.
47

1SP1 Listens and responds to what Put pictures in Display the pictures of the doll’s clothes in Choose a group of six children. Display the Six photos showing different Can the child:
others say through gestures order to show any order. Point to each picture and name pictures of the doll being bathed in any order. stages of the doll’s bath, e.g.
 listen attentively?
and/or words the sequence for the garment (socks, trousers, etc).
Ask the children to help you put the pictures in doll dressed
bathing a doll.  answer any questions asked?
1SP2 Initiates talking and listening Ask questions, for example: the correct order. Point to each picture and
doll undressed
in informal contexts with others, say what is happening.  talk about what is happening?
When the doll was being dressed
displaying greater confidence doll in the bath
what did I put on first? (ask child to Give each child one picture, in random order.
1SP3 Listens attentively and with point to the correct picture) Yes, I put Ask the children: doll being dried
enjoyment to stories and rhymes on his nappy.
Who has the first picture? doll in a nappy
Put the picture of the nappy at the
Yes, the one before the doll was doll in clean clothes.
beginning of the sequence.
undressed.
What next? Pictures of the doll’s clothes
Continue until all the pictures are in the correct (or a set of doll’s clothes) to
Yes his vest. sequence. order in the way that the doll
was dressed or undressed.
Put the picture of the vest as the second Point to the pictures and say what is
in the sequence. happening. Encourage the children to repeat
some words.
Continue naming the items and position
the pictures in order.
48

1SP1 Listens and responds to what Story time Sit the children in a comfortable area, ensuring that they can all see the illustrations ‘My Mum and Dad Make Me Can the child:
others say through gestures Laugh’ by Nick Sharratt
Note: A story Show the children the book cover. Point to each character.  listen attentively?
and/or words
time activity, (ISBN 0-7745-4307-X)
1SP2 Initiates talking and listening where an adult
This is Mum - she likes spots. Can you see the spots?  sustain enthusiasm?
in informal contexts with others, shares a book Spots on her trousers, spots on her jumper, spotty shoes, etc.  respond with words or
displaying greater confidence with the children, gestures?
should take As you speak, point to the articles of clothing and to the spots.
1SP3 Listens attentively and with  show amusement for the
place every day. This is Simon - he likes the colour grey.
enjoyment to stories and rhymes story?
This is Dad - he likes stripes.
 answer questions?
Stripes that go across his T-shirt, stripes that go down on his trousers, stripy
shoes and the stripy bumble bee.  ask questions?
Point to the words in the title and read ‘My Mum and Dad make me laugh.’
Repeat, asking the children to join in. You may need to demonstrate laughter when you say
the word ‘laugh’.
Turn to the title page and read the title again, asking the children to join in.
Point to the socks and say:
Spotty socks for Mum, grey socks for Simon and stripy socks for Dad.
Say the word ‘spots’ and jab the spots in the pictures with your finger saying ‘spots, spots,
spots’. Then use your finger to make stripes and say ‘stripes, stripes, stripes’.
Ask children to join in with the words and actions.
Turn to the first page and read the words, pointing to each word. Then spend time talking
about the things in the picture. Continue for a few pages.
Note: You may wish to take several days to complete the story.
49

1SP1 Listens and responds to what Bath a doll Display the pictures of the baby doll being Choose a group of children to bath the doll. Baby doll Can the child:
others say through gestures bathed, deliberately arranging them in the
Clothes for the dolls  be gentle with the baby doll?
and/or words wrong order. Talk about the order and
choose children to arrange them in the Baby bath  remember the sequence?
correct order. Talk about the order.
in informal contexts with others, Water  talk to you or other children
displaying greater confidence Show the things you need to bath the doll. about what he/she is doing?
(You could deliberately forget an item, Towels
1SP3 Listens attentively and with  complete the task?
e.g. the towel, and ask the children what Six photos showing different
enjoyment to stories and rhymes
is missing. Hold up the towel if they don’t stages of a baby’s bath
know.) (from the ‘Bath a baby’
Show the doll fully dressed and ask: activity).
What do I need first?
Go through the procedure of bathing the

doll. At each stage, ask the children what
comes next, checking that they are
correct each time.
50

1SP1 Listens and responds to what Read the story Sit the children in a comfortable area. ‘Peace at Last’ by Jill Can the child:
others say through gestures and/or ‘Peace at Last’ a Murphy (ISBN 0-333-63198-
Show the cover of the book. Point to Mummy Bear and say:
6)  listen carefully?
words few pages at a
time, spending Mummy Bear is fast asleep in bed.  join in with the actions?
1SP2 Initiates talking and listening in
time re-enacting
informal contexts with others, Repeat for Daddy Bear.  repeat some of the words?
significant parts
of the story. Read the title, ‘Peace at Last’.  act out the story?
enjoyment to stories and rhymes Look at the double page picture and read the words:
It is night, the moon is shining big and round and the stars are twinkling.
The cat us on the wall. The cat is not asleep.
Point to all the objects as you speak.
Close your eyes and say ‘asleep’. Open your eyes and say ‘awake’.
Ask children to ‘sleep’ and then be ‘awake’.
Turn to the first page of the book. Talk about the picture, pointing to certain things. Can the
children help you name them? For example, the cat, the moon, the owl (too-whit-too-whoo!),
twinkly stars.
Read the first page, then the second page, pointing to each word as it is read. Yawn to
show being tired. Point to Mummy Bear and Baby Bear ‘asleep’ but Daddy Bear ‘awake'.
Choose three children to be Mummy Bear, Daddy Bear and Baby Bear.
Act out the two pages of the bears in the chairs and going to bed. Give lots of guidance and
supply the words.
Choose other children and repeat.
51
Kindergarten 2 Topic: All About Us 2. Shape, Size and Colour

fifteen 50-minute sessions.
Learning Activity Strategies/Whole class: Strategies/Small group: Suggestions Resources: Assessment

outcomes Suggestions Suggestions
(‘SP’ =
Scale point)
2SP1 Shows, in Measure each Note: You will need both adults for this task. Choose six children to work in pairs. Strips of different Can the child:
their child’s height coloured paper,
Show the children a strip of coloured paper and Each child measures their partner with a strip of paper, then both  remember what to
experimentation with strips of each strip about 20-
hold it up against your body (the paper must be make a head. do?
with a range of paper and 25 cm wide and long
taller than you). Explain that you are going to find
objects and arrange these in You will need to check that: enough to measure  work co-operatively
out how tall you are.
materials, an order of size. a child’s height with a partner?
 the children stand flat against the wall
interest in shape, Stand against the wall and ask the other adult to
Draw heads and  the ruler is held in the correct position Paper – large  explain who is the
size, space and place a ruler at the top of your head. Move away
colour in the enough to draw a tallest /shortest?
colour from the wall carefully, with the ruler still held in  the paper strip is cut to the correct height
faces. child’s head
place. Point to the space between the ruler and  the head is stuck on correctly (i.e. not making the child 
2SP2 Describes talk about the colours
the floor, and explain that is your height. taller) Six rulers and features they
simple shapes,
sizes and colours Hold the strip of paper against the wall and ask:  each child names their strip. Pencils have used to
using everyday decorate their faces?
language Is the strip the right height? Pin up all the strips, making sure the bottom of each one touches Coloured pens
the floor.
What shall I do to make it the right Scissors
height? Ask the children to help you arrange the strips in order of height.
Use a pencil to mark the correct height, fold the Who is the tallest?
strip and cut it. Pin the strip to the wall and stand
Pin the tallest strip on the right.
next to it, to confirm that it is your height.
Who do you think comes next?
Draw a head shape on the paper, colouring in the
features and hair. Cut round the shape and stick it Continue ordering until all the strips have been arranged from
at the top of the strip. Make sure the head does the tallest to the shortest.
not make the strip taller. Label the display:
Write your name on the strip. ........... is the tallest and ............ is the shortest.
Repeat for other groups, using a different area of wall to display

each set of six strips.
52

2SP1 Shows, in their experimentation Measure your Take down the strip that measures your height. Choose the same groups as in the Large shoe shapes, pre-cut Can the child:
with a range of objects and height with Show one of the larger shoe shapes and place it at previous session. Ask the children to in different coloured papers
 remember what to do?
materials, an interest in shape, large and the end of the strip. work in pairs again, to measure their (a large number of these will
size, space and colour small shoe How many of these shapes will fit along my strip? strips with large and small shoe shapes - be required)  work co-operatively
shapes. (allow the children to estimate) this will encourage co-operation and an with a partner?
2SP2 Describes simple shapes, sizes Small shoe shapes, pre-cut
increase in vocabulary.
and colours using everyday Begin laying the large shoe shapes end-to-end, in different coloured papers  explain how many
language explaining that they must not overlap or have spaces Ask the children to tell you; (a large number of these will big/small shoe shapes
between them. Alternate the colours of the shapes,  Which is the big shoe shape? be required) they have used?
2SP3 Talks about, recognises and
as this can help with counting. Describe what you
recreates simple patterns  Which is the small shoe shape? Glue  read the colour
are doing:
 Can you count the big shoe shapes? Numbers printed on cards, pattern?
I am going to put my shoe shapes down in
a pattern (e.g. red shoe shape, yellow  Can you count the small shoe for the children to copy the
shapes? number shapes
shoe shape, etc.)
Help me to count the feet as I put them  How many big shoe shapes have
down? you used?
How many are there?  How many small shoe shapes have
you used?
When you reach the end, there will probably not be
enough space for a whole shoe shape. Ask the  Which person used the most big
children: shoe shapes?
Do I need all of this foot shape? No. What  Why?

shall I do? Cut it?  Why did the tallest child use more
I’m going to glue the shoe shapes onto my shoe shapes?
strip, so they don’t fall off when I pin it  Can you read the colour pattern of
back on the wall. your big shoe shapes?
Glue the shoe shapes along one side of the strip,
leaving space for a line of smaller shapes along the
other side.
Now I’m going to write numbers on the
shoe shapes, so I know how many I used.
Ask the children to say the numbers with you as you

write them on the shapes.
53
Hold up the smaller shoe shape.
How many of these smaller shapes will I

need?
Will I need more or fewer?
How do you know?
Repeat as for the large shoe shapes, than ask:
Why did I use more of the smaller shoe

shapes?
54

2SP1 Shows, in their experimentation Measure how Show the children how to draw round their Choose a group of six children working in Pre-cut paper circles in Can the child:
with a range of objects and many coloured hand by placing your hand flat, with fingers pairs. One child draws round the other’s different colours, but all
 draw carefully round their
materials, an interest in shape, circles fit onto an together, on a small piece of paper. hand, then swap over. the same size
size, space and colour outline of your Emphasise that you must draw round the hand?
Check that the children put their fingers Pencils
hand hand carefully, holding the pencil upright.  stick circles on carefully?
2SP2 Describes simple shapes, sizes together and that they are holding the
Sheets of coloured
and colours using everyday Show the children a pre-cut paper circle pencil upright, to get a better shape.  name the circle shape?
paper, just large enough
language and ask:
Ask the children to stick circles carefully to draw around a child’s  help to order the hand
How many circles can I fit onto onto their hand shape. Check that they hand shapes?
my hand shape? (allow the work from one end of the shape to the
Glue
children to estimate). other, with no overlapping or big spaces,
Begin sticking on the circles, working from and do not stick circles on randomly. A very large sheet of
one end of the hand to the other, saying: coloured paper for
The children should then count the number
displaying the hands
I must not overlap or leave big of circles they have used. Ask them to
spaces between the circles. write the number and their name on the Optional: counters
Can you help me to count the edge of their paper.
circles? If the children have difficulty counting their
How many circles have I used? circles, either place a counter on each
circle or make a small pencil mark on it, to
Write your name and the number of circles
indicate that it has been counted.
you used on the edge of your sheet of
paper.
After the children have all made their hand

shapes and stuck on circles, ask them to
help you order the hands, beginning with
the hand with fewest circles.
Ask the children how many circles they

used. Work out together:
 Who has the smallest number?
 Who has the next smallest?
Continue until the children’s hand shapes

are arranged in the correct order. Stick
them in order on a large sheet of paper.
55

2SP1 Shows, in their experimentation Decorate large Show the children the large number Choose four children and the numbers 1 Large numbers (0-10), Can the child:
with a range of objects and numbers outlines and ask them to help you arrange and 2. drawn as outlines to be
 paint the numbers carefully?
materials, an interest in shape, them in order. Count along the line. coloured in on large
Cut out matching What colour shall we choose for
size, space and colour sheets of paper, with  begin to name the colours?
geometric shapes Ask children to close their eyes. Turn over ‘one’? (e.g. blue)
space to add the
2SP2 Describes simple shapes, sizes for each number one number.  begin to name some of the
What colour for ‘two’? (e.g. corresponding number
and colours using everyday (e.g. a green ‘4’ shapes?
Which number is hiding? yellow). of geometric shapes
language with four green
circles) Show me that number with your When they have painted the numbers, the Scissors
fingers. children choose a different geometric
Glue
shape for each number.
Show the outline of the number zero.
Paints and brushes
What shape shall we choose for
What colour shall I use to paint
‘one’? (e.g. a square) 2D geometric shapes to
zero?
draw around (e.g. circle,
A square has four straight sides
Paint the zero in the chosen colour, telling square, triangle,
and four corners.
the children you are being careful not to go rectangle)
over the lines. As you paint, explain that Show the children how to draw around the
Coloured paper to
‘zero’ means ‘nothing’. Close your fingers square onto blue paper that matches the
match the paint colours
into a fist, to indicate nothing. colour of the number one. When they have
drawn the shape and cut it out, they should
When the groups of children have painted
stick it next to the number 1.
all the numbers and added matching
shapes, ask the children to help you What shape shall we choose for
arrange the numbers in order. ‘two’? (e.g. a triangle)
Each day, either hide a number or mix up A triangle has three sides and
the order of the numbers. This encourages three corners.
the children to be observant.
We need two yellow triangles.
When the children are confident, add on a
With the bigger numbers, choose larger
few numbers at a time up to 20. (English
groups of children.
spoken numbers between 10 and 20 are
difficult, so be sure to take this next stage
slowly.)
56

Make a pictogram Show a pre-cut paper T-shirt shape and say Choose up to 8 children to talk about their Pre-cut paper T-shirt Can the child:
of favourite that your favourite colour is red. favourite colour for a T-shirt. shapes – one for each
2SP1 Shows, in their experimentation  match the colours?
coloured T-shirts child and one for the
with a range of objects and I am going to colour my T-shirt Tell the children to colour in their T-shirt
teacher.  name the colours?
materials, an interest in shape, red, because it is my favourite and write their name on it carefully.
size, space and colour colour. Felt-tipped pens in four  count accurately?
Talk about which column of the wall chart
colours.
2SP2 Describes simple shapes, sizes Can you show me which is the they should add their T-shirt to, then stick it  say which is the favourite?
and colours using everyday red felt-tipped pen? on. Glue.
language  say how many more in one
Colour in the T-shirt and write your name Ask questions such as: A pictogram wall chart
column than another?
on it. titled ‘My favourite T-
How many blue T-shirts?
shirt colour’ - prepare
Show the children the wall chart and read
Which colour is the favourite? the pictogram by
out the colour words.
dividing the chart into
Which colour is the least popular? four columns. Label
Where shall I stick my T-shirt?
Yes, in this column with the word How many T-shirts altogether? each column with the
‘red’. name of a colour (the
How many more red than green T- same colours as the felt-
Now we have one red T-shirt on shirts? (this is a hard question) tipped pens).
the chart.
When all the children have coloured a T-

shirt shape and stuck it on, discuss the
pictogram and ask questions such as:
How many red T-shirts?
Which colour is the most

popular?
How many T-shirts all together?
How many more red than green

T- shirts? (count these with the
children)
57

2SP1 Shows, in their experimentation Make a repeating Look at the title page in the book ‘My Mum Choose a group of six children to work in ‘My Mum and Dad Make Can the child:
with a range of objects and pattern with and Dad Make Me Laugh’, showing the pairs. Each pair should help each other to Me Laugh’ by N Sharratt
 follow instructions?
materials, an interest in shape, decorated paper family socks. colour in and decorate a pair of matching (ISBN 0-7445-4307-X)
size, space and colour socks socks.  recognise a circle?
Point to Mum’s socks and say: Pre-cut paper sock
2SP2 Describes simple shapes, sizes For spotty socks: colour the socks with a shapes in three sizes:  draw around and cut out a
Whose socks are these?
and colours using everyday felt-tipped pen, then draw around the large, medium and small circle?
language How do you know? circle-shaped templates, cut out the circles (an equal number of
and stick them onto the socks. each type)  name colours?
2SP3 Talks about, recognises and What colour are the socks?
recreates simple patterns For stripy socks: draw lines onto the socks Washing line and pegs  draw lines with a ruler?
What colour are the spots? with a ruler, then use several different felt-
Felt-tipped pens  read the pattern?
Repeat with the other socks. tipped pens to colour the stripes.
Circle-shaped templates
When all the children have completed their When they are finished the children should
paper socks, ask them to: hang the socks in the same order as in the Scissors
picture.
 read the pattern (e.g. Mum’s socks, Rulers
Simon’s socks, Dad’s socks etc; or Repeat with other groups.
Glue
spotty, grey, stripy, etc)
 count the pairs of socks
 count individual socks.
58

Make a wall chart Celebrate the birthday by singing ‘Happy Choose a group of children to draw Small squares of paper Can the child:
showing birthday Birthday to you’. themselves on small squares of paper.
2SP1 Shows, in their experimentation A wall chart pictogram  recognise that the paper is a
ages. Encourage the children to colour the
with a range of objects and Pin up the wall chart (pictogram) and titled ‘How old are you?’ square?
clothes to match either what they are
materials, an interest in shape, Note: This is a explain that there is a space for all the The chart should have
actually wearing or what they would like to  choose suitable colours for
size, space and colour good activity to do children to stick a picture of themselves. two rows, labelled ‘we
wear. the picture and name them?
when each child in are five’ and ‘we are six’.
2SP2 Describes simple shapes, sizes Point to the words as you read ‘we are five’.
the class has their Ask the children to write their name on (Each row must be long  work co-operatively?
and colours using everyday
sixth birthday – the Put up your hand if you are five their picture. enough to fit in every
language
pictures will child’s picture.)
gradually move Point to the words as you read ‘we are six’. Ask each child how old they are, then tell
them to Blu-tack their picture onto the Pencils
from the ‘we are Who is six? correct row of the wall chart.
five’ row to the ‘we Felt-tipped pens
are six’ row. Yes, Rasheed is six, so her Continue until every child has put up their
picture will go in this row. Blu-tack (or similar)
picture.
When all the children have stuck their
drawings on, look at the chart together.
How many children are six?

(confirm by counting the pictures
in the ‘we are six’ row)
How many children are five?

(confirm by counting The pictures
in the ‘we are five’ row)
On each birthday, gather the children to

change the chart and to ask questions.
59
Kindergarten 2 Topic: All About Us 3. Making Things

fifteen 50-minute sessions.

3SP1 Shows curiosity and interest by Set up the ‘home Take the children into the area where you Choose groups of about four children to Play furniture, including Can the child:
exploring the artefacts and corner’ play area. will be setting up the ‘home corner’. continue setting up the home corner a table and some chairs,
 work co-operatively?
environments around them and a cupboard, a sink, a
Point out and name the items that you will  Show the children the cutlery. How are
engage in representational play cooker, a fridge, etc.  share roles?
be using to set up the home corner. they going to set the table?
3SP2 Chooses objects and materials to Pretend food  show enthusiasm in role
Place the table in position and ask:  How many toys/children will be coming
handle and look at closely, noticing play?
to sit at the table? Cutlery
simple features and developing What else will we need?
their exploratory skills  What are the toys/children going to eat?  play imaginatively?
Plates, cups and
Yes, chairs  What is in the fridge? saucers
 choose carefully (e.g. 4
How many chairs? Give the children time to become familiar with cups for 4 toys)?
Soft toys
everything in this area and join in with their
Tell the children that they will be coming  help to tidy up?
imaginary play.
into the home corner later, in smaller
groups. For example, tell the children:
I would like a bread roll, a cake and
a cup of tea, please.
Note: It is important that adults help the
Make suitable comments about the pretend
children to set up the area and that they
food and drink they give you:
demonstrate the play activities (e.g. wash
the dishes, bath the dolls, make pretend This is a delicious cheese roll.
food). I love the lemon cake - it has sugar
on the top.
Show the children how to tidy up,
explaining where everything is kept. Thank you for putting sugar in my
tea - it is perfect.
Thank you.
Show children how to tidy up this area, ready
for other groups to use it.
60

3SP1 Shows curiosity and interest by Make pretend food Show the children the pretend pizza from Choose groups of six children to make food Play dough that can be Can the child:
exploring the artefacts and for the home the role play area and explain that you are for the toys/or themselves in the play area. preserved by keeping it
environments around them and corner going to make a similar one. in the fridge overnight –
Show the children some pretend food or some
engage in representational play make the dough in  share roles?
Show the children the play dough. Take a food pictures, to give them ideas. They may
advance and divide it
3SP2 Chooses objects and materials to small piece of dough and roll it out into a want to make several different foods to put on  show enthusiasm in
into three, colouring
handle and look at closely, noticing round disc, saying: a plate together, to represent a complete role play?
each third with a
simple features and developing meal.
When I roll out the dough I must different food colouring.
their exploratory skills • play imaginatively?
press lightly and push the rolling It is important that you demonstrate and talk
Rolling pins
3SP3 Uses simple tools and pin. This makes a nice flat through the things that you are making. • choose carefully (e.g. 4
techniques in order to make, adapt shape. This is my pizza. Bun trays cups for 4 toys)?
Remember to have a pretend meal, to share
and build for his or her own
What shall I put on my pizza? the pretend food. Cutters • help to tidy up?
purposes
Tomato.
Note: Children need to play with other Plastic food, including a
Use your hands to make tomato shapes. children, but it is important that you share pizza
their play, to keep it moving and to give the
How many slices of tomato shall
children more ideas.
I put on my pizza?
What else shall I make to put on

the pizza?
Now I’m going to put my pizza in

the oven to cook.
61

3SP1 Shows curiosity and interest by Make a face using Hold up the mirror. Choose groups of six children to make faces A large paper face with Can the child:
exploring the artefacts and a paper plate from paper plates. labels for the features
Look at your face in the mirror and point  observe their facial features
environments around them and
as you name the features on your face: Demonstrate the procedure with each group. Paper plates – one for carefully?
engage in representational play
each child
3SP2 Chooses objects and materials to
I have two eyes to see with. Ask the children to use the mirror to help them  choose suitable colours and
choose the correct shade of flesh-coloured Mirrors shapes to match the
handle and look at closely, noticing I have hair.
paint. Paint the whole plate. features?
simple features and developing Flesh-coloured paints.
their exploratory skills I have a nose for sniffing.
Use the mirrors again to decide what colour Paint brushes  position the features
I have lips for talking. paper to use for the eyes. correctly?
3SP3 Uses simple tools and Coloured paper
techniques in order to make, adapt I have ears for hearing with. What colour eyes? Brown.  label their face with their
and build for his or her own Glue
Show the children how to cut out two white name?
purposes Encourage the children to point to their
Wool or paper strips in
own features as you name them. circles and two smaller brown circles (or you
3SP4 Draws things they will make, suitable colours for hair
could colour in brown circles using a felt-
and labels their drawing with their Encourage the children to repeat the tipped pen). Stick the brown circles onto the Scissors
first name. They begin to talk the words and appropriate actions, e.g. to sniff white circles to make the eyes. Add the black
activities through, reflecting on and with their noses. pupils with a felt-tipped pen. Felt-tipped pens
modifying their actions
Show the large paper face and label the Where shall I stick the eyes? ‘This Little Puffin’( see
features. Point to the features and labels the Poetry, Rhymes and
to help the children remember the names. Repeat with the other features. Songs section) to
reinforce facial features,
When all the children have made them, Ask the children to write their name on the
e.g. ’Peter rabbit had a
stick their paper plate faces around the big back of the paper plate.
fly upon his nose.’
face.
62

3SP1 Shows curiosity and interest by Make houses with Look at the model house and point to Choose four children to work in pairs to A variety of construction Can the child:
exploring the artefacts and construction toys. different features: construct a house. toys
 observe the house
environments around them and
These are windows. Work with the children, reminding them of the Pictures of houses carefully?
features required, i.e. walls, doors, windows (these could be houses
3SP2 Chooses objects and materials to
This house has four windows.
and a roof. in the local area or from  choose suitable shapes to
Count them with me. make the house?
handle and look at closely, noticing books)
Take photographs at different stages of the
simple features and developing This house has a door.  position the features
construction and of the completed houses. A model house
their exploratory skills correctly?
Knock, knock, knock at the
Ask the children to write their names on a Labels
3SP3 Uses simple tools and door.  label the house with their
label and attach it to their model.
techniques in order to make, adapt A camera name/s?
and build for his or her own This is the roof and these are
If possible, keep these models so that parents
purposes the walls.
can admire them, before breaking them up for
Show the children the different other children to start constructing.
3SP4 Draws things they will make,
and labels their drawing with their construction toys. Explain that they are
first name. They begin to talk the going to be working with a partner to make
activities through, reflecting on and a house.
63

3SP1 Shows curiosity and interest by Make houses from Show the children the doll’s house, the Choose about six children to make their Doll’s house Can the child:
exploring the artefacts and boxes and pictures of houses and the photos of the house. Pictures of houses
environments around them and  observe the house
cartons. model houses they made.
engage in representational play Help with taping boxes/cartons together. Talk Photos of model houses carefully?
Tell the children that they will be using the about the choices they are making. made in the previous
3SP2 Chooses objects and materials to boxes and cartons to make their own  choose colours to paint
session
handle and look at closely, noticing Check that the roof is the right size for the the house?
house.
simple features and developing box. It is sometimes easier to paint the roof Boxes and cartons of
Demonstrate how to construct a house, by and let it dry before fixing it on to the house. different sizes  make a roof shape from
their exploratory skills
taping the pieces together. It is especially available card?
3SP3 Uses simple tools and Check that all houses have a roof, windows Masking tape
important to show how to make a roof and  attach the house
techniques in order to make, adapt and doors. Scissors
fix it onto the house. features in suitable
and build for his or her own
If possible, all sides of the house should be Different coloured paints places?
purposes Show the paints and coloured papers they
decorated. Encourage the children to make Coloured paper to decorate
3SP4 Draws things they will make, can use to decorate their house.  talk about their choices?
their house look as colourful and attractive as the house
and labels their drawing with their possible.
first name. They begin to talk the Rectangles of card suitable  label the house with
activities through, reflecting on and Ensure that every child has attached their for folding into roof shapes their name?
modifying their actions name to their house.
3SP1 Shows curiosity and interest by Make stripy and Choose half the class to draw around circles and cut them out. These are for the spotty ‘My Mum and Dad Make Can the child:
exploring the artefacts and spotty paper. paper. Look at the book to decide on colours and sizes. Me Laugh’, by Nick Sharratt
 draw around a circle
environments around them and (ISBN 0-7445-4307-X)
Discuss with the children how the spots are going to be arranged, then stick them onto a shape?
Large sheets of paper, with
large sheet of coloured paper.  cut out accurately?
3SP2 Chooses objects and materials to stripes 5cm wide drawn
handle and look at closely, noticing Choose about four children at a time to make stripy paper. Look at the book and choose the down or across (for making  remember the names of
simple features and developing colours they will use for the stripes. Use big brushes to paint the stripes in the agreed stripy paper) some colours?
their exploratory skills colours.
Coloured paints and wide  understand that some
3SP3 Uses simple tools and When all the children have made their spotty or stripy paper, staple the sheets to the wall, paint brushes circles are big and
techniques in order to make, adapt ready for the next session. others are small?
Large sheets of coloured
and build for his or her own  know the difference
paper (for making spotty
purposes between spots and
paper) and different
coloured paper for the spots stripes?
Circle templates and
scissors  share equipment?
64

3SP1 Shows curiosity and interest by Make full size Show the children the book ‘My Mum and Choose four children at a time to decorate the ‘My Mum and Dad Make Can the child:
exploring the artefacts and pictures of ‘Mum’ Dad Make Me Laugh’. Look at the pictures outlines of Mum and Dad. Each group should Me Laugh’, by Nick
 listen to instructions?
environments around them and and ‘Dad’ from the of Mum with her spotty clothes and Dad do one of the following: Sharratt (ISBN 0-7445-
engage in representational play book ‘My Mum with his stripy clothes. 4307-X).  concentrate and co-operate
 Paint the faces, hands and feet.
and Dad Make Me with others?
3SP2 Chooses objects and materials to Tell the children you are going to choose 2 large sheets of paper,
Laugh’.  Paint the background colours for their
handle and look at closely, noticing two children: a girl to be the Mum and a big enough to draw  sustain enthusiasm?
simple features and developing boy to be the Dad. clothes. around a girl and boy in
their exploratory skills the class  choose appropriate colours
Ask the boy to lie down on a large sheet of  Draw in their facial features, using felt-
tipped pens. and sizes?
3SP3 Uses simple tools and paper and draw around him. Imagine that Paints and brushes
techniques in order to make, adapt his clothes are the same as Dad’s clothes.  use the book for
 Choose stripes to decorate Dad’s clothes Paper circles in different
and build for his or her own (refer to the book), cut these to the information?
Repeat with the girl - imagine that she is colours and sizes
purposes correct length and stick the stripes in
going to look like Mum.
position. Talk about the direction of the Strips of paper in
stripes - do they go across or down? different widths
 Decorate Mum’s clothes with spots. Scissors

Choose colours and sizes by referring to Glue
the book.
 Cut out the Mum and Dad shapes

carefully and stick them onto the spotty
or stripy paper made in the previous
session.
65

3SP1 Shows curiosity and interest by Make pretend Sing the songs: ‘Five currant buns in a Choose half the class to make pretend currant ‘This Little Puffin’ (ISBN Can the child:
exploring the artefacts and cherry cakes and baker’s shop’ and ‘Five cherry cakes in a buns. You may need to tell the children to roll 0-14-034048-3) ‘Five
environments around them and currant buns. baker’s shop’ their bun on the table it is easier than between currant buns in the
engage in representational play hands. Check that the children do not use too baker’s shop’  remember what to do?
Note: The pretend Show the children the real cherry cakes
much dough - if the buns are too big they take
3SP2 Chooses objects and materials to cakes and buns and currant buns. Explain that they are Real currant buns and  concentrate and co-operate
too long to dry and then crack.
handle and look at closely, noticing are used for going to make pretend cakes and buns, so cherry cakes with others?
simple features and developing activities in the that they can act out the songs later (see Ask the children to carefully paint their bun,
Play dough  sustain enthusiasm?
their exploratory skills Number section. the Number section). add currants, write their name label and place
their bun on the tray to dry. Paper cake cases
3SP3 Uses simple tools and Show them the play dough. Take a piece  choose appropriate colours
techniques in order to make, adapt of dough and roll it between your hands to How many currant buns have we Sugar for the cake or bun?
and build for his or her own make a spherical shape, similar to the made? How can we find out?
Paints: dark brown, light  label the bun with their
purposes bun. Paint your bun brown, add a few dark
Has everyone made a currant bun? brown, red and white name?
brown spots as currants, then sprinkle a
3SP4 Draws things they will make,
little sugar on the top. Write your name on How do you know? Paper for labels
and labels their drawing with their
a piece of paper, put it under your bun,
first name. They begin to talk the The other children make pretend cherry A tray for the buns to dry
and place it on a tray to dry.
activities through, reflecting on and cakes, following the method demonstrated to
modifying their actions Hold up the real cherry cake. Make a cake the whole class. Note: An adult could
shape with play dough, paint it light brown varnish the buns and
and put it in a paper case. Paint the top of How many cherry cakes have we cakes, away from the
the cake white, to look like icing sugar. made? How can we find out? children.
Make a cherry out of dough and carefully Has everyone made a cherry cake?
paint it red. Put the cherry on top of the How do you know?
cake. Write your name on a piece of
paper, put it under your cake, and place it Ask the children:
on a tray to dry.
What will happen to the buns and
cakes when they are left to dry?
Listen to their ideas and say they will have to

wait and see what happens. The buns and
cakes will take a few days to dry completely.
Discuss how they have changed and ask:
Why are they hard?
66

3SP1 Shows curiosity and interest by Make real cakes Demonstrate how to make the cakes. Choose a group of no more than four children. A bowl of warm water Can the child:
exploring the artefacts and for hand washing and a
Note: This activity  Wash and dry your hands. Ask them what they need to do first - wash  listen to instructions?
environments around them and towel
can be done over and dry their hands.
engage in representational play  Wipe the table.  remember what to do?
several days (or Cooking aprons
Give each child a task, e.g. wipe the table, put
3SP2 Chooses objects and materials to even weeks),  Put on a cooking apron.  talk about what is
paper cases in the bun tin. Balance scales
handle and look at closely, noticing choosing different happening?
simple features and developing children each time.  Put paper cases into the bun tin. Make sure every child has a turn at balancing Bowls and spoons for
their exploratory skills another ingredient with the eggs. (This is an mixing  concentrate and co-operate
You may wish to  Put two eggs in one side of the balance.
excellent opportunity for talking about heavier with others?
3SP3 Uses simple tools and ask parents for a Two eggs per group
 Add sugar to the other side until it and lighter and for discussing how to make
techniques in order to make, adapt contribution  sustain enthusiasm?
balances. (Take time to talk about things balance.) Flour with baking
and build for his or her own towards the
balancing, e.g. Too heavy - what shall powder  take turns?
purposes ingredients. Encourage the children to talk about the
we do? Too light - what shall we do?)
changes to the ingredients as they are mixed Butter
 Pour the sugar into a mixing bowl. together.
Sugar
 Weigh the flour, then the butter, as Count how many cakes they have made.
Paper cake cases
above. Add them to the mixing bowl.
Discuss what will happen when the cakes are
Bun tins
 Crack the eggs and add to the other cooked. While the cakes are in the oven,
ingredients. wash up and put things away. Icing sugar and sugar
strands for decoration
 Mix carefully. The children should see the cakes coming out
of the oven. Make sure they are in a safe
 Beat until light and fluffy. place while they are cooling.
 Use a teaspoon to transfer mixture into When the cakes are cool the children can ice
the paper cases. them and add sugar strands as decoration.
 Count the cakes.
 Put the cakes into the oven to cook.
 Set the timer.
67

3SP1 Shows curiosity and interest by Wash an item of Show the children the title page of the Choose groups of children to wash their item ‘My Mum and Dad Make Can the child:
exploring the artefacts and doll’s clothing book ‘My Mum and Dad Make Me Laugh’. of clothing. Me Laugh’ by N Sharratt
environments around them and (ISBN 0-7445-4307-X)
Ask the children: Note: Use this opportunity to count, to talk
engage in representational play  remember what to do?
about changes, and to make predictions Doll’s clothing for the
What can you see?
3SP2 Chooses objects and materials to about why and how things happen. teacher to wash  talk about what is
handle and look at closely, noticing Yes, a spotty pair of socks for happening?
How many children? Each child brings an
simple features and developing Mum, a grey pair of socks for
item of doll’s or toy’s  concentrate and co-operate
their exploratory skills Simon and stripy socks for Dad. How many items?
clothing with others?
Today we are going to wash an Watch children and encourage them to talk
A bowl with warm soapy
item of doll’s clothing. about the procedure. Emphasising key words,  sustain enthusiasm?
water for washing
for example:
Point to the warm soapy water. Put the  take turns?
A bowl with clean water
item of clothing into the soapy water and Rub, rub to get the clothes clean.
for rinsing
rub.
Squeeze, squeeze to squeeze the
A washing line and pegs
As you wash the clothing, say: water out.
Look - the colour looks darker Count the clothes on the washing line
when the clothing is wet. together. Ask the children:
Now I’m going to squeeze out Has everyone pegged up the

the soapy water. clothes?
I’m putting the clothing into the Are they dripping? Why?
clean water to rinse out the
What will happen to the clothes
soap.
now?
What am I doing now?
How will we know that they are dry?
I’m squeezing out the water.
Harder questions:
Hang the clothing on the washing line to
What will dry the clothes?
dry, using one peg for each item.
Where will the water go?
68
Kindergarten 2 Topic: All About Us 4. The World Around Us

Teaching Guide for the second Kindergarten Topic, covering 6 weeks. Each Area of Learning should cover approximately ten to fifteen
50-minute sessions.

4SP1 In recording and reporting their Free choice writing Children can choose to use this area to draw, write, copy or trace. A writing table, with Can the child:
observations, experiments with paper, pens, pencils,
It is important to visit this table on occasions and talk to the children about the  draw recognisable pictures?
mark making sometimes ascribing crayons and felt-tipped
writing/mark making that they are producing, e.g. Can you tell me what you have
meaning to their marks pens  make marks and explain the
written/drawn here?
4SP2 Record and report their Tracing paper marks?
You may need to encourage some children to visit this area. It is very important that they
observations. The child’s attempts  write some letters?
all experience free drawing, or they will find it difficult to start writing letters. Writing patterns to copy
at writing words include some
appropriate letters, usually in the Note: When the children have started learning numbers and letters, these should be Pictures to colour in  write some of the letters in
initial position. available to trace or copy. their name?
Each child’s name
written in Arabic and in  write their whole name?
English, displayed
where the children can
copy them
4SP1 In recording and reporting their Free choice painting Children can choose to use this area to paint from their own imagination. A painting area with Can the child:
observations, experiments with easels, paper, paints
Encourage the children to write their name on their painting, so that it can be identified.  draw recognisable pictures?
mark making sometimes ascribing and brushes
meaning to their marks Take time to talk to the children about their ideas and their painting. Help children to  make marks and explain the
Painting shirts/aprons.
identify the colours they have chosen, e.g. I like the big green tree you have put in your marks?
4SP2 Record and report their
garden. An area for paintings to
observations. The child’s attempts  write some letters?
dry
at writing words include some You may need to encourage some children to visit this area. It is very important that they
appropriate letters, usually in the all experience free painting, or they will find it difficult to start writing letters.  write some of the letters from
initial position. their name?
 write their whole name?
69

4SP2 Record and report their Begin copying your A white board and a felt-tipped pen. Choose children who are already beginning to Pencils Can the child:
observations. The child’s attempts own name write their names (on their work or in the
Tell the children that you are going to Paper  write consistently with their
at writing words include some writing area).
Note: Copying is write your name. Explain: right/left hand?
appropriate letters, usually in the Each child’s name,
excellent practice Tell the children to look at their own name.
initial position. I’m going to start writing in printed in large, simple  hold the pencil correctly?
for the children to Ask them to try and copy their name.
this top corner (point to the letters and laminated
gain in confidence in  identify their own name?
top left corner). Monitor and make a note of children who are
writing. Note: Tracing paper may
holding their pencil incorrectly and give them  copy the first letter of their
In English we start writing in also be needed for
some help. name?
this corner. some children.
Check that children are consistently using their
Begin writing your name. Point to your  copy most of their name?
left or right hand. Check on those that are not
name and read it.
sure which hand to use. Consult parents and  write their name
Write your name several times more. monitor. Most settle to using one or the other independently?
given time.
Repeat this activity several times, until the

children are confidently writing their own
name.
Note: There will be a marked difference in the

children’s ability to write. Also, some names
will be much harder to write than others.
Children who find this activity difficult can
concentrate on writing just the first letter of
their name.
70

4SP2 Record and report their Begin writing Display the large laminated numbers Display the large laminated ‘1’ and read it The numbers 1, 2 and 3 Can the child:
observations. The child’s attempts numbers in order, 1-2-3. Explain that this is how together. (in large print and
 write consistently with their
at writing words include some numbers are written in English. laminated)
Note: Children Give the children either white boards and pens right/left hand?
appropriate letters, usually in the
should have spent Count along the row of numbers with or writing paper and pencils. Either white boards and
initial position.  hold their pencil correctly?
time counting before the children. Match each number with felt-tipped pens
Ask the children to practise writing ‘1’. Check
being introduced to the correct number of fingers.  identify the numbers 1-3?
that they are holding their pens correctly and or writing paper and
writing the numbers.
Point to ‘1’ and say: starting at the top. They should write ’1’ pencils  copy the numbers?
several times, trying to keep an even size.
This is ‘1’. Extension: a large
 begin writing the numbers 1-
Repeat for ‘2’ and then ‘3’, checking that the laminated ‘4’
We write ‘1’ like this. (write a 3 from the top?
numbers are correct and that each one is
‘1’ in the air with your finger)
started at the top.
Can you write ’1’ with your
Display the numbers 1, 2 and 3 in order and
finger?’
read them together.
Check that all the children are starting
Ask the children to practise writing the
at the top and going down to make ’1’.
numbers 1, 2 and 3 in sequence. Check that
Point to ‘2’ and say: they write these correctly.
We write ‘2’ like this - curly Extension:

and then straight. (write ‘2’
Display ‘4’ and say: This is ‘4’.
in the air with your finger)
Write ‘4’ on your board, showing how it is
Ask children to repeat this, checking
formed. Ask the children to copy the ‘4’.
that they are all beginning at the top.
Now ask the children to write the numbers 1-4
Point to ‘3’ and say:
in sequence. Ask questions, e.g.
We write ‘3’ like this - curly
Can you point to ‘3’?
shape, curly shape. (write
‘3’ in the air with your finger)
Can you write a ‘3’?
Check that the children are beginning

at the top and forming the number with
one movement.
71
Learning Activity Strategies/Whole class: Strategies/Small group: Resources: Assessment

outcomes (‘SP’ = Suggestions Suggestions Suggestions
Scale point)
4SP2 Record and report Revise writing the Display the numbers in order 1-2-3-4-5-6. Display the numbers 1, 2 and 3 read them The numbers 1, 2, 3, 4, Can the child:
their observations. The numbers 1, 2 and Explain that this is how numbers are written in together. 5 and 6 (in large print
 write consistently with their
child’s attempts at writing 3; learn to write the English. and laminated)
Give the children either white boards and pens right/left hand?
words include some numbers 4, 5 and
Count along the numbers with the children. or writing paper and pencils. Either white boards and
appropriate letters, usually 6.  hold their pencil correctly?
Match each number with the correct number of felt-tipped pens
in the initial position. Ask the children to revise writing the numbers
fingers. Revise the writing of 1 , 2 and 3  identify the numbers 1-6?
1, 2 and 3. Check that these are written or writing paper and
Point to ‘4’ and say: correctly. pencils  copy the numbers?
This is ‘4’. Display ‘4’ and say: This is ‘4’.
 begin writing the numbers 1-
We write it like this – down, across,
Write ‘4’ on your board, showing how it is 6 from the top?
pencil off, down again. (write in the air
formed. Ask the children to copy the ‘4’.
with your finger)
Can you write ‘4’ with your finger?’ Repeat for ‘5’ and ‘6’.
Check that all the children are starting at the Ask the children to write the numbers 1-6 in
top. sequence. Ask questions, e.g.
Point to ‘5’ and say: Can you point to number 3?

We write ‘5’ like this - down, make a Note: For some children this activity will be
curl, pencil off and put on a hat. (You difficult, so let the children’s progress dictate
could say: Here’s the man, with a fat the pace of learning.
tummy, now put on his hat.)
Note: This is quite a hard number to write, so

you may want to write it several times.
Point to ‘6’ and say:

We write ‘6’ like this - down with a curl
at the bottom. Can you write ‘6’?
Check that the children are beginning at the top.
72

4SP2 Record and report their Learn to write the Show the letter ‘a’ from the frieze and Choose small groups of children. ‘Jolly Phonics’ Teacher’s Can the child:
observations. The child’s attempts letter ‘a’. ask: Handbook (ISBN 978-
Remind the children about the ‘a’ action and  hear the sound ‘a’ at the
at writing words include some 870946-07-0 or visit the
Note: This is quite a Can you remember how we about the sound the letter ‘a’ makes. Check beginning of words?
appropriate letters, usually in the web site
difficult letter to say this letter? that every child is making the correct sound
initial position. www.jollylearning.co.uk)  copy the sound ‘a’?
write, but it is and the correct mouth shape.
Make the ant movement with your
important to form it Jolly Phonics Wall  trace the letter ‘a’?
hand (this is shown in the Jolly Practise drawing the letter shape in the air.
correctly, as it is a Frieze ISBN978-1-
Phonics Teacher’s Handbook). If the When you feel the children are confident, give  write the letter ‘a’ correctly?
similar shape to 870946-32-2
children are unsure, continue the each child a laminated ‘a’ and some paper,
other letters (c, g, d,
action saying ’a, a, ant’ (show an ant and ask them to trace the letter. Laminated cards with an
q).
picture or a plastic model ant). ‘a’ (for tracing)
Children can also practise tracing the letter ‘a’
Use your white board to show the in wet sand. Tracing paper and
children how to write the letter ‘a’. pencils
Extension:
We start up here and go all Wet sand on a tray
Confident children could try forming the letter
the way round, then down,
‘a’ independently.
then a little flick.
Note: Repeat this session with other letters, as
Ask the children to stand up and write
they are introduced.
the letter in the air with their finger.
Demonstrate (the correct way round

for the children) as you say:
We start up here and go all

the way round, then down,
then a little flick.
Repeat several times.
Note: Repeat this session with other

letters, as they are introduced.
73
Kindergarten 2 Topic: All About Us 5. Poetry, Rhymes and Songs

50-minute sessions.

5SP1 Takes an active part in singing Learn the action Sit the children in a comfortable area and read or sing the rhyme. (If you are going to sing the ‘This Little Puffin’ (ISBN Can the child:
and rhyming activities, joining in rhyme ‘Little rhyme, you could hum the tune first, before beginning to say the words.) 0-14-034048-3) the
 hum the tune (if
with some of the words and Peter Rabbit had rhyme ‘Little Peter
moving to the music As you say the words ‘Little Peter Rabbit had a fly upon his nose’, show the picture of a fly appropriate)?
a fly upon his Rabbit had a fly upon
and point to your nose.
5SP2 Responds to rhyme in songs and nose’ his nose’  listen and begin to join
Pictures of a fly, an ant
poems and sometimes notices Say or sing the whole verse, encouraging the children to do the action of the fly on their nose. in with the actions?
and a moth
when words begin with the same As you sing the final line ‘So he flicked it and it flew away, away, away’, demonstrate the
action of flicking away the fly.  show an enthusiasm for
sound
singing (if appropriate)?
5SP3 Engages in music making, Introduce the second verse:
including singing rhymes and  maintain concentration?
‘Little Peter Rabbit had an ant upon his ear!
humming a rhythm
5SP4 Performs simple action songs Demonstrate the actions as you say/sing the words, and ask the children to join in.
and nursery rhymes with others, Repeat for the third verse:
broadly matching dynamics and
‘Little Peter rabbit had a moth on his mouth and it fluttered away, away, away!’
other elements (e.g. loud, quiet)
74
Learning outcomes (‘SP’ = Activity Strategies/Whole class/Small group: Suggestions Resources: Assessment
Scale point) Suggestions
5SP1 Takes an active part in singing and Learn the Use an area where the children can stand up in a space. ‘This Little Puffin’ (ISBN Can the child:
rhyming activities, joining in with some of action song 0-14-034048-3) the
Sing the first two lines of the verse, touching the relevant parts of your body with both  hum the tune?
the words and moving to the music ‘Head, rhyme ‘Head, Shoulders,
hands as you sing. This is a lively song and all the children should join in with the actions.
5SP2 Responds to rhyme in songs and poems Shoulders, Knees and Toes’  listen and join in with the
and sometimes notices when words Knees and Head, shoulders, knees and toes, knees and toes, actions?
begin with the same sound Toes’
Head, shoulders, knees and toes, knees and toes.  show an enthusiasm for
5SP3 Engages in music making, including singing?
Repeat the words slowly, emphasising them as you touch the relevant body parts.
singing rhymes and humming a rhythm
When the children can do the actions confidently, add the other two lines of the verse,  maintain concentration?
5SP4 Performs simple action songs and
nursery rhymes with others, broadly with appropriate actions:
matching dynamics and other elements And eyes and ears and mouth and nose.
(e.g. loud, quiet)
Head, shoulders, knees and toes, knees and toes.
Ask half the children to hum the tune while the others do the actions. Swap roles.
5SP1 Takes an active part in singing and ‘Jolly Phonics’ Use the CD with ‘Jolly Phonics’ songs. ‘Jolly Phonics’ CD Can the child:
rhyming activities, joining in with some of songs
Listen to the song for a letter sound the children learned in a previous session. Large laminated letters  hum the tune?
the words and moving to the music
Note: These
Example for the letter ‘a’:  listen and join in with the
5SP2 Responds to rhyme in songs and poems songs help the
and sometimes notices when words children to  Show the children the laminated letter ‘a’. actions?
begin with the same sound remember the  Do the action of the ant crawling up your arm.  show an enthusiasm for
letter sounds singing?
5SP3 Engages in music making, including  Say to the children:
they have
singing rhymes and humming a rhythm Look at this letter and the action I am making.  maintain concentration?
been learning.
5SP4 Performs simple action songs and Can you remember what sound the letter makes?
 remember the action for the
nursery rhymes with others, broadly Yes, <a> letter?
matching dynamics and other elements
The ant goes <a>,<a>,<a>.
(e.g. loud, quiet)
 Ask the children to listen to the relevant song on the CD.
 Listen to the song again and encourage them to join in with the words.
Note: Before you introduce a new letter song, give the children the opportunity to join in
with familiar songs.
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Learning outcomes (‘SP’ = Activity Strategies/Whole class/Small group: Suggestions Resources: Assessment
5SP1 Takes an active part in singing and Learn the Sing the first line of the song ‘If you’re happy and you know it, clap your hands‘. ‘This Little Puffin’ (ISBN Can the child:
rhyming activities, joining in with some of song ‘If you’re 0-14-034048-3) the song
Repeat this line, asking children to join in with two big claps at the end of the line:  hum the tune?
the words and moving to the music happy and you ‘If you’re happy and you
know it, clap If you’re happy and you know it, clap your hands – CLAP! – CLAP! know it, clap your hands’  listen and join in with the
5SP2 Responds to rhyme in songs and poems
your hands’ actions?
and sometimes notices when words Make it clear that it is only two claps, not more.
begin with the same sound  show an enthusiasm for
Remind the children to smile, because the song tells us that we are happy.
singing rhymes and humming a rhythm When the children have learned to do the two claps, learn the rest of the first verse.
 maintain concentration?
5SP4 Performs simple action songs and Continue learning the other verses.
nursery rhymes with others, broadly Remind the children that they only do two actions at the end of each line, not more.
matching dynamics and other elements
(e.g. loud, quiet) Note: There is an alternative version of the song on page187.
5SP1 Takes an active part in singing and Sing ‘Happy Ask the child who is celebrating a birthday to stand in front of the class. Ask them to talk ‘This Little Puffin’ (ISBN Can the child:
rhyming activities, joining in with some of Birthday to about their special day - they may bring cards or a present to show the class. 0-14-034048-3) the song
 hum the tune?
the words and moving to the music you’ to ‘Happy Birthday to you’
Ask the child to tell you how old they are (6).
celebrate the  listen and join in with the
5SP2 Responds to rhyme in songs and poems
children’s Count up to six with fingers, then ask the children to repeat this. actions?
and sometimes notices when words
birthdays
begin with the same sound Show five fingers, then add another finger, saying:  show an enthusiasm for
Five and one more makes six.
singing rhymes and humming a rhythm  maintain concentration?
Ask the children to repeat this.
5SP4 Performs simple action songs and
nursery rhymes with others, broadly Let’s clap six times because...... is six years old.
matching dynamics and other elements Encourage the children to count as they clap and to stop at six.
(e.g. loud, quiet)
You could also try counting six jumps, six hops, six taps of the head, etc.
Now sing the ‘Happy Birthday’ song together, beginning with the first verse.
Learn subsequent verses for later birthdays, as the children gain in confidence.
Note: See Area of Learning 2: Shape, Size and Colour for another birthday activity.
76
Kindergarten 2 Topic: All About Us 6. Music and Movement

Teaching Guide for the second Kindergarten Topic, covering 6 weeks. Each Area of Learning should cover approximately ten to fifteen 50-minute
sessions.
The following book is recommended for this Area of Learning: ‘Singing Express 1’ (ISBN 9781408115091) (A & C Black 2009; www.acblack.com)
You may prefer ‘Music Express, Year 1’ (ISBN 9780713662313) (A & C Black 2002; www.acblack.com)

6SP1 Reacts to stories, music and Learn a song Before the session: listen to the suggestions in the ‘Ourselves’ section of ‘Singing Express 1’ and ‘Singing Express 1’ Can the child:
rhythm, copying gestures and from the choose a song for the children to learn. (ISBN 878-1-4081-
 listen and join in with
movements ‘Ourselves’ 1509-1) – the
e.g. Can you sing a ‘la, la, la’? the actions?
section of ‘Ourselves’ section
6SP2 Creates gestures and movement
‘Singing Express This is ideal because the words (sounds) are simple and will give the children confidence.  show an enthusiasm
in response to stories, music and
1’ for singing?
rhythm, and judges body space in The book explains in detail everything the teacher needs to know.
relation to spaces available  maintain
Follow the instructions in the ‘Ourselves’ section of ‘Singing Express 1’.
concentration?
6SP3 Adjusts speed and direction Play the traffic Show the children the picture of traffic lights and discuss what the colours mean. A picture of traffic Can the child:
purposefully, shows respect for light game (1).  red means ‘stop’ lights
other children’s personal space,
and demonstrates control in large-
Note: This is a  orange means ‘get ready’ Note: Children and
lively, fast paced adults should be in  move correctly to the
and small-scale movements  green means ‘go’. instructions?
session. suitable clothing,
Ask the children to stand in a space. Explain that they must stand still for red (stop), run on the spot for especially footwear.  stop and start when
orange (get ready) and run around the room for green (go).
required?
First practise alternating between orange and red: show the children how to run on the spot (orange)
and emphasise that when you shout ‘stop’, they must stand still immediately.  keep in a space?
When the children are confident and listening carefully, introduce green (go) as well.  co-operate with other
children?
Explain that they should weave around the room, and not just run in circles. They must be careful not to
touch other children and they should leave spaces between themselves when they stop. .
As you shout the instructions, demonstrate what the children should be doing.
When you shout ‘stop’, ask: Has everyone stopped? Are you all in a space?
Keep a lively pace by changing instructions frequently.
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6SP3 Adjusts speed and direction Play the traffic Show the children the picture of traffic lights and revise what the colours mean. A picture of traffic Can the child:
purposefully, shows respect for light game (2) - lights
Play the game briefly, to check that they have all remembered and can obey the instructions.  listen to instructions?
other children’s personal space, changing
Note: Children and
and demonstrates control in large- directions. Sit the children down to listen.  move correctly to the
adults should be in
and small-scale movements instructions?
Explain that when the traffic light is green for ‘go’ they might be asked to run either forwards or suitable clothing,
sideways (demonstrate both). Stand up and practise this, e.g. ‘forwards’, ‘stop’, ‘sideways’, ‘stop’. especially footwear.  stop and start when
required?
Change the directions frequently.
If the children are listening and responding well, include ‘orange’.  keep in a space?
In the next session, introduce going backwards too. The children should practise walking backwards  co-operate with other
first, looking over their shoulder and looking for a space. children?
Eventually you will be able to mix all the instructions together - this could take several weeks.
Keep a lively pace by changing instructions frequently.
Note: Remember to discourage running around in circles. Remind the children that they should never
touch anyone else - they must change direction if there is someone already in the space ahead.
78

6SP3 Adjusts speed and direction Move in different Ask the children to stand in a space. Check that they are all in a space. Note: Children and Can the child:
purposefully, shows respect for ways adults should be in
Demonstrate how you want them to walk, saying:  listen to instructions?
other children’s personal space, suitable clothing,
and demonstrates control in large- Walk like this, with big steps, lifting your knees high up and stretching. especially footwear.  move correctly to the
and small-scale movements instructions?
Can you join in with me?
 stop and start when
Continue checking that everyone is in a space and that they are all making big steps.
required?
Explain that when you shout ‘freeze’, everyone must ‘freeze’ in the shape they are making at the time.
 keep in a space?
Ask the children to repeat the word ‘freeze’.
 co-operate with other
Practise walking with big steps and then ‘freezing’. Check that they can all do both actions. children?
In later sessions, introduce other movements (just one or two new ones each session), e.g.
 jumping with their feet together
 hopping on one foot
 crawling.
There are many possible variations - all these movements can go forwards, backwards or sideways and
can be done quickly or slowly.
When the children are confident, you could also introduce a drum to tell the children how to move (fast
or slow or stop, indicated by the speed of the drum beats).
79
Kindergarten 2 Topic: All About Us 7. Reading

50-minute sessions.

7SP2 Recognises that information Match your Show the children your photograph and your Choose groups of about four children. Laminated photos of Can the child:
can be conveyed in the form of name to your name label. Point to the photo and label and all the children and
Sit the children in a row, facing you. Show them  understand that their
print photograph. say: adults
the photos and ask: name can be written
7SP3 Recognises some familiar This is me. Laminated name in English?
Can you find your own picture?
words, for example his or her labels, written in both
own name and common words
This is my name in Arabic.
Arabic and English  point to the correct
Show them the labels and ask:
name label?
in the environment. The child In English my name looks like this –
links some sounds to specific Can anyone find their own name?
it sounds the same but it is written  differentiate between
letters, for example the letters differently. Some children may be able to find their name in Arabic and English
in his or her name, and is able Arabic. If not, say the child’s name twice, pointing letters?
to recognise a few of them Note: This activity may have to be repeated
first to the name in Arabic and then to the name in
several times with children who find it very
English.  find their own name
difficult to identify their name. label?
When each child has a matching photo and name
label, ask them individually to say their name
twice, pointing first to the name in Arabic and then
to the name in English.
Shuffle the name labels and ask children to find

their own name again.
80

7SP2 Recognises that information Read your own Sit the children where they can see the display Differentiate as follows: Laminated photos of Can the child:
can be conveyed in the form of name of photographs. Ask them: all the children,
For children who can already read their names:  listen to the
print displayed at a level
Who can point to my photo? Yes, instructions?
Lay out the name labels on the table, and ask where all the children
7SP3 Recognises some familiar that’s me.
individual children to find their labels. can reach them  point to the correct
words, for example his or her
Put three or four name labels on the table and name label?
own name and common words Ask them to point to their Arabic name and their Laminated name
select yours.
in the environment. The child English name. labels, written in both  differentiate between
links some sounds to specific This is my label. Arabic and English Arabic and English
letters, for example the letters Tell them to stick their name label onto the bottom
Blu-tack (or similar) letters?
in his or her name, and is able I am going to stick it onto my photo. of their photo.
to recognise a few of them Use Blu-tack to attach the name label to the For children who cannot read their names: A box for the name  find their own name?
bottom of your photo. labels
Help the children to find their name label.
Say your name twice, pointing first to the
Try to give them a way of remembering their
Arabic letters and then to the English letters.
name, e.g. being able to recognise the first letter,
or counting the number of letters in their name.
Tell them to stick their name label onto the bottom

of their photo.
Note: When at least half the children can

confidently find their names, they can self-register:
they select the correct name label and stick it onto
their photo to show they have arrived at school.
81

7SP2 Recognises that information Name items in Show the children small examples from the Choose a group of about 4 children to go into the Labels for items in the Can the child:
can be conveyed in the form of the home corner play house of items in the play area. Name area that has been set up as a home corner (see role play area, e.g. ‘the
 show an interest in
print (1) each item, asking the children to repeat the the Making Things section). table’, ‘the chair’, ‘the
names. fridge’, ‘the cupboard’, naming the objects?
7SP3 Recognises some familiar Talk about some of the items in the area and how
‘the sink’, ‘the cooker’  repeat the name of
words, for example his or her Point to the table and say ‘the table’. they are used.
own name and common words Small examples from an object?
Place the correct label on the table. Place the two labels ‘the chair’ and ‘the table’
in the environment. The child the play house of one  remember the name
where the children can see them.
links some sounds to specific Now point to each of the two words, saying or two of the items, of the object?
letters, for example the letters ‘the table’. Hold up the label saying ‘the chair’ and ask: e.g. a table and a chair
in his or her name, and is able  find the correct label
to recognise a few of them Repeat with other objects. Can you remember where this label to match the object?
goes?
Yes on the chair.
Can you put the label on the chair? Shall

we say ‘the chair’?
Repeat for the table.
If appropriate, name and label other objects.
You may want to take several sessions to repeat

this task.
82

7SP1 Shows an interest in books Name items in Show the children the small table and chair Differentiate as follows: Labels for items in the Can the child:
and learning to handle them the home corner from the play house. role play area, e.g. ‘the
For children who find learning this easy:  show an interest in
appropriately, turning pages (2) table’, ‘the chair’, ‘the
Hold up the table and say ‘the table’. naming the objects?
and looking at pictures Ask individual children to point to the items as you fridge’, ‘the cupboard’,
Show the correct label and point to the words name them. ‘the sink’, ‘the cooker’  repeat the name of
7SP2 Recognises that information
as you say ‘the table.’ an object?
can be conveyed in the form of Point to an item and ask the children to name it Small examples from
print Place the label on the table. the play house of one  remember the name
Show them a label and ask them to position it on or two of the items,
7SP3 Recognises some familiar of the object?
Hold up the chair and ask: the correct item. e.g. a table and a chair
words, for example his or her  find the correct label
own name and common words What is this? For children who are finding it more difficult to
name the items: to match the object?
in the environment. The child Yes, the chair.
links some sounds to specific Sit the group down and ask them to point to the
letters, for example the letters Can you find the label?
items as you name them.
in his or her name, and is able
Yes, this label says ‘the chair’.
to recognise a few of them Ask them to repeat the name of the item after you
Repeat for one or two more items. say it, making sure you are pointing at it.
Place labels on no more than three objects.
Read the labels and ask the children to repeat the

words with you.
When most of the children can name the items in

the home corner, remove all the labels and ask the
children to put them back in the correct places.
Note: This is very difficult, so you should allow the

children’s progress to dictate the pace of learning.
83

7SP2 Recognises that information Name objects in Show the children the model table and chair. Take groups of children into the role play area, Labels of items in the Can the child:
can be conveyed in the form of the home corner Hold up the table and say ‘the table’. Show where you have already put some of the labels on home corner
print (3) the label and point to the words as you say the wrong objects. (Only mix up two or three labels
Model items from the naming the objects?
‘the table.’ until the children become confident.)
7SP3 Recognises some familiar play house, e.g. table,
words, for example his or her Place the label on the table and ask: Point to the table and read the incorrect label: chair, cooker, fridge,  repeat the name of
own name and common words etc. the object?
What is this? This is the chair! Is that right?
in the environment. The child  find the correct label
Yes, the chair.
links some sounds to specific Can you find the right label? to match the object?
letters, for example the letters Can you find the label?
in his or her name, and is able Yes, this says ‘the chair’.
Make sure all the labels are in their correct  say the name of the
to recognise a few of them positions, then read the labels together, pointing at object?
Repeat for one or two more items. the correct words as you read.
Note: When most of the children can name all

the objects in the role play area, deliberately
place the labels on the wrong objects and ask
the children to move them to the correct
places.
7SP1 Shows an interest in books Group reading Choose groups of four children. Group reading books, Can the child:
and learning to handle them (1) e.g. PM Starters,
Hold up one of the books, e.g. ‘Big Things’, then point to the train on the cover and say ‘the train’.  show an interest in
appropriately, turning pages published by Thomson
Note: This Then point to each of the red words as you read ‘Big Things’. Stretch your arms out wide and say the book?
and looking at pictures Nelson
activity is time ‘big’.
7SP2 Recognises that information consuming, so www.thomsonlearnin  turn over the pages
Give each child a copy of the book. Look at the cover together, asking the children to point to the carefully?
can be conveyed in the form of choose just one g.com.au
train. Check that they are all pointing and repeating the word ‘train’.
print or two groups  differentiate between
each day. Read the title again, saying ‘Big Things’. the words and the
7SP3 Recognises some familiar
Do not expect picture?
words, for example his or her Turn to the title page. Talk about the ‘big ship’ and read the title. Explain that the words are the same
own name and common words the children to as the words on the front cover.  recognise some
in the environment. The child remember any words, e.g. ‘big’?
links some sounds to specific of the written Turn the pages together, naming the objects and pointing to the words as you read.
letters, for example the letters words at this Point at the word ‘big’ and read it together.  concentrate on the
in his or her name, and is able stage. task?
to recognise a few of them Ask the children to point to the word ‘big’ on other pages. Each time they point to the word ask them
to say ‘big’. Look for the word ‘big’ on every page.
If possible, spend a little time with each child, naming the things in the pictures.
84

7SP1 Shows an interest in books Group reading Differentiate by choosing children of a similar ability to work in groups together. Group reading books. Can the child:
and learning to handle them (2) e.g. PM Starters
 Children who can remember some of the vocabulary:  show an interest in
appropriately, turning pages (Nelson)
Note: This the book?
and looking at pictures Choose groups of four children.
activity needs to Four laminated copies
7SP2 Recognises that information be short, but of the sentence:  turn over the pages
Give each child a copy of the book ‘Big Things’ and ask:
can be conveyed in the form of repeated each carefully?
Can you remember what the book is called? ‘A ............is big’
print day until the  differentiate between
children are Yes, ‘big things’. written in a font at the print and the
7SP3 Recognises some familiar
confident. least as big as the picture?
words, for example his or her Look at each picture in turn. The adult reads the words, the children read with the adult. print in the book
own name and common words  recognise some
in the environment. The child Ask the children to point at each word as you read it. Four laminated copies words, e.g. ‘big’?
links some sounds to specific of each of the names
Ask the children to turn to a particular page, e.g. ‘A ship is big’.
letters, for example the letters of the vehicles. (It is  concentrate on the
in his or her name, and is able Give each child a card with the printed words ‘A ....... is big’ and cards with the names of the four helpful if the set for task?
to recognise a few of them vehicles. Look at the book and point to the word ‘ship’. Ask the children to find the correct word and each child is in a
put it into the sentence. Read the sentence, pointing to each word ‘A ship is big’. different colour.)
Repeat, to make other sentences from the book.
 Less confident children:
Children who are not ready to do the above activity should share books until they are more confident
with looking and talking about books.
85

7SP3 Recognises some familiar Learn the letter Show the children the pictures and/or items that Choose groups of about four children. ‘Jolly Phonics’ Can the child:
words, for example his or her sound <a> (as in begin with the <a> sound. Differentiate by grouping children according to
Jolly Learning Limited  hear the beginning
own name and common words apple, not as in their enthusiasm and aptitude.
in the environment. The child apron)
Use three items at this stage. (ISBN 978-1-870946- sound ‘<a>?
 More confident children: 07-0)
links some sounds to specific As each item/picture is held up, name the item,  say the sound <a>?
Note: It is
letters, for example the letters e.g. ‘apple’, ‘ambulance’, ‘ant’, etc. Name them Ask the children to help you name all the items The ‘Jolly Phonics’
important not to  recognise the letter
in his or her name, and is able again, emphasising the <a>sound. beginning with <a>. letter ‘a’, laminated
begin learning ‘a’?
to recognise a few of them
letter sounds Explain that each of these words begins with the Give each child one item that begins with <a>. The ‘Jolly Phonics’
until the children <a> sound. Ask children to look at your mouth as Can they name their item? Give help if needed action for ‘a’
are becoming you say <a>. and ask them to repeat the word after you.
confident with Three pictures or
Repeat until all the children can say their word
naming objects Show them the ‘ant’ and say <a>, <a>, <a>, ant’. objects that the
for their item.
round the Do the action of an ant walking up your arm, children will recognise
classroom and asking the children to join in as you say ‘<a>, If possible, swap items until they can all say that begin with <a> (as
showing an <a>, <a>, ant’. each of the words. (You may prefer to do this in in apple, not as in
interest in another session.) apron), e.g. apple,
Show the ‘Jolly Phonics’ picture and point to the
books. ambulance, ant, army,
ants. Each time you touch an ant picture, ask Say the <a> sound, making the action of an ant alligator, axe,
Letter names children to say ‘ant’. crawling up your arm, as you say ‘<a>, <a>, <a>, avocado.
are NOT ant’. Show the children the written letter and
Point to the letter ‘a’ and explain that this is how
important at this trace your finger over the shape. Pictures of children
the sound <a> is written in English.
stage. who have a name
Trace your finger over the letter ‘a’, emphasising beginning with <a>.
where the letter begins. Say ‘<a>, <a>, <a>, ant’ together.
Note: Once you have started learning letter Name the three items used in the whole class
sounds, revise them every day and introduce a session.
new sound twice a week.
Show them the letter ‘a’ and explain that this is
how the sound is written in English.
86

7SP3 Recognises some familiar Learn the letter Show the children the pictures and/or items Choose groups of about four children. Differentiate ‘Jolly Phonics’Jolly Can the child:
words, for example his or her sound <s> that begin with the <s> sound. by grouping children according to their enthusiasm Learning Limited
 hear the beginning
own name and common words and aptitude. (ISBN 978-1-870946-
Use three items at this stage. sound <s>?
in the environment. The child 07-0)
 More confident children:
links some sounds to specific As each item/picture is held up name the item,  say the sound <s>?
The ‘Jolly Phonics’
letters, for example the letters e.g. ‘snake’, ‘salt’,’ sock’,’ stamp’, etc. Ask the children to help you name all the items
letter ‘s’, laminated
in his or her name, and is able beginning with <s>. Give each child one item that  recognise the letter
Name them again, emphasising the <s>sound. ‘s?
to recognise a few of them begins with <s>. Can they name their item? Give The ‘Jolly Phonics’
Explain that each word begins with the <s> help if needed and ask them to repeat the word action for <s>
sound. Ask children to look at your mouth as after you.
Three pictures or
you say <s>.
Repeat until all the children can say their word for objects that the
Hold up the snake and say: their item. children will recognise
that begin with <s>,
The snake can go ‘sssssss’ like this. If possible, swap items until they can all say each
e.g. snake, sock, sink,
of the words. (You may prefer to do this in another
Can you make the snake sound with stool, stamp, salt.
session.)
me? Photos of any children
Say the <s> sound, making the snake wriggle as who have a name
Use your arm to make the snake movement. you say <s>, <s>, <s> snake’. Show the children
Encourage the children to make the sound and beginning with <s>.
the written letter and trace your finger over the
do the action. shape.
Show the ‘Jolly Phonics’ picture and point out
the snake. Point to the letter ‘s’ and explain
that this is how the sound <s> is written in Say <s>, <s>, <s>, snake’ together. Name the
English. Trace your finger over the letter, three items used in the whole class session. Show
beginning at the top. them the letter ‘s’ and explain that this is how the
sound <s> is written in English.
87

7SP1 Shows an interest in books Look at Example: the letter <t> Choose groups of four children. Give each child a PM ‘Alphabet Starters’ Can the child:
and learning to handle them ‘Alphabet copy of the book. (ISBN 1-56955-632-1)
Look at the cover of the PM ‘Alphabet Starter’  turn the pages carefully?
appropriately, turning pages Starters’ books - four sets of each of
book for the letter ‘t’. Example: the letter <t>
and looking at pictures the 26 books (one for  hear the beginning sound <t>?
Point to the picture and say: Look at the cover and point to the letter ‘t’. Show each letter of the
7SP2 Recognises that  say the sound <t>?
them the action for ‘<t> and say the sound. Ask alphabet)
information can be conveyed Tiger.
children to join in.
in the form of print The ‘Jolly Phonics’  recognise the letter ‘t’?
Tiger begins with the letter <t>. letter ‘t’
Look at the page with the tiger ask children to
7SP3 Recognises some familiar  begin to say some of the words in
<t> for tiger. point to:
words, for example his or her English?
own name and common Ask children to repeat.  the word ‘tiger’
words in the environment. The
child links some sounds to Explain that all the things in this book begin  the picture of the tiger
specific letters, for example with the <t> sound. Remind the children of the
 the beginning letter ‘t’
the letters in his or her name, action for <t> and show them the ‘Jolly
and is able to recognise a few Phonics’ letter ’t’. Trace the shape of the letter ‘t’ and ask the
of them children to copy you. Check that they form the
Take time going through the book, pointing to
letter correctly.
each picture and saying the word. Ask the
children to repeat each word. Repeat this procedure on each page.
Ask children to find particular pages in the book,

e.g. ‘find the page with the television’.
88

7SP2 Recognises that information Draw a picture Point to different parts of your body. Choose groups of children to draw and colour a Draw around your Can the child:
can be conveyed in the form of of your body and picture showing their whole body. Encourage the body on a large sheet
Ask the children to join in with the gestures,  begin to match labels to body
print label the body children to take care and talk about what they are of paper before the
and to repeat as you name parts of your body, parts?
parts. doing. session
7SP3 Recognises some familiar e.g. ’my head’, ‘my leg’, ‘my arm’.
words, for example his or her When they have completed their pictures, ask Large labels for your  say the names of some body
Repeat, then say: parts?
own name and common words them to point to different body parts and name body parts, e.g. ‘my
in the environment. The child Point to your head. them, e.g. ‘my legs’, ‘my head’, etc. arm’, ‘my leg’, etc.
links some sounds to specific
Point to your leg. Look at your body outline and read the labels A4 paper
letters, for example the letters
together. Ask the children to find the matching
in his or her name, and is able Point to your arm, etc. Pencils and crayons
small label from their set.
to recognise a few of them
When the children are joining in confidently, Felt-tipped pens
‘My legs’.
show them your body outline and the large
Body part labels– one
labels. Show me the label that says ‘my legs’.
set of small labels for
Hold up the first label, point to the words and Can you put it on the right part of your each child
read ‘my head ‘. Choose a child to position the picture?
Blu-tack (or similar)
label.
Repeat with the other labels.
Scissors
Repeat with the other labels.
Ask the children to stick the labels in the correct
Glue
Stick your outline onto the wall and Blu-tack positions on their picture. (This could be done in a
the labels in position. later session.)
When there is spare time, ask children to paint Note: Add extra body part labels in subsequent
and decorate your outline. sessions.
89
Kindergarten 2 Topic: All About Us 8. Number

sessions.
Use Maths Scheme selected by NES.
Learning Activity Strategies/Whole class: Suggestions Strategies/Small group: Suggestions Resources: Assessment
outcomes (‘SP’ Suggestion
= Scale point) s
8SP1 Joins in number Count to five, Hold up your right hand, give it a shake and say: Choose groups of up to six children. After observing ‘Compare Bears’ Can the child:
rhymes and songs in and then ten, Five. the children, you may want to differentiate by ability. or other counting
 match the lifting of
practical contexts using fingers. I have five fingers on this hand.  Groups that can count easily to at least five: apparatus
fingers to the number
8SP2 Counts up to Note: It is very I’m going to count them. Revise the whole class session, making sure they are names?
three objects and important that Fold all your fingers down, then lift up the thumb of your right lifting their fingers to match the count up to ten.
counts out or takes a children use  begin to say the
hand and say ‘one’. number names up to
specified number of their fingers. Put the ‘Compare Bears’ on the table and count out
items from a larger Continue counting each finger on your right hand up to five, three bears, saying ‘one’ as you take the first bear, five?
collection of objects saying each number name carefully. ‘two’ as you take the second bear and ‘three’ as you  say all the number
Ask the children to use the fingers of their right hand and take the third bear. Count the bears, touching them as
8SP3 Counts up to six names to five?
count with you. (It is important to do this slowly as the you count.
objects and counts out  begin to say some
English number names will be new to them.) Encourage the Replace the bears and ask the children to take out
or takes a specified number names beyond
children to join in with the number names up to five. three bears. Ask the children to count their bears
number of items from a five?
larger collection of When the children can count to five confidently, increase this together or separately. If appropriate, try other
objects to ten. Hold up both hands, give them a shake and say: numbers up to six.  say all the number
Ten.  Groups that find this more difficult: names up to 10?
8SP4 Recites the
number names in I have ten fingers.  count out three objects
Count up to five, using fingers.
sequence, counting to, I’m going to count them all. from a big group?
or backwards from, at Repeat several times, encouraging the children to join
Fold all your fingers down, then lift up the thumb of your right  count out six objects
least 10 in with the fingers and words.
hand and say ‘one’. from a big group?
Continue counting each finger on your right hand, then your Show the ‘Compare Bears’. Take out one bear and
left hand, saying each number name carefully. say ‘one’; take out a second bear saying, ‘two.’ Count
the two bears. Ask the children to repeat the task.
Ask the children to use their hands to count with you.
Note: This activity should be used every day, for a short If appropriate try three, four and five bears.
time.
90
Learning Activity Strategies/Whole class: Suggestions Strategies/Small group: Suggestions Resources: Assessment
outcomes (‘SP’ Suggestion
= Scale point) s
8SP1 Joins in number Show a Ask the children to use their fingers and count with you up to Choose small groups, differentiated by ability. ‘Compare Bears’ Can the child:
rhymes and songs in particular 10. Make sure you emphasise ‘five’ and ‘ten’. Rehearse counting up to ten with fingers. Encourage or other counting
 match the lifting of
practical contexts number of the children to say the number words. apparatus
Can you show me five fingers? fingers to the number
fingers
8SP2 Counts up to  Harder activity: names?
Yes, five fingers on one hand.
three objects and
counts out or takes a
Ask the children to show you particular numbers of  begin to say the
Count the fingers on one of your hands so they all know that
fingers. Make this a quick, lively activity. number names up to
specified number of one hand has five fingers.
items from a larger five?
Ask the children to take out a specified number of
collection of objects Show me one finger?
bears, up to five. Count to check the number, then  say all the number
Yes, one is just my thumb. change to a different number. names up to five?
8SP3 Counts up to six
objects and counts out Ask children to shake their fingers, and say:  Easier activity:  begin to say some
or takes a specified number names beyond
number of items from a Show me one. Count up to five using fingers and say the number
five?
larger collection of names. Show three fingers and ask:
Show me five.
objects  say all number names
How many fingers?
Show me one, etc. up to 10?
8SP4 Recites the Yes three.
number names in When you feel the children are confident, try ‘Show me two’.  count out three objects
sequence, counting to, Then mix up ’two’, ‘five’ and ‘one’. Can you get out three bears? from a big group?
or backwards from, at
least 10
Can you count the bears?  know that there are
three without re-
How many bears?
counting?
If the children are confident, try other numbers up to
 count out six objects
five.
from a big group?
 know that there are six

without re-counting?
91

8SP1 Joins in number rhymes Act out the rhyme Count out five pretend currant buns and ask: Choose groups of six children. ‘This Little Puffin’, page Can the child:
and songs in practical contexts ‘Five Currant 51 ( ISBN 0-14-034048-
How many buns? In each group, five children will buy buns and  begin to say the
Buns’ 3)
8SP2 Counts up to three objects one will be the shopkeeper. number names up to
Yes five.
and counts out or takes a Pretend currant buns five?
Repeat the rhyme, guiding the children and
specified number of items from a Ask children to count the buns as you touch each made by the children in
larger collection of objects
helping them with the exchange of a coin for a
a previous session (see  say all the number
one.
bun. names up to five?
the Making Things
8SP3 Counts up to six objects  Repeat with the five coins.
Swap roles, encouraging the children to join in section)  begin to say some
and counts out or takes a
Use two adults to act out the poem. The first with some of the words. number names beyond
specified number of items from a Five coins
larger collection of objects adult acts as the shopkeeper, with a child to help. five?
Repeat with other groups of children.
The second adult chooses children to buy the
8SP4 Recites the number names Note: This is an excellent activity to help less  say all the number
buns.
in sequence, counting to, or confident children gain confidence in a play names up to 10?
backwards from, at least 10 Choose five children and give each of them a
situation.  count out five objects
coin (penny). Say the first two lines of the rhyme,
pointing to the buns and making gestures to from a big group?
show ‘round’, ‘fat’ and ‘sugar on the top’.  know that there are
The second adult takes a child to the buns as five without re-
you say ‘Along came Ahmed with a penny one counting?
day, bought a currant bun and took it away.’
Ahmed leaves the penny and takes the bun.
Ask the children ‘How many buns are left?’
Repeat until all the buns have been bought.
92

8SP1 Joins in number rhymes Act out the rhyme Count out five pretend cherry cakes and ask: Repeat this activity with small groups of about ‘This Little Puffin’ (ISBN Can the child:
and songs in practical contexts ‘Five Cherry three children, swapping roles. 0-14-034048-3)
How many cakes?  begin to say the
Cakes’
8SP2 Counts up to three objects Use 10 pretend cherry cakes. With each Pretend cherry cakes number names up to
Yes five.
and counts out or takes a group, keep changing the number of children made by the children in five?
specified number of items from a Ask the children to count them as you touch each and the number of cakes the buy, e.g. two a previous session (see
 say all the number
larger collection of objects cake. Repeat with the five coins (pennies). children, one buys three cakes and the other the Making Things
names up to five?
buys two cakes. section)
8SP3 Counts up to six objects Use two adults to act out the poem. The first
 begin to say some
and counts out or takes a adult acts as the shopkeeper, with a child to help. Each time, count how many cakes are left. 10 coins
number names beyond
specified number of items from a The second adult chooses children to buy the
five?
larger collection of objects cakes.
 say all the number
8SP4 Recites the number names Say the first two lines of the rhyme, pointing to
names up to 10?
in sequence, counting to, or the cherry cakes and making gestures to show
backwards from, at least 10 ‘round’, ‘fat’ and ’cherry on the top’.  count out 5 objects
from a big group?
The second adult gives a child some coins (e.g.
3) and takes him to the cakes.  know that there are 5
Along came Ahmed with three pennies
one day, bought three cherry cakes  count out up to 10
and took them home for tea. cakes from a big
group?
Ask the children: ‘How many cakes are left?’
 know that there are 10
Replace the cakes and repeat, choosing a child
to buy a different number of cakes.
93

8SP4 Recites the number names Act out the song Start with five bottles. Choose groups of five children. ‘This Little Puffin’ (ISBN Can the child:
in sequence, counting to, or ‘Ten Green 0-14-034048-3)
Stand the five bottles with their number labels Give each child a bottle and ask them all how  count out the correct
backwards from, at least 10 Bottles’
hidden. Count the bottles together. quickly they can arrange the bottles in order? 10 green plastic bottles, number of bottles?
8SP6 Arranges in order a numbered from 1-10
complete set of numbers from 1
Turn the bottles round to reveal the numbers. Point to a bottle and ask:  recite the number
‘Compare Bears’ names?
to 10 Count again, explaining that this is how the Can you take that number of bears?
numbers are written in English. How many bears have you got?  recognise numbers 1-
3? 1-5? 1-6? 1-10?
Point to random numbers and ask (e.g. for the Check the number on the bottle by counting
number ‘4’): along the row from number 1. Then ask the  match a number with
children to count their bears, to check they the correct number of
What is this number?
have the same number. bears?
Count along the row:
Repeat with other numbers.
One, two, three, four.
With more confident children, order numbers
This is number four. up to ten and match with the correct number
of bears.
Repeat for the other numbers.
Choose five children to stand and hold the

bottles, then sing the song. When each bottle
‘falls’ in the song, the child holding it should sit
down. Always check by counting the number left.
When the children are confident with five,

increase the number of bottles gradually, until
you have ten.
94

8SP1 Joins in number rhymes Act out the rhyme You will need two adults to help the children act out the rhyme. ‘This Little Puffin’, (ISBN Can the child:
and songs in practical contexts ‘Ten fat sausages 0-14-034048-3)
Choose ten children to stand in front of the class. Ask the other children to help you count them.  say the number names
sizzling in a pan’
8SP4 Recites the number names Ten drawn and painted in order?
Give the first five children a sausage with ‘pop’ written on it. Point to the word and say ‘pop’.
in sequence, counting to, or sausages: five with ‘pop’
 point and touch as
backwards from, at least 10 Count the five sausages and say: Five sausages that go ‘pop’! written on them and five
with ‘bang’ written on they say the number
Repeat with the five that go ‘bang’. name?
A drum
Choose a child to say ‘pop’ and another child hit the drum for ‘bang’.  remember how many
there are without
Ask the two to respond each time you say ‘pop’ and ‘bang’.
recounting?
Say the rhyme. Each time you say ‘pop’ or ‘bang’, one of the ten children must sit down – the
second adult can supervise this.
Say the first part of the rhyme:
Ten fat sausages sizzling in the pan,
One went ‘pop’ and another went ‘bang’.
After the two children have sat down, ask:
How many sausages are left in the pan?
Shall we count them to find out?
Repeat until there are no sausages left.
Note: This activity can also be used with ten fingers - bend a finger down each time a sausage
goes ‘pop’ or ‘bang’.
95

8SP4 Recites the number names Draw around one Stick up a sheet of paper where all the children Choose groups of four children. Sheets of paper, large Can the child:
in sequence, counting to, or hand and number can see it. enough to draw around
Tell the children to work in pairs. One will  say the number names
backwards from, at least 10 each finger a child’s hand
Spread out your fingers and put your hand flat on draw around the other’s hand, then swap in order?
8SP5 Count up to 10 objects and the paper. Draw round your hand carefully, roles.. The numbers 1-5 printed
counts out or takes a specified counting each finger as you draw round it. on separate cards  recognise the
Show the number cards, one at a time, so that numbers?
number of things from a larger
Ask children to help you count your fingers. the children can copy the numbers onto their Blu-tack (or similar)
collection of objects showing  write the numbers 1-5?
fingers.
reliable 1:1 correspondence Show the number cards and ask: Pencils or felt-tipped
Tell the children to write their name on their pens  write the numbers 1-
8SP6 Arranges in order a Who can point to ‘1’? 10?
hand, giving help if necessary.
complete set of numbers from 1
to 10. Yes, this is ‘1’
Children who are very confident can draw
We write it like this, one line going around both of their hands and write the
down. numbers 1-10.
Can you write it in the air, one line Note: See the Making Things section for
going down? writing instructions.
Write ‘1’ on your first finger, then ask:
Which is number ‘2’?
Yes, this is ‘2’.
We write it like this - curly shape then

straight.
Can you write a two with me?
Repeat for the other numbers.
Kindergarten (Kindergarten 2): Teaching Guide
Topic 2: On the Move
Kindergarten 2 Topic 2: On the Move
Contents
Resources 98
Overall Plan 108

3. Making Things 124

7. Reading 153
8. Number 159
98
Kindergarten 2 Topic: On the Move Resources
1. Language, Communication  laminated and labelled photographs showing Kindergarten activities

 a ‘Child of the Day’ badge
 a class list to record which children have had a turn as ‘Child of the Day’
 optional: a special ‘Child of the Day’ chair
 a calendar chart, with laminated labels for ‘yesterday’, ‘tomorrow’ and ‘today’, and all the days of the week
 Mr Gumpy’s Outing’, by John Burningham (ISBN 978-0-099-40879-6)
 optional: a hat (to pretend you are Mr Gumpy), a rug on the floor (as a pretend boat), pictures of a rabbit, a cat and
a dog (or animal models)
 a selection of story books with a transport theme, so the children can enjoy stories about different types of vehicles.
 Mr Gumpy’s boat made from boxes and animal masks (see Area of Learning 3: Making Things)
 a hat
 tickets for the boat ride (see Area of Learning 4: The World Around Us)
 purses and coins
 a recording of the song ’Row, row, row the boat’ (e.g. from This Little Puffin’ by E Matterson (ISBN 0-14-034048-3)
 a plastic or pretend oar
 pictures of animals
 pictures of different types of transport
 ‘Choo Choo Clickety–Clack’, by Margaret Mayo (ISBN 978-1-84362-438-7)
 a train set with a track, a station and a tunnel
 a whistle
99
 play people to use as passengers
 toy cars, trucks and lorries
 a road layout, either on a large sheet or drawn on the playground with chalks. (make the road as realistic as
possible, with a central line, road junctions and a roundabout.)
 photos or models of houses, shops, etc.
 ‘Duck in a Truck’, by Jez Alborough. (ISBN 978-0-00-730262-8)
 a toy truck with a toy duck sitting in it
 a tray with a road track, some mud and a rock. (you may want to cover the surface so that the area doesn’t get too
messy.)
 ‘Mrs Armitage on Wheels’, by Quentin Blake (ISBN 0-00-663394-3)
 a real bike
 three musical instruments to make the sounds of the horns
 bells
 cymbals
 a scraper
 a drum
 a blowing instrument
2. Shape, Size and Colour  Mr Gumpy’s boat made from boxes (see Area of Learning 3: Making Things)
 five square templates and five circle templates
 brightly coloured paper (e.g. red and yellow)
 glue
 scissors
 pencils
 strips of coloured-in squares, representing the number of cubes carried by the children’s rafts (see Area of Learning
3: Making Things)
100
 a chart titled ‘Cubes that our rafts carried’, with spaces for the children’s names on the vertical axis and ‘number of
cubes’ written below the horizontal axis
 pictures showing different types of vehicles
 a white board and pen for each child
 a chart on squared paper, drawn in advance, for each group (or two groups can add their pictures to same chart).
Title each chart ‘Vehicles we counted outside school’. Label the horizontal axis ‘number of vehicles’, and write the
names of the different types of vehicles on the vertical axis.
 small square shapes (to fit the squares on the chart) with the outline shapes of cars, lorries, motorbikes and vans
on them (draw a few and photocopy sheets of these).
 coloured pencils and/or felt-tipped pens
3. Making Things  ‘Mr Gumpy’s Outing’, by John Burningham. (ISBN 978-0-099-40879-6)
 large cardboard boxes - these may need to be cut into suitable sizes and shapes (to contain the chairs) before the
session
 if possible, a long strip (about 40cm wide and about 5 metres long) of thick card - corrugated cardboard would be
ideal
 paints, including thick green paint
 paint brushes, including wide ones
 a large stapler
 small stools or chairs to fit inside
 paper plates, cut in half
 long strips of card
 collage materials, e.g. card, tissue paper, string or wool, pieces of fabric, drinking straws
 card
 glue
101
 a hat for Mr Gumpy
 hooks on the wall
 labels for ‘Mr Gumpy’, ‘the boy’, ‘the girl’, ‘cat’, ‘rabbit’, ‘dog’ (and other animals in the story if you wish). Attach
strings to the labels so they can be hung
 two hoops
 labels saying ‘will sink’ and ‘will float’
 lots of different small objects, some which will float and others that will sink
 a large bowl of water
 a digital camera
 photographs showing some things that float and others that sink, taken during the previous session
 a paper boat that you made before the session
 ‘Compare Bears’
 a variety of different things for boat making, e.g. masking tape, staples, paper, card, cartons, foil, boxes, etc. note:
try not to include plastic containers, as these do not require the children to be as creative.
 objects that sink, e.g. iron nails, paper clips, metal coins.
 objects that float, e.g. plastic boxes, pieces of wood
 a piece of aluminium foil
 pictures of feluccas or other sailing boats
 cartons suitable for a making a boat
 masking tape
 sticks, e.g. plant supports, lolly sticks, small twigs
 pieces of fabric
 paper, plastic or foil for making a sail
 scissors
 drinking straws
102
 pictures of rafts
 sticky tape or string
 plastic cubes (all the same size)
 a bowl of water
 strips of paper, each with a row of drawn squares
 photographs taken on the visit to a camel and his driver
 background paper for the display area
 large outlines of a camel and his driver
 fabric suitable for the camel’s body
 ribbons and tassels for decoration
 labels with questions and answers (in a large, simple font) from the visit to a camel and his driver
 Note: If possible, ask an adult/parent to show the children how to make tassels.
 ‘Choo-Choo Clickety-Clack’ by Margaret Mayo (ISBN 978-1-84362-438-7)
 the chart showing the children’s ages (see Area of Learning 2: Shape, Size and Colour for Topic 1: All About Us)
 boxes to make an engine and twelve carriages (each box should be large enough to stick several photos on)
 self adhesive shapes, sequins and ribbon for decoration
 a label for each month of the year
 digital pictures of all the children (head and upper body only)
 cut-out card wheels
 chains for joining the carriages
 a label saying ‘This is our birthday train’
 pictures of different vehicles
 toy vehicles
 various types of construction apparatus
103
 photographs of the children’s construction apparatus model vehicles
 books with pictures of vehicles
 boxes and cartons
 papier-mâché (thin paper strips and a thick flour and water paste)
 wooden rods to use as axles
 lids in different sizes to use as wheels (make a hole in the middle of each lid in advance)
 a photograph of your car, or of a car that is brought to school every day. (ask the owner to park the car where the
children can see and draw it.)
 pictures of other cars
 clip boards – one for each member of the group
 paper
 pencils
 large sheets of paper
 card
 labels for the car features (e.g. ‘the door’, ‘the roof’, ‘the bonnet’, etc)
 cling film /transparent paper (for car windows)
 aluminium foil (for car handles, etc)
 ‘Mrs Armitage on Wheels’, by Quentin Blake (ISBN 0-00-663394-3)
 a real bike
 small strips of black paper for making bike chains
 black paper cut into the shapes of bike tyres
 strips of black paper for the wheel spokes
 strips of blue paper for the bike frames
 strips of grey paper for the bike handlebars
104
 cut-out paper shapes to look like bike seat and horns
4. The World Around Us  extra adults to help supervise the children
 name labels for the children
 a First Aid kit and any medication necessary for individual children
 photographs of the river visit and boat trip
 a big book, made out of several sheets of coloured paper stitched together
 paper
 pencils
 felt-tipped pens and/or coloured pencils
 glue
 some tickets that you have used for travelling by bus, train or boat
 ticket-sized pieces of paper in different colours (all the same size and shape)
 boxes
 coins
 ‘Jolly Phonics’ letters (“Jolly Phonics’ Teacher’s Handbook’ (ISBN 978-870946-07-0 or visit the web site
www.jollylearning.co.uk)
 objects or pictures beginning with the letters the children are learning
 optional: ‘Jolly Phonics’ CD (ISBN 978 1 84414 069 5)
 ‘PM Alphabet Starters’ (ISBN 1-869612833)
 individual white boards and pens
 a cloth for wiping the boards
 pens
 coloured pencils
105
 white boards and pens.
 letters to copy and trace
 numbers to copy and trace
 a ‘going-home’ box
 an easel
 paints
 different sized brushes
 a rack for drying pictures
 cartons and boxes
 masking tape
 scissors
 glue
 items for decoration (e.g. sequins, self adhesive shapes, different types of paper, etc)
 questions prepared in advance
 a digital camera
5. Poetry, Rhymes and Songs  ‘All Afloat on Noah’s Boat’, by Tony Mitton (ISBN 978-1-84616-242-8)
 a second adult to help
 pictures of small and large creatures (animals)
 percussion instruments: wood blocks, tapping sticks, a small drum, a bell and rain sticks (maracas)
 a notice reading ‘All aboard the Ark Hotel!’
 percussion instruments: wood blocks, tapping sticks, a small drum, a bell
 a notice reading ‘All aboard the Ark Hotel!’
 laminated pictures of pairs of significant animals from the story, including two caterpillars
 two pictures of a cocoon and two pictures of a butterfly
106
 ‘The Owl and the Pussy Cat’, by Ian Beck (ISBN 978-0-552-52819-1).
 a jar of honey
 some coins and notes
 labels showing the months of the year
 a list showing the birthday months for the class
6. Music and Movement  ‘This Little Puffin’ by Elizabeth Matterson (ISBN 0-14-034048-3)
 ‘Music Express’ Book 1 by M Hanke (ISBN 9780713662313) accompanying CD.
 an enlarged photocopy of the ‘Sounds Handy’ score.
 a picture of a bus
 a musical instrument to keep the beat
7. Reading  ‘Jolly Phonics Wall Frieze’ (ISBN978-1-870946-32-2)
 PM Alphabet Starters Level 1, (ISBN 1-56955-632-1) (a copy for each child in the group)
 pictures of objects that begin with the letter sound being learned.
 words from the book printed on paper and laminated (four sets of words, each on a different colour paper)
 laminated cards with captions for the play area using the vocabulary in PM Alphabet Starters Level 1, e.g. ‘I am
playing in the sand’, ‘I am playing with the bricks’, etc.
 Blu-tack (or similar).
 four sets of cards with individual letters (s, a, t, p, i, n) printed in large, simple font (each set on a different colour
card)
 a picture of a cat, a bat, a pin and a tin
 small writing books - one for each child
 pencils and coloured pencils
8. Number  ten cards, each printed with one of the numbers from 1 to 10
 a square of carpet, a little more than a metre square.
 printed numbers 0-9 on 10 cm square red card, with Velcro fastener on the back.
107
 printed numbers 10-19 on 10 cm square yellow card, with Velcro fastener on the back. Note: Use Sassoon font (or
similar) so you have a traditional four and a straight-backed nine. The numbers from 20-99 will be added at a later
stage.
 string and pegs
 coins of various denominations - a handful of each type, real ones, if possible.
 if possible some small items you would be able to buy with this money
 ‘Compare Bears’ (or other counting apparatus)
 ‘All Afloat on Noah’s Boat’, by Tony Mitton (ISBN 978-1-84616-242-8).
 animal cards: photocopy the pairs in stars on the inside page of the book ‘All Afloat on Noah’s Boat’ and cut them
out. Stick the pictures onto cards about 7 cm square and laminate them.
 pictures of houses (or apartments), showing the house (or apartment) number
 paper plates - one for each child and adult
 an explanation sheet for parents
 a number line 0-9 for each child
 paper plates with house numbers (filled in at home and returned to school)
 counters
 pencils or felt-tipped pens
108
Kindergarten 2 Topic: On the Move Overall Plan

This is a plan for ‘On the Move’. The lesson suggestions have been written from this plan. Other ideas can be added as desired and
adapted to suit the children in your class. Many of the activities should be used on more than one occasion.
Different modes of transport for ‘On the Move’ have been highlighted separately as follows: boats, trains, cars and trucks, bikes. You
can see from the different colours all the activities that link with each type of vehicle.
1. Language, 2. Shape, Size 3. Making 4. The World 5. Poetry, 6. Music and 7. Reading 8. Number
Communica and Colour Things Around Us Rhymes Movement
tion and and Songs
Emergent
Literacy
Each day, show the Decorate the sides of Set up the role play Visit a boatyard and ‘All Afloat on Noah’s ‘Row, row, row your Revise sounds every Use fingers for
children the different the boat with a pattern area. Make Mr see the boats on the Boat’ by Tony Mitton boat’ day and introduce two counting up to ten
activities that will be of shapes. Can we Gumpy’s boat. River Nile. Take (ISBN 978-1-84616- new sounds each every day
happening – the read the pattern? digital photos of the 242-8). Use percussion ‘‘This Little Puffin’ by week, using ‘Jolly
E Matterson (ISBN 0-
timetable for the day. boats. to enhance the poem. Phonics’ ‘‘Jolly
14-034048-3).
Phonics’’ (ISBN
978-870946-07-0
and ‘PM Alphabet
Starters’ (ISBN 1-
869612833)
Choose a child of the How long is our role Make masks and Make a big book to ‘All Afloat on Noah’s Making different Group reading, using Show any number up
day. play boat? head-dresses for the record the boatyard Boat’ by Tony Mitton sounds with your ‘PM Alphabet Starters’ to ten with fingers.
cat, rabbit and dog. visit. (ISBN 978-1-84616- hands (ISBN 1-869612833)
242-8). Use percussion
and gestures to ‘Music Express’ Book
enhance the poem. 1 by M Hanke (ISBN
9780713662313)
Change the calendar Pictogram – how Set up an experiment Make tickets for Mr ‘All Afloat on Noah’s ‘Music Express’ Book Read labels on Count on from any
every day. many cubes does our about floating and Gumpy’s boat. Boat’ by Tony Mitton 1 by M Hanke (ISBN objects in the room. number up to ten.
raft carry? sinking. (ISBN 978-1-84616- 9780713662313)- play
242-8). Use percussion, the train game
gestures and words to
enhance the poem.
109
Share story time How many pairs of Make boats that will Learn new letters from ‘All Afloat on Noah’s ‘Music Express’ Book Revise ‘SATPIN’ Count back from ten
every day – Mr animals? float. ‘Jolly Phonics’. Boat’ by Tony Mitton 1 by M Hanke (ISBN letters. to zero.
Gumpy’s outing. (ISBN 978-1-84616- 9780713662313)and
242-8). Join in with the ‘This Little Puffin’ by E
rhyme. Matterson (ISBN 0-
14-034048-3).
‘The wheels on the
bus’.
Play at taking rides in Wheels on the train Can we make the Set up a writing table. ‘The Owl and The Singing Express 1 Begin making CVC Count back from any
Mr Gumpy’s boat in and trucks sinkers float? Can we Pussy Cat’ by Ian (ISBN 978-1-4081- words (e.g. cat). number down to zero.
the role-play area make the floaters Beck (ISBN 978-0- 1509-1)
sink? 552-52819-1).
‘Vroom, zoom, chuff’.
Learn birthday
months.
Set up a role play Traffic survey – keep Make a sailing boat. Set up a making table. ‘All Afloat on Noah’s Singing Express 1 Begin individual ‘CVC’ Order numbers up to
area with the train set. a tally of types of Can we make it sail? Boat’ by Tony Mitton (ISBN 978-1-4081- books. Write and draw ten.
vehicles, then make a (ISBN 978-1-84616- 1509-1) ‘cat’.
‘Choo Choo Clickety – pictogram. 242-8)
Clack’ by Margaret
‘Toy Transport’.
Mayo (ISBN 978-1- Learn the ending of
84362-438-7) the poem.
Set up a role play Who can ride a bike? Make a raft using Show pictures of ‘This Little Puffin’ by E ‘This Little Puffin’ by E Split and squeeze Play the ‘Pairs’ game
area with the cars and pencils, straws, sticks animals used as Matterson (ISBN 0- Matterson (ISBN 0- back together the with animal cards (see
road map. and lolly sticks. How means of transport in 14-034048-3) 14-034048-3). second CVC word: ‘All Afloat on Noah’s
many cubes will it different parts of the ‘bat’. Boat).
‘Choo Choo Clickety – carry? world. ‘Come to the station ‘I’m driving my car’.
Clack’ by Margaret early in the morning’.
Mayo (ISBN 978-1-
84362-438-7)
Act out the story with Make a collage of This Little Puffin by E ‘This Little Puffin’ by E Count on and back
models. animals used for Matterson (ISBN 0- Matterson (ISBN 0- from any number on
transport in different 14-034048-3). 14-034048-3). the number line.
‘Duck in a Truck’ parts of the world.
byJez Alborough ‘The wheels on the ‘The wheels on my
(ISBN 978-0-00- bus’. bike’.
730262-8)
‘Mrs Armitage on Make a birthday train, ‘This Little Puffin’ by E Say which number is
Wheels’, by Quentin with a carriage for Matterson (ISBN 0-
missing from the
Blake (ISBN 0-00- each month, using 14-034048-3).
663394-3) boxes and cartons. numbers up to ten.
‘I’m driving in my car’.
Assemble the birthday ‘This Little Puffin’ by E Count to 20 with

train in order. Matterson (ISBN 0- fingers and toes.
110
14-034048-3).
‘The wheels on my
bike’.
Make cars from Make a number

construction toys.
square with the
numbers 0-19.
Look at a car and talk Begin to make a

about its external
number line
features.
Why do we need
lights? Windscreen
wipers? Indicator
lights?
Make a bike with Recognise 1, 2, 5 and
strips of paper and
10p coins or suitable
circles.
alternative
Count in twos using

arms. Say the even
numbers out loud and
just whisper the odd
numbers in between.
Count ‘Compare
Bears’ in twos.
Write your house
number on a paper
plate
Order the house
numbers on paper
plates.
111
Kindergarten 2 Topic: On the Move 1. Language, Communication and Emergent Literacy
sessions.

Suggestions
(‘SP’ = Scale point)
1SP1 Listens and responds to Go through the Display the labelled activity pictures where the children can see them easily. Pictures, labelled and Can the child:
what others say through words daily time table laminated, showing the
Tell the children which activity they are going to do first today, e.g. Singing.  identify the activity
and/or gestures activities that take place
you have described?
Can you find the picture that shows us singing? in the Kindergarten
in informal contexts with others,  repeat the word for
Yes.
displaying greater confidence the activity?
Can you stick it here at the beginning of the day?
1SP3 Listens attentively and with  join in with reading
enjoyment to stories and rhymes Continue to go through the activities for the day, asking the children to select the pictures and the daily timetable?
sticking them in sequence.
1SP4 Answers questions about  listen attentively?
familiar stories when asked and When the pictures are in sequence, read through all the activities together.
begins to understand short, basic, During the day, ask the children to look at the picture sequence and tell you what will be
supported classroom instructions happening next.
1SP1 Listens and responds to Choose a ‘Child Note: Choosing the ‘Child of the Day’ is important. The child should be selected early in the day A ‘Child of the Day’ Can the child:
what others say through words of the Day’ so that they can use their privileges and carry out their tasks during the whole day. You may badge
 understand which
and/or gestures wish to have a special ‘Child of the Day’ chair.
A class list to record group he/she is in?
1SP2 Initiates talking and listening Ask all the children to stand up, and then gradually eliminate them. For example: which children have had
in informal contexts with others, a turn as ‘Child of the  listen attentively?
Today I’m choosing a boy so all the girls can sit down.
displaying greater confidence Day’  take turns?
The boy I’m choosing is five, so everyone who is six can sit down.
1SP3 Listens attentively and with Optional: a special  remember to perform
enjoyment to stories and rhymes The boy I’m choosing has a name that begins with the ‘M’ sound. ‘Child of the Day’ chair the tasks, when
1SP4 Answers questions about Continue until only one child is left and pin the ‘Child of the Day’ badge on the child. chosen?
familiar stories when asked and
begins to understand short, basic, Tick their name on your ‘Child of the Day’ class list.
supported classroom instructions Ask the children to help the ‘Child of the Day’ to remember what their tasks and privileges will
be.
112

Suggestions
1SP1 Listens and respond to what Change the Ask the children: A calendar chart, with Can the child:
others say through words and/or calendar laminated labels for
What day is it today?  chant the days of the
gestures ‘yesterday’, ‘tomorrow’
and ‘today’, and all the week in a group?
Yes, Wednesday.
days of the week  repeat the
in informal contexts with others, Let’s say the days together. Remember we have to clap for Wednesday.
displaying greater confidence Blu-tack (or similar) appropriate sound
Show the labels and ask: and make the
1SP3 Listens attentively and with action?
enjoyment to stories and rhymes Who can find the word Wednesday? It begins with the ‘w’ sound (do the ‘Jolly
Phonics’ action for <w>, even if the children have not been introduced to it yet).  listen attentively?
1SP4 Answers questions about
familiar stories when asked and Ask a child to Blu-tack the ‘Wednesday’ label in position.  begin to answer
begins to understand short, basic, questions?
Who can remember what day it was yesterday?
supported classroom instructions
Yes, Tuesday and it begins with the <t> sound. (Make the ‘Jolly Phonics’ action for
<t>).
Shall we say the days again and listen for the day after Wednesday?
Chant the days - clap for Wednesday and say Thursday.
Yes. Tomorrow will be Thursday.
Note: Although the children will not have learned the <th> sound, it is important to make the
<th>sound and to use the correct ‘Jolly phonics’ action. The children may not understand at this
stage, but tell them that the two letters at the beginning of the word ‘Thursday’ make the
<th>sound in English.
113

Suggestions
1SP1 Listens and responds to Daily story time Sit the children in a comfortable place where they can all share the story. ‘Mr Gumpy’s Outing’, by Can the child:
what others say through words John Burningham (ISBN
Hold up the book to show the cover and read the title, pointing to each word as you say it.  listen attentively?
and/or gestures 978-0-099-40879-6)
Repeat ‘Mr Gumpy’ and point to him. Ask the children to say ‘Mr Gumpy’ or ‘This is Mr Gumpy.’  sit still to listen?
1SP2 Initiates talking and listening Optional: a hat (to
in informal contexts with others, Point to the correct part of the picture as you say ‘the boat’ and ‘the oar’. Make a rowing action pretend you are Mr  begin to repeat some
displaying greater confidence with your arms. Gumpy), a rug on the words?
floor (as a pretend boat),
1SP3 Listens attentively and with Point to the river and say ‘the river’.  begin to join in with
pictures of a rabbit, a cat
enjoyment to stories and rhymes the actions?
Turn to the title page and repeat the title, asking the children to join in. and a dog (or animal
1SP4 Answers questions about models)
Read the first page, pointing to the words as you say them.  begin to point to or
Note: You should have a answer questions
begins to understand short, basic, Can you point to Mr Gumpy? selection of story books about the
with a transport theme, characters?
Yes, that’s Mr Gumpy.
so the children can
He is holding a watering can and wearing a hat on his head. enjoy stories about
different types of
This is his house and this is his garden.
vehicles.
Read the page again, choosing a child to point at the words as you say them. You could also
ask children to point to different things in the picture.
Turn over and read the next page.
Point to and name Mr Gumpy, his house, his boat and the river.
Ask the children to pretend they are rowing a boat as you say:
Row, row, row the boat gently down the stream.
Turn over and read the next page. Choose a boy and a girl, asking them to repeat the words
‘May we come with you?
Turn over and read the next page, pointing to the words. Show the rabbit and act out hopping.
This is enough for the first day. In the next session, repeat the first few pages and add on two
more. Encourage the children to remember and join in with the story. This will be useful when
they re-enact the story in the boat in the role play area.
114

Suggestions Suggestions Suggestions
1SP1 Listens and responds to Play at taking Take the children into the role play area and Take groups of children to play in the boat. Mr Gumpy’s boat made Can the child:
what others say through words rides in Mr show them the boat and animal masks they from boxes and animal
Allow plenty of time for the children to become  talk in the role play
and/or gestures Gumpy’s boat. made. masks (see Area of
familiar with the different roles. area?
Learning 3: Making
1SP2 Initiates talking and Note: The boat Show them the boat ride tickets and explain the
Help them to remember the words of the song Things)  begin to be
listening in informal contexts and animal prices.
‘Row, row, row the boat’ and try to sing it in time. imaginative?
with others, displaying greater masks should be A hat
Show them the purses and money.
confidence made before this Encourage the children to replace the masks  take turns?
Tickets for the boat ride
session (see Put on the hat and pretend to be Mr Gumpy. and tickets in the correct place.
1SP3 Listens attentively and (see Area of Learning 4:  play co-operatively?
Area of Learning
with enjoyment to stories and Choose two children to be the dog and the Repeat with other groups. The World Around Us)
3: Making
rhymes rabbit and put their animal masks on. Say to the
Things). Note: It is important to return to this area to Purses and coins
dog:
1SP4 Answers questions encourage the children to become increasingly
A recording of the song
about familiar stories when The dog must pay….. to get on my inventive in their play. They could have a picnic
’Row, row, row the boat’
asked and begins to boat. Can you count out ……? Thank with pretend food, rugs and blankets.
(e.g. from This Little
understand short, basic, you - here’s your ticket.
supported classroom Pin up pictures of a few animals they might see Puffin’ by E
instructions You can get in the boat. on their boat trip. Ask them to describe the Matterson (ISBN 0-
animals and make animal noises (change the 14-034048-3)
Repeat for the rabbit.
animal pictures every few days)
Play the recording of ‘Row, row, row the boat’ A plastic or pretend oar
Pin up pictures of different types of transport.
and sing along as you pretend to row the boat.
Ask questions such as ‘I can see a red car with Pictures of animals
a Mummy, Daddy, two girls and a boy. Where
Pictures of different
do you think they are going?’ Change the
types of transport
pictures frequently.
115

1SP1 Listens and responds to Look at the Hold up the book and open it so that the children Choose small groups to set up the train track, ‘Choo Choo Clickety– Can the child:
what others say through words trains in the can see both the back and front covers of the station and platform. Clack’, by Margaret
 listen to the poem?
and/or gestures rhyming book book. Mayo (ISBN 978-1-
As the children take the train along the track,
‘Choo Choo 84362-438-7)  join in with the
1SP2 Initiates talking and Talk about the things they can see: say the rhyme, especially the part that says:
Clickety-Clack’ actions?
listening in informal contexts with The Station Master is blowing his whistle A train set with a track, a
and play with a Choo choo clickety-clack along the
others, displaying greater so that the train can leave the station. station and a tunnel  join in with some
train set. track. Tooting - whooo-hoo!
confidence words?
Can you see the engine driver in the cab? A whistle
Note: Talk about who is getting on the train and
1SP3 Listens attentively and How many carriages are there?  use the train as a
where they might be going. Play people to use as
with enjoyment to stories and The children stimulus for talking?
Where do they think the train might be passengers
rhymes may already Who is getting on the train?
going?
have played the  take turns?
1SP4 Answers questions about Is everyone on?
‘All Aboard’ Read the title, pointing to each word, and make
familiar stories when asked and  play co-operatively?
game (see Area train wheel actions with your arms. Can the Station Master blow his
begins to understand short,
basic, supported classroom
of Learning 6:
Choo Choo Clickety-Clack! whistle?  choose to play in this
Music and area?
instructions Leave the train set out for several days so
Movement) or Encourage the children to join in with the words,
made the actions and rhythm. children can choose to come and play with it.
birthday train
Look at the title page and read the title. Ask the Join in the play whenever possible and give
and models (see
children to repeat it. praise for imaginative play.
Area of Learning
3: Making Talk about how trains run on tracks, not on
Things). roads.
Turn to the first poem and say:

This train has arrived at the station. Some
people are getting off the train. Others are
getting on.
Explain that one train is leaving and we can see

the red lights at the back. The other train has
arrived we can see the front of the engine and
the engine driver.
Read the poem in a rhythm, and ask the children

to make train actions with their arms.
116

1SP1 Listens and responds to Make pretend Show the double page in the book with the cars. Choose a small group of children to set up the ‘Choo Choo Clickety- Can the child:
what others say through words journeys with toy Point to a car and ask: road layout. If possible, include a car park, a Clack’, by Margaret
 listen to the poem?
and/or gestures vehicles. shop, a park, etc. Mayo (ISBN 978-1-
What is this?
84362-438-7)  join in with the
1SP2 Initiates talking and Ask each child to choose a toy vehicle, and
Yes a car. actions?
listening in informal contexts with then take turns to ‘drive’ their toy vehicle to Toy cars, trucks and
others, displaying greater Point to the man driving the red sports car. different places. Help them to talk about their lorries  join in with some
confidence journey, e.g. words?
What is this man doing? A road layout, either on
1SP3 Listens attentively and I’m taking my red car out of the a large sheet or drawn  use the train as a
with enjoyment to stories and Yes, he is driving his red sports car. garage. I need to go to the shop. on the playground with stimulus for talking?
rhymes He is behind the white car. chalks. (Make the road
I am driving down the road and
as realistic as possible,  take turns?
1SP4 Answers questions about Talk about other things in the picture. going round the roundabout to the
with a central line, road
familiar stories when asked and car park.  choose to play in this
junctions and a
begins to understand short, Read the first line, pointing to the words. Repeat area?
Leave the road layout set up for several days roundabout.)
basic, supported classroom it and ask the children to join in. Point out that
instructions the words differ in size. This is to tell us how they to encourage the children to choose to play
Photos or models of  play co-operatively?
should be read: big writing means loud voices, with it. Try to join in and encourage the
houses, shops, etc.
little writing means quieter voices. children to talk about what they are doing.
Read the next three lines. Repeat the last line

and encourage the children to join in.
117

1SP1 Listens and responds to Act out the story Show the children the picture of two trucks, one Choose a small group to act out the story (with ‘Duck in a Truck’, by Jez Can the child:
what others say through words ‘Duck in a Truck’ with the duck sitting in it and the other with the the toy truck, tray, etc) as you read it. Alborough. (ISBN 978-0-
 listen to the story?
and/or gestures sheep. 00-730262-8)
Emphasise the rhyming words, asking the
1SP2 Initiates talking and Hold up the book and read the title, pointing at children to say them. A toy truck with a toy  join in with the
listening in informal contexts with each word. duck sitting in it words?
For more able children:
others, displaying greater  take turns?
Point to the picture and say: A tray with a road track,
confidence Write the following words so that the children
some mud and a rock.  hear rhyming words?
Duck in a Truck. can see the two letters that make the <ck>
1SP3 Listens attentively and (You may want to cover
sound:
with enjoyment to stories and Duck. the surface so that the  repeat the rhyming
rhymes duck, truck, track, back, rock, struck, muck, area doesn’t get too words with you?
Truck. messy.)
stuck.
1SP4 Answers questions about  play co-operatively?
familiar stories when asked and These words sound the same - they
begins to understand short, rhyme.
basic, supported classroom Say them with me: ‘duck’ ‘truck’
instructions
The number plate reads ‘duck 1’.
Choose a child to push the truck as you say:
This is the duck driving home in his

truck.
This is the track which is taking him

back.
Point to the track, saying that the track is taking

him past the river.
This is the rock struck by the truck,

and this is the muck where the truck
becomes stuck.
The child pushes the truck against the rock into

the muck.
118

1SP1 Listens and responds to Share the Look at the cover of ‘Mrs Armitage on Wheels’ and read the title. Point out that Mrs Armitage is the ‘Mrs Armitage on Can the child:
what others say through words story ‘Mrs woman riding the bike. Her dog is called Breakspear. You could also point to the name ‘Quentin Wheels’, by Quentin
and/or gestures Armitage on Blake’ and explain that he wrote the words and drew the pictures. Count the birds and talk about Blake (ISBN 0-00-
Wheels’, other things in the picture. 663394-3)  join in with the
making sound words for the horn?
in informal contexts with others, Turn to the title page and read the title again. Read the first page then the second page, telling the A real bike
effects (1).
displaying greater confidence children that she nearly ran over the hedgehog.
Three musical
1SP3 Listens attentively and with The tinkling bell made this sound. instruments to make the
enjoyment to stories and rhymes sounds of the horns
Mrs Armitage wanted to make a louder noise.
1SP4 Answers questions about A bell
Look at the page where Mrs Armitage is in the shop and point out the horns. Show the musical
instruments you will use to make the sound of the horns.)
begins to understand short, basic,
supported classroom instructions These are the sounds that the horns made:
‘Beep-beep’
‘Honk-honk’
‘Paheehahurh’
Divide the class into four groups:
1. To ring the bell
2. To say ‘Beep-beep’ (or use one of the musical instruments as a horn)
3. To say ‘Honk-honk’ (or use one of the musical instruments as a horn)
4. To say ‘Paheehahurh’ (or use one of the musical instruments as a horn)
Read the pages again, expecting the children to join in with the words.
119

1SP1 Listens and responds to Share the Show the book and re-read the first few pages. Choose twelve children to work in pairs. Give ‘Mrs Armitage on Can the child:
what others say through words story ‘Mrs each pair one of the instruments. Wheels’, by Quentin
Continue reading, talking about what happens  listen to the story?
and/or gestures Armitage on Blake (ISBN 0-00-
and pointing to significant things in the pictures, to Both children should say each word, taking turns
Wheels’, 663394-3)  join in with the
1SP2 Initiates talking and help the children understand the story. to make the sound effect.
making sound words and use the
listening in informal contexts Cymbals
effects (2). For the part of the story where Mrs Armitage’s  crash – bang the cymbals instruments to
with others, displaying greater
bike falls apart, divide the children into six groups, A scraper accompany these
confidence  crunch- scrape the scraper
each with a different instrument. Practise saying words?
Several bells
1SP3 Listens attentively and the words and using the instruments:  clang – ring one bell
with enjoyment to stories and A drum
 crash – bang the cymbals  clatter – ring several bells
rhymes
A blowing instrument
1SP4 Answers questions  crunch - scrape the scraper  thud –bang the drum
about familiar stories when  clang – ring one bell  ‘Paheehahurh’ – make a horn sound on
asked and begins to
 clatter – ring several bells a blowing instrument
understand short, basic,
supported classroom Swap instruments, so each pair has a turn on
 thud – bang the drum
instructions each of the six instruments.
 ‘Paheehahurh’ – make a horn sound on
a blowing instrument
(You could mention that most of these words

begin with the ‘c’ sound.)
Read the story again, with the children producing

the relevant sound effects.
120
Kindergarten 2 Topic: On the Move 2. Shape, Size and Colour
sessions.

2SP1 Shows, in their Decorate Mr Sit the children round the model they made of Mr Choose a group of ten children - five to draw Mr Gumpy’s boat made Can the child:
experimentation with a range Gumpy’s boat Gumpy’s boat. around circles and five to draw around from boxes (see Area of
 describe a circle and
of objects and materials, an with circles and squares. Learning 3: Making
Take out a square template and hold it up. Tell the a square?
interest in shape, size, space squares. Things)
children that the square has four straight sides. Ask the children to help you decide on the
and colour  name the colours?
Count the sides and indicate the straightness. Count colours, e.g. yellow circles and red squares. Five square templates
2SP2 Describes simple the four corners. and five circle templates  cut out the shapes?
Ask each child to draw around their chosen
shapes, sizes and colours Can you find another square? shape twice, and to cut out the two shapes Brightly coloured paper  arrange the shapes
using everyday language
Yes, that’s a square. carefully. (e.g. red and yellow) in a pattern?
2SP3 Talks about, recognises How many corners does it have? (point to Take the children to the boat and ask them to Glue  continue the pattern?
and recreates simple patterns. the corners) help you arrange the shapes in a pattern, e.g.
Scissors
2SP4 Talks about, recognises How many sides does it have? yellow, red, yellow, red.
and recreates and is able to Yes, four straight sides. Ask the children to continue the pattern,
describe simple patterns using
Can you draw a pretend square in the air? encouraging them to say ‘one yellow circle,
a range of media
one red square’ etc.
Hold up a circle template and ask:
How many corners does it have? Try rearranging the shapes into a different
pattern, e.g. yellow, yellow, red, red. Ask the
That’s right - no corners.
children which pattern they prefer.
How many sides does it have?
Stick the shapes onto the boat in the preferred
It has just one side that goes round and
pattern.
round.
Can you draw a pretend circle in the air? Repeat with a second group of ten children.
Ask them to choose a different pattern and
Can you find the other circle?
stick their shapes under the first group’s
Tell the children that they will be using squares and pattern.
circles to make a pattern around Mr Gumpy’s boat.
When the patterns are completed, look at them

together.
121
Learning outcomes Activity Strategies /Whole class: Strategies/Small group: Resources: Assessment
2SP1 Shows, in their Measure the Note: This activity should be done after the children Choose six children to work in pairs. Coloured paper – two Can the child:
experimentation with a range length of Mr have made their hand shapes. different colours
Ask one child in each pair to put their fingers  tell you that your
of objects and materials, an Gumpy’s boat
Sit the children near their model of Mr Gumpy’s boat. together and put their hand flat on the paper. Scissors hand is bigger than
interest in shape, size, space with hand
Ask their partner to draw around the hand their hand?
and colour shapes. Draw around your hand and cut out the shape. Glue
carefully, keeping the pencil upright.
2SP2 Describes simple  name the colours
Position your hand shape at the end of the boat.
Swap roles and repeat. used for the hand
shapes, sizes and colours
using everyday language How many of my hand shapes will I need shapes?
Ask the children to cut out their hand shapes
to measure the length of the boat? (take
2SP3 Talks about, recognises
carefully.  recognise the
estimates).
and recreates simple patterns. alternate pattern?
Position the children in alternate colours and
Ask the children to help you measure the boat with
2SP4 Talks about, recognises your hand shape.
ask them to number their hands in order. Use  read the pattern?
the number line to help.
and recreates and is able to
describe simple patterns using How many hand shapes did we need?
Ask the children to cut out more hand shapes
a range of media Yes, 15. and number them.
Are your hands bigger than my hands or Repeat with other groups.
smaller?
Note: Any surplus hand shapes at the end of
Do you think we will need more of your the activity can be fixed to lengths of string
hands or fewer? (let the children estimate) and used to decorate the boat as bunting
(strings of flags).
Let’s measure and see.
Ask the children to come forward one at a time, in

number order, with their hand shape. Help the
children to stick the hand shapes along the side of
the boat, with no gaps and no overlapping.
How many hands have we used?
Do we have to count?
Count how many hand shapes were used. Discuss

whether they used more or fewer of their hand
shapes than their estimates.
122
2SP1 Shows, in their Make a Show the children the chart ‘Cubes that our raft Divide the children into the same groups as Strips of coloured-in Can the child:
experimentation with a range pictogram to carried’ and one of the strips of coloured-in squares. when they made the coloured-in strips of squares, representing
 understand that each
of objects and materials, an record the squares. the number of cubes
Can you remember why we coloured in square represents a
interest in shape, size, space number of carried by the children’s
these squares? Help the children to write their names on the cube on the raft?
and colour cubes carried by rafts (see Area of
chart and to stick on their strips of squares.
a raft (see Area Yes, they show us how many cubes we Learning 3: Making  understand that the
2SP2 Describes simple
of Learning 3: carried on our rafts. Things) longest strip
shapes, sizes and colours
Making Things). represents the
using everyday language How many cubes are there on Abdullah’s A chart titled ‘Cubes that
our rafts carried’, with largest number of
and Khalifa’s strip of squares?
2SP7 Uses language such as cubes?
spaces for the children’s
‘greater’, ‘smaller’, ‘heavier’ or Yes, 8 squares, so their raft carried eight names on the vertical
‘lighter’ to compare quantities cubes. axis and ‘number of
Explain to the children that they will be writing their cubes’ written below the
name on the left side of the chart and then sticking horizontal axis
their strip of coloured-in squares along the row next
to their name.
After the children have completed the pictogram,

look at it together and ask questions such as:
Which raft carried the most cubes?
How do you know?
Which raft carried the least cubes?
Did any rafts carry the same number of

cubes?
How do you know?
How many rafts carried exactly (X) cubes?
How many rafts carried more/fewer than

ten cubes?
123
Traffic survey on Before commencing this activity, talk to the whole Choose a group of four children. Hold up the Pictures showing Can the child:
2SP1 Shows, in their
a video class about the vehicles they are likely to see. whiteboard showing a car (picture and word). different types of
experimentation with a range  be responsible for
vehicles
of objects and materials, an Pin up the pictures one at a time, starting with a car Tell one of the children that they will be the task?
interest in shape, size, space picture. counting all the cars that appear in a short A white board and pen
and colour video clip. Every time they see a car they for each child  record the vehicles
Do you think we will see cars? with lines?
must draw a line. You will need to
2SP2 Describes simple A chart on squared
Yes. demonstrate this.  tell you how many
shapes, sizes and colours paper, drawn in
vehicles they saw?
using everyday language Write the word ‘car’ on one of the white boards and Repeat with the other children, who will be advance, for each group
draw a quick picture of a car. drawing lines to represent the vehicle that (or two groups can add  read the chart?
2SP7 Uses language such as
they have chosen, e.g. lorry, van, motorbike. their pictures to same
‘greater’, ‘smaller’, ‘heavier’ or Pin up a picture of a lorry. chart). Title each chart
‘lighter’ to compare quantities Set a target – either a fixed time or when one
Do you think we will see a lorry? ‘Vehicles we counted in
vehicle type has been counted ten times.
the videol’.
Yes. When the video clip is complete, look at the
Label the horizontal axis
Write the word lorry on another white board and draw children’s whiteboards. Ask each child to
‘number of vehicles’,
a quick picture of a lorry. count the number of vehicles recorded on
and write the names of
their whiteboard.
the different types of
Continue until you have at least four different types
Show the group the chart and the vehicles on the vertical
of vehicles.
photocopied squares with vehicles on. axis.
After the children have done the traffic survey on
Explain that each child must select the Small square shapes (to
video, pin up the completed charts and talk about
number of squares they need to match the fit the squares on the
them.
vehicles they saw and then colour in the chart) with the outline
How many cars are there on this chart? vehicle outlines. shapes of cars, lorries,
motorbikes and vans on
Which chart has the most cars? Help the children to write their names on the them (draw a few and
chart and stick their squares onto the chart photocopy sheets of
How do you know which chart has the most
next to their name. these).
cars?
Continue asking questions about the different Coloured pencils and/or

vehicles. felt-tipped pens
Label the charts, e.g. ‘This chart has the most cars’, Glue
‘This chart has the fewest motorbikes’ etc.
Read these labels with the children.
124
Kindergarten 2 Topic: On the Move 3. Making Things
Teaching Guide for the second Kindergarten Topic, covering 6 weeks. Each Area of Learning should cover approximately ten to fifteen 50-
minute sessions.
3SP1 Shows curiosity and Make a model of Look at the book ‘Mr Gumpy’s Outing.’ (The children should have shared some of ‘Mr Gumpy’s Outing’, by John Can the child:
interest by exploring the Mr Gumpy’s boat this story with you in advance of this session.) You may want to read the first two Burningham. (ISBN 978-0-
 show enthusiasm for the
artefacts and environments for the role play pages again, to refresh the children’s memories and to encourage them to memorise 099-40879-6)
boat making?
around them and engages in area, using large the text.
Large cardboard boxes -
representational play boxes.  answer questions?
Look at the picture showing Mr Gumpy’s house and point to the sketch. Tell the these may need to be cut into
3SP2 Chooses objects and Note: children that they are going to make a model boat for the role play area. suitable sizes and shapes (to  make suggestions?
materials, to handle and look contain the chairs) before the
You could also In the role play area, look at the big boxes, the long piece of card and the chairs or  work co-operatively?
at closely, noticing simple session
paint a suitable stools. Discuss what the boat will be like:
features and developing their
background on the If possible, a long strip (about  share tasks?
exploratory skills How many animals and people will we have seats for? (suggest seats for
wall, using the 40cm wide and about 5
two children and three animals)
3SP3 Uses simple tools and book for ideas. metres long) of thick card -
techniques in order to make, Does Mr Gumpy need a seat? corrugated cardboard would
adapt and build for his or her be ideal
own purposes Ask the children to help you arrange the boxes into a long shape and position the
chairs (e.g. one chair in front, two chairs behind it, a space for Mr Gumpy to stand and Thick green paint and wide
then two more chairs together). paint brushes
Ask 2-3 children to help you staple one end of the long piece of card to the wall and A large stapler
then to staple it around the boxes or chairs and back to the wall.
Small stools or chairs to fit
Choose small groups to paint the boat. inside
When all the paint is dry, show the children how to get in and out of the boat. Explain
that they will also be making animal masks to wear in the boat.
125
3SP1 Shows curiosity and Make masks for Look at the book together. Read the first Choose six children to work in pairs to ‘Mr Gumpy’s Outing’, by John Can the child:
interest by exploring the the animals in the few pages. make the rabbit, the cat and the dog. Burningham. (ISBN 978-0-
 look carefully at the chosen
artefacts and environments Mr Gumpy story 099-40879-6)
Who is the story about? Explain that the masks will not cover all animal and describe its
around them and engages in
their faces but just the top of their heads Paper plates, cut in half features and colours?
representational play Yes, Mr Gumpy.
down to eyebrow level.
3SP2 Chooses objects and
Long strips of card  choose suitable materials?
Show them the hat and the label ‘Mr
Look at the colours in the book and ask
materials, to handle and look Gumpy’ and hang them both on a hook. Collage materials, e.g. card,  talk about the position of
each pair to choose colours they think
at closely, noticing simple tissue paper, string or wool, features? (ears, eyes,
Which other people are in the would be suitable for their chosen animal.
features and developing their pieces of fabric, drinking whiskers, etc)
exploratory skills story?
Help them to select appropriate collage straws
Yes the girl and the boy. materials (e.g. drinking straws for  work co-operatively?
3SP3 Uses simple tools and Card
whiskers, wool or string for hair, cut-out  share?
techniques in order to make, Hang the ‘the girl’ and ‘the boy’ labels card for ears) and stick them onto the half Paints
adapt and build for his or her on the hooks. paper plate.  wait for a turn?
own purposes Felt-tipped pens
What animals are in the story? When the masks are completed, ask the
Yes, the rabbit. children to hold these on their foreheads. Glue
Show the ‘rabbit’ label, read it together Fix a strip of card onto one side, take this A stapler
and hang it on the hook. across the back of the head and fix it onto
the other side. Fix another strip of card to A hat for Mr Gumpy
Repeat with the other labels. the middle of the back strip, take it over
Hooks on the wall
the top of the head and fix it to the top of
Show the paper plates and some of the
the mask. Do not make this too tight, or it Labels for ‘Mr Gumpy’, ‘the
materials. Explain that the children are
will tear. boy’, ‘the girl’, ‘cat’, ‘rabbit’,
going to use these to make masks that
‘dog’ (and other animals in
look like the animals. Choose other groups of children to make
the story if you wish). Attach
masks of animals from the book. They
When the masks are made, hang them strings to the labels so they
may want to choose alternative animals.
on the hooks with the correct labels. can be hung
126
3SP1 Shows curiosity and Set up a floating Place the bowl of water on the floor and Choose groups of 8 children. Two hoops Can the child:
interest by exploring the and sinking place the two hoops next to it.
Remind them that the labels say ‘will sink’ Labels saying ‘will sink’ and  show an interest in the
artefacts and environments experiment.
Show the first label and say: and ‘will float’. Use gestures to help ‘will float’ activity?
explain the words ‘float’ and ‘sink’.
representational play This label says ‘will float’. Lots of different small  know the difference
Ask the first child to choose an object, objects, some which will float between floating and
3SP2 Chooses objects and Place the label inside one of the hoops.
e.g. a light plastic car. and others that will sink sinking (using gestures or
materials, to handle and look
at closely, noticing simple Show the other label and say: words)?
Do you think the toy car will A large bowl of water
features and developing their This label says ‘will sink’. float or sink in the water?
exploratory skills A digital camera
Place the label inside the other hoop. Put it in the water.
3SP3 Uses simple tools and
techniques in order to make, Put your hand into the bowl, resting on Did it sink to the bottom?
adapt and build for his or her the surface of the water and say:
No it has stayed on the top, it is
own purposes floating.
My hand is floating.
3SP4 Draws things they will Why do you think it is floating?
Plunge your hand down into the water
make, and labels their
and say:
drawings with their first name. Use gestures to explain that it is very
Begins to talk the activities My hand has sunk down into light, because it is made of plastic.
through, reflecting on and the water.
Put the plastic car in the ‘will
Use some of the objects to demonstrate float’ hoop.
that some float and others sink. Each
Repeat with a metal toy car.
time, ask the children to repeat the
words ‘sink’ and ‘float’. Ask the children Why did this car sink to the
to help you place each object into the bottom?
appropriate hoop.
It is made of metal, so it is
heavier than the plastic car.
Discuss the things in the ‘will float’ hoop

and those in the ‘will sink’ hoop.
Take photographs of things floating and

sinking.
Repeat with other groups of children.
127
3SP1 Shows curiosity and Make a boat and Show the children the paper boat you Choose ten children to work in pairs to Photographs showing some Can the child:
interest by exploring the see how many made before the session. make boats. Talk with them about what things that float and others
 choose materials carefully?
artefacts and environments ‘Compare Bears’ it they are doing and help them where that sink, taken during the
This is my paper boat.
around them and engages in will carry necessary. previous session  work co-operatively?
representational play Do you think it will float in the
When the boats are finished, gather the A paper boat that you made  share materials?
water?
3SP2 Chooses objects and group together. Ask each pair in turn to before the session
materials, to handle and look Choose a child to carefully put the paper see how many ‘Compare Bears’ their  accept the results without
‘Compare Bears’ getting upset?
at closely, noticing simple boat into the bowl of water. boat will carry. Take photographs to
features and developing their record the session. A variety of different things
Is it floating?  notice why some boats
exploratory skills for boat making, e.g. masking
Talk about why some boats floated better floated better than others?
Yes, it is on top of the water. tape, staples, paper, card,
3SP3 Uses simple tools and than others. Was it the shape or the
Do you think it will carry some cartons, foil, boxes, etc.
techniques in order to make, material used?
adapt and build for his or her of these bears?
Note: Try not to include
Repeat with other groups.
own purposes How many bears will it carry? plastic containers, as these
do not require the children to
Take estimates from the children and be as creative.
write the estimates down.
A digital camera
One at a time, carefully place ‘Compare
Bears’ onto the boat. A bowl of water
Can you help me to count?

One, two...
Oh dear! It’s sinking!
The boat has capsized and

the bears have fallen out.
How many bears did it carry?

Only two, because it sank
when I put bear number three
in.
128
3SP1 Shows curiosity and Can we make a Remind the children about floating and Choose groups of children to work in Objects that sink, e.g. paper Can the child:
interest by exploring the ‘will float’ object sinking. Look at the photographs taken pairs. Give each pair an iron nail. clips, metal coins.
 work co-operatively with a
artefacts and environments sink? in previous sessions.
Does your nail float? Objects that float, e.g. plastic partner?
Can we make a Show the children the piece of boxes, pieces of wood
representational play Why not?  share ideas?
‘will sink’ object aluminium foil.
A piece of aluminium foil
3SP2 Chooses objects and float? Can you use anything to make  solve a problem without
Do you think this foil will float
materials, to handle and look your nail float? A bowl of water becoming frustrated?
or sink? Shall we try?
at closely, noticing simple
features and developing their Place the foil carefully on the surface of
Let the children experiment with the  talk about the results?
exploratory skills plastic boxes, wood, etc.
the bowl of water.
3SP3 Uses simple tools and How did you make your nail
Is it floating or is it sinking?
techniques in order to make, float?
adapt and build for his or her Yes, it is floating.
Repeat with a piece of wood.
own purposes It has stayed on the top of the
Does your wood float or sink?
water. Can I make it sink?
How do you know it is floating?
Yes, it sinks if I press it down. How can you make it sink?
Make the foil into a boat shape and

show it to the children.
Do you think it will float better

now? Let’s try it and see.
Yes, it is better when it is a

boat shape.
I wonder what will happen if I

put some things inside?
Put small objects into the foil boat and

demonstrate that it now sinks.
129
3SP1 Shows curiosity and Make a sailing Show the children the pictures of Choose six or eight children to make their Pictures of feluccas or other Can the child:
interest by exploring the boat and blow it feluccas or other sailing boats. sailing boats, working in pairs. sailing boats
artefacts and environments across the water
How does this boat travel? Check that the children are discussing Cartons suitable for a making
around them and engages in  share materials?
Yes, the wind blows the sail and choosing together, and that they are a boat
representational play
and then the boat travels taking turns.  take turns?
Masking tape
3SP2 Chooses objects and across the water.
Give help, if needed, with cutting fabric  choose suitable materials?
materials, to handle and look Sticks suitable for making a
Show the children the cartons for making and with attaching masts and sails.
at closely, noticing simple mast, e.g. plant supports,
boats, the sticks for making the masts  concentrate on the task?
features and developing their When their boat is finished, tell the lolly sticks
and the collection of materials for
exploratory skills children to write their names on it.  write their name on the
making the sails. Pieces of fabric
boat?
3SP3 Uses simple tools and Tell the children to take turns to blow their
Explain that when they have finished Paper, plastic or foil for
techniques in order to make, boats across the bowl of water while the
making their boats, they will try to blow making a sail
adapt and build for his or her other group members watch. They may
them across the bowl of water, using the
own purposes also like to try racing their boats. Scissors
drinking straw.
3SP4 Draws things they will Drinking straws
Optional: Display the finished boats in
make, and labels their
front of a painted background of the A large bowl of water
drawings with their first name.
River Nile.
Begins to talk the activities
through, reflecting on and
130
3SP1 Shows curiosity and Make a raft and Show the children the pictures of rafts. Choose eight children to work in pairs to Pictures of rafts Can the child:
interest by exploring the see how many make a raft. Give help if necessary. Talk
Demonstrate how to tape or tie sticks or Sticks, e.g. plant supports,  work co-operatively?
artefacts and environments cubes it can carry. to them about the choices they have
twigs together to make a raft. lolly sticks, small twigs
around them and engages in made.  share materials?
representational play Float the raft on the bowl of water. Sticky tape or string
When the four pairs have made their  take turns?
Discuss how rafts are often used to
3SP2 Chooses objects and rafts, test them to see how many cubes Plastic cubes (all the same
deliver supplies where the water is  choose suitable materials?
materials, to handle and look each raft will carry. size)
shallow.
at closely, noticing simple
Discuss why some rafts carried more A bowl of water  concentrate on the task?
features and developing their Show the cubes and ask the children to
cubes than others.
exploratory skills imagine that these are containers of ‘Compare Bears’ - the  colour in the correct
important supplies. Show each pair of children how to colour smallest (lightest) bears number of squares?
in the correct number of squares on their
techniques in order to make, Do you think my raft will be Strips of paper, each with a  write their name on the
strip of paper, to match the number of
adapt and build for his or her able to carry any cubes? row of drawn squares strip of squares?
cubes carried by their raft. Ask them to
own purposes
How many cubes do you write the names on their strip.
think? (take estimates)
Note: Keep the strips of coloured-in
Experiment to see how many cubes the squares to make a pictogram in Area of
raft will carry. Try arranging the cubes in Learning 2: Shape, Size and Colour.
different ways (e.g. spread out, stacked
in a pile). Discuss which way is best and
why.
131
3SP1 Shows curiosity and Make a paint and Cover the display area with background Choose a group of children to use big Photographs of animals used Can the child:
interest by exploring the collage wall paper before the session. brushes and paint the background. for transport around the world
artefacts and environments picture of the
Look at photographs of different animals Choose another group to cut out pieces Background paper for the
around them and engages in animals used for  share materials?
used for transport around the world. of fabric and glue them onto the outlines display area
representational play transport around
of the animals.  take turns?
the world. Show the children outlines of the Large outlines of animals
animals. Talk about the colours they Choose another group to draw in the hair  choose suitable materials?
materials, to handle and look Fabric suitable for the bodies
should choose for the background and of the animals.
at closely, noticing simple of animals
the animals. Discuss the different  concentrate on the task?
features of the animals. Pencils
exploratory skills
When the pictures are complete, staple Paints
them onto the painted background.
techniques in order to make, Big paint brushes
adapt and build for his or her Show the children the work that has
own purposes been produced. Staple these on the A large stapler
display area, together with the
photographs of the animals. (If you
prefer, stick the photographs in a book
and hang it on a hook for children to look
at.)
132
3SP2 Chooses objects and Make carriages for Refer back to the chart showing the Choose groups of children with the same ‘Choo-Choo Clickety-Clack’ Can the child:
materials, to handle and look a birthday train. children’s ages. Explain that they all birthday month. If some groups have too by Margaret Mayo (ISBN
 choose suitable materials
at closely, noticing simple have a birthday every year. many children, ask some of them to help 978-1-84362-438-7)
features and developing their a smaller group. for decorating the carriage?
Read the months labels together. Divide The chart showing the
exploratory skills  work co-operatively with
the children into groups according to Ask each group to choose a box to children’s ages (see Area of
3SP3 Uses simple tools and their birthday month. Sit the twelve decorate for their birthday month. Help Learning 2: Shape, Size and other children?
techniques in order to make, groups in the correct order. them to paint and decorate the carriage, Colour in Topic 1: All About  share ideas and
adapt and build for his or her then stick the month on the side. Us) equipment?
Ask each group in order to say their
own purposes
birthday month. Choose a group of children to make and Boxes to make an engine
decorate the engine. and twelve carriages (each
Look at the picture of the train and the
box should be large enough
carriages in the book ‘Choo-Choo
to stick several photos on)
Clickety-Clack’.
Paint and brushes
Tell the children that each group will be
making a carriage for their birthday Self adhesive shapes,
month. sequins and ribbon for
decoration
Glue
A label for each month of the

year
133
3SP1 Shows curiosity and Add photos to the When all the carriages are finished, ask Ask each birthday month group to fix their Digital pictures of all the Can the child:
interest by exploring the birthday train one child from each birthday group to photographs onto their carriage, and then children (head and upper
artefacts and environments carriages and fix hold their carriages in order. Read the add some wheels. body only)
around them and engages in the carriages in labels. for decorating the carriage?
Cut-out card wheels
representational play order  work co-operatively with
Show the children where the carriages
Chains for joining the other children?
3SP2 Chooses objects and are going to be fixed to the wall.
carriages
materials, to handle and look  share ideas and
Position the engine and all the carriages
at closely, noticing simple A label saying ‘This is our equipment?
in order and stick them onto the wall.
features and developing their birthday train’
Ask some of the children to join the
exploratory skills
carriages together with chains. Add the
3SP3 Uses simple tools and label saying ‘This is our birthday train’.
techniques in order to make,
Look at the finished birthday train. Read
adapt and build for his or her
all the labels and then ask questions,
own purposes
e.g.
How many children have a

birthday in June?
How can we find out?(repeat for

the other months)
Which month has the most

birthdays?
Are there any months without

birthdays?
134
3SP1 Shows curiosity and Make model Show the children the pictures of Ask children to work in appropriate sized Pictures of different vehicles Can the child:
interest by exploring the vehicles from different vehicles, then look at the groups to make their vehicles. Ideally, the
Toy vehicles  choose suitable apparatus
artefacts and environments construction various types of construction apparatus children should each work with a partner.
around them and engages in apparatus for making a model
Various types of construction
When each group of children has (The number of pairs will depend on the vehicle?
representational play apparatus
constructed a vehicle, ask them to show amount of apparatus available.)
3SP2 Chooses objects and it to the class and say something about  experiment with the design,
A digital camera
Talk to the children while they are changing or adapting to
materials, to handle and look it. (Do this before the vehicle is
choosing, designing and making their improve their ideas?
at closely, noticing simple dismantled for other children to use the
model vehicle. Give help if needed.
features and developing their construction apparatus.)  work co-operatively with a
exploratory skills Take photographs to record the finished partner?
Make a display of the vehicle
vehicles.
3SP3 Uses simple tools and photographs and some of the model  talk about what they have
techniques in order to make, vehicles. Note: Different groups can make the made?
adapt and build for his or her vehicles over several days, so that they
own purposes do not have to be dismantled straight
away.
135
3SP1 Shows curiosity and Make model Show the children the photographs of Choose 8-10 children to work in pairs to Photographs of the children’s Can the child:
interest by exploring the vehicles their construction apparatus model make their vehicles. construction apparatus model
artefacts and environments vehicles, some toy vehicles and books vehicles
Tell each pair to choose which type of for making a model
around them and engages in with pictures of vehicles.
vehicle they want to make and then Books with pictures of vehicle?
representational play
Tell the children what they are going to choose suitable boxes. Encourage them vehicles
3SP2 Chooses objects and do: to try different box arrangements before  experiment with the design,
Toy vehicles changing or adapting to
materials, to handle and look joining the boxes together with masking
 choose boxes or cartons to make improve their ideas?
at closely, noticing simple tape or sticky tape. Give help with the Boxes and cartons
their vehicles.
features and developing their joining.  work co-operatively with a
exploratory skills Papier-mâché (thin paper
 join the boxes or cartons together Show the children how to use the papier- partner?
strips and a thick flour and
3SP3 Uses simple tools and with masking tape and cover mâché to improve the shape of their
them with papier-mâché To
water paste)  talk about what they have
techniques in order to make, vehicle. Explain they must leave the made?
adapt and build for his or her improve the shape vehicle to dry before they can finish it. Masking tape
own purposes  when it is dry, put an axle through Sticky tape
the bottom and attach the wheels
 paint the vehicle.
Explain that all this will take several

sessions.
3SP1 Shows curiosity and Complete the When all the children have made their Ask the children work in the same pairs to Wooden rods to use as axles Can the child:
interest by exploring the model vehicles model vehicle, display them and talk complete their vehicles.
Lids in different sizes to use  choose suitable colours to
artefacts and environments about them together.
Help the children to make holes to push as wheels (make a hole in paint their vehicle?
Optional: Read the labels, or ask the the axle through, and to attach the the middle of each lid in
representational play  work co-operatively with a
pairs to read them with you. wheels (use sticky tape wound round the advance)
3SP2 Chooses objects and end of the axle). partner?
Paints and brushes
materials, to handle and look  take pride in completing the
Ask the children to paint their vehicles,
at closely, noticing simple A digital camera vehicle?
and then take photographs to record
them.  talk about what they have
exploratory skills
Optional: Make a label for each vehicle, made?
writing what the children want to say
about it, e.g. ‘We have made a red sports
car and it can go very fast’ or ‘We have
own purposes
made a big green lorry and it carries
furniture’.
136
3SP1 Shows curiosity and Draw a car Show the children pictures of cars and Choose about eight children to draw the A photograph of your car, or Can the child:
interest by exploring the toy cars. Point to and identify some of car. Give each child a clipboard, paper of a car that is brought to
 draw the car shape in the
artefacts and environments the features, e.g. and pencil, and sit them on one side of school every day. (Ask the
around them and engages in the car. owner to park the car where air?
Cars have number plates so that
representational play the children can see and  listen and join in with the
we know who they belong to. First, using your finger, make a car shape
draw it.) instructions?
3SP2 Chooses objects and in the air, following the outline of the car:
Cars have lights to switch on
materials, to handle and look start at the front number plate, go up the Pictures of other cars  make a car shape on the
when it is dark, so the drivers can
at closely, noticing simple grille, across the bonnet, up the front paper?
see where they are going. Toy cars
features and developing their windscreen, over the roof, down the back
exploratory skills Cars have doors to open and window, over the boot, down to the Clip boards – one for each  draw the car?
close. number plate, across the bottom round member of the group
3SP3 Uses simple tools and  begin to repeat or say
the wheel across the bottom, round the
techniques in order to make, Cars have indicator lights so that Paper some of the features?
other wheel and back to the front number
adapt and build for his or her other drivers know when they are plate. Pencils
own purposes going to turn.
Repeat this, asking the children to join in.
Cars have red brake lights so that
the car behind knows that they Ask the children to draw the car shape on
are slowing down. their paper, just using their finger. Ask
them to try again, making sure they use
Show the photograph of the car they are all the paper.
going to draw. Talk about the features of
that particular car. Then ask them use their pencil to draw
the outline and add door handles and any
When all the children have drawn their other features they can see.
car picture, pin them all up.
Move the children to the front of the car,
so they have a different view of it, and
repeat.
Repeat with the other groups.
137
3SP1 Shows curiosity and Make a large Show the children pictures of cars and Choose a group of children to draw and A photograph of your car, or Can the child:
interest by exploring the painting of a car toy cars. Point to and identify some of paint a big car (side view) for the middle of a car that is brought to
 work in a group, co-
artefacts and environments (side view), and the features, as in the previous session. of the display. school every day – as in the
around them and engages in label its main previous session operating with other
Tell the children that you are going to Show the large piece of paper and children?
representational play features
choose a group to draw, then paint, a big choose a child to draw the car shape with Large sheets of paper
3SP2 Chooses objects and car shape. their finger on the paper.  take turns?
Card
materials, to handle and look  make suggestions about
When the car has been completed, pin it Now ask the child to draw the outline with
at closely, noticing simple Labels for the car features improving the shape,
up. Pin the arrows so they point at the a pencil. Are the children happy with the
features and developing their (e.g. ‘the door’, ‘the roof’, ‘the colours or positioning of
car’s main features. Read the labels shape? If not try again.
exploratory skills bonnet’, etc) features?
together, and pin each label in the
Choose a child /children to draw the
3SP3 Uses simple tools and correct place. Pencils
shape of the windows. Cut out the
Note: In another session you could window shapes. Paints and brushes
choose another group to draw and paint
own purposes Paint the car. When it is dry, cover the Cling film /transparent paper
the front view and/or the back view of
window spaces with cling film or (for car windows)
the car.
transparent paper. Use aluminium foil to
make car handles and any other relevant Aluminium foil (for car
features. handles, etc)
Help the children to arrow shapes from Scissors

card, to point to the main features on the Glue
car.
138
3SP1 Shows curiosity and Make a picture of Remind the children about the story ‘Mrs Choose six children to work in pairs. ‘Mrs Armitage on Wheels’, by Can the child:
interest by exploring the Mrs Armitage’s Armitage on Wheels’. Look at a picture Quentin Blake (ISBN 0-00-
Look at a picture of the bike in the book  work in a group, co-
artefacts and environments bike from paper of Mrs Armitage’s bike. 663394-3)
‘Mrs Armitage on Wheels’. operating with other
around them and engages in shapes
Look at a real bike together. Point out A real bike children?
representational play Show the children how to make a chain
each of the bike’s features.
from small strips of black paper. Sheets of paper to stick all  take turns?
These are the handlebars. the shapes on
materials, to handle and look Show the children how to position the  make suggestions about
They are used for steering the
at closely, noticing simple spokes onto the tyre shapes to complete Small strips of black paper improving the bike?
bike.
features and developing their the bike wheels. for making bike chains
exploratory skills These are the pedals for
Demonstrate how you can position the Black paper cut into the
pushing the chain round,
3SP3 Uses simple tools and various coloured strips onto a sheet of shapes of bike tyres
which then pushes the wheels
techniques in order to make, paper to make a bike shape.
round. Strips of black paper for the
own purposes Help the children to position all the strips wheel spokes
These are the brakes for
onto their sheet of paper. When the parts
stopping the bike. Strips of blue paper for the
are all in the correct position, glue them
bike frames
If possible, demonstrate how each of to the sheet.
these things happen. Strips of grey paper for the
bike handlebars
Tell the children they are going to make
pictures of Mrs Armitage’s bike. Cut-out paper shapes to look
like bike seat and horns
When all the bike pictures are
completed, pin them up and talk about Glue
them together.
139
Kindergarten 2 Topic: On the Move 4. The World Around Us
sessions.
4SP4 Uses all their relevant Visit a river (or a Arrange a visit to a place where the children can see boats - ideally a river, otherwise a boatyard. Extra adults to help Can the child:
senses to investigate places, boatyard). supervise the children
If possible, take a boat trip along the River Nile.  listen attentively?
objects, materials and living
If possible, take a Name labels for the
things. The child can identify Talk to the children about the importance of the River Nile. Mention that people in Egypt used to  show an interest in the
boat trip on the children
and label positive and transport all their heavy things on the river. Explain that this is how the huge stones were carried to visit?
River Nile.
negative features forming make the temples and pyramids. Nowadays, other means of transport are used as well, e.g. A First Aid kit and any
recognisable letters, most of planes, vans, trains, etc. medication necessary  begin to ask
which are correctly formed. for individual children questions?
Look at the feluccas, and tell the children that, before engines were invented, sailing or rowing
were the only ways of making the ship move on the river.
Take lots of photographs to record the visit.
4SP1 The child experiments Make a big book Show the children the big book you have made. Choose small groups to look at the Photographs of the river Can the child:
with mark making. In recording to record the river photographs taken on the river visit and boat visit and boat trip
Explain that they are going to draw pictures and  talk about the visit and
and reporting their visit and boat trip. trip.
write about the river visit and boat trip. A big book, made out of the photographs?
observations, sometimes
Ask the children to say what they thought was several sheets of
ascribing meaning to the Ask the children:  make marks that they
the best thing about the visit, and then to draw coloured paper stitched
marks. can explain?
What shall we call the book? and colour a picture of it together
4SP2 The child records and  use some letters?
reports their observations. The Take suggestions, e.g. ‘What did we see on the Encourage the children to attempt to write a Paper
child uses some clearly River Nile?’. sentence (or make marks) about their picture.
Pencils
Either help them to do this or, if necessary,
identifiable letters to Choose a title together and write it on the front of write it for them. Read the sentence together. Felt-tipped pens and/or
communicate meaning. the big book.
coloured pencils
If the children would like to say more about
When all the children have stuck their pictures the visit, write or type their words for them. Glue
and writing into the big book, look at it together.
Ask each child to stick their drawing and their
writing, and anything you have scribed for
them, into the big book.
140
4SP1 The child experiments Make tickets for a Show the children your tickets and explain how Choose pairs of children to make tickets. Some tickets that you Can the child:
with mark making. In recording ride on Mr you bought them to travel on a bus, train or boat. have used for travelling
Discuss what they should draw and write on  talk about the story?
and reporting their Gumpy’s boat. by bus, train or boat
Pretend to buy a ticket from the other adult: say the tickets and how much the tickets should
observations, sometimes  make marks that they
that you want to go on the bus from school to cost. Ticket-sized pieces of
ascribing meaning to the can explain?
somewhere that is familiar to the children. Ask paper in different
marks. Encourage them to make it clear who the
the adult: colours (all the same  use some letters?
tickets are for and how much they have to
4SP2 The child records and size and shape)
How much for a ticket to......? pay, e.g. Do the girl and boy pay the same as
reports their observations. The
the animals? Do all the animals pay the same, Felt-tipped pens
child uses some clearly The adult replies:
or do big animals pay more than small ones?
identifiable letters to Boxes
communicate meaning. It will cost …. (Try not to have too many different prices, as
this would become too confusing.) Coins or small
Count out ….. into the adult’s hand, and receive
denomination notes
a ticket in exchange. Use the pieces of paper to make the tickets.
Choose a box for storing each type of ticket
This ticket shows that I have paid to go and label the boxes, e.g. ‘children’, ‘big
on the bus. animals’ and ‘small animals’.
Explain that they are going to make tickets for a
ride on Mr Gumpy’s boat.
Discuss what they could put on their tickets.
 The price - perhaps draw round the

number of coins/notes required.
 A picture of the boat.
Ask the children:
Do you think everyone will have to pay

the same amount?
When all the tickets have been made, show them

to the class.
Note: See Area of Learning 1: Language,

Communication and Emergent Literacy for the
session where the children use these tickets.
See also the session on recognising coins/small
denomination notes in Area of Learning 8:
Number.
141
4SP3 The child records and Learn letter Before each session, check that children Differentiate: ‘Jolly Phonics’ letters Can the child:
reports their observations. The sounds and start remember the sounds they have already learnt. (ISBN 978 1 870946 07
More able children:  make the appropriate
child’s attempts at writing to write the letters. 0)
Show the children some objects and ask: sound?
words include some Show the children some objects or pictures
Note: Phonics Objects or pictures
appropriate letters, usually in Can you tell me what these are? beginning with the new letter sound. Ask them  attempt to write the
sessions should beginning with the
the initial position. to name the objects. letter?
be short and What sound do they begin with? letters the children are
regular. Revise the Read the relevant PM Starter book. learning  write the letter
sounds every day Can you make the action?
Optional: ‘Jolly Phonics’ correctly?
and introduce new Give the children whiteboards and pens.
Place a group of objects together that all, except CD (ISBN 978 1 84414
letters twice a Show them how to write the new letter
one, begin with the same sound. 069 5)
week, if correctly and ask them to practise forming the
Can you tell me the names of all these new letter.
appropriate. ‘PM Alphabet Starters’
things? (ISBN 1-869612833)
Children who remember only a few
Do they all begin with the same sounds:
Individual white boards
sound? and pens
These children need to learn at a slower pace
Which one begins with a different - perhaps just one letter each week. They
A cloth for wiping the
sound? should practise the new letter every day.
boards
Write some letters on the board. (Make sure the children’s progress dictates
the pace of learning, so that their confidence
Can you tell me the sounds that these remains high.)
letters make?
Pin up a new ‘Jolly Phonics’ letter.
Introduce the children to the new sound.
Optional: Play the CD and sing together.
142
4SP1 The child experiments Set up writing and Set up a table for writing in the Kindergarten. This area should have an array of writing and Paper Can the child:
with mark making. In recording making tables: colouring materials for the children to experiment with mark making.
Pens, pencils and  make significant
and reporting their provide
Set up a creative area where children can choose to paint or make whatever they like. Provide a coloured pencils marks?
observations, sometimes opportunities for
variety of different experiences by being selective about what you put out.
ascribing meaning to the writing, drawing, White boards and pens.  write letters that
marks. colouring, painting Adults must spend time talking to the children who have chosen to work in the writing area or represent sounds?
and making. Letters to copy and
creative area. Ask the children about what they have written or created, and praise their efforts.
4SP2 The child records and trace  talk about their
reports their observations. The Note: It is important to note which children do not frequent these areas. Make time to encourage writing?
child uses some clearly Numbers to copy and
these children to come and draw, colour, paint pictures or make things.
identifiable letters to trace
communicate meaning. The children’s writing, drawings, paintings and things they make should all be placed in the ‘going-
An easel
home’ box, to be given out at home time.
4SP3 The child records and Different sized brushes
reports their observations. The
child’s attempts at writing A rack for drying
words include some pictures
appropriate letters, usually in
Cartons and boxes
the initial position.
Masking tape
Scissors
Glue
Items for decoration

(e.g. sequins, self
adhesive shapes,
different types of paper,
etc)
A ‘going-home’ box
143
Learning outcomes Activity Strategies/ Whole class/ Small group: Suggestions Resources: Assessment
4SP5 Shows a natural Visit the zoo or Either take the children to the zoo or show pictures of animals found in the zoo. Questions prepared in Can the child:
curiosity and desire to find out see pictures of advance
In advance of the session, ask the children to think of questions they can ask the zoo keeper. If a  ask suitable
more, asking questions about animals in a zoo.
visit to the zoo is not possible, then the teacher can pretend to be the zoo keeper. A digital camera questions ?
their own or others’ activity
Note: This session
will be in Arabic.
When they meet the zoo keeper, the children will ask him the questions themselves.  show enthusiasm
for finding out about
Take photographs to record the session.
the zoo keeper’s
work?
144
Kindergarten 2 Topic: On the Move 5. Poetry, Rhymes and Songs
minute sessions.
Learning outcomes Activity Strategies /Whole class/Small group: Suggestions Resources: Assessment
5SP1 Takes an active part in Read the Look at the cover of the book and read the title, pointing to each word as you say it. ‘All Afloat on Noah’s Boat’, Can the child:
singing and rhyming activities, first page of by Tony Mitton (ISBN 978-
Talk about the picture.  listen carefully?
joining in with some of the words the story ‘All 1-84616-242-8)
and moving to the music Afloat on Place the percussion instruments so that you can use them as you read the first page. Show  join in with the actions?
A second adult to help
Noah’s the picture and explain what is happening. Demonstrate the percussion words:
5SP2 Is aware of rhyme in  keep time with the words?
Boat’, with Pictures of small and large
songs and poems and
actions and  Bang bang (bang the drum as you say the words).
creatures (animals)  begin to join in with some
sometimes notice when words
percussion.  Tap tap (knock the wooden blocks together).
begin with the same sound Percussion instruments: words?
 Chip chip (rub two sticks together). wood blocks, tapping sticks  co-operate?
5SP3 Engages in music making.
and a small drum
including singing rhymes or
Ask three children to come out and use the instruments to accompany the words. Ask the  take turns?
humming a rhythm
second adult to help. The rest of the class should say the words. Read the second line.
5SP4 Performs simple action
As you read the third line, make gestures for ‘wide’ and ‘tall’. Say the words ‘wide’ and ‘tall’
songs and nursery rhymes with
with actions, and ask the children to join in with the actions.
others, broadly matching
dynamics and other elements Fourth line: ‘He built it for creatures great and small’. Show the children pictures of large and
(e.g. loud, quiet) small creatures (animals). Point to a ‘creature great’ and a ‘creature small’. Make gestures to
indicate ‘great’ and ‘small’.
Repeat the whole page, encouraging the children to make lots of actions and say significant
words.
145
Learning outcomes (‘SP’ Activity Strategies /Whole class/Small group: Suggestions Resources: Assessment
= Scale point) Suggestions
5SP1 Takes an active part in singing Read the first Repeat the first page as in the previous session, encouraging improved participation. ‘All Afloat on Noah’s Boat’, Can the child:
and rhyming activities, joining in with two pages of Choose different children to play the instruments. by Tony Mitton (ISBN 978-
 listen carefully?
some of the words and moving to the the story ‘All 1-84616-242-8)
Turn to the next page and point to the picture of Noah ringing the bell.
music Afloat on  join in with the actions?
A second adult to help
Noah’s Boat’,  When the rain came down Noah clanged the bell (choose a child to clang
5SP2 Is aware of rhyme in songs and  keep time with the words?
the bell) Pictures of small and large
poems and sometimes notice when with actions
creatures (animals)  begin to join in with some
words begin with the same sound and  Crying ‘All aboard the Ark Hotel!’ (hold up the notice and read it together,
percussion. pointing to each word as you say it). Percussion instruments: words?
wood blocks, tapping sticks,
including singing rhymes or humming Practise these two lines.  co-operate?
a small drum and a bell
a rhythm
Repeat from the beginning of the story.  take turns?
A notice reading ‘All aboard
5SP4 Performs simple action songs
Talk about what will be happening next, and then read the next page. the Ark Hotel!’
and nursery rhymes with others,
broadly matching dynamics and other Tell the children that the animals are coming in pairs (in twos).
elements (e.g. loud, quiet)
146
5SP1 Takes an active part in Continue Repeat the story up to ‘Noah clanged the bell’, as in the previous session, using actions and ‘All Afloat on Noah’s Boat’, Can the child:
singing and rhyming activities, reading the percussion. Encourage the children to join in with significant words, to enhance the story. by Tony Mitton (ISBN 978-
 listen carefully?
joining in with some of the story ‘All Afloat 1-84616-242-8)
Give animal pictures to the children and ask them to pair up with the child who has the same
words and moving to the on Noah’s  join in with the actions?
picture as them. Arrange the pairs of children in a line. Each pair of children must come A second adult to help
music Boat’. Act out
forward and say to Noah (the teacher) ‘We are camels’ etc.  keep time with the words?
the story with Pictures of small and large
5SP2 Is aware of rhyme in
percussion. Sit the children in their pairs, holding up their pictures. The two children who are caterpillars creatures (animals)
songs and poems and  begin to join in with some
will also need the cocoon and butterfly pictures. words?
sometimes notice when Percussion instruments:
words begin with the same Continue reading the story, pointing to the illustrations and using gestures and actions to wood blocks, tapping sticks,
 co-operate?
sound enhance the text. Animals mentioned in the text may be able to do the action described, e.g. a small drum, a bell and rain
the frogs jump, the toucans peck (tap the floor). sticks (maracas)
5SP3 Engages in music
making. including singing Explain to the two children who are caterpillars that they must change to the cocoon pictures A notice reading ‘All aboard
rhymes or humming a rhythm at the appropriate time. When you reach the butterfly page, they must show their butterfly the Ark Hotel!’
pictures and repeat after you:
5SP4 Performs simple action Laminated pictures of pairs
songs and nursery rhymes Surprise! Surprise! of animals (choose animals
with others, broadly matching that are significant in the
dynamics and other elements They’ve turned into butterflies!
story).The pictures should
(e.g. loud, quiet) Ask other children to play percussion instruments as the butterflies flutter round and away include two caterpillars
from the children.
Two pictures of a cocoon
Act out the pairs of animals leaving the Ark, waving and saying ‘Goodbye Noah!’ and two pictures of a
butterfly
Note: After the class has practised this a few times, you could perform this for another class.
147
5SP1 Takes an active part Read the story Look at the cover of the book together and read the title, pointing to each word as you say it. ‘The Owl and the Pussy Can the child:
in singing and rhyming ‘The Owl and Cat’, by Ian Beck (ISBN
Point to some of the pictures, saying ‘the pea green boat’,’ the owl playing the guitar’, ‘the  listen carefully?
activities, joining in with the Pussy Cat’. 978-0-552-52819-1).
cat’, ‘the sail on the boat’, etc. Mention that the sailing boat is a bit like a felucca.
some of the words and  begin to join in with some
A jar of honey
moving to the music Ask the children some questions, e.g. words?
Some coins and a note
5SP2 Is aware of rhyme in Do you think it is day time or night time?  talk about the pictures?
songs and poems and
sometimes notice when Yes, night time - there are stars in the sky.  co-operate?
words begin with the same Read the title again.
sound
Read the first double page spread, and then ask the children to read it with you. Point to
5SP3 Engages in music each word as you read it.
making. including singing
rhymes or humming a Turn the page and continue reading. Show the jar of honey, the coins and the note.
rhythm
Repeat the page together.
5SP4 Performs simple
Read the next page and sing, like the owl. Ask the children to join in with singing to the cat.
action songs and nursery
rhymes with others, broadly Re-read the book, asking the children to join in.
matching dynamics and
other elements (e.g. loud,
quiet)
148
5SP1 Takes an active part in Learn the Re-read the story ‘The Owl and the Pussy Cat’, including the month page. ‘The Owl and the Pussy Can the child:
singing and rhyming activities, months of the Cat’, by Ian Beck (ISBN
Explain to the children that they all have a birthday and that each one of them has a  listen carefully?
joining in with some of the words year. 978-0-552-52819-1).
month when they have their birthday.
and moving to the music  begin to join in with some
Note: see also Labels showing the months
My birthday is in March. words?
5SP2 Is aware of rhyme in the birthday train of the year
songs and poems and activity in Area March is my birthday month.  remember their own
A list showing the birthday
sometimes notice when words of Learning 3: birthday month?
The boat is in a very stormy sea in March. months for the class
begin with the same sound Making Things.
Pin up the ‘January’ label and ask all the children who have a January birthday to sit  remember other months?
including singing rhymes or near the label. Tell the children to say: ‘My birthday is in January.’  co-operate?
humming a rhythm Repeat with the other months.
5SP4 Performs simple action Point to each group, saying: January birthdays, February birthdays, etc.
songs and nursery rhymes with
others, broadly matching Repeat.
dynamics and other elements
(e.g. loud, quiet)
5SP1 Takes an active part in Re-read the Re-read the story, encouraging the children to join in. ‘The Owl and the Pussy Can the child:
singing and rhyming activities, story ‘The Owl Cat’, by Ian Beck (ISBN
Ask children to arrange themselves into their birthday month groups.  listen carefully?
joining in with some of the words and the Pussy 978-0-552-52819-1)
and moving to the music Cat’ and revise Can they say the months of the year?  begin to join in with some
the months of words?
5SP2 Is aware of rhyme in Continue re-reading the story and explaining the text. Choose pages that the children
the year.
songs and poems and can easily memorise, to encourage them to join in, e.g.  talk about the pictures?
sometimes notice when words
begin with the same sound And hand in hand, on the edge of the sand,  co-operate?
5SP3 Engages in music making. They danced by the light of the moon,
including singing rhymes or The moon, the moon,
humming a rhythm
The danced by the light of the moon.
5SP4 Performs simple action
songs and nursery rhymes with Turn to the final pages, showing a map of their journey. Look at this together and talk
others, broadly matching about it.
dynamics and other elements
(e.g. loud, quiet)
149
Kindergarten 2 Topic: On the Move 6. Music and Movement
minute sessions.
6SP1 Reacts to stories, music and Learn the action Sing the first verse of song, demonstrating a rowing action with your arms. ‘This Little Puffin’ by Can the child:
rhythm, copying gestures and song ‘Row, row, Elizabeth Matterson
Repeat, asking the children to join in with the rowing action.  keep a gentle
movements row the boat’ (ISBN 0-14-034048-3) rhythm?
6SP2 Creates gestures and movement Divide the children into pairs and sit them facing each, with their knees bent and holding ‘Row, row, row the boat’
in response to stories, music and hands.  keep time?
rhythm and judges body space in
Explain that the first child gently pulls the second child towards him, and then the  work co-operatively?
relation to spaces available
second child gently pulls the first child towards her. This is a similar action to rowing.
6SP3 Adjusts speed and direction  begin to join in with
Sing the song again, asking the children to pull each other so that their movements some of the words?
purposefully, shows respect for other
keep in time with the rhythm of the song.
children’s personal space and
demonstrates control in large- and
small-scale movements
6SP4 Negotiates small and large
spaces successfully and safely
6SP1 Reacts to stories, music and Learn to make Note: Before you begin to use ‘Music Express’ you need to become familiar with its ‘Music Express’ Book 1 by Can the child:
rhythm, copying gestures and different sounds objectives. Read the first page and listen to the accompanying CD. Once you feel M Hanke (ISBN
 copy the actions?
movements with your hands confident, choose the activity on the first page that you think best for your class, e.g. 9780713662313)
6SP2 Creates gestures and movement ‘Hands can hold’. accompanying CD  listen attentively?
in response to stories, music and Pin up the enlarged photocopy of the ‘Sounds Handy’ score Where all the children can An enlarged photocopy of  begin to remember
rhythm and judges body space in see it. the ‘Sounds Handy’ score some of the actions?
Follow the lesson plan in the book.  remember some of
6SP3 Adjusts speed and direction
purposefully, shows respect for other the words?
children’s personal space and
150
6SP1 Reacts to stories, music and Learn the song Listen together to the song ‘The wheels on the bus’ on the ‘Music Express’ CD. ‘Music Express’ Book 1 by Can the child:
rhythm, copying gestures and ‘The wheels on M Hanke (ISBN
Listen again, and then ask the children to hum the tune with CD.  copy the actions?
movement the bus’, with 9780713662313)
actions When the children have memorised the tune, use the words from This Little Puffin - they accompanying CD  listen attentively?
are better for this topic.
in response to stories, music and ‘This Little Puffin’ by  begin to remember
rhythm and judges body space in Show the children the picture of a bus and point to the wheels, saying ‘the wheels’. Elizabeth Matterson some of the actions?
relation to spaces available (ISBN 0-14-034048-3)
Then sing:  remember some of
6SP3 Adjusts speed and direction ‘The wheels of the bus’
The wheels on the bus go round and round, the words?
purposefully, shows respect for other A picture of a bus
children’s personal space and Round and round, round and round.  work co-operatively?
small-scale movements The wheels on the bus go round and round,
6SP4 Negotiates small and large All day long.

As you sing, make actions to represent the wheels going round.
Repeat, asking the children to join in with the singing and the actions.
If appropriate, introduce the second verse. Use a toy vehicle to show the children the
horn.
Tell the children:
The horn goes ‘Beep, beep, beep.
Can you say beep, beep, beep?
Now pretend to press the horn each time you say the word ‘beep’.
Sing both verses, asking the children to join in with the singing and the actions.
Continue to add more verses as the children become familiar with the words and
actions.
151
Learning outcomes (‘SP’ = Activity Strategies /Whole class/Small group: Suggestions Resources: Assessment
6SP1 Reacts to stories, music and Learn the song This song has the same tune as ‘The wheels on the bus’. ‘This Little Puffin’ by Can the child:
rhythm, copying gestures and ‘The wheels on Elizabeth Matterson (ISBN
Sing the song to the children. As you sing, make actions to represent the wheels going  copy the actions?
movement my bike’, with 0-14-034048-3) ‘The wheels
round. Ask the children to join in with the actions.
actions on my bike go round and  listen attentively?
Look at the picture of a bike together. Point to and name the different parts of the bike round’
in response to stories, music and  begin to remember
referred to in the song.
rhythm and judges body space in A picture of a bike some of the actions?
relation to spaces available Sing the song again, asking the children to join in with the words and the actions.
 remember some of
6SP3 Adjusts speed and direction the words?
purposefully, shows respect for other
children’s personal space and  work co-operatively?

6SP1 Reacts to stories, music and Learn the words Note: You will need a big space for this action song. ‘This Little Puffin’ by E Can the child:
rhythm, copying gestures and for ‘I’m driving Matterson (ISBN 0-14-
Ask children to imagine they are driving their car. Make the action of turning the steering  copy the actions?
movement my car’, with 034048-3) ‘I’m driving my
wheel.
actions car’  listen attentively?
Say the words or maybe make up a tune to accompany the words in the first verse of
in response to stories, music and  begin to remember
‘I’m driving my car’.
rhythm and judges body space in some of the actions?
relation to spaces available Ask the children to clap in time with the rhythm as you repeat this verse.
 remember some of
6SP3 Adjusts speed and direction Now ask them to walk around the room, pretending to drive a car by making the action the words?
purposefully, shows respect for other of turning the steering wheel.
children’s personal space and  work co-operatively?
demonstrates control in large- and As they become familiar with the song, ask the children to join in with the words.

152
Learning outcomes (‘SP’ = Activity Strategies /Whole class/Small group: Suggestions Resources: Assessment
6SP1 Reacts to stories, music and Play the ‘Get on Note: You will need a big space for this game. ‘Music Express’ Book 1 by Can the child:
rhythm, copying gestures and board’ train M Hanke (ISBN
Ask children to stand in a large circle. Explain that you are the train driver.  keep time to the
movement game. 9780713662313)’Get on
board’ beat?
Begin tapping the musical instrument, making a steady beat. Keep in step with the beat
as you say the words ‘Get on board, get on board’.  copy the actions?
in response to stories, music and ‘Music Express’ CD
rhythm and judges body space in Ask children to pat their knees to the beat. Repeat several times then say, e.g.  listen attentively?
A musical instrument to
Get on board Heba. keep the beat  begin to remember
6SP3 Adjusts speed and direction some of the actions?
purposefully, shows respect for other Continue singing and keeping the beat, gradually inviting other children to join in.
children’s personal space and Encourage the children to move their arms, like the wheels of a train.  remember some of
demonstrates control in large- and the words?
small-scale movements Choose other children to be the train driver.
6SP4 Negotiates small and large When the children are keeping time with the beat, you could quicken the beat, slow it
spaces successfully and safely down, and then slow it down even more until the train stops.
153
Kindergarten 2 Topic: On the Move 7. Reading
sessions.
7SP3 Recognises some Introduce new Each day, revise the letter sounds that the children have already learned. Twice a week introduce ‘Jolly Phonics Wall Can the child:
familiar words, e.g. his/her sounds using a new sound to the whole class. Frieze’ (ISBN978-1-  recognise the sound
own name and common words ‘Jolly Phonics’ 870946-32-2)
When you say a letter sound, make the action. Expect the children to copy the action and make the for the action being
in the environment. Links
sound. PM Alphabet Starters introduced?
some sounds to specific
letters, e.g. the letters in Look at and name objects that begin with the letter sound. (ISBN 1-56955-632-1)  say the new sound?
his/her name, and is able to
recognise a few of them Ask children to point to the appropriate letter on the ‘Jolly Phonics’ alphabet frieze. Pictures of objects that  find objects
begin with the letter sound beginning with the
Note: You may find that introducing only one letter a week is more appropriate for your group of being learned. sound?
children. Let the children’s progress dictate the pace of learning.
 recognise the letter
on the frieze?
154
Learning outcomes Activity Strategies / Small group: Suggestions Resources: Assessment

7SP3 Recognises some Group reading Small group activity (choose groups of 4 children) ‘PM Alphabet Starters’ Can the child:
familiar words, e.g. his/her (ISBN 1-869612833) Level
Note: This activity should only be used with children who are learning sounds and beginning to  point to each word as it
own name and common words 1, ‘I am playing’ (a copy for
read labels in the Kindergarten. is spoken?
in the environment. Links each child in the group)
some sounds to specific As often as possible (at least twice a week) involve the children in a group reading activity. It is  begin to point and read
Words from the book
letters, e.g. the letters in good to read each book more than once. The children will be learning basic vocabulary that is independently?
printed on paper and
his/her name, and is able to necessary for all books (high frequency vocabulary).
laminated (four sets of  begin to memorise
recognise a few of them
Look at the book cover together. Point to each word as you say ‘I am playing’. Ask the children: words, each on a different individual words?
7SP4 Knows that, in English, colour paper)
print is read from left to right, Can you point to the words and say with me ‘I am playing‘?  arrange the words in
Laminated cards with the sentence in the
in Arabic from right to left, and Which word says ‘I’? captions for the play area, correct order?
in both from top to bottom. Is
Yes, the first word says ‘I’. e.g. ‘I am playing in the
also able to name and sound
sand’, ‘I am playing with the
some letters of each alphabet,.
Can you find ‘I’ anywhere else in the book? bricks’, etc.
How many times can you find ‘I’?
Read the title again, and then look at the second word.
Can you point to this word in your book?
What does it say?
Yes, it says ‘am’.
Can you find ‘am’ anywhere else in the book?
Repeat with the words ‘in’ and ‘the’.
Give each child a set of word cards and ask them to spread them out. Ask the children:
Can you make the sentence, ‘I am in the sand’?
Can you read your sentence?
Can you point to the word ‘I’?
Ask children to choose a page in the book and to use their word cards to match the sentence they
have chosen. Can they read their chosen sentence?
155
Learning outcomes Activity Strategies /Whole class: Strategies/ Small group: Resources: Assessment
7SP3 Recognises some ‘I am Show the children the labels: Ask small group of children help you to stick Laminated labels using Can the child:
familiar words, e.g. his/her playing...’ the labels in appropriate places in the the vocabulary in PM
‘I am playing in the sand’  Say the words with
own name and common words labels. Kindergarten. Read each label before it is Alphabet Starters Level
1, ‘I am playing’, (e.g. you?
in the environment. Links ‘I am playing with the cars’ positioned.
some sounds to specific  repeat the words?
‘I am playing with the bricks’ etc. Remove the labels and repeat with other ‘I am playing in the
letters, e.g. the letters in
groups. sand’, ‘I am playing with  match each word as
his/her name, and is able to Read these with the children. the bricks’, etc.) it is spoken?
recognise a few of them During the next few days:
When the children are familiar with these labels, Note: If you wish, add
7SP4 Knows that, in English, change them, e.g. ‘We are playing with the bricks’.  Remove the labels and ask  identify some words
labels for other play out of context?
print is read from left to right, children to help you read and areas.
in Arabic from right to left, and replace the labels.  read the sentence
in both from top to bottom. Is Blu-tack (or similar).
 Mix up the labels, and then take independently?
also able to name and sound
some letters of each alphabet,. children to read them and position
them in the correct place.
 Whenever you visit the labelled

areas during the day, ask the
children to read the labels with
you.
7SP4 Knows that, in English, Revise the Show a letter (e.g. <a>) and make the letter action. Choose small groups and check that the Jolly Phonics Wall Can the child:
print is read from left to right, sounds for the children remember the sounds for the letters Frieze’ (ISBN978-1-
Can you make the letter sound?  match a sound to the
in Arabic from right to left, and letters s, a, t, s, a, t, p, i and n. 870946-32-2)
action?
in both from top to bottom. Is p, i, n. Yes, <a> for ‘ant’ and ‘apple’.
Note: Children who have only memorised a Four sets of cards with
also able to name and sound  match a letter and
Repeat with the other letters. small number of these sounds and are not individual letters (s, a, t,
some letters of each alphabet,. sound to the action?
confident should NOT go on to the next p, i, n) printed in large,
activity. They may, however, continue being simple font (each set on How many sounds can
introduced to new sounds. a different colour card) they recognise?
156
7SP5 Begins to hear and says Make the CVC Look at the picture of a cat. Choose groups of four children who were Jolly Phonics Wall Can the child:
sound in simple Consonant- word ‘cat’. confident with making sounds. Frieze’ (ISBN978-1-
What is this? Yes, a cat.  count the sounds in
Vowel-Consonant (CVC) 870946-32-2)
Give a set of letters to each child. ‘cat’?
words and begins to Can you help me count the sounds in ‘cat’?
Four sets of cards with
recognise, identify, sound and Show the picture of the cat and say:  say the sounds in
Hold up your thumb. individual letters (s, a, t,
name some letters of the ‘cat’?
Cat p, i, n) printed in large,
alphabet. What is the first sound? Yes, <c>. simple font (each set on  squeeze the sounds
Can you help me to count the sounds in cat? a different colour card).
Show the children the s, a, t, p, i, n letter cards. together to make the
(use fingers) <c>-<a> -<t>. A picture of a cat word ‘cat’?
Which is the card with the <c>?
Squeeze the sounds together (gesture
Choose a child to come out and hold the <c> card.
bringing your hands together) ‘cat’.
What is the second sound? Yes <a>.
Ask the children to put the letters out to make
Which is the card with the <a>? the word ‘cat’.
Choose a child to hold the <a> card. Sound out the letters <c> – <a> – <t> and
then squeeze the sounds together to make
Repeat with <t>, so the three children are holding the ‘cat’.
<c>, <a> and <t> cards in order to spell the word ‘cat’.
Point to each letter in turn and say e.g.
What sound do we say for this letter?
Yes, <a>
Repeat for the other two letters.
Say the sounds quite quickly so that they almost run

into each other and say:
<c> – <a> – <t>
Squeeze them together and I get ‘cat.’
Repeat, asking the children to help you blend the

sounds together to make ‘cat’.
Note: This is hard and takes time to learn. Only a few

children at this stage in their learning that will be able
to manage this. Be patient.
157
7SP5 Begins to hear and say Start Show the picture of a cat and ask: Repeat the previous session. ‘‘Jolly Phonics Wall Can the child:
sounds in simple Consonant- individual Can you remember the sounds we needed to make Frieze’ (ISBN978-1-
When the children have made the word ‘cat’,  count the sounds in
Vowel-Consonant (CVC) word books by the word ‘cat’? 870946-32-2)
help them to write the word ‘cat’ in their ‘cat’?
words and begins to writing the
Yes, show me with your fingers: individual writing books. After they have
recognise, identify, sound and word ‘cat’  say the sounds in
written the word, ask them to draw a picture
name some letters of the <c> – <a> – <t>. Three sounds. Four sets of cards with ‘cat’?
of a cat and colour it in.
alphabet individual letters (s, a, t,
Which is the first sound? (<c>)
Note: These small writing books will become p, i, n) printed in large,  squeeze the sounds
We write it like this. the children’s own illustrated word books. simple font (each set on together to make the
The will use them to record the words they a different colour card) word ‘cat’?
Use your finger to demonstrate writing the shape of segment and blend.
A picture of a cat  write the word ‘cat’ in
the letter ‘c’ in the air.
their word book?
Small writing books -
Can you write it in the air like me?
one for each child
Repeat with the letters ‘a’ and ‘t’. Pencils and coloured
‘<c> – <a> – <t> pencils
Now squeeze the sounds together to make ‘cat’.
Tell the children they are going to start their own

individual word books, to write down the words they
learn how to make.
158
7SP5 Begins to hear and say Make a new Show the picture of a bat. If the group is confident, use the same ‘‘Jolly Phonics Wall Can the child:
sounds in simple Consonant- ‘CVC’ word: method as in the previous session with the Frieze’ (ISBN978-1-
Use the same method as in the previous session for  count the sounds in
Vowel-Consonant (CVC) ‘bat’ word ‘bat’.
splitting up and squeezing the sounds in ‘bat’. 870946-32-2) ‘bat’?
words and begins to
Repeat in subsequent sessions with other
recognise, identify, sound and Repeat.  say the sounds in
‘CVC’ words. Four sets of cards with
name some letters of the ‘bat’?
In subsequent sessions, make new ‘CVC’ words. individual letters (s, a, t,
alphabet
p, i, n) printed in large,  squeeze the sounds
Display the words with corresponding pictures. Read simple font (each set on together to make the
the words together whenever possible. a different colour card) word ‘bat’?
Pictures of a cat, a bat,
 write the word ‘bat’ in
a pin and a tin
their word book?
Small writing books -
one for each child
Pencils and coloured

pencils
159
Kindergarten 2 Topic: On the Move 8. Number
minute sessions.

8SP4 Recites the number Use fingers to count Note: This should be a short, daily activity, lasting about 1 minute. Fingers Can the child:
names in sequence, counting
Ask children to give their fingers a shake and then to hold up their two fists. Explain that this is  use their fingers to
to, or backwards from, at least
zero - no fingers at all, zero fingers. match the number
10
names?
Ask the children to copy you as you count on your fingers. Raise one thumb and say ‘one’, then
raise the next finger and say ‘two’ etc. Continue up to 10.  begin to say some
number names?
Repeat, checking that all the children are raising their fingers to match the count.
 say all the number
In later sessions, ask the children to join in with the number words as well as copying your
names?
actions.
8SP4 Recites the number Show any number up Note: This is another short activity that should be carried out every day, lasting about 2 minutes. Fingers Can the child:
names in sequence, counting to 10 with fingers
Ask children to shake their fingers and then ask:  use their fingers to
10 match the number
Can you show me five?
names without
Yes, all the fingers on one hand. beginning at one?
Shake your fingers again.  begin to say some

number names?
Can you show me six?
Yes, five on one hand and one more.
names?
Shake your fingers again.
Can you show me four?
Yes, five fingers, bend down one, and then we have four.
Check that all the children are raising fingers to match the count.
Each day, practise making numbers quickly with fingers. Emphasise each time that e.g. nine is
ten fingers take away one, etc.
160

8SP4 Recites the number Begin to count on Note: Another short, daily activity (about 2 minutes). Children need to be able to count on in Fingers Can the child:
names in sequence, counting from any number up order to add numbers, so this activity is very important.
 use their fingers to
to, or backwards from, at least to 10.
Can you show me 5 fingers? match the number
10
names without
Yes, all the fingers on one hand.
beginning at one?
Can we carry on counting up to ten?
 begin to say some
Demonstrate with your fingers as you say: number names?
Six, seven, eight nine, ten.  say all the number

names?
Check that all children are raising fingers to match the count.
Repeat this for other numbers, e.g. start with four fingers and count on to eight, start with two
fingers and count on to seven, start with three fingers and count on to nine. Emphasise to the
children each time that they are ‘counting on’.
8SP4 Recites the number Count back from 10 Note: Children need to be able to count back in order to subtract, so this activity is very Fingers Can the child:
names in sequence, counting using fingers. important.
 use their fingers to
When the children can count up to ten, begin counting back from 10. This can be combined with match the number
10
the first activity when the children are confident counting up to 10. names without
beginning at one?
Show me ten fingers.
 begin to count back?
Yes, all our fingers on both hands make ten.
Bend down one finger and say ‘nine’, then continue bending down one finger at a time and
number names in
counting down. Repeat, asking the children to join in. Check that all children are bending down
reverse order?
fingers to match the count.
names in reverse
order?
161

8SP4 Recites the number Count back from any When the children can count back from 10, begin counting back from any number. Fingers Can the child:
names in sequence, counting number
Show me five?  use their fingers to
10 match the number
Yes all the fingers on one hand.
names without
Bend down one finger and say ‘four’. Continue down to zero. beginning at one?
Repeat, asking the children to join in. Check that all children are bending down fingers to match  begin to count back?
the count.
Repeat with other numbers. number names in
reverse order?

names in reverse
order?
8SP6 Arranges in order a Order the numbers Give out the number cards, in random order, to 10 children. Tell the children to hold up the cards Ten cards, each printed Can the child:
complete set of numbers from from 1 to 10 so the whole class can see them. with one of the numbers
 recognise some
1 to 10 from 1 to 10
Ask all the children: numbers?
Can we read these numbers?  recognise all the
numbers?
Are they in the right order?
 begin to order
Which number should be at the beginning?
numbers?
Yes, one.
Ask the child with the ‘1’ card to start a line.
Which number comes next?
One ... yes, two.
Ask the child with the ‘2’ card to stand next to the child with the ‘1’ card.
Continue until all the number cards are in the correct order.
Count along the line together, to check that it is correct.
162

8SP4 Recites the number Count on and back Make a number line with the cards 1-10, as in the previous session. Ten cards, each printed Can the child:
names in sequence, counting along the number line with one of the numbers
Count along the line together, to check that all the numbers are in the correct position.  recognise some
to, or backwards from, at least from 1 to 10
10 numbers?
Who can point to six?
 recognise all the
Yes, it comes after five.
numbers?
Can you help me to count on from six up to ten?
 begin to order
Stand behind the line of children holding the number cards and gently touch the child holding numbers?
the relevant card as you say each of the numbers 7, 8, 9 and 10. Encourage all the children to
join in with the counting.  count in reverse
order?
Repeat several times, starting from a different number each time. Sometimes count on and
sometimes count back.
8SP4 Recites the number Find the missing Make a number line with the cards 1-10, as in the previous session. Ten cards, each printed Can the child:
names in sequence, counting number with one of the numbers
Ask the rest of the children in the class to turn round so that they can’t see the numbers.  recognise some
to, or backwards from, at least from 1 to 10
numbers?
10 Turn one of the number cards round, so that it cannot be read.
Tell the class to turn back and ask:
numbers?
Which number is missing?
 begin to order
Show me with your fingers. numbers?
Yes, it’s four.  find the missing

number?
We know it’s four because if we count one, two, three, the next number isn’t there.
So the missing number is four.
Repeat with other numbers, always showing the children how they can identify the missing
number. As they mature they will know that four comes after three.
163

8SP7 Understand numbers up Count to 20 using Ask the children to remove their shoes and socks (the adult should do this too). Fingers and toes Can the child:
to 20 counting objects and fingers and toes.
Count toes together, to confirm that everyone has 10 (many children aged 5-6 don’t know this).  say the numbers up
recognising and writing
to 10?
numbers accurately Touch each toe as it is counted. Touch both feet and say ‘ten’.
 begin to say numbers
Continue the counting with fingers, raising them one at a time and saying, ’11, 12, 13, 14
beyond 10?
...20’.
 count up to twenty in
Note: English spoken numbers from 10 to 20 are quite difficult to learn. This will need lots of
unison?
practice.
8SP7 Understands numbers Begin to make a Before the session, staple the carpet square securely onto the wall at the children’s eye level. A square of carpet, a Can the child:
up to 20 counting objects and number square. little more than a metre
Sit the children so they can all see the carpet square.  say the numbers up
recognising and writing square.
to 10?
numbers accurately Give out the numbers 0-9 to a group of ten children. Ask the class to help them get into the
Printed numbers 0-9 on
correct order. Help the children to stick these numbers in a straight line along the top of the
10 cm square red card,  begin to say numbers
carpet. beyond 10?
with Velcro fastener on
Shall we count along to see if our numbers are in the right order? the back.  count up to twenty in
Printed numbers 10-19 unison?
Give out the numbers 10-19 to a different group of 10 children. Ask the class to help them get
into the right order. Help the children to stick these numbers directly below the numbers 0-9, on 10 cm square yellow  begin to recognise
i.e. put 10 underneath 0, put 11 underneath 1, etc. card, with Velcro some of the
fastener on the back. numbers?
Use the number square to practise the following:
Note: Use Sassoon
 Count the numbers in order. font (or similar) so you
 Count on from any number. have a traditional four
and a straight-backed
 Count back from any number. nine. The numbers from
20-99 will be added at a
 Find missing numbers.
later stage.
 Take off several numbers (e.g. 12, 13, 14, 15, 16) and ask children to put them back
in order.
164

8SP7 Understands numbers Begin to make a Before the session, fix a string at least 2 metres long across the wall at child height. Printed numbers 0-9 on Can the child:
up to 20 counting objects and number line. 10 cm square red card
Sit the children so they can all see the string.  say the numbers up
Printed numbers 10-19 to 10?
numbers accurately Give out the numbers 0-9 to a group of 10 children. Ask the class to help them get into the
on 10 cm square yellow
correct order. Help the children to peg these numbers onto the string in order.
card  begin to say numbers
beyond 10?
Shall we count along to see if our numbers are in the right order?
Note: Use Sassoon
 count up to twenty in
Give out the numbers 10-19 to a different group of 10 children and ask the class to help them get font (or similar) so you
have a traditional four unison?
into the right order. Help the children to peg these numbers onto the string following on from the
numbers 0-9, to make a long number line. and a straight-backed  begin to recognise
nine. The numbers from some of the
Use the number line to practise the following: 20-99 will be added at a numbers?
 Count the numbers in order. later stage
 Count on from any number. String and pegs
 Count back from any number.
 Find missing numbers.
 Take off several numbers (e.g. 12, 13, 14, 15, 16) and ask children to put them back in
order.
165
8SP5 Counts up to 10 objects Look at coins, or Show the children the coins or suitable Choose a group of about six children who are 1p, 2p, 5p and 10p coins Can the child:
and counts out or takes a suitable alternative alternative. Explain that these are some of able to recognise the numbers 1, 2, 5 and 10. or suitable alternative –
 identify the
specified number of things the coins that English (British) people use, or a handful of each type,
Place a handful of each of the four coins or coins/notes by size?
from a larger collection of as appropriate. Tell the children that this real ones, if possible.
suitable alternative on the middle of the table.
objects showing reliable 1:1 money is not worth very much.  identify the
Ask the group, for example: If possible some small
correspondence coins/notes by
Hold up the 1p coin or suitable alternative items you would be able
Can you all find a small, round, brown coin like colour?
and say, for example: to buy with this money.
this?
This brown coin is worth 1p.  identify the
Yes, that’s right. coins/notes by
It has 1p written on it, so that I know what it is reading the number?
Can you look at it carefully to find out how
worth.
much it is worth?
I could buy this ........with 1p.
Yes, it is worth 1p.
Continue holding up each of the coins/notes,
It has a ‘1’ stamped onto it.
telling the children how much they are worth
and what you can buy with the coin. Continue to find coins and identify them.
Look at the number line together and explain Tell the children that they will be using 1p
that there are no coin/notes for 3, 4, 6, 7, 8 or coins or suitable alternative to pay to go on Mr
9 (or as appropriate) but we can make those Gumpy’s Boat (see Area of Learning 1:
amounts using, e.g., the 1p, 2p, 5p and 10p Language, Communication and Emergent
coins. Literacy).
You may like to explain any picture shown on
the money you are using, e.g. on UK coins,
they can see Queen Elizabeth II’s head.
166

8SP7 Understand numbers up Count in twos using Choose three children to stand in front of the class. Children Can the child:
to 20 counting objects and arms
Count the children together: ‘one, two, three’.  copy the
numbers accurately whisper/loud spoken
How many arms does each child have?
pattern?
How many arms do they all have together?
Shall we count them?
Can you stretch your arms out?
Explain that you are going to count in twos, because each child has two arms.
Demonstrate counting in twos by whispering the numbers in between:
We could count them like this:
‘one’ (whispered), ‘two’ (said loudly), three (whispered), four (said loudly), five (whispered), six
(said loudly).
Practise this several times.
When the children are confident, add extra children to increase the count.
8SP7 Understands numbers Count in twos using Repeat the previous session as a reminder Choose groups of up to six children who know the ‘Compare Bears’ Can the child:
up to 20 counting objects and ’Compare Bears’ of how to count in twos. number names.
 arrange the bears in
Put out six ‘Compare Bears’ and ask: Can you get out six bears each? twos?
numbers accurately
Shall we count the bears? Can you put them in groups of two?  copy the whisper/loud
spoken pattern?
Yes, there are six. Shall we count them in whispery voices
and loud voices?
I’m going to put them in groups
of two and count them again. Add extra bears, if appropriate.
Shall we count them in whispery
voices and loud voices?
Repeat.
167
8SP7 Understands numbers Play ‘Pairs’ with Ask children to sit on the floor in a circle. Choose two children at a time to play the ’Pairs’ ‘All Afloat on Noah’s Can the child:
up to 20 counting objects and animal cards Show the children the book ‘All Afloat on game. Boat’, by Tony Mitton
 match up the pairs?
recognising and writing Noah’s Boat’ and look at the inside cover, (ISBN 978-1-84616-
Shuffle the cards and place them picture down.
numbers accurately where the animals have been drawn in 242-8).  remember where the
stars. 1. The first child picks up two cards. Do they matching picture was
Animal cards:
match? No. Name the animals and put them positioned?
Show the children the animal cards. Place photocopy the pairs in
back.
the cards on the floor in the middle of the stars on the inside page  count the pairs in
circle, picture side up. 2. The second child picks up two cards. Do of the book ‘All Afloat twos?
they match? Yes, two tigers. The child keeps on Noah’s Boat’ and cut
Choose a child to collect a pair of cards
the tiger cards. them out. Stick the
with the same picture.
pictures onto cards
3. The first child has another turn, then the about 7 cm square and
Yes, the two monkeys go
second child, etc. laminate them.
together.
4. When all the cards have been collected, the
Repeat until all the animal cards are in
winner is the child with the most card pairs.
pairs.
Repeat with other children.
Now place the cards on the floor, picture
side down. Ask a child to pick up two cards
and ask:
Are they the same? No.
What are the pictures?
A monkey and a frog?
They are not the same, so put

the cards back.
Repeat until the children have found all the

pairs.
168

8SP6 Arranges in order a Write your house Look at the number line together and practise saying the numbers. Pictures of houses (or Can the child:
complete set of numbers from number on a paper apartments), showing
Show the children your paper plate and explain that you are going to write your house number  count along the
1 to 10 plate the house (or apartment)
on it. number line?
number
Write your house number (e.g. 836) and read them as single digits: eight, three , six.
Paper plates - one for  read the numbers on
each child and adult. your plate?
Show children the paper plates that they will be taking home to record their house number.
At home time, give each child a paper plate and an explanation sheet for their parents, for An explanation sheet for
example: parents.
Can you please write your house number on this plate? Please write in digits, e.g. 417. A number line 0-9
8SP6 Arranges in order a Order the house Pin up the paper plate with your house Choose a group of children and ask each child in Paper plates with house Can the child:
complete set of numbers from numbers on paper number and the number line. turn to read out the digits Then ask each child: numbers (filled in at
 read the digits on the
1 to 10 plates home and returned to
Read the digits e.g. 836 as eight, three, six  To read along the number line (0-9). plate?
school)
Choose children to stick counters on to the  To stick counters on the matching A number line (0-9) for  read the numbers on
individual digits (using Blu-tack or similar). digits on their own number line. the number line?
each child
Are the counters on the right  To identify the ordered numbers. Counters  match the digits on
digits? the plate with those
 To write these in the correct order. Blu-tack (or similar) on the number line?
Which digit has the smallest
number of counters? Yes, 3.  To read the correct order.  write the numbers in
Write this digit (3) first as this is the order?
smallest.
Shall we check on the number

line that 3 is the smallest digit?
Repeat for the other digits.
169

Topic 3: Fly Me to the Moon
Nile Egyptian Schools | Teaching Guide | Kindergarten 2 ©

University of Cambridge International Examinations 2010
170
Kindergarten 2 Topic 3: Fly Me to the Moon
Contents
Resources 171
Overall Plan 180


7. Reading 253
8. Number 265

171
Kindergarten 2 Topic: Fly Me to the Moon Resources
1. Language, Communication  Charts

 Laminated name cards for the children to copy
 ‘On the Moon’ by Anna Milbourne (ISBN 0794506178)
 Lunar landscape role play area
 Moon buggies - either models or those made with construction toys
 Model astronauts
 Model rockets (see Area of Learning 2: Shape, Size and Colour)
 Model spaceships (see Area of Learning 3: Making Things)
 The role play rocket
 Space suits
 Optional: Tape recorder
 ‘Come to Tea on Planet Zum-Zee’ by Tony Mitton (ISBN 1843627477)
 ‘We’re off to Look for Aliens’ by Colin McNaughton (ISBN 1406313521)
 ‘How to Catch a Star’ by Oliver Jeffers (ISBN 0-00-715034-2)
 ‘The Phonics Handbook’ (Jolly Phonics) (ISBN 978-1870946-07-0) page 95 - action for the <oo> sound.
2. Shape, Size, and Colour  ‘On the Moon’ by Anna Milbourne (ISBN 0794506178).
 Space suits
 A roll of corrugated card
 Paint and brushes
 Scissors
 Cling film
 Sticky tape
 Card
172
 Pencils
 Felt-tipped pens, including thick ones
 Tissue paper, including hot colours (red, orange, yellow) and blue, white, yellow and green
 Staplers and mini staplers
 ‘What Makes Day and Night’ by Franklyn M Branley (ISBN 0808523775)
 ‘Sun Up, Sun Down – The Story of Day and Night’ by Jacqui Bailey (ISBN 1404811281)
 Globe
 Powerful torch
 Ball
 Balloons, including a large yellow balloon
 Papier-mâché
 Papier-mâché sun (from previous session)
 Glue
 Salt
 Moon-coloured paint with PVA glue added to it
 The moon and sun already made by the children.
 Balance scales
 Gram weights
 Star-shaped cutters
 Mixing bowls
 Spoons
 Rolling pins
 Butter knife
 Baking trays
 150g butter
 150g soft dark sugar
173
 1 egg, beaten with 2 tablespoons of honey
 150g plain flour
 ½ teaspoonful of baking powder
 Bowl of warm water and a towel (for hand washing)
 Cooking aprons
 Heat-proof oven gloves
 Glitter
 Pentagon templates
 Yellow card
 Rulers
 Glitter
 A cylinder and cone shape
 Rectangular pieces of card
 Circles to draw around
 Masking tape
 Squares (in different sizes)
 Rectangles (in different sizes)
 Circles (in different sizes)
 Triangles (in different sizes and shapes)
 Hoops labelled ‘squares’, ‘triangles’, ‘rectangles’ and ‘circles’
 Feely bag
 3D shapes: cubes, cuboids, spheres, cylinders
 A ramp (e.g. a plank of wood and two bricks)
 Classroom objects to match the 3D shapes
 Large sheets of paper
174
 Blue, purple and black paint
 Mixing trays
 Wide brushes
 Painting aprons
 Potatoes cut into star shapes
 A tray of thick golden yellow paint
 The dark sky sheets from the previous session
 Strips of thick card cut into widths (about 2cm) suitable for printing stars
 The dark sky sheets from the previous session
3. Making Things  Labelled storage containers
 Fabric, ribbons, sequins, etc
 Boxes and containers
 Different types of paper
 Glue
 Masking tape
 Scissors
 Pencils and pens
 ‘On the Moon’ by Anna Milbourne (ISBN 0794506178).
 Boxes
 Cartons
 Scrunched-up newspaper
 Papier-mâché
 Paints, including yellow, brown, and black paint
 Brushes, including wide ones and small (fine) ones
 Salt
 PVA glue
175
 Mixing plates
 The lunar landscape made in the previous session
 Construction toys
 Toy astronauts
 Digital camera
 Photocopies of the different spaceships in the book
 Cylinders
 Sticks
 Lids
 Spaceships made in the previous lesson
 Foil
 Coloured papers
 PVA glue (watered down, to paint over the spaceships as a ‘varnish’)
 Photocopies of the different aliens in the book
 Small balloons in different sizes
 Paper bags
 Newspaper
 Feet and hands cut out of card
 Yellow fluffy fabric or tissue paper.
 Circles of white card for eyes.
 Felt-tipped pens
 Coloured paper
 ‘We’re off to Look for Aliens’ by Colin McNaughton (ISBN1406313521).
 Photocopies of some of the aliens in the book
 Salt dough
176
 Paint with PVA glue added
 Modelling tools
 Warm soapy water
 Labels
4. The World Around Us  Laminated sheets
 Felt-tipped pens, including coloured ones
 Names for copying
 Container for the laminated sheets
 Junk aliens (see Area of Learning 3: Making Things)
 Lined paper (for writing)
 Plain paper (for drawing)
 Pencils
 Word Wall
 White board and pen
 Junk spaceships (see Area of Learning 3: Making Things)
 ‘We’re off to Look for Aliens’ by Colin McNaughton (ISBN 1406313521)
 Salt dough alien models (see Area of Learning 3: Making Things).
 ‘Sun Up, Sun Down – The Story of Day and Night’ by Jacqui Bailey (ISBN 1404811281)
 Globe
 Torch
 A small white ball to represent the moon
 ‘What Makes Day and Night’ by Franklyn M Branley (ISBN 0808523775)
 White sheets of paper
 Pens
 ‘Songbirds’ book ‘Fish and Chips’ (ISBN 9780198466611)
177
 ‘The Phonics Handbook’ (ISBN 978-1870946-07-0) page 103 - photocopy the sheet (you may want to enlarge the letters on the
bottom and re-stick)
 White board and pen for each child
 ‘Songbirds’ book ‘This and That’ (ISBN 9780198466611)
 Pictures (or models) of ‘fish’, ‘chips’, ‘ship’, ‘shop’, etc.
 Finger paints
 Water and a paint brush (to practise making letters outside)
5. Poetry, Rhymes and Songs  ‘Music Express: Year 1’ by M. Hanke (ISBN 9780713662313), page 16, ‘Sound Long or Short’, ‘Fireworks’, page 17 photocopied
and cut out the individual pictures - a set for each pair of children
 CD tracks 12; 13; 14
 A bean bag
 ‘Twinkle, Twinkle, Little Star: Spaceship, Spaceship, Zooming High’ by Wes Magee (ISBN 9780749693688) The poem ‘Twinkle,
Twinkle, Little Star’ printed in a large font
 Pointer
 The poem ‘Spaceship, Spaceship, Zooming High’ printed in a large font
6. Music and Movement  Children and adults appropriately clothed
 Tambour
 Big bouncy balls (football size)
 Quoits
 Bean bags
 Short skipping ropes
 One long skipping rope
 Kindergarten climbing equipment
178
7. Reading  Sets of: ‘PM Alphabet Starters’ (ISBN 1-869612833); ‘PM Starters’ (ISBN 9780170133234); ‘Songbirds’ ( ISBN 9780198466611)
 Pictures or models of objects
 A pointer
 ‘Jolly Phonics’ letters for <sh>, <ch>, <th>
 ‘Songbirds’ book ‘The Odd Pet’ (ISBN 9780198466611) – a copy for each child in the group
 ‘The Jolly Phonics Word Book’ (ISBN 978-1-870946797)
 Letters for the whole class session: t, e, n, l, g, s, p.
 A set of letters for each pair: z, o, g, d, h, p, e, t.
 ‘Songbirds’ book ‘Miss! Miss!’ (ISBN 9780198466611) - a copy for each child in the group
 ‘The Phonics Handbook’ (ISBN 978-1870946-07-0)
 Pictures or models of things that begin or end with <sh>, e.g. ‘ship’, ’shop’, ‘shampoo’, ‘shell’, ‘shower’, ‘fish’, ‘dish’
 Pictures or models of things that begin or end with <ch>, e.g. ‘chips’, ‘cheese’, ‘chocolate’, ‘cheeks’, ‘chin’, ‘chicken’, ‘watch’,
‘match’, ‘catch’, etc
 ‘Songbirds’ book ‘This and That’ (ISBN 9780198466611)
 Brick-shaped paper rectangles
 Tricky words, printed in a large font
 Label: ‘Our Tricky Word Wall’
 A set of four laminated cards, each divided into twelve with a key word in each space
 Laminated sets of words to match those on the boards
 Counters (for prizes)
 Word Wall
 Pointer
179
8. Number  Birthday chart showing five and six year olds
 Two circles of paper
 Number wall
 Number square
 Number lines 0-9 and 0- 20
 Large numbers 1-19 to copy
 Large squared paper for the children (the squares must be large enough for the children to write a numeral in each square)
 Numbers 21-40 to add to the number line and number square (use red and yellow to continue the pattern started for numbers 0-20)
 Pegs
 Pointer
 Number square 0-39
 Interlocking cubes in groups of ten and individual cubes
 Number square (1-40) for each child
 Counters
 Two paper circles
 Several small paper circles
 Numbers 0-7
 Self adhesive labels
 A bucket
 Bean bags
 Ideas for stories
180
Kindergarten 2 Topic: Fly Me to the Moon Overall Plan

This is a plan for Fly Me to the Moon. The lesson suggestions have been written from this plan. Other ideas can be added as desired and
adapted to suit the children in your class. Many activities should be used on more than one occasion.
This guide will focus on tricky key words and on word building in reading.
If possible, borrow (or ask a parent to make) two space suits for the children to wear in the big rocket.
You will also need model space men, moon buggies, spaceships and rockets for the lunar role play area.
1. Language, 2. Shape, 3. Making 4. The World 5. Poetry, 6. Music and 7. Reading 8. Number
Communication Size, and Things Around Us Rhymes and Movement
and Emergent Colour Songs
Literacy
Daily time table. Make a very big Set up the making Use the writing Music Express: Year Revise stopping and Group reading. Revise counting 1-20,
rocket for the role table. table. 1 (ISBN starting, moving in using fingers and toes.
Child of the day. play area (large 9780713662313) different ways and in ‘PM Alphabet
enough for two page 16 different directions. Starters’. Counting back 20-0,
Day of the week. using fingers and toes.
children). ‘PM Starters’.
Self registering. CD track 12.
Add one more.
‘Sounds Long or ‘Songbirds’ (ISBN
Short’ to accompany 9780198466611) Count on from any
the music. number etc.
Play with the models in the Make a large Set up a lunar Write your name to ‘Music Express: Year Bounce and catch a Revise ‘Jolly Partition, using
lunar landscape role play spherical sun. landscape role play self register. 1’ (ISBN big ball. Phonics’ sounds. birthdays.
area. area using boxes, 9780713662313)
cartons and scrunched- page 16
up paper, covered with
papier-mâché. CD track 13.
Make long and short
sounds and suitable
actions to accompany
‘Fireworks’.
Play in the big rocket. Decorate the sun Decorate the lunar Draw and write ‘Music Express: Year Throw and catch a Decode and Write numbers to 20
with hot colours. landscape. about the yellow, 1’ (ISBN big ball, working with encode ‘CVC’
green and red 9780713662313) a partner. words from ‘The
aliens in the book page 16. Odd Pet’.
‘Come to Tea on
Planet Zum-Zee’ by CD track 14. ‘Jolly Phonics
181
Tony Mitton (ISBN Play ‘Firework Bingo’. Word Book’ (ISBN

1843627477). 978-70946-79-7).
‘Come to Tea on Planet Make a spherical Make moon buggies, Draw and write Learn the poem Throw and catch Group reading the Use the 0-40 number
Zum-Zee’ by Tony Mitton moon. using construction toys. about the ‘Twinkle, Twinkle, quoits, working with ‘Songbirds’ book square and 0-40 number
(ISBN 1843627477). spaceships in Little Star’ from the a partner. ‘Miss! Miss!’ (ISBN line.
‘Come to Tea on book ‘Twinkle, 9780198466611).
Begin the story Planet Zum-Zee’ by Twinkle, Little Star:
Tony Mitton (ISBN Spaceship, Decode and
1843627477). Spaceship, Zooming encode words in
High’ by Wes Magee the book.
(ISBN
9780749693688).
‘Come to Tea on Planet Make a spherical ‘Come to Tea on Planet ‘We’re off to Look Learn the poem Throw and catch Learn the ‘Jolly Count in twos.
Zum-Zee’ by Tony Mitton world. Zum-Zee’ by Tony for Aliens’ by Colin ‘Spaceship, beanbags, working Phonics’ sound
(ISBN 1843627477). Mitton (ISBN McNaughton (ISBN Spaceship, Zooming with a partner. <ch>.
1843627477). 1406313521). High’ from the book,
Continue the story. ‘Twinkle, Twinkle,
Make spaceships from Write sentences to Little Star:
junk. describe your alien. Spaceship,
Spaceship, Zooming
High’ by Wes Magee
(ISBN
9780749693688).
‘We’re off to Look for Aliens’ Make star-shaped ‘Come to Tea on Planet Begin the book, Use skipping ropes. Learn the ‘Jolly ‘Shoot out’ tens.
by Colin McNaughton biscuits, balancing Zum-Zee’ by Tony ‘Sun Up, Sun Down Phonics’ sound
(ISBN 1406313521). ingredients. Mitton (ISBN – The Story of Day <sh>.
1843627477). and Night’.
Decorate the
spaceships made from
junk.
‘How to Catch a Star’ by Make pentagonal ‘Come to Tea on Planet Complete the story Carousel of the Learn the voiced Partition seven to make
Oliver Jeffers (ISBN 0-00- stars. Zum-Zee’ by Tony ‘Sun Up, Sun Down activities leaned in and unvoiced ‘Jolly two groups and then
715034-2). Mitton (ISBN – The Story of Day previous lessons. Phonics’ sounds combine them, using
1843627477). and Night’. for <th>. ‘Compare Bears’.
Make aliens from junk.
‘On the Moon’ by Anna Make small ‘Come to Tea on Planet Make day time and Use Kindergarten Group reading the Partition seven to make
Milbourne (ISBN individual rockets, Zum-Zee’ by Tony night time pictures climbing equipment. ‘Songbirds’ book two groups and then
0794506178). using cylinders and Mitton (ISBN and write a ‘This and That’ combine them, using
cones. 1843627477). sentence. (ISBN bean bags and a bucket.
9780198466611).
Decorate the aliens Share the book
made from junk. ‘What Makes Day Decode and
and Night’ by encode words in
182
Franklyn M Branley the book.

(ISBN
0808523775).
Recognise and ‘We’re off to Look for Listen to the sounds Tricky words lotto. Use number stories to
describe 2D Aliens’ by Colin in ‘fish’ and find the solve addition and
shapes. McNaughton letters. Trace these subtraction problems
(ISBN1406313521). with a finger and try using fingers, e.g. There
to write ‘fish’, ‘dish’, are six biscuits on the
Make aliens, using salt ‘ship’, etc. plate. Amina ate two, so
dough. how many are left?
Test 3D shapes to Listen to the sounds Key words Word Maths Scheme selected
see if they will roll in ‘chips’ and find Wall. by NES
slide or build: the letters. Trace
sphere, cylinder, these with a finger
cube, cuboid. and try to write
‘chips’, ‘ships’, etc.
Make a ‘starry Hear the voiced
night’ background. <th> in words e.g.
‘that’, ‘then’, ‘this’,
‘with’. Learn to write
the letters that
represent the
<th>sound.
Use potatoes cut Hear the unvoiced
into star shapes to <th> in words e.g.
print onto the ‘thin’, ‘moth’.
‘starry night’ Learning to write
background. the letters that
represent the <th>
sound.
Use strips of card Write short
to print star sentences using
shapes on the ‘ch’, ‘sh’ and ‘th’.
‘starry night’
background.
Revise letter writing.
183
Kindergarten 2 Topic: Fly Me to the Moon 1. Language, Communication and Emergent

Literacy
Teaching guide for the third KG topic, covering 6 weeks. Each area of learning should cover approximately fifteen 50-minute sessions.
Learning Activity Strategies /Whole Class: Strategies/Small group: Resources: Assessment

outcomes Suggestions Suggestions Suggestions
In this section there are several books about the moon and space to share with the whole class or with groups of children.
The books should be shared several times, as this will help children to:
 memorise the story
 memorise significant words or sentences
 hear rhymes
 gain confidence by talking about the characters and what will be happening next in the story
 discuss endings.
1SP7 Often uses Daily time table. These activities should be carried out at the beginning of each day. Charts Can the child:
language rather Child of the Day.  Respond to
It is important for children to feel that there are consistent routines, especially at the beginning of the Laminated name cards
than action to Day of the week. questions?
day. for the children to copy
express, rehearse Self register.  Begin to use
and reflect on Celebrate all the children’s birthdays. sentences to
experiences and communicate?
basic likes and  Listen attentively?

dislikes and to  Agree with the
clarify ideas and statements made by
feelings other children?
184

1SP6 Interacts with Play with the Sit the children near the lunar landscape role play Choose a child and ask: ‘On the Moon’ by Anna Can the child:
others, taking models in the lunar area. Milbourne (ISBN
Can you choose three other children to  interact with others in
account of what landscape role play What can you see on the moon? play with you? 0794506178) the role play area?
they say and area. Yes, craters and boulders. It is a very  make up imaginary
From a distance, observe their play - especially Lunar landscape role
attempts to use dry place - a bit like the deserts we stories?
their imaginary language. play area
have in our country, Egypt.
language to  have conversations
How would you get onto the moon? You may want to intervene, to move their story
negotiate plans and on. Moon buggies - either with other astronauts?
activities Look at the book ‘On the Moon’ and talk about the models or those made
moon landing. Choose other groups to act out a scene.  talk about what it
with construction toys might be like on the
1SP7 Often uses Make up a story using the models, e.g. You could choose a group to demonstrate their moon?
language rather play to another group. Model astronauts
This astronaut is going up to the moon
than action to in the rocket. When all the children have had an opportunity to Model rockets (see Area
express, rehearse Shall we count down from ten to lift off? use the lunar landscape role play area, they can
of Learning 2: Shape,
choose this area for free play.
and reflect on Oh! My goodness I am so high in the
Size and Colour)
experiences and sky I can see our world down below.
basic likes and High above me I can see a dark sky Model spaceships (see
with a big round moon and millions of Area of Learning 3:
dislikes and to twinkly stars.
clarify ideas and Making Things)
What do you think it will be like as I get
feelings nearer and nearer to the moon?
What will I see from the rocket?
Is it time to get into the spaceship to
travel to the moon?
Continue making up a story about what

you see and what you need to collect.
Practise bouncing on the moon
because there isn’t any gravity.
Look how high I can jump.
Explain to the children that they will be given a

special time to use the role play area.
185

1SP6 Interacts with Role play in the big Show the children the book ‘On the Moon’. Choose four children at a time to play with the big ‘On the Moon’ by Anna Can the child:
others, taking rocket rocket - two children to be inside the rocket and Milbourne (ISBN
Look at the significant pages showing the rocket  interact with others in
account of what two others to check the fuel, have a conversation 0794506178) the role play area?
leaving earth and the countdown to blast off.
they say and with the astronauts, etc.
Show the rocket flying into the dark starry night The role play rocket  make up imaginary
attempts to use stories?
towards the moon. Ask questions, e.g. Observe the children from a distance.
language to Space suits
Can you see Earth?  Check they are taking turns.  have conversations
negotiate plans and with other astronauts?
Optional: Tape recorder
activities What can you see in the sky?  Make sure all the children are involved
with the story.  take on the role of an
Is the moon getting closer? interviewer?
1SP7 Often uses
 Make sure all the children have a turn
language rather Hurray! They have landed on the  take on the role of an
to play in the rocket.
moon. astronaut?
than action to
You may want to suggest other ideas for playing,
express, rehearse What is it like on the moon?
e.g. talking about what they can see from the
and reflect on Encourage the children to answer questions and rocket; what they are going to tell the journalist
experiences and to repeat some significant vocabulary. (TV man) when they get back to earth.
basic likes and When appropriate, invite a small group to

dislikes and to observe children playing in the rocket.
clarify ideas and Act out being a journalist, asking an astronaut

questions about their adventures. Children could
feelings
take on both roles - journalist and astronaut. You
could tape these interviews to play back to the
rest of the class.
186

1SP3 Listens Begin reading the Sit the children in a semi-circle and show them the Choose small groups of children to talk about the ‘Come to Tea on Planet Can the child:
attentively and with book ‘Come to Tea book ‘Come to Tea on Planet Zum-Zee’. story up to ... ‘big, round plate’. (This is an Zum-Zee’ by Tony
opportunity for the children to see the pictures  listen to the story?
enjoyment to on Planet Zum- Mitton (ISBN
What can you see on the cover of the and text closely.) It is important in the small group
stories and rhymes Zee’ 1843627477)  answer questions
book? activity to:
about the story?
 take time to talk about the characters
1SP4 Answers Yes, aliens.
 talk about the
and the story.
questions about Where do you think they might live? characters?
 memorise repeating story lines and the
familiar stories
What are they doing? words in bold.  say the order in which
when asked and the aliens appeared in
Yes, having a party.  recognise the rhyming words. Look at
begins to the story?
the first page with the red rocket.
understand short, How can you tell that they are having a  describe the aliens?
party? Read the page again.
basic, supported
What can you see inside the disc-  begin to express
classroom Spend time describing and talking about the aliens
shaped spaceship? themselves clearly in
and their food.
instructions. the group?
What about the multi-coloured
Read the title, asking the children to repeat it. spaceship?
1SP5 Shows an
Turn to the double page spread at the beginning of Where are they going?
understanding of the book. Yes, to planet Zum-Zee. (point to the
the elements of words)
What can you see travelling through the
stories such as sky? What else can you see in the picture?
main character, Is it a night or day time picture?
Yes, spaceships.
sequence of events How do you know?
and endings Talk about the different spaceships and their
vapour trails. Read the words: ‘What’s that sound?’
1SP6 Interacts with What do you think they can hear?
Where do you think they are going?
others, taking Shall we turn the page to find out?
Turn over the page and read the invitation.
account of what Read the page, emphasising the words in bold
they say and Look at the title page and talk about the planet, stars and the rhyming words.
and spaceships.
attempts to use Try to learn the last two lines on the page: ‘It’s an
language to Begin reading the story, emphasising the rhyming alien party on Planet Zum-Zee, so bring along
words (e.g. ‘space’ and ‘place’; ‘Zee’ and ‘tea’; some goodies for the alien tea.’
negotiate plans and
‘around’ and ‘sound’).
Give the children time to describe the aliens, the
187
activities Talk about the writing swirling in the vapour trail. biscuits and what the green aliens are doing.
1SP7 Often uses Can you say these words with me? Turn over the page and read, asking children to
‘Zakka-zakka-zakka.’ join in or to repeat the words written in bold.
language rather
Look at the words ‘wiggles’ and
than action to Read the page talk about the spacecraft and the jolly
‘giggles’ - they are nearly the same.
express, rehearse yellow aliens.
Only the beginning letter is different.
and reflect on What do you think they have used to make
Give the children time to talk about the aliens.
their cake?
experiences and Do they look friendly?
basic likes and Turn over the page.
These words are the same as those on
dislikes and to Can you say these words with me? ‘Zing- the last page shall we see if we can
clarify ideas and zing-a-zing!’ remember them?
Say together, pointing to the words.
feelings Explain the word ‘hover’ - like a helicopter or a bird.
It’s an alien party on Planet Zum-Zee, so
1SP8 Speaks Do our pizzas hover? bring along some goodies for the alien
clearly and with How would you feel if they lifted off your tea.
confidence and plate, stayed in the air and then came Turn over the page.
back down?
control in familiar Did we see this spotty spaceship at the
groups and also Turn over the page. beginning?
with other people, Can you say these words with me? Shall we turn back to check?
showing an ‘XANG! CLANG! BANG!’ Read the page.

awareness of the Point to and ask children to repeat significant
What a noisy moon ship!
listener words, e.g. ‘zing-zing-a-zing’, ‘red’, ‘pizza’.
Read the page and then talk about the story up to
The two lines on this page are different.
this point.
Listen first, then say them with me.
Which aliens came first? ‘It’s an alien party on Planet Zum-Zee,
so let’s get started with the alien tea.’
How did they arrive?
Turn over the page
Repeat for the other aliens.
Is this alien the same?
Who would like to describe him?
Has he any friends with him?
Read expressively, encouraging the children to

repeat significant words e.g. ‘here he comes,
puffing, with a big, round plate’.
What do you think he has brought to the party?
188

1SP3 Listens Finish reading the Ask questions about the story so far, e.g. Choose small groups of children to share the ‘Come to Tea on Planet Can the child:
attentively and with book ‘Come to Tea rest of the story. Zum-Zee’ by Tony
How many spaceships have landed on  remember the
enjoyment to on Planet Zum- Planet Zum-Zee? Mitton (ISBN beginning of the
Ask children in turn to tell the story so far, e.g.
stories and rhymes Zee’ 1843627477) story?
What colour were the aliens who came How did the story start?
1SP4 Answers out of the first spaceship?  tell the first part of the
What happened next in the story? story in the correct
questions about Which spaceship came next?
Read the pages from the whole class session order?
familiar stories What did these aliens bring to eat? again.  listen to the story?
when asked and
Who came next? Stop at the page where the aliens are showing
begins to  answer questions
The last alien was late for the party. their displeasure at the ‘blue gloop’. about the story?
understand short,
What did he bring? Can you act out this page as I read
basic, supported  talk about the
What do we think he might have in his the words?
characters?
classroom dish? Shall we find out? ‘The aliens holler, and some hold
instructions  say the order in which
Turn the page to show the ‘blue, gloopy, magical their nose............ then they shout
the aliens appeared in
jelly’. together: We’re NOT eating those!’
1SP5 Shows an the story?
understanding of Read and act out several times until the
Look at the picture - what do you think  describe the aliens?
the aliens are thinking? children are confident with acting and saying
the elements of
the words.  begin to express
stories such as Read the pages, encouraging the children to repeat him/herself clearly in
the descriptive vocabulary. Ask questions and encourage the children to
main character, the group?
memorise words and phrases, e.g. ‘It looks a bit
sequence of events What do you think the aliens are going to yucky as it sits on the plate. It’s gloopy, it’s
and endings say to the blue alien? gloopy, but it tastes just great!’
How do you think he will feel? At the end of the story talk about how they
1SP6 Interacts with
might feel after a party.
Turn the page and look at the picture.
others, taking
Divide the group to say, ‘They zip off, they zap
account of what What is happening?
off, they spin into space, (All together) –till all
they say and Read the page and ask the children to say with we can see is a quiet, still place..
attempts to use you: ‘then they all shout out together....’.
language to Turn over the page and read: ‘We’re NOT eating
negotiate plans and those!’
Read this again, encouraging the children to point
189
activities and say the words expressively.
1SP7 Often uses Look at the blue alien. How do you think
he is feeling?
language rather
than action to Turn over the page and look at the pictures.
express, rehearse What do you think happened when the

and reflect on red alien tasted the blue gloop?
experiences and Shall we read to find out?

basic likes and Turn over the page and read together: ‘This stuff is
dislikes and to yummy! Just give it a try!’
clarify ideas and Continue reading. Talk about what is happening
feelings and ask the children to join in with significant words
and phrases.
1SP8 Speaks
clearly and with
confidence and
control in familiar
groups and also
with other people,
showing an
awareness of the
listener
190
Learning Activity Strategies/ Whole Class/ Small Group: Suggestions Resources: Assessment
outcomes Suggestions
1SP3 Listens Read the book Sit the children in a semi circle and show them the book ‘We’re off to Look for Aliens’. ‘We’re off to Look for Can the child:
attentively and with ‘We’re off to Look What do you think this book is about? Aliens’ by Colin
 sit quietly and listen to
enjoyment to for Aliens’. Look at this word. (point to ‘aliens’) McNaughton (ISBN the story?
stories and rhymes We saw this word in ‘Planet Zum,-Zee’. Can you remember the word? 1406313521)
 ask and answer
1SP4 Answers Yes, it says ‘aliens’. questions?
questions about Read the title. Ask the children to read it with you.  begin to predict what
familiar stories What can you see on the cover? might happen?
when asked and Point to the two big ‘eyes’.  talk about the story?
begins to What do you think these are?  speak confidently to
understand short, Who do you think they belong to? the class?
basic, supported What might this alien look like?
classroom Read the first page expressively. Point to the words and ask the children to say them with you.
instructions
Turn over the page. Look at the pictures and read the words.
1SP5 Shows an Who do you think is saying these words?
understanding of Read: ‘It was Dad’s new book, fresh from the printer. Dad writes children’s books’.
the elements of
Explain that these are some of the characters Colin McNaughton has written and drawn about in his
stories such as other books. The back page shows the covers of some of the books.
main character,
Turn over the page and read.
sequence of events
Why do you think Dad is nervous?
and endings
Look at the cover of the book Dad has left for the children to read. Read the cover.
1SP7 Often uses Who is sitting in the rocket ship?
language rather
Read the next two pages. Encourage the children to join in and to begin to memorise the ‘poem’.
than action to
Talk about the houses and his rocket.
express, rehearse
and reflect on Continue reading, reciting the poem as expressively as possible.
experiences and You could sing the verses, using the tune of ‘Here we go round the Mulberry Bush’.
basic likes and Describe and talk about the different aliens.
191
dislikes and to Just before the end of the story ask:

clarify ideas and Do you think the children will like Dad’s story?
feelings Why /why not?
1SP8 Speaks Shall we find out?
clearly and with Read the ending.

confidence and Why did the children say it was a ‘true story’?
control in familiar Tell the children that they will be making aliens, using salt dough.
groups and also
with other people,
showing an
awareness of the
listener
192
1SP3 Listens Read the story Sit the children where they can see the book ‘How to Catch a Star‘. ‘How to Catch a Star’ by Can the child:
attentively and with ‘How to Catch a Oliver Jeffers (ISBN 0-
What can you see on the cover?  listen to the story?
enjoyment to Star‘. 00-715034-2)
stories and rhymes
How many points does the star have?  ask and answer
questions about the
Yes five,
1SP4 Answers story?
Shall we read the title together?
questions about  begin to understand
familiar stories Point to the first word. the sequence of the
story?
when asked and This word has three letters, but only two sounds - listen <h><ow>.
begins to  understand that the
Squeeze <h><ow> together and we have ‘how’.
star is a starfish?
understand short,
The next word is a tricky word - it is on the Word Wall.
basic, supported  understand that the
Who can remember the word? Yes, it is the word ‘to’. star in the water is a
classroom
reflection?
instructions Point and read ‘How to’. Now look at this word (point to ‘catch’)
Cover the letters ‘tch’ and ask:

1SP5 Shows an
understanding of Can you sound out and squeeze together these two letters?
the elements of Yes, <c’.

stories such as Show the letters ’ch’.
main character,
We are learning this sound.
sequence of events
It makes the <ch><ch> sound and the action is like train wheels. (see Area of Learning 7:
and endings
Reading)
1SP8 Speaks <ca><ch> ‘catch’. We don’t make the <t> sound in this word.
clearly and with
Shall we read together: ‘How to catch a ...’
confidence and
What do you think the last word could be?
control in familiar
groups and also Yes, ‘star’. ‘How to catch a star’.
with other people, Who do you think is trying to catch a star?

showing an Do you think he will be able to catch a star?
193
awareness of the Why/why not?

listener
Begin reading the story, pointing to the illustrations to help explain what is happening.
Would you like a star as a pet?
Why/why not?
Do you think you can take a star for a walk?
Why can’t he see stars during the day?
The stars are there all the time, but during the day the sun is so bright that we can’t see
them. They are too far away. Stars are gassy balls like the sun but they are too far away to
give us light and warmth like our sun.
The little boy has climbed the tallest tree.
Do you think he will reach the sun?
Continue reading, discussing the different ways the boy tries to catch the star.
Stop after reading the page where he thinks the star has fallen out of the sky.
Do you think the star has fallen out of the sky?
Why is the star in the water?
Is it really in the water?
Talk about the reflections we see in water and the images we see in mirrors.
Will he be able to catch the star?
Why is he waiting on the beach?
Do you think the star will come onto the beach?
Continue reading.
When he sees the star on the beach he is so excited.
Is it a real star from the sky?
What is it?
Does he love the star?
How do you know?
194
Learning outcomes Activity Strategies/ Whole Class/ Small Group: Suggestions Resources: Assessment
Suggestions
1SP3 Listens attentively and with Read the story Sit the children where they can see the book ‘On the Moon’. ‘On the Moon’ by Anna Can the child:
enjoyment to stories and rhymes ‘On the Moon’. Who can read the title? Milbourne (ISBN
Yes, ‘On the Moon’. 0794506178).
1SP4 Answers questions about  ask and answer
familiar stories when asked and We will be learning the sound <oo> later this year. ‘The Phonics Handbook’ questions about the
begins to understand short, basic, When do we see the moon? (Jolly Phonics) (ISBN story?
The moon doesn’t have any light of its own.
supported classroom instructions 978-1870946-07-0)  begin to understand
When the sun is shining on other countries and it is dark here in Egypt, the page 95 - action for the the sequence of the
1SP5 Shows an understanding of story?
sun shines on the moon and it looks as if it has its own light. <oo> sound.
the elements of stories such as
Begin reading the story.  talk to a partner about
main character, sequence of being an astronaut?
Read the question: ‘What do you think it would be like to go there?’
events and endings
 tell the class about
Ask the children to talk to the person next to them about going to the moon, e.g. How their ideas?
1SP6 Interacts with others, taking would you travel to the moon? What would you wear?
account of what they say and
Continue reading.
attempts to use language to
Talk about the picture on the television.
negotiate plans and activities
How is she going to the moon?
1SP7 Often uses language rather
Read the story and add extra information, e.g.
than action to express, rehearse
It takes four days to get to the moon.
and reflect on experiences and
What day is it today?
basic likes and dislikes and to
Yes, Monday. Count on four days.
clarify ideas and feelings
You would get to the moon on Friday.
SP8 Speaks clearly and with Talk about the journey, the spaceship and the space suit.
confidence and control in familiar
Discuss the landscape on the moon and what it would be like.
groups and also with other people,
Continue talking about what the astronauts are doing on the moon.
showing an awareness of the
Talk to your partner about what you would like to do on the moon.
listener
Listen to their ideas.
Tell the children they will be making a model of the moon’s surface (see Area of Learning
3: Making Things).
195
Kindergarten 2 Topic: Fly Me to the Moon 2. Shape, Size and Colour

Learning Activity Strategies/ Whole Class: Strategies/ Small group: Resources: Assessment
2SP6 Uses Make a big rocket Look at the book ‘On the Moon’ and talk about the Choose two or three children to help you ‘On the Moon’ by Anna Can the child:
language such as for the role play rocket. make a rocket. The rocket should be about Milbourne (ISBN
 understand that a 2D
‘circle’, ‘square’,’ area. What shape is the body of the rocket? two metres tall, with a circumference that will 0794506178). rectangle shape
triangle’, or ‘bigger’ Yes, it is a cylinder shape. enclose two children sitting on chairs. becomes a 3D
Space suits
to describe the cylinder when rolled
If we roll up this card we can make a Position the two chairs ask two children to sit up?
shape and size of cylinder shape. on them. A roll of corrugated card
solids and flat  understand that a
Tell the children they are going to make a big Can you help me make a cylinder Paint and brushes rectangle has two long
shapes; cylinder-shaped rocket. shape around the chairs?
straight sides and two
understands and Scissors
Show the children the space suits. Use corrugated card to make a cylinder short straight sides?
uses everyday around the chairs and then unroll the cylinder
You can all have a turn to wear the space
Cling film  understand that a
on the floor.
language to suits and pretend to travel to the moon. circle has one curved
Draw a door shape onto the card. Sticky tape side?
describe position,
e.g. ‘under’, ‘in’, Can you help me to cut out the Card  understand why the
door shape? numbers go up the
‘on’, ‘between’,
Pencils side of the rocket?
‘over’ We need to cut up one side of the
door and across the top.
Thick felt-tipped pens
Now we need to fold the door, so
that it can open and close. Tissue paper
Can you remember what shape the Stapler

door is? It has two long straight
sides and two short straight sides.
Yes, it is a rectangle.
What shape shall we use for the
window? (e.g. circle)
196
Who can find a circle shape that we

could draw round? Yes, the plate
would be perfect.
How many sides does the circle

have?
Yes, only one.
Is it a straight side or a curved
side?
Ask children to draw around the plate and cut
out the window shape.
Tape cling film over the window, to look like
glass.
We’re going to put our countdown
numbers up the side of our rocket.
Ask the children to copy individual numbers
onto suitably sized pieces of card, first with a
pencil and then trace over them with a thick
felt-tipped pen.
Can you help me to order the
numbers?
Shall we check with the book how
to position the numbers?
When positioned correctly, stick the numbers
onto the rocket.
Stick tissue paper on the bottom of the rocket
to resemble flames.
Roll the card back into a cylinder, enclosing
the chairs, and attach it to the wall with
staples.
197
2SP6 Uses language such Make a large Show the children the book ‘What Makes Day and Choose a small group of children to cover a ‘What Makes Day Can the child:
as ‘circle’, ‘square’,’ spherical sun. Night’ balloon with papier-mâché. and Night’ by
 understand that the
triangle’, or ‘bigger’ to Do you remember what we found out in Franklyn M Branley sun is a 3D shape?
How big do we need to blow the
describe the shape and this book? balloon up to make the sun? (ISBN 0808523775)
 understand that a
size of solids and flat Yes, we found out about day and night. sphere has one
Look at page 20 of the book ‘Sun Up, Sun ‘Sun Up, Sun Down –
shapes; understands and What happens to the world that we live on Down’. curved face?
every day? The Story of Day and
uses everyday language to Shall we look in the book to see if  understand that the
The world turns round. The sun shines on Night’ by Jacqui
describe position, e.g. the sun is bigger than the Earth? sun is larger than the
us during the day, but at night the sun is Bailey (ISBN
‘under’, ‘in’, ‘on’, ‘between’, What do you think when you look Earth and the moon?
shining on other countries. 1404811281)
at the picture?
‘over’
Look at page15 of ‘What Makes Day and Night’. Yes, the sun is very big. Globe
2SP7 Uses language such In this picture we can see the sun shining Show the children a ball.
as ‘greater’, ‘smaller’, on one side of the Earth and the other side Powerful torch
What shape is the ball?
‘heavier’ or ‘lighter’ to is dark.
We call this shape a sphere. Ball
compare quantities Who can remember where we live?
It has one curved face.
Yes, in (teacher to specify city), in the Large yellow balloon
2SP8 Demonstrates the country of Egypt. This balloon is almost a sphere
shape, so we are going to use it to Papier-mâché
ability to use mathematical Can you find Egypt on the globe?
make our sun.
ideas associated with Who would like to shine the torch on
First we are going to cover our
shape and size to solve Egypt?
balloon with papier-mâché.
practical problems in a Because it is daytime we can see the sun
shining in the sky. When it is dry we will decorate it to
range of contexts look like the sun.
Look at page 20 of ‘What Makes Day and Night’.
Note: This is quite a laborious job, so give
Can you see the torch shining on the little
help. As you work together, talk about the
boy? He is pretending to be the Earth.
things you have found out about the sun.
Half his body is in the light and half is in
the dark.
If he turns half way round, what will
happen?
You could try this with one of the children.
198
2SP6 Uses language Decorate the large Look at page 9 in the book ‘Sun Up, Sun Down’. Choose a group of children to decorate the ‘Sun Up, Sun Down – Can the child:
such as ‘circle’, spherical sun. sun with tissue paper. The Story of Day and
This is the sun.  understand that the
‘square’,’ triangle’, or Night’ by Jacqui sun is a 3D shape?
It is made of burning gases. Look at page 28 in the book ‘Sun Up, Sun
‘bigger’ to describe the Down’ and read the information about the Bailey (ISBN
 understand that a
shape and size of Do you have a gas cooker at home surface of the sun. 1404811281) sphere has one
where Mummy turns on the gas and the
solids and flat shapes; The sun isn’t flat. There are flames curved face?
flame cooks the dinner? Papier-mâché sun
understands and uses dancing out of the bubbling gas.
(see previous  understand that the
The sun is much, much hotter.
everyday language to First of all we need to cover our sun is larger than the
session)
describe position, e.g. The gas bubbles as it burns. sun with tissue paper in hot earth and the moon?
colours. Don’t worry if the surface Tissue paper in hot
‘under’, ‘in’, ‘on’, Shall we read these words?
isn’t flat.
‘between’, ‘over’ colours (red, orange,
‘Rumble! Rumble! Boom! Boom!’
When the sphere is covered, twist strips of yellow)
2SP7 Uses language Hold up the papier-mâché sun (see previous tissue paper of different lengths and widths,
such as ‘greater’, session). and then glue these all over the surface. Glue
‘smaller’, ‘heavier’ or Who can remember what shape the sun Hang the sun up to dry.
is?
‘lighter’ to compare When it is ready, hang the sun in the ‘Starry
quantities Yes, it is a ball shape and it has a Night’ corner.
special name: a ‘sphere’.
2SP8 Demonstrates
What colours do you think we could use
the ability to use to decorate our sun?
mathematical ideas
Discuss hot colours and look at the pictures.
associated with shape
and size to solve
practical problems in a
range of contexts
199
2SP6 Uses language Make a spherical Sit the children where they can see the book ‘Sun Choose a group of children. ‘Sun Up, Sun Down – Can the child:
such as ‘circle’, ‘square’,’ moon. Up, Sun Down’ and turn to page 20. The Story of Day and
First we are going to cover our  understand that the
triangle’, or ‘bigger’ to balloon with papier-mâché. Night’ by Jacqui moon is a 3D shape?
What can you see in this picture?
describe the shape and Bailey (ISBN
Yes, the big hot sun. Shall we look at the pictures of  understand that a
size of solids and flat the moon in this book? (On 1404811281) sphere has one
shapes; understands Can you see anything else? the Moon) curved face?
‘On the Moon’ by
and uses everyday Yes, the Earth. Is the surface flat?  understand that the
Anna Milbourne
language to describe Is it bigger or smaller than the sun? moon is smaller than
Talk about the craters and boulders. Use (ISBN 0794506178)
position, e.g. ‘under’, ‘in’, the Earth and the
the papier-mâché to create these
Point to the moon. sun?
‘on’, ‘between’, ‘over’ shapes. Balloon
This is the moon. Look how much smaller
Ask children to paint the surface and Papier-mâché
2SP7 Uses language it is.
sprinkle salt on the surface.
such as ‘greater’, It is smaller than the Earth. Salt
Hang the moon up to dry.
‘smaller’, ‘heavier’ or
Today we are going to make a moon.
‘lighter’ to compare When it is ready, hang the moon up in Moon-coloured paint
What shape will our balloon be when we the ‘Starry Night’ corner with PVA glue added
quantities
blow it up?
. to it
2SP8 Demonstrates the Yes, a ball shape - a sphere.
ability to use
Shall I blow the balloon up so it is bigger
mathematical ideas or smaller than the sun?
You tell me when to stop blowing.
and size to solve
range of contexts
200
2SP6 Uses language Make a spherical Sit the children where they can see the book Choose a group of children and hold up the ‘Sun Up, Sun Down – Can the child:
such as ‘circle’, Earth. ‘Sun Up, Sun Down’ and look at page 20 balloon. The Story of Day and
together.  understand that the
‘square’,’ triangle’, or This balloon is going to be our Night’ by Jacqui Bailey Earth is a 3D shape?
‘bigger’ to describe the We have already made our big flaming pretend Earth. (ISBN 1404811281).
sun and our lumpy bumpy moon. We need to cover the balloon with  understand that the
shape and size of shape has one curved
What else do we need to make? papier-mâché before we can Balloon.
solids and flat shapes; decorate the surface. face?
understands and uses Yes, our Earth. Papier-mâché.
The balloon is a ball shape, the understand that the
everyday language to How big must the Earth be? same as our Earth Earth is larger than
Blue, white, yellow and
describe position, e.g. This ball shape is called a ‘sphere’. the moon but smaller
Look at the picture carefully. green tissue. than the sun?
‘under’, ‘in’, ‘on’, Cover the balloon with papier-mâché.
Yes, bigger than the moon but smaller Globe.
‘between’, ‘over’ than the sun. Let’s look at the globe before we
choose suitable colours for our The moon and sun
2SP7 Uses language I’ll blow up the balloon and you tell me Earth.
such as ‘greater’, when to stop. already made by the
What do you think the huge blue
‘smaller’, ‘heavier’ or Is it the right size? children.
patches could be?
‘lighter’ to compare Is it the right shape? Yes, the seas and oceans.
quantities What about the white places?
Can you remember the name of the
shape? Yes these are the cold icy parts of
2SP8 Demonstrates
the world.
the ability to use Yes, a sphere.
mathematical ideas Continue discussing deserts and green
areas.
and size to solve Stick coloured tissue paper onto the papier-
mâché balloon, to represent the different
areas of the Earth. You could draw the rough
range of contexts shapes of the continents onto the balloon to
help position the major sea and land masses.
Hang up the Earth balloon up to dry
When it is ready, hang the Earth up in the

‘Starry Night’ corner.
201
2SP7 Uses Make star-shaped Note: This recipe makes about 15 biscuits, depending on the size of the cutter. Balance scales Can the child:
language such as biscuits.
Choose groups of children to make biscuits. (Different groups could make biscuits on different days.) Gram weights  understand that the
‘greater’, ‘smaller’, heavy side of the
Balance
‘heavier’ or ‘lighter’ Before beginning, ask the children to wash and dry their hands and put on their cooking aprons. Star-shaped cutters balancing scales goes
ingredients.
to compare (five-pointed) down and the light
Wipe the table clean.
side goes up?
quantities Show the children the different ingredients. Mixing bowls
First of all we need to put 150g weights on one side of the balance scales. Spoons balance is achieved
when both sides
Next we need to balance the 150g with butter.
Rolling pins weigh the same?
Who would like to slice pieces of butter into the empty pan until it balances with the weights?
Butter knife
Is it balancing yet?
Which side is the heavy/light side? Baking trays
How do you know? 150g butter
Continue adding butter until the pans are balanced. 150g soft dark sugar
How do you know that the pans are balanced?
1 egg, beaten with 2
What does ‘balancing’ mean? tablespoons of honey
Put the butter into the bowl.
150g plain flour
Repeat for the sugar.
½ teaspoonful of baking
Cream the butter and sugar together.
powder
What is happening to the mixture?
Bowl of warm water and
Weigh out the other ingredients and add them to the creamed butter and sugar.
a towel (for hand
Mix all the ingredients together to make a dough.
washing)
Divide the dough between the children in the group and sprinkle some flour onto the table.
Cooking aprons
Can you rub a little bit of flour onto your rolling pin? That will stop the biscuit dough from
sticking to it. Heat-proof oven gloves
Carefully roll the dough to make it thinner and flatter.
202
Show children how to roll by pressing the rolling pin gently with their fingers and pushing the rolling pin
over the dough. Make sure the dough isn’t sticking to the table or the rolling pin.
How many stars do you think you can cut out with the cutter?
Encourage the children to press the cutter firmly into the dough and then to move the cutter back and
forward slightly before lifting it off.
Adult uses a butter knife to slide the star biscuits onto the baking tray. N.B. activities involving the use
of knives should be conducted by adults only. Knives should not be left lying around in the absence of
adults.
What do you think will happen to the biscuits in the oven?
Adult then places the baking tray in the oven.
Cook the biscuits in the oven for 20 minutes at 170°C.
Adult takes the biscuits out of the oven and puts them on a cooling rack.
What has happened to the biscuits?
Why have they changed?
Will they change back?
Why not?
203
2SP10 Uses Make Show the children the pentagon: Choose groups of children to work in pairs to Pentagon templates Can the child:
mathematical pentagonal stars. make pentagonal stars.
How many sides do you think this shape Yellow card  count the sides of the
language to has? pentagon?
Who can show me a pentagon?
describe the Rulers
Shall we count them to find out? (five) How do you know that your shape  recognise the
features of solid difference between
is a pentagon? Pencils
How many corners? (five)
(3D) objects and corners and sides?
Do you think the sides are curved or Shall we count the sides/corners to Scissors
flat (2D) shapes  know that the sides of
straight? check?
when engaged in Glue a pentagon are
The shape is called a ‘pentagon’. Ask children to draw round their shapes in straight?
building complex
pairs - one to hold the template and the other Glitter
3D constructions We are going to use the pentagon to make to draw around it. Swap roles.
a star.
2SP12 Remind the children how to extend the
First, you put the pentagon onto the yellow straight lines to make a star shape and then
Understands the card and draw around the shape. cut out.
properties of
Then put the ruler along a straight side and When they have finished, hang the
different shapes, draw a longer line. pentagonal stars like mobiles in the ‘Starry
e.g. 3 sides of a Night’ corner.
Repeat this on all sides.
triangle, and uses
How many points does this star have?
this understanding
in applying the Show the children how to cut down the sides of all
the points to get a star shape.
knowledge to new
situations, e.g. to I’m going to put a few spots of glue on the
star and sprinkle on some glitter.
solve shape
puzzles We have made a pentagonal star.
204
2SP10 Uses Make small Sit the children where they can see the rocket in the Choose groups of children to make the ‘On the Moon’ by Anna Can the child:
mathematical rockets, using book ‘On the Moon’. rockets. Milbourne (ISBN
 describe a circle and a
language to cylinders and 0794506178) rectangle?
Today we are going to make small rockets. It is important to talk about the 2D and 3D
describe the cones. shapes that you are making.
First we will need to make two different A cylinder and cone  show understanding
features of solid that a 3D shape has
shapes from card. Ask the children to describe the sides and shape
(3D) objects and corners of the 2D shapes. 2D faces?
Hold up a rectangular piece of card. Rectangular pieces of
flat (2D) shapes  describe the faces on
Ask the children to describe the faces of the
when engaged in How many sides does this card have? card the cylinder and
3D shapes.
building complex Are all the sides the same? cone?
Check that the children write the countdown Circles to draw around
3D constructions No, it has two long straight sides and two numbers on the rectangle from bottom to top
short straight sides. before making the cylinder. Scissors
2SP12
Can you remember what we call this Note: It is difficult to make a cone shape from Staplers
Understands the
shape? the semi-circle, so the children may need
properties of help. They may also need assistance joining Masking tape
different shapes, Yes, it is a rectangle. the two shapes together.
Pencils
e.g. 3 sides of a I want to make a cylinder shape like this When they are ready, hang the small rockets
with the rectangle. (show the cylinder) in the ‘Starry Night’ corner.
triangle, and uses Felt-tipped pens
this understanding What do you think I need to do?
Red, yellow and orange
in applying the Yes, roll it and join up the edges.
tissue paper
knowledge to new
Shall we write the countdown numbers up
situations, e.g. to the side before rolling the rectangle?
solve shape Write the numbers and then roll the card into a
puzzles rectangle and use the stapler (or sticky tape) to make
the cylinder.
We now have the body of the rocket.
I’m going to make a cone shape, like this

for the top. (show the cone)
The cone has a curved face and a circle-

shaped face.
205
We are making the curved shape.
First draw around a circle.
Then cut out the circle carefully.
Next fold the circle in half and cut along the

straight fold line.
Take one half of the circle and curl it round.

Push one straight side over the other
straight side and staple them together.
Now you have a cone to tape onto your

cylinder.
Add some tissue to the bottom to look like

flames.
A rocket ready for lift off!
206
2SP10 Uses Recognise and Sit the children in a circle and choose a child. Squares (in different Can the child:
mathematical describe 2D sizes)
Can you put all these shapes into the bag?  describe the 2D
language to shapes. shapes?
Shall we read the labels on the hoops? Rectangles (in different
describe the
sizes)  use the words ‘side’,
features of solid The first hoop is labelled ‘triangle’.
‘corner’, ‘straight’ or
(3D) objects and What does a triangle look like? Circles (in different ‘curved’ to describe
flat (2D) shapes sizes) the shape?
Yes, it has three sides.
when engaged in
Triangles (in different  name a 2D shape
Are they straight or curvy sides?
building complex when it has been
sizes and shapes) described?
Choose another child:
3D constructions
Can you put your hand into the bag and take out a triangle? Hoops labelled
2SP12
‘squares’, ‘triangles’,
Is it a triangle?
Understands the
‘rectangles’ and ‘circles’
properties of How do you know?
different shapes, Put the triangle into the hoop labelled ‘triangle’. Feely bag
e.g. 3 sides of a Repeat for the other shapes.

triangle, and uses
Variations:
this understanding
 Ask the children to say which shape they want the next child to take out.
in applying the
knowledge to new  Ask a child to hold a shape inside the bag, describe it, and the class have to say which shape it
is.
situations, e.g. to
solve shape
puzzles
207
2SP10 Uses Test 3D shapes to Sit the children in a circle. Choose a group of eight children. 3D shapes Can the child:
mathematical see if they will roll
Show the sphere. Choose a shape to show the group, e.g. Cubes  describe the faces
language to slide or build the cylinder. that make up a 3D
Who can describe this shape? Cuboids
describe the (spheres, Who can describe the faces on the shape?
features of solid cylinders, cubes Yes, it has one big curved face. cylinder?
Spheres  know the difference
(3D) objects and and cuboids). Do you remember we made cylinders into
Do you know anything that is the between rolling and
rockets? Cylinders
flat (2D) shapes same shape as this sphere? sliding?
Can you remember the shape we rolled
when engaged in Yes a ball, the moon, the Earth, the into a cylinder? A ramp (e.g. a plank of  begin to remember
building complex sun. Yes, it was a rectangle. the names of the 3D
wood and two bricks)
shapes?
3D constructions Do you think this ball could be used The cylinder has a rectangular face.
to build a wall? What are the other faces? Classroom objects to
2SP12 match the 3D shapes
Why not? Yes, they are circles.
Understands the
How many circle faces? Yes two. One at
properties of Yes, because it would wobble and
the top of the cylinder and one at the
roll about. You couldn’t balance
different shapes, bottom.
anything on top of the sphere.
e.g. 3 sides of a Who would like to see if we can build with
the cylinders?
triangle, and uses
Yes, they do build if you put the flat circle
this understanding faces together.
in applying the Who would like to see if the cylinder will
knowledge to new roll down the ramp?
situations, e.g. to Is it rolling?
Which face does it roll on?
solve shape
Yes, it will roll on the curved rectangle
puzzles
face.
Do you think it will slide down the ramp?
Who would like to test the cylinder?
Is the cylinder sliding?
Which face does it slide on?
Yes, it slides on the flat circle face.
Repeat with the cube and cuboid.
208
2SP5 Actively Make a ‘starry Choose a group of children to paint several sheets of background paper for the ‘Starry Night’ corner. ‘Come to Tea on Planet Can the child:
engages in night’ background. Zum-Zee’ by Tony
Look at the title page in the book ‘Come to Tea on Planet Zum-Zee.’  describe the colours in
exploration and Mitton (ISBN the night sky?
Today we are going to paint the sky background.
investigation to gain 1843627477)
 mix the colours to
knowledge and When the sky is dry we will print star shapes onto it.
Large sheets of paper make the different
understanding of What colours do you think we need to use? shades?
the properties of Blue, purple and black
Encourage the children to mix colours. Talk about the shades of colour.
materials in terms paint
Use the wide brushes to make big sweeps of colour and show the children how to paint with big
of colour, shape, strokes of the brush. Mixing trays
space, form and
Tell the children to use plenty of paint, but not to paint over the same places again.
texture Wide brushes
Painting aprons
2SP5 Actively Print star shapes Choose a group of children and look at the title page of the book ‘Come to ‘Tea on Planet Zum-Zee’. ‘Come to Tea on Planet Can the child:
engages in onto the night sky Zum-Zee’ by Tony
We have painted a beautiful night sky background.  use the potato shapes
exploration and background, using Mitton (ISBN to make a star print?
What else do you think we need on our night sky?
investigation to gain potatoes. 1843627477)
 space out the star
knowledge and Yes, stars.
Potatoes cut into star prints appropriately?
understanding of These are potatoes cut into star shapes.
shapes
the properties of Carefully dip the potato into the yellow paint and then scrape some of the paint off on the
materials in terms edge of the tray. A tray of thick golden
of colour, shape, yellow paint
Press the potato onto the paper.
space, form and
Try not to rub the potato, or the shape will smudge. The dark sky sheets
texture
from the previous
Help the children to space the stars out, or to cluster the stars to make constellations.
session
209
2SP4 Talks about, Print star shapes Choose a group of children and look at the title page of the book ‘Come to Tea on Planet Zum-Zee’. ‘Come to Tea on Planet Can the child:
recognises and onto the night sky Zum-Zee’ by Tony
We have painted a beautiful night sky and printed some stars using potato star shapes.  use the edge of the
recreates and is background, using Mitton (ISBN card to print a line?
Today we are going to use these strips of card to make more stars.
able to describe strips of card. 1843627477)
 use fine control to
simple patterns First dip the edge of the card into the paint
Strips of thick card cut cross this line with two
using a range of Very gently touch the edge of the card onto the paper to make a yellow line. more lines to produce
into widths (about 2cm)
media a star?
Next make two more lines to cross the middle of the first line. suitable for printing stars
 space out the prints
2SP5 Actively Help the children to space the stars out, or to cluster the stars to make constellations.
A tray of thick golden appropriately?
engages in When the stars are dry, staple the night sky background onto a wall to start the ‘Starry Night’ display. If yellow paint
exploration and possible, staple the background across the corner of the room.
investigation to gain The dark sky sheets
Hang the star mobiles, rockets, etc (see other sessions) from the ceiling.
knowledge and from the previous
Label your ‘Starry Night’ display.
understanding of session
the properties of
materials in terms
of colour, shape,
space, form and
texture
210
Kindergarten 2 Topic: Fly Me to the Moon 3. Making Things

3SP1 Shows curiosity The making table. This is a choosing activity. Labelled storage Can the child:
and interest by You will need to ensure that: containers
 work independently at
exploring the artefacts the making table?
 the area is attractive and the resources are kept tidy Fabric, ribbons, sequins,
and environments
 you tell the class when you provide new materials etc  choose a variety of
around them and materials to
engages in  all the children use this area at some time during the week. Boxes and containers experiment with?
representational play You may need to encourage some children to experiment with the materials.  observe and share
Different types of paper
ideas and techniques
3SP2 Chooses Celebrate interesting and inventive ideas.
Glue with the other
objects and materials, Provide a ‘going home’ box for children to take home their artefacts at least twice a week. children?
to handle and look at Masking tape
When children are engaged in this area, observe their PSHE skills.  practise skills taught
closely, noticing Scissors in a lesson?
simple features and
Pencils and pens
developing exploratory
skills
211
3SP8 Builds and Set up a lunar After sharing the story ‘On the Moon’ (See Area of Learning 1: Language, Communication and ‘On the Moon’ by Anna Can the child:
constructs with a wide landscape role Emergent Literacy), choose a group to begin making the lunar landscape. Milbourne (ISBN
 talk about the features
range of materials, play area. 0794506178). on the moon?
If possible, use a big table.
selecting appropriate
We are going to try and make this table look like the surface of the moon. Boxes  choose suitable
resources, tools and materials for
techniques and Look at the pictures in the book ‘On the Moon’. Cartons constructing the lunar
adapting her/his work Do you think this table looks like the surface of the moon? landscape?
Scrunched-up
where necessary. Why not? What does it need to look like? newspaper  adapt or change the
Begins to use materials to create a
Read the pages describing the moon. better landscape?
captions. Papier-mâché
What do you think we could use to make the table look like the moon?  join boxes and cartons
Masking tape
Give the children time to experiment with the materials. Give help and encouragement, especially creatively?
when they are making craters.
Use scrunched-up newspaper to soften the outline of the boxes and cartons.
Have we got big rocks and boulders?
Do we have deep craters?
Are there some flat places for landing?
When you are happy with the shape, cover the surface with papier-mâché. If possible, use several
sheets to make a more solid surface.
When the surface is dry we will decorate it to look like the moon.
212
3SP3 Uses simple Decorate the lunar Choose the same children to decorate the lunar surface. ‘On the Moon’ by Anna Can the child:
tools and techniques landscape. Milbourne (ISBN
Look at the pictures in ‘On the Moon’ showing the lunar surface.  talk about the features
in order to make, 0794506178) on the moon?
What can you see in the pictures?
adapt and build for his
Yellow, brown, and  talk about the colours
or her own purposes Have we got craters and big boulders on our lunar landscape?
black paint used for mixing the
How shall we finish it off? sandy colour?
3SP5 Shows fine
Wide brushes
motor control when Yes, we need to paint the surface. Is it a dark or a light colour?  paint the surface?
manipulating tools and Do we have the right colours? No, we will need to mix the colours. Salt  sprinkle the salt?
small objects, and Is it a dark or a light colour? PVA glue
demonstrates this
If we need a light colour we always start with a light colour.
when using a range of Mixing plates
We will start with the white glue.
media that require this The lunar landscape
skill What other colour do you think we will need?
made in the previous
Encourage the children to add a small amount of their chosen colour and mix the paint. Spend time session
adjusting the shades.
Do you think this pale creamy brown colour is about right?
Make sure the children spread the paint thickly over the whole surface.
Shall we sprinkle the salt over the wet paint and watch to see what happens?
What is happening to the salt?
Yes, it is soaking up the paint and turning a sandy colour.
Leave the lunar landscape to dry.
213
3SP8 Builds and Make moon Choose a group of children to work in pairs to make moon buggies for the lunar landscape (see ‘On the Moon’ by Anna Can the child:
constructs with a wide buggies, using previous two sessions). Milbourne (ISBN
 choose suitable
range of materials, construction toys. 0794506178) apparatus for making
Today we are making moon buggies.
selecting appropriate the buggy?
Construction toys
resources, tools and These astronauts may want to be carried in your buggies.(show the toy astronauts)
 adapt or improvise the
techniques and Shall we look at the pictures in ‘On the Moon’ to see what they might look like? Toy astronauts shape if required?
adapting her/his work  negotiate with his/her
Give the children time to talk to their partner about what they are going to use to make their buggies. Digital camera
where necessary. Give guidance only when asked. partner?
Begins to use The lunar landscape
Take photographs of the buggies. made by the children
captions.
The children can play with these buggies on the lunar landscape role play area.
214
3SP7 Manipulates Make spaceships Take half the class and explain that in groups of three/four they will be making the four space ships ‘Come to Tea on Planet Can the child:
(including cuts and from junk. in the book ‘Come to Tea on Planet Zum-Zee’. Zum-Zee’ by Tony
 choose suitable
joins) materials Look at the different spaceships in the book. Mitton (ISBN materials to make the
successfully using Divide the group and give the children time to choose which materials will be best for making their 1843627477) spaceship?
simple tools and chosen spaceship.
Photocopies of the  show an awareness of
shows awareness of When they have chosen the materials, give the children time as a group to think how they are going the shape they are
different spaceships in
safety issues to join the containers. Give help and encouragement. trying to create?
the book
Ask questions to help the children think about how to proceed.  join the materials
3SP8 Builds and
Boxes together?
constructs with a wide Encourage them to think for themselves – the spaceships don’t need to look exactly the same as
those in the book. Cartons  talk about what needs
range of materials,
to be added to make
selecting appropriate Ask the children to cover their spaceships with papier-mâché and leave them to dry before the required shape?
Cylinders
decorating them.
resources, tools and
techniques and Repeat with other groups. Sticks
adapting her/his work Masking tape

where necessary.
Lids
Begins to use
captions. Papier-mâché
3SP9 Demonstrates
co-ordination and
control in their use of
the full range of tools
and equipment
215
3SP7 Manipulates Decorate the junk Choose the same group of children who made spaceships in the previous session. ‘Come to Tea on Planet Can the child:
(including cuts and spaceships. Look at the picture to see how you are going to decorate the spaceship. Zum-Zee’ by Tony
 choose the colours to
joins) materials Mitton (ISBN match the
You will need to choose the colours that you are going to use.
successfully using 1843627477) spaceships?
Choose whether you will use paper or paints or both.
simple tools and Spaceships made in the  choose suitable
shows awareness of e.g. The spotted spaceship could be painted white, then circles of coloured paper cut out and stuck previous lesson materials to decorate
onto it. the spaceships?
safety issues
Foil
Give the children time to talk together before discussing their choices with you. It is important that the  attach the decorations
3SP8 Builds and children talk and decide together.
Paints and brushes to match the pictures?
constructs with a wide
How do you think you will decorate the spaceship that the yellow aliens used?
range of materials, Coloured papers
Yes, paint it yellow and let the paint dry. Then paint swirly pink and green lines on the
selecting appropriate spaceship. Glue
Give help and encouragement. Scissors
techniques and
Tell the children they will be writing about their spaceships – see Area of Learning 4: The World
adapting her/his work PVA glue (watered
Around Us.
where necessary. down, to paint over the
When the spaceships are dry, use watered-down PVA glue as a varnish.
Begins to use spaceships as a
captions. Repeat with the other groups.
‘varnish’).
3SP9 Demonstrates
co-ordination and
and equipment
216
3SP7 Manipulates Make aliens, Take half the class and explain that in groups of three or four they will be making the four aliens in ‘Come to Tea on Planet Can the child:
(including cuts and using balloons, the book ‘Come to Tea on Planet Zum-Zee’. Zum-Zee’ by Tony
 choose suitable
joins) materials cartons, boxes, Look at the different aliens. Mitton (ISBN materials to make the
successfully using papier-mâché, Divide the group and give the children time to choose which materials will be best for making their 1843627477) alien?
simple tools and etc. chosen alien.
Photocopies of the  show an awareness of
shows awareness of Before they begin, talk about the materials, e.g. the shape they are
different aliens in the
safety issues trying to create?
You could use balloons for bodies and/or heads. book
 join the materials
3SP8 Builds and You could wrap tape round the balloon so that you have a body and head.
Small balloons in together?
You may prefer to stuff these paper bags to make the shapes. different sizes  talk about what needs
range of materials,
Arms and legs are hard to make. You could roll up newspaper like this, cover it in papier- to be added to make
selecting appropriate Boxes the required shape?
mâché and bend it into shape. Or you may prefer to use cylinders.
When they have chosen the materials, give the children time as a group to think how they are going Paper bags
techniques and to join the containers.
adapting her/his work Cartons
Give help and encouragement.
where necessary. Cylinders
Ask questions to help the children think about how to proceed.
Begins to use
Encourage them to think for themselves – the aliens don’t need to look exactly the same as those in Newspaper
captions.
the book.
Glue
3SP9 Demonstrates
Ask the children if they need to cover their aliens with papier-mâché and allow them to dry before
co-ordination and decorating them. Masking tape
Note: You may need to add extra papier-mâché, if you feel the limbs are insecure. Papier-mâché
and equipment Feet and hands cut out
of card
217
3SP7 Manipulates Decorate the Take the same half of the class as in the previous session and explain that they will decorate their ‘Come to Tea on Planet Can the child:
(including cuts and aliens made in the aliens from the book ‘Come to Tea on Planet Zum-Zee’. Zum-Zee’ by Tony
 choose the colours to
joins) materials previous session. Look at the picture to see how you are going to decorate your alien. Mitton (ISBN match the alien in the
successfully using You will need to choose the colours that you are going to use. 1843627477). book?
simple tools and  mix the colours to
Choose whether you will use paper or paints or both. Yellow fluffy fabric or
shows awareness of match the shades
Give the children time to talk together before discussing their choices with you. It is important that the tissue paper.
safety issues required?
children talk and decide together.
Circles of white card for  use fine motor control
3SP8 Builds and How will you decorate the green alien?
eyes. to paint features?
Are you going to give him a blue and white T-shirt?
range of materials, Felt-tipped pens
What about the yellow alien?
selecting appropriate
Paint and brushes
resources, tools and Are his hands and feet fluffy? Are they yellow?
Coloured paper
techniques and Continue asking questions.
adapting her/his work Glue
Give help and encouragement.
where necessary.
Tell the children they will be writing about their aliens ( see Area of Learning 4: ‘The World Around
Begins to use Us’).
captions.
3SP9 Demonstrates
co-ordination and
and equipment
218
Learning Activity Strategies/ Whole Class: Strategies/ Small group: Suggestions Resources: Assessment
3SP5 Shows fine motor Make aliens, Look at the pictures of the different Choose groups of eight children to work in pairs. ‘We’re off to Look for Can the child:
control when manipulating using salt aliens in the book ‘We’re off to Look Ask each pair to choose an alien to describe. The rest of the group Aliens’ by Colin
 mould, roll, pinch
tools and small objects, dough. for Aliens’. must guess which alien is being described. McNaughton and mark the salt
and demonstrates this Ask the children how they knew which alien was being described. (ISBN1406313521). dough to make an
I am going to describe one
when using a range of alien?
of the aliens on this page. Give each child a piece of salt dough to mould into an alien. Photocopies of
media that require this skill  attach arms, legs,
You need to listen carefully Note: If it is difficult to make supporting legs, the aliens could be in some of the aliens in
a sitting position. feelers, etc in the
3SP7 Manipulates so that you can point to the the book correct positions by
alien I am describing. Check that the children are attaching the correct number of arms,
(including cuts and joins) observing the
The alien I am looking at legs, feelers, etc. Salt dough picture?
materials successfully
has a long green body, a Use tools to add markings or mouths.
using simple tools and Paint with PVA glue  use the fine brush
head a bit like a crocodile,
Give help and encouragement - this is quite difficult. added carefully?
shows awareness of safety and white lumps on his
body. Now we need to paint our aliens.  choose a name for
issues
Mixing plates
The paint has glue in it, to stop the paint coming off the alien and write
Which alien do you think it
3SP8 Builds and when it is dry. it on the label?
is? Small (fine) brushes.
constructs with a wide Use the small brushes to paint.
How do you know? If the paint colour doesn’t match, mix the colours on this Modelling tools
range of materials,
Ask the children to pair up to practise plate before you paint your alien.
selecting appropriate Warm soapy water
describing their choice of alien. Ask questions about paint mixing, e.g.
Choose a few pairs to describe their How can we make an orange colour? Labels
techniques and adapting
alien to the whole class. Tell the Which colour is orange similar to?
her/his work where other children they will have a turn in Felt-tipped pens
necessary. Begins to use the small groups. Give the children time to experiment.
captions. Talk to your partner and think of a name for your alien.
Can you write the alien’s name on the label? (e.g.
3SP9 Demonstrates co- ‘Seven legs’).
ordination and control in Note: Check that there is enough soapy water to wash the brushes
their use of the full range between mixing and after completing the task.
of tools and equipment Label the finished models and leave them to dry.
The children will write sentences about their aliens in Area of
Learning 4: The World Around Us. Display the aliens and the
writings on a table together.
219
Kindergarten 2 Topic: Fly Me to the Moon 4. The World Around Us

The writing table:
Set up the writing table following the suggestions in the previous guides.
Make sure that activities are changed or added to regularly. Gather groups around the writing table to demonstrate any new materials that have been added.
Work with the children, especially those less confident with fine motor control.
The writing table should include:
1. Letters to trace and copy, especially those that have been taught recently - photocopy pages from ‘The Phonics Handbook’ (Jolly Phonics) (ISBN 978-1870946-07-0).
2. Numbers to trace and copy.
3. Each child’s name, stuck conveniently where the children can use them to copy onto their work.
4. Labelled storage containers, with easy access for getting materials and tidying up.
5. Photocopied letters from ‘The Phonics Handbook’ (ISBN 978-1870946-07-0).
6. Photocopied ideas from ‘The Phonics Handbook’ (ISBN 978-1870946-07-0) - page 169 onwards.
220
Suggestions
4SP2 Record and report Write your The children will already be used to finding their own name label for self registering. Laminated sheets Can the child:
their observations. The name to self
Starting tomorrow I want you to copy your name onto a laminated sheet. Felt-tipped pens  copy his/her
child’s attempts at writing register. name?
When you have written your name, put the sheet in this box Names for copying
words include some
 form most of the
Put your name in the usual place on the wall.
appropriate letters, usually Container for the laminated sheets letters correctly?
in the initial position. Photocopy and date the names.
 write his/her
Note: name
4SP4 Uses all their relevant independently?
Record whether the child has copied their name or written it independently.
senses to investigate
Use the information to give extra help to children who:
places, objects, materials
and living things; can  have poor fine motor control
identify and label positive  cannot form letters correctly
and negative features,
 cannot remember how to write their name
forming recognisable letters,
most of which are correctly
formed
221
Suggestions
4SP2 Record and report Draw and write about Take four groups separately, to draw and write about the yellow, green, red or blue aliens. ‘Come to Tea on Planet Zum-Zee’ Can the child:
their observations. The the aliens in the book by Tony Mitton (ISBN 1843627477)
e.g. the green alien group:  talk about the
child’s attempts at writing ‘Come to Tea on
Junk aliens (see Area of Learning different aliens?
words include some Shall we read the pages in the book about the green aliens?
Planet Zum-Zee’ –
3: Making Things  begin to write
appropriate letters, usually collaborative writing. Read this several times, encouraging the children to join in with the words.
his/her ideas by
in the initial position. Look at the aliens carefully and talk about them together. Lined paper (for writing) listening to the
sounds in the
Give the children time to discuss. Plain paper (for drawing)
4SP4 Uses all their relevant words?
What would you like to say about the alien?
senses to investigate Pencils  write the sounds
places, objects, materials Listen to the children’s ideas. in the correct
Coloured felt-tipped pens sequence?
and living things; can What shall we say about the alien first? (e.g. ‘The alien has thin arms and
identify and label positive legs.’) Word Wall  read what he/she
has written?
and negative features, Today I am going to help you with your writing. White board and pen
forming recognisable letters,
Can you find ‘the’ on the Word Wall? It is one of our tricky words.
most of which are correctly
Write ‘the’ carefully at the top left hand side like this.
formed
Demonstrate the writing on the white board.
4SP5 Shows a natural We will put a capital ‘T’ because it is the beginning word..
curiosity and desire to find What is the next word?
out more, asking questions
‘Alien’ this is quite a hard word to write. What sound can you hear at the
about their own and others’ beginning?
activity Yes ‘a’ - the first letter in the alphabet.
Write ‘a’. Remember to leave a little space after ‘the’ because ‘alien’ is a new
word.
Which letter comes next? Yes, <l>. Can you write ‘l’ next to ‘a’?
Which sound is next?
Yes, . We haven’t learned this way of writing the sound. I will write it for
you: ‘i’.
222
Can you hear the next sound?
Yes, it is <e>.
Who can write <e> next to ‘i’?
Can you write the last sound? Yes, it is <n>.
Decode and blend the sounds to make the word ‘alien’.
Continue writing the sentence, encouraging the child to sound out if possible, or to use the
Word Wall.
Read the sentence together when everyone has finished writing it. Ask the children to
point to each word as they say it.
Write two or three sentences together - this will depend on the children’s concentration
and enthusiasm.
Give the children time to draw and colour in a green alien.
Repeat with the other groups and other coloured aliens.
When all the groups have completed this activity, stick all their work into a ‘spaceship
book’ and hang it near the spaceship display. Encourage the children to read the book
and to share it with the other children.
223
Suggestions
4SP2 Record and report Draw and write about Take four groups separately, to draw and write about the different coloured spaceships. ‘Come to Tea on Planet Zum-Zee’ Can the child:
their observations. The the spaceships in the by Tony Mitton (ISBN 1843627477)
E.g. the green spaceship group:  talk about the
child’s attempts at writing book ‘Come to Tea
Junk spaceships (see Area of different
words include some Shall we read the pages in the book about the green aliens and their
on Planet Zum-Zee’ – spaceships?
spaceship? Learning 3: Making Things)
appropriate letters, usually collaborative writing.
Lined paper (for writing)  begin to write
in the initial position. Read this several times, encouraging the children to join in with the words.
his/her ideas by
Look at the spaceship carefully and talk about the colour, the shape and the Plain paper (for drawing) listening to the
4SP4 Uses all their relevant sound it makes. sounds in the
Pencils words?
senses to investigate Give the children time to discuss.
places, objects, materials Coloured felt-tipped pens  write the sounds
What would you like to say about the spaceship?
in the correct
and living things; can
Listen to the children’s ideas. Word Wall sequence?
identify and label positive
What shall we say first? (e.g. ‘The spaceship made a buzz, buzz, buzz sound.’) White board and pen  read what she/he
has written?
forming recognisable letters, Today I am going to help you with your writing.
most of which are correctly Can you find ‘the’ on the word-wall? It is one of our tricky words.
formed
Write ‘the’ carefully at the top left hand side like this. We will put a capital ‘T’
because it is the beginning word.
4SP5 Shows a natural Demonstrate the writing on your white board.
curiosity and desire to find
What is the next word? Yes, ‘spaceship’ - this is quite a hard word to write.
out more, asking questions
Which sound can you hear at the beginning? Yes, <s>.
about their own and others’
activity Write ‘s’ - remember to leave a little space after ‘the’, because ‘spaceship’ is a
new word.
Which sound comes next? Yes, . Can you write ‘p’ next to the ’s’?
Yes <ay>. We haven’t learned how to write this sound yet. I will write it for you:
‘ace’. We have written ‘space’ now we need <sh>.
Who can come and write the two letters that make the <sh> sound?
224
Yes , and then .
Read ‘The spaceship’.
Which word comes next? Yes, ‘makes’.
We can all write the first sound - remember to leave a space.
I will write the next sounds for you, because we haven’t learned the way to write
these yet.
Continue, encouraging the children to sound out if possible, or to use the Word Wall.
Always read the sentence together when everyone has written it. Ask the children to point
at each word as they say it.
Write two or three sentences together - this will depend on the children’s concentration
and enthusiasm.
Give children time to draw and colour the in spaceship they have written about.
Repeat with the other groups and other coloured spaceships.
When all the groups have completed this activity, stick all their work into a ‘spaceship
book’ and hang it near the spaceship display. Encourage the children to read the book
and to share it with the other children.
225
Learning outcomes Activity Strategies/ Whole Class: Suggestions Strategies/ Small group: Resources: Assessment
Suggestions Suggestions
4SP2 Record and report Write sentences to Look at the alien pictures in the book ‘We’re off to Look for Choose one or two children at a time to ‘We’re off to Look Can the child:
their observations. The describe the salt Aliens’. write their sentences. for Aliens’ by Colin
 talk about the
child’s attempts at writing dough aliens (See McNaughton (ISBN
We have made our dough model aliens and they alien they have
Differentiate:
words include some Area of Learning 3: are dry. 1406313521) made?
appropriate letters, usually Today we are going to write sentences about our  Children who can hear sounds in
Making Things).  describe the alien
aliens. words and are confident with fine Salt dough alien
in the initial position. by observing the
Which alien shall we describe? (e.g. the alien star motor control could write two or models (see Area of
three sentences. features?
fish) Learning 3: Making
4SP4 Uses all their relevant
Talk in pairs and think of a sentence that describes  Other children may only manage to  begin to write
senses to investigate Things).
this alien. copy one short sentence. her/his ideas by
places, objects, materials listening to the
Give the children time to think of sentences. Lined paper
Encourage word building when the sounds in the
Listen to their ideas and choose one sentence to sounds are phonically possible. words?
Felt-tipped pens
identify and label positive
write (e.g. ‘He has a yellow body with orange If the sound is one they have yet to  write the sounds
and negative features, spots.’) learn, write the word on the white board. White board and
in the correct
forming recognisable letters, Listen to the sentence. pen sequence?
Write tricky words on the Word Wall (or
most of which are correctly This is a tricky word - we could put it on our Word
point to the tricky word if it is already on  begin to write the
Wall. I will write the word ‘He’.
formed the Word Wall). sentences in the
It has a capital letter because it is the first word of
Ask the children to read their sentences, correct
our sentence.
sequence?
4SP5 Shows a natural Which word comes next? Yes, ‘has’. pointing to each word as they say it.
curiosity and desire to find Split up the sounds: <h><a><s>.  read what she/he
has written?
out more, asking questions Who can write ‘has’ next to ‘he’? Remember to
about their own and others’ leave a space, because it is a new word.
activity Continue the sentence, decoding and encoding

whenever possible. Don’t worry if children are
4SP7 The child begins to writing letters that are not correct but are phonically
record observations using plausible.
symbols/pictures/simple Note: Children may want to write the beginning

sound then leave a gap and then write the sound
signs or phrases, and
that they can hear at the end of the word.
makes phonetically plausible
Read the sentence: choose children to come out
attempts at more complex
and point to each word as they say it.
226
words
227
Suggestions
4SP5 Shows a natural Begin to read the Sit the children where they can see the book ‘Sun Up, Sun Down – The Story of Day and Night’. ‘Sun Up, Sun Down Can the child:
curiosity and desire to find book ‘Sun Up, Sun – The Story of Day
Shall we read the title of the book?  show enthusiasm
out more, asking questions Down – The Story of and Night’ by for finding out
Point to the words and read: ‘Sun up, sun down’.
about their own and others’ Day and Night’. Jacqui Bailey (ISBN about day and
What do you think ‘Sun up, sun down’ means? night?
activity 1404811281)
What happens to the sun in the morning?
 ask and answer
4SP10 The child begins to Yes, the sun seems to get higher and higher in the sky - it seems to come up. Globe
questions to
explore changes in their What happens later in the day? obtain additional
Torch
environment and to Yes, the sun seems to move across the sky. information?
investigate making simple But the sun doesn’t move - it is our Earth that is turning.  understand that
observations from evidence, the sun gives us
Note: Be careful not to tell the children that the sun moves in the sky.
light?
both indoors and outdoors
Talk about the mini-beasts on the cover.
(e.g. about familiar places  understand that it
Read the story, pointing to the pictures to emphasise the information. is the earth and
and issues)
not the sun that
Spend extra time talking about the sun being made of bubbling hot gases. (See Area of Learning 2: turns round?
Shape, Size and Colour, where the children make a spherical sun).
 understand that at
Look at the picture on page 12, where the sunlight does not pass through solid materials.
night the sun is
Take the children outside at some point to look at and make shadows. shining on other
countries?
Look at page 15. Take time to explain that the Earth is turning, not the sun.
Continue reading the story, using the illustrations to help with the explanations.
This is our world. it is a ball shape.
This is our country on the globe - Egypt.
Cairo is here. It is a city in Egypt.
Choose a child.
Can you shine the torch on Egypt? The torch is a pretend sun.
Is the sun (torch) shining on the other side of the world?
No, it is night time in those countries. People in those countries are asleep in bed.
Stop reading at the bottom of page 17.
228
Suggestions
4SP5 Shows a natural Continue reading the Sit the children where they can see the book ‘Sun Up, Sun Down – The Story of Day and Night’. ‘Sun Up, Sun Down Can the child:
curiosity and desire to find book ‘Sun Up, Sun Can you remember what the book is called? – The Story of Day
 show enthusiasm
out more, asking questions Down – The Story of Who remembers what ‘sun up and sun down’ means? and Night’ by for finding out
about their own and others’ Day and Night’. Who would like to use the torch to show how the sun shines on Cairo? Jacqui Bailey (ISBN about day and
activity 1404811281) night?
Who can remember what is happening in the countries where the sun is not shining?
Is it Earth or the sun that is turning?  ask and answer
4SP10 The child begins to Globe
questions to
explore changes in their Use the torch to show the sun shining on Cairo, and then how the Earth turns and it becomes night time obtain additional
in Cairo and daytime on the other side of the world. Torch
environment and to information?
investigate making simple Turn to page 17, look at the picture and relate this to the torch demonstration. A small white ball to  understand that
observations from evidence, If possible, take the children outside at some point. Ask them to stand facing towards the sun (emphasise represent the moon the sun gives us
that they must not look directly at the sun, or they will damage their eyes). light?
both indoors and outdoors
(e.g. about familiar places This is daytime.  understand that it
is the earth and
and issues) Ask the children to turn slowly and face the opposite direction.
not the sun that
What can you see on the floor in front of you? moves?
Yes, your shadow. The sun cannot shine through your body.
 understand that at
The sun cannot shine through the Earth, which is why we have night time. night the sun is
Turn over the page and continue explaining the pictures. shining on other
countries?
On page 19, look at the picture and hold up the small ball.
 understand that
The moon is much smaller than the Earth and the Earth is smaller than the sun, which is a
the moon has no
huge sphere.
light of its own?
Has this ball got any light of its own?
No, it seems to have light because the sun shines onto part of it.
Set up a little experiment to demonstrate this. Take groups into a dark area to illustrate night and day.
Is the moon always a round shape in the sky?
The moon seems to have different shapes, because sometimes more of the moon is hiding
behind the Earth.
Continue reading the story, if the children are still concentrating.
229
Learning outcomes Activity Strategies/ Whole Class: Strategies/ Small group: Resources: Assessment
4SP5 Shows a natural Share the book ‘What Sit the children to share the book ‘What Makes Day Choose groups of children. ‘What Makes Day and Can the child:
curiosity and desire to find Makes Day and and Night’. Night’ by Franklyn M
Today we are going to make day time  ask and answer
out more, asking questions Night’. and night time pictures. Branley (ISBN questions about
Read the title, pointing to the words.
about their own and others’ 0808523775) day time and
Make day time and Can you read the title with me? Fold your white paper in half and
activity night time?
night time pictures write ‘day’ at the top of one half and White sheets of paper
What do you think this book will be ‘night’ at the top of the other half.  say a sentence
4SP7 The child begins to and write a sentence. about? (Write these words for the children to Pens about his/her
record observations using copy). picture?
Who can remember why we have day
symbols/pictures/simple time and night time? What do you think we could draw on  use phonics to
signs or phrases, and our day time picture? decode and
Why can’t we see the sun during the
makes phonetically plausible encode words to
night? Listen to the children’s ideas and give them
help independent
attempts at more complex time to draw their picture.
Read the book, using the pictures to help with the writing?
words explanations. Repeat for the night time picture.
Help the children to write a sentence under

each picture.
230
Learning outcomes Activity Strategies/ Whole Class: Suggestions Strategies/ Small group: Resources: Assessment
4SP7 The child begins to Listen to the sounds Sit the children to look at the book ‘Fish and Chips’. Choose groups of children to practise ‘Songbirds’ book ‘Fish Can the child:
record observations using in the word ‘fish’ and writing ‘sh’. and Chips’ (ISBN
Note: The children should have read this book before  hear the first
symbols/pictures/simple find the letters. Trace 9780198466611) sound in the word
this session (see Area of Learning 7: Reading). Give each child a white board and pen.
signs or phrases, and these with a finger ‘fish’?
Can you write the word ‘fish’ for ‘The Phonics
makes phonetically plausible and try to write ‘fish’, Who can remember what the words in the
me? Handbook’ (ISBN 978-  hear the second
title say?
attempts at more complex ‘dish’, ‘ship’, etc. sound in the word
Before you start we will count out 1870946-07-0) page
words Yes, ‘Fish and chips’. ‘fish’?
the sounds. 103 – photocopy the
Today we are going to learn how to write the  hear the <sh>
Give the children time to write. You may sheet (you may want to
letters for ‘fish’. sound and
want the children to copy your letters to enlarge the letters on understand that
Shall we use our fingers to count out the establish correct letter formation.
the bottom and re- the two letters
sounds in ‘fish’?
Shall we try to write ‘dish’? It is together make the
stick)
Put up your thumb. The first sound is <f>. nearly the same as ‘fish’. <sh> sound?
White board and pen  write the letters
Put up your pointing finger. The next sound is Repeat the decoding and encoding.
. for each child that represent the
Try writing words that begin with <sh>, e.g. <sh> sound?
Put up another finger. The last sound is ‘ship’, ‘shop’.
<sh>.
The children may like to colour in the
Fish has three sounds: <f><sh>. picture on the photocopies and practise
writing ‘sh’.
Note: It is important that the children use their fingers to
match the number of sounds (not letters) they can hear Add extra photocopies to the materials on
in words. the writing table.
Can you help me to write the sounds on my
white board?
First sound is <f>. Who would like to write

<f>? Shall we write it in the air first?
Finger up, curve round, then go straight

down. Pick up your finger and go across.
Choose a child to write ‘f’ on the white board.
Which sound comes next in ‘fish’?
231
Yes . It is an easy letter: straight down

with a little hook and a dot on top.
Who would like to write after <f>?
We have <fi>. Which sound do we need to

finish the word ‘fish’?
Yes, <sh>.
<sh> has two letters, but when they are

together they make one sound.
These are the two letters you need.
Write ‘sh’ on the white board to complete the word.
Put your finger on your lips to make the

<sh><sh> sound.
232
4SP7 The child begins to Listen to the sounds Sit the children to look at the book ‘Fish and Chips’. Choose groups of children to practise ‘Songbirds Phonics:’ Can the child:
record observations using in the word ‘chips’ writing ‘ch’ words. Stage 2 book ‘Fish and
Note: The children should have read this book before  hear the first
symbols/pictures/simple find the letters. Trace Chips’ (ISBN sound in the word
this session (see Area of Learning 7: Reading). Give out the white boards and pens.
signs or phrases, and these with a finger 9780198466611) ‘chips’ and
Who can remember what the words in the Can you write the word ‘chips’ for understand that
makes phonetically plausible and try to write ‘chip’,
title say? me? ‘The Phonics the two letters
attempts at more complex ‘chop’, ‘chat’, etc.
Handbook’ (ISBN 978- together make the
Yes, ‘Fish and Chips’. Before you start we will count out
words <ch> sound?
the sounds. 1870946-07-0) page
Today we are going to learn how to write the  hear the second
Give the children time to write. You may 101 – photocopy the
letters for ‘chips’. sound in ‘chips’?
want the children to copy your letters to sheet (you may want
The first sound is written with two letters. establish correct letter formation.
to enlarge the letters  hear the 
Write ‘ch’ on the white board. Shall we try to write ‘chin ’? It is sound?
on the bottom and re-
nearly the same as ‘chip’. 
We use the train wheels action for ‘ch’. stick) hear the final <s>
Repeat the decoding and encoding. sound?
Can you make the <ch> sound and the White board and pen
action with me? Try words that begin with ‘ch’, e.g. ‘chop’,  write the letters
for each child that represent the
‘chat’.
Shall we use our fingers to count out the sounds?
sounds in chips? The children may like to colour in the
picture on the photocopies and practise
Put up your thumb. The first sound is <ch>.
writing ‘ch’
Put up your pointing finger. The next sound is
Add extra photocopies to the materials on
.
the writing table.
Which sound comes next?
Lift up another finger for .
Put up another finger. The last sound is <s>.
‘Chips’ has four sounds: <ch><s>>.
Note: It is important that the children use their fingers to

match the number of sounds (not letters) they can hear
in words.
233
Can you help me to write the sounds on my

white board?
The first sound is <ch>. This sound has two

letters, ‘c’ and ‘h’.
Shall we write ‘ch’ in the air first?
Finger up, start on the right and curve round

to the left – that makes the ‘c’.
Now start at the top, go straight down, back

half way go over and down – that makes the
‘h’.
Choose a child to write ‘ch’ on the white board.
We have written ‘ch’. Which sound comes

next in ‘chips’?
Yes . It is an easy letter, straight down

with a little hook and a dot on top.
Who would like to write next to <ch>?
We have ‘chi’. Which sound do we need

next? Yes, .
Start at the top go, straight down and back

up to the top then curve round.
Who can write ?
Now we have the word ‘chip’ but we need to

finish the word with <s>.
Write ‘s’ to complete the word.
Are you ready to make the train wheels

action and say <ch><ch>?
234
4SP7 The child begins to Hear the voiced <th> Sit the children to look at the book ‘This and That’. Choose groups of children to practise writing ‘th’ ‘Songbirds’ book ‘This Can the child:
record observations using in words (e.g. ‘that’, words. and That’ (ISBN
Note: The children should have read this book  hear the first
symbols/pictures/simple ‘then’, ‘this’, ‘with’). 9780198466611) sound in the word
before this session (see Area of Learning 7: Give out the white boards and pens.
signs or phrases, and Learn to write the ‘that’ and
Reading).Who can remember what the words in Can you write the word ‘that’ for me? ‘The Phonics
makes phonetically plausible letters that represent understand that
the title say? Handbook’ (ISBN 978- the two letters
attempts at more complex the <th> sound. Before you start we will count out the
1870946-07-0) page together make the
Yes, ‘This and That’. sounds.
words <th> sound?
105 – photocopy the
Today we are going to learn how to write Give the children time to write. You may want
the children to copy your letters to establish sheet (you may want  hear the second
the letters for the words ‘this’ and ‘that’. sound in ‘that’?
correct letter formation. to enlarge the letters
We need to look at the picture of the  hear the final ‘t’
Shall we try to write ‘then’? on the bottom and re-
clowns making the two sounds. sound?
stick)
Listen to me saying the words: ‘this’, Repeat the decoding and encoding.
 write the letters
‘that’. Now we will try to write ‘with’. White board and pen that represent the
I will say the words again. Look at my Say ‘with’. for each child sounds?
mouth carefully as I say: ‘this’, ‘that’.
Can you hear <th>? Is <th> at the
Which picture shows me saying <th>, beginning or at the end of ‘with’?
<th>?
Encourage the children to write the words,
Yes, the first picture. decoding and encoding.
Write ‘th’ on the white board. The children may like to colour in the first clown
Our tongue comes out a little way when picture on the photocopies and practise writing
we say <th>. ‘th’.
Can you say <th>, <th> with me? Add extra photocopies to the materials on the
writing table.
Shall we write ‘this’?
First we need to count the sounds
Thumb up. Can you hear <th> at the

beginning of ‘thumb’?
First sound <th>, second sound , last

sound <s>.
235
Check that all the children have three fingers

standing.
Note: It is important that the children use their

fingers to match the number of sounds (not letters)
they can hear in words.
Choose children to write the sounds as they are

decoded on the board.
Check, and if necessary practise, letter formation.
Decode and encode the words ‘this’ and ‘that’.
236
Learning Activity Strategies/ Whole Class: Suggestions Strategies/ Small group: Resources: Assessment
4SP7 The child begins Hear the unvoiced Sit the children to look at the book ‘This and That’. Choose groups of children to practise ‘Songbirds’ book ‘This Can the child:
to record observations <th> as in ‘thin’ and writing ‘th’ words. and That’ (ISBN
Note: The children should have read this book before this session  hear the first
using symbols/pictures/ ‘moth’. 9780198466611) sound in the word
(see Area of Learning 7: Reading). Give out the white boards and pens.
simple signs or phrases, ‘thin’ and
Learn to write the Who can remember what the words in the title say? Can you write the word ‘thin’ ‘The Phonics
and makes phonetically understand that
letters that represent Yes, ‘This and That’. for me? Handbook’ (ISBN the two letters
plausible attempts at
the unvoiced <th> Today we are going to learn that these two letters can 978-1870946-07-0) together make the
Before you start we will
more complex words make a different sound. <th> sound?
sound. count out the sounds. page 105 –
Look at page 6.
Give the children time to write. You photocopy the sheet  hear the second
Shall we read this page together? may want the children to copy your sound in ‘thin’?
(you may want to
‘This is Miss Thin’s shop’. letters to establish correct letter  hear the final ‘n’
enlarge the letters on
Listen to me saying ‘thin’. formation. sound in ‘thin’?
the bottom and re-
Now look at the clowns and my mouth as I say ‘thin’. Now we will try to write
stick)  write the letters
Which clown is making my sound? ‘moth’. that represent the
Yes the second clown with his tongue sticking out White board and pen sounds?
Say ‘moth’.
further.
for each child  hear the
Can you hear <th>? Is <th>
Ask children to repeat ‘thin’. difference in the
at the beginning or at the
Shall we write ‘thin’? end of ‘moth’? two sounds?
First we need to count the sounds.
Encourage the children to write the  understand that
Thumb up, first sound <th>.
words, decoding and encoding. the two <th>
Second sound . sounds are both
Third sound <n>. The children may like to colour in the written using the
second clown picture on the same letters?
Check that all the children have three fingers standing. photocopies and practise writing ‘th’.
Note: It is important that the children use their fingers to Add extra photocopies to the materials
match the number of sounds (not letters) they can hear on the writing table.
in words.
Choose children to write the sounds on the white board
as they are decoded.
Check, and if necessary practise, letter formation.
Decode and encode the word.
237
4SP7 The child begins to Write short sentences Read the book ‘Fish and Chips’. Choose groups to work in pairs to think of a ‘Songbirds’ book ‘Fish Can the child:
record observations using using ‘ch’, ‘sh’ and ‘th’. sentence and write it independently on their and Chips’ (ISBN
This book has lots of <sh> and <ch>  work with a
symbols/pictures/simple and <th> sounds. white boards. 9780198466611) partner to think of
signs or phrases, and sentences?
When you hear the sounds I want you Look at the pictures. (or models) White board and pen
makes phonetically plausible to make the right action for the sound.  decode words?
Shall we name the things we can see for each child
attempts at more complex
Listen carefully and be ready to make in the pictures?  encode words?
words the actions. Pictures (or models) of
Talk to your partner and make up a ‘fish’, ‘chips’, ‘ship’,  write the letters to
Read the story, encouraging the children to sentence about the things in the represent the
make the actions as they hear the sounds. pictures. Use the Word Wall for tricky ‘shop’, etc.
sounds in words?
words.
Do you think you can say a sentence  read the
using some ‘ch’, ‘sh ‘and ‘th’ words? Give the children time to develop their ideas sentence?
and then listen to their sentences.
Talk to the person next to you.
Encourage independent writing - only give help
Give the children time to think of a sentence.
when necessary. Don’t worry if the children
Listen to their ideas and choose one sentence to make a few mistakes - you want them to listen
write collaboratively (e.g. ‘I like to eat fish and to the sounds in words, and decode and
chips with my mum.’) encode confidently.
Use phonics and the Word Wall to write the Ask children to read their sentences to the
sentence. group.
Read the sentence together. Notes:
This type of activity should be encouraged at

least once a week.
Children could begin to use books to record

their ideas.
Working with a partner is excellent for ideas

and confidence building.
238
Suggestions
4SP4 Uses all their relevant Revise writing letters. Choose a group of letters to practise writing with groups of children. White boards and pens Can the child:
senses to investigate
These are some of the groupings that you could choose: Paper  hold a pencil
places, objects, materials correctly?
1. c, d, a, g, q - in the same writing family Pencils
 write some letters
identify and label positive 2. e, s and o - letters that are not in a family Finger paints correctly?
3. m, n, r, p, h, b, u - letters that start at the top Water and a paint  write the ‘c’
forming recognisable letters, writing family
most of which are correctly 4. i, l, f, t - letters that are easy to write brush (to practise correctly?
formed making letters outside)
5. b, d, h, l, k – ascending letters  copy letters or
write letters from
6. p, q, g, j - descending letters memory?
7. v and w - letters that start at the top but don’t go straight down.
Notes:
It is important that the letters are displayed in the classroom
When you practise the sounds and their actions, use the opportunity to practise letter formation.
It is preferable to copy letters correctly rather than form the letters from memory incorrectly.
Reversing ‘b’ and ‘d’ or ‘p’ and ‘9’ is very common at this stage.
239
Kindergarten 2 Topic: Fly Me to the Moon 5. Poetry, Rhymes and Songs

Use ‘Music Express: Year 1’ page 16-23, ‘Long and Short Sounds’ to plan this section.
You may want to use all the suggestions in ‘Music Express: Year 1’, or just choose your favourites.
You may also want to add your own ideas.
5SP7 Recognises Make long or short Sit the children in a circle to: ‘Music Express: Year 1’ Can the child:
and explores how sounds. by M. Hanke (ISBN
 listen to the CD track 12  hear the difference
sounds can be 9780713662313), page between long and
changed,  begin to join in the words, making the appropriate long or short sounds 16, ‘Sound Long or short sounds?
recognising  talk about the difference between the long sounds and the short sounds. Short’  choose an appropriate
repeated sounds You may like to demonstrate the different sounds and ask the children to identify whether the sound is long or short sound?
CD track 12
and sound patterns long or short, e.g. <mmmmmm>, <aaaaaaa>, <d>, <g>.
 make long or short
Some phonic sounds can be made long (e.g. <a>, <e>, <f>) and some are always short (e.g. , A bean bag sounds?
5SP9 Sings and
<c>, <g>,<d>). You may like to go through the alphabet and list the letters in two columns to practise.
narrates a widening
We are going to pass the bean bag round the circle.
range of songs and
poems, developing When the music stops, the person holding the bean bag will make a ‘long’ or ‘short’ sound
and we will try to say which kind of sound they have made.
diction, and refining
the elements Repeat several times until the children are confident.
(getting louder, Note: This activity helps with recognising letters and sounds in a fun way.
quieter, faster,
slower)
240
5SP7 Recognises and Make long and Sit the children in a semi-circle. ‘Music Express: Year 1’ Can the child:
explores how sounds short sounds by M. Hanke (ISBN
Stick the pictures in numerical order.  hear the difference
can be changed, and movements 9780713662313) page between long and short
Listen to the track and label the pictures.
recognising repeated to accompany 16 ‘Fireworks’ sounds?
sounds and sound ‘Fireworks’. Which fireworks make long / short / a mixture of long and short sounds?
CD track 13  make long or short
patterns Can we use our voices to make sounds to match the firework music? sounds with their
Photocopy page 17 and voice?
5SP9 Sings and Shall we try to make actions to match the sounds we are making? (Use the ideas suggested in
‘Music Express’ or make up your own.) cut out the individual  make actions to
narrates a widening
pictures accompany the long or
range of songs and Choose a child to point to the pictures as you make sounds and actions to accompany the music.
short sounds?
poems, developing Blu-tack, or similar
diction, and refining
the elements (getting
louder, quieter, faster,
slower)
241
5SP7 Recognises and Play ‘Firework 1. Sit the children in pairs. ‘Music Express: Year 1’ Can the child:
explores how sounds Bingo’. Give a set of cards to each pair and ask them to place the cards in numerical order. by M. Hanke (ISBN
 hear the difference
can be changed, 9780713662313) page between long and short
Have you all put your cards in the right order?
recognising repeated 16, ‘Fireworks’ sounds?
Listen to the music carefully. The music is not in the same order as your pictures.
sounds and sound  order sound pictures to
CD track 14
patterns You will need to listen very carefully so that you can change them to match the firework match the long and
music. short sound music?
Photocopy page 17 and
5SP9 Sings and
Play the CD several times. cut out the individual  make actions to
narrates a widening
Listen one more time, just to check that your cards are in the right place. pictures - a set for each accompany the long or
range of songs and short sounds?
pair of children
poems, developing Check that they are correct (3, 2, 6, 1, 5, 4).
 make up a different
diction, and refining 2. Sit children in groups of six. Blu-tack, or similar sequence of long and
the elements (getting I want you to choose a sound each and then get into an order and sing (say) them to the short sounds?
louder, quieter, faster, other children.  match their sequence
slower) Secretly put the letters in the order that you are making the sounds. with the cards?
Groups take turns to perform their sound pattern.  listen to other children
and sequence their
Can you hear the different patterns the group were making? long and short sounds
Listen again and put my cards in the order that you hear the sounds. pattern?
Ask the performing group to stick their pattern under your pattern.
Do the two patterns match?
Note: This is a difficult task, so the children will need to experience this activity on many occasions.
242
5SP2 Responds to Learn the poem Sit the children so that they can see the book Stick up the poem ‘Twinkle, Twinkle, Little Star’. ‘Twinkle, Twinkle, Little Can the child:
rhyme in songs and ‘Twinkle, ‘Twinkle, Twinkle, Little Star’. Star: Spaceship,
Point to the words as you say the poem.  join in with the actions
poems and sometimes Twinkle, Little This little book has two poems. Spaceship, Zooming and words?
Can you say the poem as I point to
notices when words Star’. High’ by Wes Magee
Today we are going to learn the first the words?  remember the words
begin with the same poem. (ISBN 9780749693688) for the poem?
Remember to do the actions too.
sound The poem ‘Twinkle,
Read the title with me: ‘Twinkle,  use the actions to
Twinkle, Little Star’. Choose a child to point to the words as the rest Twinkle, Little Star’
5SP4 Performs simple accompany the words?
of the group join in with the words and actions.
Turn to the first reading page. printed in a large font
action songs and
Can you hear any words that rhyme?  hear the rhyme in ‘star’
nursery rhymes with This little boy shows us how to make Blu-tack, or similar and ‘far’?
the actions to go with the words. Yes, ‘star ‘and ‘are’; ‘high’ and ‘sky’.
others, broadly
Can you use your hands to make the Pointer
matching dynamics Can you point to ‘star’ and ‘are’?
‘twinkling’ action?
and other elements They both have the <ar> sound.
Say with me: ‘Twinkle, Twinkle, Little
(e.g. loud, quiet) Star’ - remember to do the action. Can you point to ‘sky’ and ‘high’?
Continue reading the poem, asking the children
They sound the same, but the
to join in with the actions suggested by the little
letters look different. (point to ‘y’ and
boy.
‘igh’ in these words)
Pin up the poem ‘Twinkle, Twinkle, Little Star’ in
the ‘Starry Night’ display.
243
5SP2 Responds to Learn the poem Sit the children so that they can see the book Stick up the poem ‘Spaceship, Spaceship, ‘Twinkle, Twinkle, Little Can the child:
rhyme in songs and ‘Spaceship, ‘Twinkle, Twinkle, Little Star: Spaceship, Zooming High’. Star: Spaceship,
 join in with the actions
poems and sometimes Spaceship, Spaceship, Zooming High’. Spaceship, Zooming
Point at the words as you say the poem. and words?
notices when words Zooming High’. This little book has two poems. High’ by Wes Magee
Can you say the poem as I point to  remember the words
begin with the same We have learned the first poem, the words? (ISBN 9780749693688) for the poem?
sound ‘Twinkle, Twinkle, Little Star’. Today
‘Spaceship, Spaceship, Zooming The poem ‘Spaceship,  use the actions to
we are going to learn the second
5SP4 Performs simple High’. Spaceship, Zooming accompany the words?
poem.
action songs and Shall we read the title together? Remember to do the actions too. High’ printed in a large  hear the rhyme in
nursery rhymes with font ‘stars’ and ‘Mars’?
‘Spaceship, Spaceship, Zooming Choose a child to point at the words as the rest
others, broadly High’. of the group join in with the words and actions.
Blu-tack, or similar
matching dynamics Turn to page 13. Can you hear any words that rhyme?
and other elements This little boy shows us how to make Pointer
Yes, ‘high ‘and ‘sky’; ‘Mars’ and
(e.g. loud, quiet) the actions to go with the words. ‘stars’.
Can you use your hand to make the
Can you point to ‘Mars’ and ‘stars’?
‘zooming’ action?
Say with me: ‘Spaceship, Spaceship, They both have <ars> at the end..
Zooming High’. Can you point to ‘high’ and ‘sky’?
Remember to do the action too.
They sound the same, but the letters
Continue reading the poem, asking the children look different. (point to ‘igh’ and ‘y’)
to join in with the actions suggested by the little
boy.
Pin up the poem ‘Spaceship, Spaceship,
Zooming High’ in the ‘Starry Night’ display.
244
Kindergarten 2 Topic: Fly Me to the Moon 6. Music and Movement

6SP8 Repeats, links Revise stopping As the children come into the hall say: Children and Can the child:
and adapts simple and starting, Can you walk in very quietly and sit in a space? adults
 respond
movements, moving in Now stand quietly and walk into spaces. When I say ‘STOP!’ you must stand very still in your appropriately appropriately to the
sometimes different ways space. clothed different sounds
commenting on his or and in different Observe the children walking: are they looking for spaces or are they just walking round and round? made by the
Tambour tambour?
her work; directions. STOP! We need to make sure we are looking for spaces. You may need to walk sideways or
demonstrates co-
backwards if someone is in your way.  keep a good balance
STOP! Listen to the tambour. (make a regular beat suitable for walking) position for the
ordination and control
‘freeze’?
Can you walk into spaces, taking one step for every beat?
in large- and small-
The loud bang tells you to stop and keep in your shape.  change direction
scale movements
when moving?
Do you think you could move if you had your hands and feet on the floor?
Can you get into a nice shape to begin with?  change positions
Listen to the beat and move - remember to change directions. from high to low?
Repeat several times, asking the children to change their starting positions and to keep a balance when they  remember the
‘freeze’ (i.e. stop and keep their shape). number of moves for
each beat?
Listen again. This time the tambour beats will be slower, so you must take big steps.
Stop the children and repeat the slow beats, checking that the children are ‘freezing’ in the stop positions.
Shall we try to make big movements with our hands and feet on the floor?
Encourage the children to make big movements in different directions.
Ask the children to sit down.

Now we are going to make a pattern of movements: first six ordinary movements, then six big
movements and then ‘freeze’.
Practise several times. Encourage movements in different directions, different ‘freeze’ shapes and good
listening skills.
245
Stop the children and ask them to sit and listen as you scratch the tambour.
Can you move to this sound?
Is it a jerky sound or a smooth sound?
Can you make a good starting shape, ready to begin moving to the smooth sound?
Practise different start positions, moving in different directions, moving from a high position to a low position
and vice-versa. If possible, combine all three ways of moving.
This lesson can be repeated several times by:
 changing the order of the tambour rhythms
 changing the number of beats in each part
 making a repeated pattern, e.g. 3 slow scraping sounds, then 3 ordinary beats
 choosing high or low starting positions
 using one foot and two hands to make the sequence of movements
 using one hand and two feet to make the sequence of movements.
246
6SP7 Demonstrates a Bounce and 1. As the children come into the hall say: Children and Can the child:
range of movements catch a big ball. Can you walk in very quietly and sit in a space? adults
freely, e.g. skipping, We will begin our lesson with a warm up. appropriately
hopping, jumping, First we are going to practise walking into spaces and stopping when I say ‘STOP!’ clothed  move in different
directions?
stepping, and is able Give instructions as they are walking (e.g. walk sideways, walk backwards, walk forwards, etc.)
Big bouncy balls
to show stillness and Repeat for running, hopping, skipping and bouncing (if appropriate).  move in different
(football size) ways?
balance 2. Ask the children to sit down near you.
 throw a ball down
6SP10 Works on Show the children how to bounce and catch the ball.
and catch it when it
his/her own, with a Put your feet slightly apart and throw the ball down, then catch it with both hands when it bounces up. has bounced?
partner and in small Look at the space where you are going to bounce the ball and watch the ball as it bounces back up.  bounce and catch a
Give out the balls and ask children to take them into spaces. ball while walking?
groups to pass and
retrieve/catch/pass a Observe the children practising, giving help and encouragement.
range of small 3. If you feel the children are working well at bouncing and catching, try the following:
equipment, e.g. balls, Walk slowly, bouncing the ball down and catching it.
beanbags, quoits, and What am I doing?
also to develop and I’m bouncing and catching the ball while I’m walking.
communicate ideas I need to be looking at the place that I throw the ball and then watch the ball, ready to catch it.
using their imagination Observe the children practising, giving help and encouragement.
(e.g. listening to a 4. Ask the children to stop and put the balls away in the containers.
piece of music and Can you find a place and lie down?
representing the mood We are going to do some stretching to finish off our lesson.
through dance) Can you make a long thin shape?
Can you make a wide shape?
Can you stand up and make a wide shape?
Can you make your shape wider if you put your hands on the floor?
Can you make a tall thin shape?
Try to keep your shape balanced.
Now lie down quietly on the floor.
Note: The children should always stretch and relax after an action session.
247
6SP7 Demonstrates a Throw and catch Repeat the first four parts of the previous lesson (the second, third and fourth parts should be short). Children and adults Can the child:
range of movements a big ball, When the children have practised bouncing and catching the ball as the walk, divide them into pairs appropriately clothed
freely, e.g. skipping, working with a and collect in one ball from each pair.
Big bouncy balls  move in different
hopping, jumping, partner. Choose a child to help you demonstrate the activity. (football size) directions?
stepping, and is able
I’m going to stand a little way from Ahmed.
to show stillness and .  move in different
I am going to throw the ball so that it will bounce in the space between us. ways?
balance
Ahmed is ready to catch the ball.  bounce a ball so that
6SP10 Works on their partner can
Bounce the ball and (hopefully!) Ahmed will catch it. catch the ball when it
his/her own, with a
Can you bounce the ball back, Ahmed? bounces up?
partner and in small
groups to pass and Ask the children to practise this with their partner.
retrieve/catch/pass a Note: This is a difficult skill for young children - being able to aim at the spot where the ball will bounce
range of small to a partner requires practice.
equipment, e.g. balls, Collect in the balls and finish the lesson with some stretching and relaxing.
beanbags, quoits, and
also to develop and
communicate ideas
using their imagination
(e.g. listening to a
piece of music and
representing the mood
through dance)
248
6SP7 Demonstrates a Throw and catch Repeat the warm up, as in the two previous sessions. Children and adults Can the child:
range of movements quoits, working 1. Sit the children near you and show them the quoits. appropriately clothed
freely, e.g. skipping, with a partner.
I’m going to throw the quoit in the air and catch it. (Demonstrate that the catching action is Quoits
hopping, jumping,  move in different
different to catching a ball.)
directions?
I need to make sure I don’t throw it too high, and to keep watching it so I’m ready to catch it.
to show stillness and  move in different
(Demonstrate what happens when you don’t look at the quoit as it comes down.)
ways?
balance
Give out the quoits and check that the children are in a space.
 throw and catch the
6SP10 Works on Check that they are throwing the quoit to a height where they can usually catch it. quoit?
his/her own, with a
Give the children time to practise their skills.  work with a partner,
partner and in small throwing and
2. Divide the children into pairs and collect in one quoit from each pair.
groups to pass and catching the quoit?
retrieve/catch/pass a Choose a child to demonstrate throwing the quoit to a partner.
range of small Give children time to practise their skills.

equipment, e.g. balls, Note: It is important that the children work with different partners on occasions.
3. Conclude the lesson with stretching and relaxing.
also to develop and
communicate ideas
piece of music and
through dance)
249
6SP7 Demonstrates a Throw and catch 1. Repeat the warm up as in previous sessions. Children and adults Can the child:
range of movements bean bags, 2. Sit the children near you and show them the bean bags. appropriately clothed
 throw the bean bag
freely, e.g. skipping, working with a accurately?
I’m going to throw the bean bag in the air and catch it. (Demonstrate that the catching action Bean bags
hopping, jumping, partner. is different to catching a quoit.)
 look at the bean bag
stepping, and is able when waiting to
I need to make sure I don’t throw it too high, and to keep watching it so I’m ready to catch it.
to show stillness and (Demonstrate what happens when you don’t look at the bean bag as it comes down.) catch?
balance  work with a partner?
Give out the bean bags and check that the children are in a space.
6SP10 Works on Check that they are throwing the bean bag to a height where they can usually catch it.  take turns?
his/her own, with a
Give the children time to practise their skills.
3. Divide the children into pairs and collect in a bean bag from each pair.
groups to pass and
retrieve/catch/pass a Choose a child to demonstrate throwing the bean bag to a partner.
range of small Give children time to practise their skills.

equipment, e.g. balls, Note: It is important that the children work with different partners on occasions
4. Bean bag game.
also to develop and
Divide the class into about four groups. Demonstrate the game with one group.
communicate ideas
using their imagination Ask the children to make a circle with one child in the middle.
(e.g. listening to a The child in the middle has a bean bag and must throw it to one of the children in the circle.
piece of music and Continue the activity round the circle. As the children gain in confidence, they can throw to
random children in the circle.
through dance)
Swap roles frequently.
5. Conclude the lesson with stretching and relaxing.
250
6SP7 Demonstrates a Using skipping 1. Repeat the warm up as in previous sessions. Note: This session Can the child:
range of movements ropes. 2. Sit the children near you and show them the skipping ropes. requires at least two
freely, e.g. skipping, adults.
Today we are learning to skip, using a rope.
hopping, jumping,  move in different
Hold the rope with one end in each hand. Children and adults directions?
appropriately clothed  move in different
to show stillness and Put the rope behind your legs and stretch your arms out to the side.
ways?
balance Bring the rope over your head and when it is on the floor you step over it. Short skipping ropes
 begin to use the rope
6SP10 Works on Now the rope is now behind your legs, so you start again. One long skipping rope for skipping?
his/her own, with a Demonstrate several times.
 jump over the river
partner and in small Give out the ropes and make sure the children are in a space. using different types
groups to pass and of jumping actions?
Note: You will need to be very encouraging, as this is difficult for children of this age.
retrieve/catch/pass a
3. Divide the children into pairs.
range of small
equipment, e.g. balls, Sit by your partner.
beanbags, quoits, and You are going to make a river with your two ropes. (demonstrate this)
also to develop and We are going to see how we can jump across the river.
communicate ideas
Observe the children suggest different ways of jumping across the river, e.g. taking off on two legs
using their imagination and landing on two legs; taking off with one leg and landing on the other leg.
Stop the children and show them how to fold their ropes in four before you collect them.
piece of music and
4. Take out the big rope.
through dance) Tell the children to form a queue.
With the other adult, make the rope wriggle along the floor like a snake.
Ask the children to take turns to jump over the wriggling snake and then join the back of the
queue.
5. Complete the lesson with stretching and relaxing.
251
6SP7 Demonstrates a Carousel of Repeat the warm up. Children and adults Can the child:
range of movements activities learned Sit the children near you and show them the four containers. appropriately clothed
 work with his/her
freely, e.g. skipping, in the previous group?
Show the children the equipment and remind them how to use it. Big balls, skipping
hopping, jumping, sessions.
Tell the children that they will be playing with all the equipment in turn. ropes, bean bags, quoits  show developing
stepping, and is able skills with different
to show stillness and Divide the class into four groups and allocate a space for each group. equipment?
balance Give each group a different set of equipment and observe them using it, giving encouragement and
support.
6SP10 Works on
After five or ten minutes stop the children.
his/her own, with a
partner and in small Put the equipment back into the container and sit quietly near the box.
groups to pass and Tell each group which area they will be moving to next.
retrieve/catch/pass a Now walk to your new equipment and begin.
range of small
When the children have completed the circuit, choose two children from each group to put the
equipment, e.g. balls, equipment in the allocated place.
Complete the lesson with stretching and relaxing.
also to develop and
Note: These carousel sessions can be repeated several times. Use some sessions to develop
communicate ideas
additional skills.
piece of music and
through dance)
252
6SP4 Negotiates small Use climbing Note: You should observe and assess how the children are using this equipment. Kindergarten climbing Can the child:
and large spaces equipment. equipment
Some children may never venture onto the equipment, some may use it rarely and others may  use the spaces with
successfully and safely consideration for
monopolise the equipment.
other children?
6SP6 Uses small and
Children with physical disabilities should have a special programme to meet their specific needs.
large equipment,  show balance and
control on the
demonstrating Talk to the children while they are using the climbing frame and ask:
equipment?
competence in using Do you like going on the climbing frame?
them for a range of If the child says yes:
purposes
Would you like to show me the things you like doing on the climbing frame?
If the child says no:
Why don’t you like climbing?
It may be that the child prefers other opportunities in the Kindergarten, but is happy to show you the
things they can do on the climbing frame. However, if the child is frightened of the climbing frame, you
may need to set up some lower equipment to help them to overcome their fear.
253
Kindergarten 2 Topic: Fly Me to the Moon 7. Reading

Suggestions
Continue to learn tricky words using the suggested lists in ‘The Phonics Handbook’ (ISBN 978-1870946-07-0).
Some children will learn these tricky words at a quicker pace than others.
The activities suggested should use words that reflect this.
Try to use the words in context.
Use captions, poems and other written displays to reinforce the learning of these words.
7SP1 Shows an interest in Group reading. Continue with group reading at least twice a week. Sets of: Can the child:
books and learning to
Differentiate according to ability: ‘PM Alphabet Starters’ PM Alphabet Starters
handle them appropriately,
(ISBN 1-869612833)  turn the pages
turning the pages and 1. For children who are finding it difficult to identify sounds, use ‘PM Alphabet
Starters’. Concentrate on new sounds with these children. (All children find vowels carefully?
looking at pictures ‘PM Starters’ (ISBN
more difficult, so revise these frequently, if necessary.)  repeat the names of
9780170133234)
7SP3 Recognises some 2. For children who are more confident, continue with ‘PM Starters’ up to level four or the objects?
familiar words, e.g. his or five and then move onto ‘Songbirds’. ‘Songbirds’ (ISBN
 begin to hear the first
her own name and common 3. For children who are beginning to decode and encode ‘CVC’ words, use 9780198466611) sound in the names?
words in the environment; ‘Songbirds’. Continue using ‘Songbirds’, eventually moving onto the reading
scheme of your choice. PM Starters
links some sounds to
specific letters, e.g. the With all the children:  know that English is
read from left to right?
letters in his or her name,  talk about the characters and the setting.
 begin to recognise the
and is able to recognise a  sequence what is happening in the story. beginning letters in
few of them  ask questions. words?
 enjoy a variety of books.  memorise some words
7SP4 Knows that, in
that are repeated in the
English, print is read from  enjoy books that children have started to memorise as stories or poems.
text?
254
left to right, in Arabic from  read captions that have been displayed in the classroom. Songbirds (in addition to
right to left, and in both from the above)
 read poems that have been enlarged and displayed.
top to bottom; is also able to
Note: It is essential that the children are able to revisit their favourite books, as this helps to  hear and say the
name and sound letters of
consolidate their learning and gives them confidence. Reading a book without help is very sounds in ‘cvc’ words?
each alphabet
empowering.  blend the sounds to
7SP5 Hears and says make words?
sounds in simple
Consonant-Vowel-
Consonant (CVC) words
and may begin to recognise,
identify, sound and name
the letters of the alphabet
7SP6 Attempts to sight read

some high-frequency words
in a range of contexts
255
7SP4 Knows that, in Revise ‘Jolly Al least once a week children should revise all the Children should be observed regularly through Pictures or models of Can the child:
English, print is read from Phonics’ sounds that they have learned, using a variety of which the extent of sounds learnt can be objects
 match the letter to the
left to right, in Arabic from sounds. methods. Choose a few letters each day. assessed. This task should be undertaken by sound and action?
A pointer
right to left, and in both from the class teacher and/or the assistant teacher.
This should be a short activity, taking two or three  match the sound to the
top to bottom; is also able to ‘Jolly Phonics’ letters
minutes. This will enable you to: letter?
Mix the three methods of learning sounds described  hear the beginning
each alphabet below.  target particular groups of children
sound in a word and
Sit the children in a semicircle and stickup the letters  choose suitable letters. match it to the letter?
so the children can easily see them.  recognise most of the
sounds?
Method 1
Make a ‘Jolly Phonics’ action.  recognise fewer than

10 sounds?
Ask the children to make the corresponding sound.
Who can point to the letter?
Method 2
Show a picture or model.
Can you do the action and make the

sound for the beginning letter?
Can you point to the letter?
Method 3
Point to a letter.
Can you all make the sound and action to

match the letter?
256
7SP4 Knows that, in Decode Sit the children in a semi-circle. Choose groups of six children to work in pairs. ‘Songbirds’ book Can the child:
‘The Odd Pet’ (ISBN
English, print is read from and encode Stick the letters in random order. Give each pair a set of letters and show them a 9780198466611)  hear the first sound in
left to right, in Arabic from ‘CVC’ words the ‘cvc’ word?
picture of Zog. ‘The Jolly Phonics
right to left, and in both from Can we make the sound and action for
from the Word Book’ (ISBN  identify the letter?
these letters? Look at the picture.
top to bottom; is also able to ‘Songbirds’ 978-1-870946797)  hear the second sound
name and sound letters of Hold up the book ‘The Odd Pet’, showing a picture of This bird is not a hen, but it does
book ‘The in the ‘cvc’ word?
the Zog with ten red legs. have a beak. Letters for the whole
each alphabet Odd Pet’.
Look at this very strange animal. class session: t, e,  identify the letter?
Her name is Zog.
7SP5 Hears and says
Shall we count her legs? Which sound can you hear at the
n, l, g, s, p.  hear the final sound in
sounds in simple
beginning? Yes, <z>. the ‘cvc’ word?
Consonant-Vowel- She has ten legs. A set of letters for
Can you find the letter ‘z’?  identify the letter?
Consonant (CVC) words Say ‘ten’. Which sound can you hear at each pair: z, o, g, d,
and may begin to recognise, the beginning? Repeat the decoding and encoding techniques h, p, e, t.  encode (squeeze
in the whole class session. together) the sounds
identify, sound and name Yes, the <t> sound.
Blu-tack, or similar and read the word?
the letters of the alphabet Who can stick ‘t’ here on the left? If you feel that a group is decoding and
encoding confidently Say:
We have <t>. Which sound comes next in
‘ten’? <t><e><n>. Look at this dog. Do you think you
can use the letters to make the word
Yes, <e>. Can you find ‘e’ and stick it next ‘dog’?
to ‘t’? We now have <te>.
Remember to listen carefully to the
Which sound do we need at the end ‘ten’? sounds as you say the word.
Yes, <n>. We need to stick ‘n’ at the end Can you read your word?
to finish the word.
Three sounds: <d><o><g> - ‘dog’.
Can you say the sounds with me?
Repeat for ‘hop’ and ‘pet’.
Let’s use our fingers to count the sounds:
<t><e><n>. You may want to repeat this lesson, decoding
and encoding other words from the book.
Squeeze the sounds together: ‘ten’.
‘The Jolly Phonics Word Book’ has useful lists
Repeat for ‘legs’ and ‘pet’. of ‘CVC’ words.
257
7SP4 Knows that, in Group reading: the Choose groups of children with a similar ability for decoding and encoding ‘CVC’ words. ‘Songbirds’ book Can the child:
‘Songbirds’ book ‘The Odd Pet’ (ISBN
English, print is read
‘The Odd Pet’ Give a book to each child and allow a few minutes for the children to look through the book. 9780198466611) –  follow the print from left
from left to right, in (ISBN 978-0-19- a copy for each to right?
846661-1). Shall we look at the cover? What can you see? child in the group
Arabic from right to
Decode and A very strange animal?  remember the tricky
left, and in both from word ‘the’?
encode words in Do you think it is a real animal? Why/why not?
top to bottom; is also
the book. Look at its tail. Which animal could have a tail like that?  decode the sounds in
able to name and ‘cvc’ words?
Would that animal have a beak?
sound letters of each
Shall we count his legs?  encode the sounds to
alphabet make the word?
Can you read any of the blue words in the title?
7SP5 Hears and says The first word is one of your ‘tricky’ words.  talk about the
sounds in simple Who knows the word? Yes, ‘the’. characters in the book?
Consonant-Vowel- Shall we look at the second word?
Consonant (CVC) How many letters does it have? Yes, three.
words and may begin Point to the first letter. It is ’o’.
to recognise, identify, The next letter is ‘d’.
sound and name the The word is ‘odd’. Sometimes in English we see the same two letters at the end of words, but
letters of the alphabet we only say the letter once.
The word ‘odd’ in this story means ‘strange’ or ‘unusual’.
Decode and encode the word ‘pet’.
Read first the title and then each page of the book.
Decode and encode any words that the children are unable to read.
Talk about the pictures and ask questions about what is happening.
Which is your favourite page?

Why?
Would you like to have a Zog pet?
Why/why not?
Note: Read the book several times, so that the children gain confidence not only with memorising the
text but also with asking questions and talking about the pictures and story.
258
7SP4 Knows that, in Group reading: the Choose groups of children with a similar ability for decoding and encoding ‘CVC’ words. ‘Songbirds’ book Can the child:
‘Songbirds’ book ‘Miss! Miss!’ (ISBN
‘Miss! Miss!’ Give a book to each child and allow a few minutes for the children to look through the book. 9780198466611) -  remember that double
from left to right, in a copy for each letters at the end of
Decode and Shall we look at the cover? What can you see? child in the group
Arabic from right to words make only one
encode words in Yes, it looks like a boy wanting to ask the teacher something.
left, and in both from sound (e.g. ‘ss’ at the
the book. Look at the title. What do you think he is saying? end of ‘miss’)?
I will sound out for you: <m><ss>.
able to name and  decode the sounds in
Can you squeeze the sounds together? Yes, the word is ‘Miss’. the word?
Remember, in English some words end with two letters that are the same, but we only make
alphabet  encode the sounds?
the sound once.
Look at the first page. What do you think the boy is doing?  remember the word
7SP5 Hears and says
Is the little girl happy? How can you tell? when it has been
sounds in simple encoded?
Shall we find out what she is saying?
Consonant-Vowel-
Try to break up the sounds.
Consonant (CVC)
Remember if you see two letters at the end of a word that are the same they will make one
words and may begin
sound.
to recognise, identify,
Who would like to try?
sound and name the
Give lots of help, encouragement and praise.
letters of the alphabet
Shall we say it together?
She is cross, so we need to say the words in a cross voice.
These names are English names.
Shall we sound out and read the names together?
Look at the big coats on the pegs - it must be a cold day.
Read the book, encouraging the children to decode and encode.
Most of this story is in speech, so you could ask children to be different characters and say the words.
Note: It is very important to talk about what is happening - this is as important as reading the book
correctly.
259
7SP4 Knows that, in Learn the action Sit the children in a semi-circle. ‘The Phonics Can the child:
English, print is read and sound for Handbook’ (ISBN
Show the models or pictures beginning with <sh>.  hear the <sh> sound at
from left to right, in <sh>. 978-1870946-07-0) the beginning of
Arabic from right to Shall we name these things? (‘ship’,’ shampoo’,’ shell’ etc) words?
‘Jolly Phonics’ letter
left, and in both from Listen carefully to the beginning sound. What sound did you hear at the beginning?  make the action and
for <sh>
top to bottom; is also Yes, <sh>. sound for <sh>?
able to name and Pictures or models
Put your finger on your lips and say <sh>.  remember the two
sound letters of each of things that begin letters that make the
This is the action for <sh>. or end with <sh>, <sh> sound?
alphabet
Show the ‘Jolly Phonics’ letter and repeat the action and sound. e.g. ‘ship’, ’shop’,
Can you see that there are two letters together that make this sound? ‘shampoo’, ‘shell’,
‘shower’, ‘fish’, ‘dish’
When you see the two letters <s> and <h> together, they make a new sound: <sh>.
In a later session, introduce the <sh> sound at the end of words.
7SP4 Knows that, in Learn the action Sit the children in a semi-circle. ‘The Phonics Can the child:
English, print is read and sound for Handbook’ (ISBN
Show the models or pictures beginning with <ch>.  hear the <ch> sound at
from left to right, in <ch>. 978-1870946-07-0) the beginning of
Arabic from right to Shall we name these things? (‘chocolate’, ‘cheese’, ‘chips’, etc) words?
‘Jolly Phonics’ letter
left, and in both from Listen carefully to the beginning sound. What sound did you hear at the beginning?  make the action and
for <ch>
top to bottom; is also Yes, <ch>. sound for <ch>?
able to name and Pictures or models
This sound is like a steam train, so we use our arms like train wheels and make a  remember the two
sound letters of each of things that begin letters that make the
<ch><ch><ch> sound.
alphabet or end with <ch>, <ch> sound?
Can you make the action and sound for <ch>?
e.g. ‘chips’,
Show the ‘Jolly Phonics’ letter and repeat the action and sound. ‘cheese’,
Can you see that there are two letters together that make this sound? ‘chocolate’,
When you see the two letters <c> and <h> together, they make a new sound: <ch>. ‘cheeks’, ‘chin’,
‘chicken’, ‘watch’,
In a later session, introduce the <ch> sound at the end of words.
‘match’, ‘catch’, etc
260
7SP4 Knows that, in Learn the ‘voiced’ Sit the children where they can see the book ‘This and That’. ‘The Phonics Can the child:
English, print is read and ‘unvoiced’ Listen carefully as I read the title: ‘This and That’. Handbook’ (ISBN
Listen again to the beginning sounds: ‘this’ and ‘that’.  hear the ‘unvoiced’
from left to right, in sounds for <th>. 1870946073), page <th> at the beginning
Which sound can you hear? Yes, <th>.
Arabic from right to 105. of ‘this’ and ‘that’?
You need to put your tongue out just a little and make this sound: <th>.
left, and in both from  make the action and
Try again - it is a hard sound to make. ‘Jolly Phonics’ letter
There are lots of English words that begin with this sound. (e.g. ’this’, ‘that’, ‘them’, ‘those’) <th> sound for the ‘voiced’
able to name and <th>?
I am going to read the first page. Listen to the beginning sounds in all the words and make ‘Songbirds’ book
sound letters of each the action. ‘This and That’  remember the two
‘This is Mr Chan’s shop’. (ISBN letters that make <th>
alphabet 9780198466611)
Point to the beginning of the word and say: sound?
Do you remember the sound and action we make when these two letters are together? (th)  hear the ‘voiced’ <th>
Shall we make the action and sound for the two letters? at the beginning of
Now make the sound for all the letters in the first word <th><s>. ‘thumb’ and ‘three’?
Squeeze the sounds together: <th><s> - ‘this’.
Show the ‘Jolly Phonics’ letter for the two <th> sounds.
Look at the first clown. He is making the sound we made at the beginning of the word ‘this’.
His tongue is sticking out a little bit.
Look at the second clown. His tongue is sticking out much further.
Listen, he is making this sound: <th>.
Tongue out and make a long blowing sound: <th>.
You can hear this sound at the beginning of the words ‘thumb’ and ‘three’.
Shall we split up the sounds in the word ‘thin’?
First sound: <th>. (write ‘th’ on the white board)
Listen to the word ‘thin’ again. <th>, what is the second sound? Yes, .
Who would like to write ‘i’ next to ‘th’?
We have <th>. What is the last sound? Yes, <n>.
Who can write ’n’?
Say the sounds with me: <th><n>. Squeeze the sounds together: ‘thin’.
We have learned two different sounds, but we write them with the same two letters.
261
7SP4 Knows that, in Group reading: the Choose groups of children with a similar ability for decoding and encoding ‘CVC’ words and those who ‘Songbirds’ book Can the child:
‘Songbirds’ book ‘This and That’
English, print is read have become confident with the sounds <sh>, <ch> and <th>.
‘This and That’. (ISBN  talk about the book?
from left to right, in 9780198466611)
Decode and Give a books to each child and allow a few minutes for the children to look through the book.  decode and encode
encode words in Shall we look at the cover? What can you see? ‘cvc’ words?
left, and in both from
the book.  remember the new
top to bottom; is also Yes, the little boy is carrying so many things.
sounds they have
able to name and What can you see in his hands? learned?
sound letters of each Who can remember the name of the book?  use the new sounds for
alphabet decoding and
Yes, ‘This and That’ Both words begin with the sound <th>.
encoding?
7SP5 Hears and says Read the book together, using decoding and encoding skills when necessary.
sounds in simple
Remind the children that ‘have’ is a ‘tricky word’.
Consonant-Vowel-
Encourage the children to read on their own or in pairs and give support, if necessary.
Consonant (CVC)
words and may begin Note: It is very important to talk about what is happening - this is as important as reading the book
correctly. The book should be read on more than one occasion, perhaps varying the groups of children
or taking turns to read two pages each.
sound and name the
letters of the alphabet
262
7SP6 Attempts to sight Key words Word Arrange the brick-shaped paper rectangles like a brick wall in advance of the lesson. Brick-shaped paper Can the child:
read some high- Wall. rectangles
Choose four words to learn in the first session.  repeat the word?
frequency words in a
Tricky words,  point to words when
range of contexts Sit the children where they can see the wall and read the title together: ‘Our Tricky Word Wall’.
printed in a large they are read?
Place the four printed tricky words on the floor where the children can see them easily.
font  remember any words?
Hold up one word at a time and read the word, asking the children to repeat it.
For each tricky word, make up a sentence containing the word, so the children hear it in context.
Label: ‘Our Tricky
Ask individual children to come out and point to a word you have read.
Word Wall’
Ask children to come out and choose a word they can read.
Turn the words face down.
Who would like to turn over a word and see if they can read it?
If the child is struggling, give them clues, e.g. ‘It rhymes with ‘ball’ and ‘tall’ and ‘wall’’.
If the child can read the word without help, ask them to stick it onto a brick on the Word Wall.
Play several times until most of the children have remembered the first four words.
Add one or two words when appropriate and play again.
Introduce all twelve tricky words within two or three weeks.
263
7SP6 Attempts to sight Play a word Choose groups of six children who are beginning to remember the key words. ‘The Phonics Can the child:
read some high- matching game to Handbook’ (ISBN
This is an example of a card using the tricky words suggested in ‘The Phonics Handbook’.  match the key word on
frequency words in a help learn tricky 1870946073) the card?
range of contexts have the to
words. A set of four  say the word?
do are all laminated cards,  remember some of the
each divided into words?
you your said
twelve with a key
 use strategies to
was I to word in each space remember the words?
Give each child a card. Laminated sets of
Put the words upside down in random order on the table. words to match
The children take turns to play. those on the boards
Hassan, you go first - pick up a card. Counters (for prizes)

Can you find the matching word on your card? Yes, so you win one counter.
Can you say the word? Yes, it is ‘all’. Win another counter.
Give lots of praise and encouragement.
Help the children use strategies for remembering the words:
 Many have (an) initial letter/s that could be helpful (e.g. ‘the’, ‘said’, ‘was’).
 Some words rhyme, e.g. ‘do’ and ‘to’.
 Some have a distinctive sound in the middle, e.g. ‘have’.
 Some are very difficult (e.g. ‘all’) but have lots of words that rhyme with them, such as ‘ball’, ‘call’,
‘wall’, etc.
Make cards with different key words. You could choose key words from captions or from ‘The Phonics
Handbook’.
264
7SP6 Attempts to sight Add words to the Sit the class near the Word Wall at least twice a week and go through the words on the Wall. Word Wall Can the child:
read some high- Word Wall.
Who can point to the word ‘he’ on the wall? Pointer  remember words out of
frequency words in a context?
How did you know which word to point to?
range of contexts
 use beginning letters to
Repeat with other words.
help identify a word?
Point to random words, asking the children to call out the words.
 use rhyme to find
Read the words in order. similar words?
Point to all the words with a similar rhyme.
Note: At the beginning of each half term, test individual children to check how many ‘tricky’ words they
have memorised. Some children who find sounding out difficult are very good at memorising words.
265
Kindergarten 2 Topic: Fly Me to the Moon 8. Number

8SP7 Has a Revise counting Use a few of these short activities every day. Fingers and toes Can the child:
secure 1-20, using fingers You may want to target groups who are exceeding your expectations, or those who are finding number  join in with the
understanding of and toes. counting activity?
more difficult.
numbers to 20,
Count back 20-0,  match the count with
counting objects Make sure all the children are:
fingers and toes?
using fingers and
and recognising
toes.  raising and bending fingers to match the count  count on from any
and writing number?
numbers Add one more.  saying some numbers
 count back from any
accurately  matching the count to the number being shown number?
Take away one,
8SP10 Finds how (bend down one  saying the words correctly.  say what is one more
many there are in finger). than any number up
to 20?
two groups by
Count on from any  say what comes
combining and
number. before and after any
counting them; is
number up to 20?
able to find one Count back from
more or fewer in any number.
practical contexts
Show me 16, show
two more, etc.
266
8SP5 Counts up to Change the Whenever a child has a birthday, ask the following: Birthday chart showing Can the child:
10 objects and birthday chart. How many children are still five? five and six year olds
 explain why one
counts out or takes How many children are now six? group (set) is larger
Partition the ‘Compare Bears’ (or
a specified number Are there more five year olds or more six year olds? or smaller than the
number. other counting
of things from a Which set will get bigger/smaller? Why? other?
apparatus)
larger collection of Today it is Hassan’s birthday.  partition a set and
objects, showing a How old do you think he is? Yes, he is six. Two circles of paper recombine it?
reliable 1:1 Sing ‘Happy Birthday’.  understand that

White board and pen.
correspondence Hassan, you need to move your picture. Where will it go? when the number is
How many children are still only five? partitioned and
8SP9 Compares Shall we count them?
recombined the
number will be the
two groups of Repeat for six year olds. same?
objects and
Which group is bigger? How do you know?
 understand that
recognises Hassan, can you count out six bears to match your birthday number? subtraction makes a
differences Can you put a few bears on each circle? number smaller?
between unequal How many bears on this circle? (point to the first circle)
groups Yes, there are (e.g.) four.
Who can write ‘4’ on the white board?
8SP10 Finds how
Repeat for the second circle.
many there are in
Which circle has the bigger number of bears?
two groups by
How many bears altogether? Yes, four and two more make six.
combining and
This is how we write the number sentence: 4+2=6 (write this on the white board) and we read it: ‘four
counting them; is add (and) two make (equal) six’.
able to find one Can you read the number sentence with me?
more or fewer in Put your hand on the four and say ‘four’, then count on, ‘five, six’.
practical contexts Can you count the bears with me?
Repeat, using fingers:
Put four on your head (touch your head and say ‘four’), count on two (hold up two fingers) - five, six.
Ask children to partition six in different ways.
Read the number sentences together.
267
8SP7 Has a Revise writing Pin up the numbers 1-19 and sit the children where Choose groups of children to write numbers to 0 - Number wall Can the child:
secure numbers to 10 and they can see them. 19. Children who have poor fine motor control may
Number square  count up to 19,
understanding of extend this to at need to practise on larger squared paper.
Shall we read the numbers? pointing to each
numbers to 20, least 19. Number lines 0-9 and number as it is
We are going to practise writing them in Can you copy the numbers up to ten?
counting objects the air as I trace over them. 0 - 20 spoken?
Remember to check on your number line
and recognising Remember to talk through the action, e.g. before beginning to write. Large numbers 1-19 to  copy each number
correctly?
and writing Nine starts like ‘a’, make the ‘a’ shape Check that the children’s numbers are correctly copy
numbers and then go straight down. formed. If not, practise those that are difficult.  count back from 19
accurately Choose individual children to come out and copy Can you count along the number line? White board and pen to 0?
the numbers 1-9. Can you point to 12? etc. Large squared paper
Look at the number square together. Can you copy the numbers carefully? for the children (the
Can you see that all the numbers after Remember the first digit is one, (it means squares must be large
nine have two digits? ‘one ten’).
enough for the
Look at ten. The first digit is ‘one ten’ Can you copy the numbers up to 19?
and the second digit is zero. children to write a
Check that the numbers are correctly orientated. If numeral in each
Ten and no more. not, practise the incorrect ones.
square)
Show me ten fingers. Shall we count back?
Point to eleven. We will start on 19.
Eleven has two digits: one ten and one Check that the children are pointing to the correct
more. numbers as they count back.
Ten toes and one finger.
Give each child a piece of large-squared paper and
Repeat for the other numbers up to twenty. ask them to write one digit in each square.
These one-ten numbers have quite hard
names. As I point to them, shall we say
them together?
Shall we say these two-digit numbers
together? Ten, eleven, twelve....
268
8SP7 Has a Use the number Sit the children in a semi-circle, close to the 0-20 number line and number square. Numbers 21-40 to add Can the child:
secure square and number to the number line and
Which is the biggest number you can see?  recognise the
understanding of line 0- 40, both number square numbers on the
Which is the smallest?
numbers to 20, extended from 20 to number square?
Use red and yellow to
counting objects 40. Who can point to 16?
continue the pattern  count on or back
and recognising Yes, ten (point to 10) and six more. from any of the
started for numbers 0-
and writing numbers?
Shall we count on? 20
numbers  count in twos along
Count on and back, changing direction and starting numbers frequently.
accurately Blu-tack, or similar the number line?
Place the numbers in random order in the middle of the semi-circle.
8SP10 Finds how Pegs
Today I have some extra numbers for our number square (number line).
many there are in
Pointer
two groups by What do you think the next number will be?
combining and Yes, twenty one.
counting them; is I wonder how we will find twenty one?
able to find one
It will have two digits and the first digit will be two.
more or fewer in
Two tens and then one more.
practical contexts
All my fingers and toes and one more.
Sami, Muneer and Amina, please come out.
All Sami’s fingers, all Amina’s fingers and Muneer’s thumb.
Ten, twenty, twenty one.
Who can peg ‘21’ onto the number line? (or stick onto the number square)
How can we make 22?
Sami and Amina have twenty (ten, twenty). How many will Muneer need to show?
Repeat up to 40.
269
8SP7 Has a Use the number Sit the children where they can see the number Differentiate: Number square 0-39 Can the child:
secure square and number square (or number line).
1. Number line 0-20 Number line 0-20  count confidently up
understanding of line 0-40. to 20?
Shall we count the numbers on our Can you count along the number line?
numbers to 20 Number square and
number square?  count confidently
(40), counting Check that the children are saying the ‘teen’ number line 0-40
Say every number as I point to it. beyond 20?
numbers correctly.
objects and
Pointer  recognise the
Look at the numbers at the beginning Shall we count back?
recognising and numerals for each
of each line.
writing numbers Can you point to 8? number?
What do you notice about them?
accurately Can you point to 16?  find random
Yes, in all the numbers the second numbers?
digit is a zero. Observe how quickly the children are finding the
numbers. Give clues, e.g. ’Is 16 bigger than 10?’  say the number that
The first digit tells us the number of
comes before or after
tens and the second digit tells us the We could start at ten and count on, or we
each number?
number of ones. could say it is ten and six more.
 count on and back?
Point to individual numbers, e.g. 24. Repeat for other numbers.
2. Number square 0-39  count on or back

What is this number?
across a ‘tens’
Which number is one more? (comes Repeat the above questions. number?
after)
Encourage the children to look at the tens number at
Which number is one less? (comes the beginning of the line to help them find numbers,
before) e.g. 27 is 20 and seven more.
Repeat for other numbers. Practise counting on and back, especially over the
‘tens’ numbers, e.g. 18, 19, 20, 21 or 22, 21, 20, 19,
Practise counting on and back four or five digits 18.
from any number.
Note: Adding and subtracting becomes much easier
Note: Counting on and back across tens is if children are confident with counting on and back.
especially hard.
270
8SP5 Counts up to Count in twos to Sit the children in a semi-circle. Choose groups of children. ‘Compare Bears’ Can the child:
10 objects and 10. Can you help me to count out ten Can you all get out 10 cubes and arrange Interlocking cubes  take out the correct
counts out or takes Compare Bears? the cubes in groups of two? number of cubes
a specified number from a large group?
Who can arrange the bears in groups Can you count your cubes?
of things from a of two?  arrange the cubes in
Repeat until the children are counting confidently.
larger collection of groups of two?
I have a special way of counting in
objects, showing a How many cubes in three groups of two?
twos - listen first.  count the groups with
reliable 1:1 Can you count them for me? whispery and loud
Count by whispering ’one’, saying ‘two’,
correspondence numbers?
whispering ‘three’, saying ‘four’, etc. as all the How many in one group of two?
bears are counted.  understand that three
Ask the children to pull their cubes apart.
Can you help me to count the bears in groups of two make
groups of two? Count out six cubes. six cubes?
Invite five children to come out to the front. How many groups of two can you make  understand that six
with your six cubes? can be arranged in
Shall we count their arms? three groups of two?
Yes, six cubes make three groups of two.
Children raise one bear arm at a time as you
count in whispery and spoken numbers. Repeat.
Repeat this activity until the children are able to

drop the ‘whispery’ numbers and count 2, 4, 6, 8,
10.
271
8SP7 Has a Count in tens. Sit the children where they can see the class Choose groups of up to eight children who can Class number square Can the child:
secure number square. count in tens. 1-40
 count along the
understanding of number square?
Shall we count the ‘tens’ numbers down Place the ten-sticks in the middle of the table. Number square (1-40)
numbers to 20 the side of the square?
Can you all take a stick and count the for each child  understand that a
(40), counting ten-stick matches
Choose four children to come out to the front. cubes?
objects and Interlocking cubes in with the number ten?
Shall we count their fingers? Write a ‘tens’ number on the board, e.g. 20. groups of ten
recognising and  count in tens?
writing numbers The children raise ten fingers to match the count: Can you take out the cubes to match the
10, 20, 30, 40. number? Counters  understand that the
accurately first digit of a two-
Who can point forty on the number Give each child a number square and a counter. White board and pen
digit number tells you
square? how many tens are
I’ve made a number with cubes (30 - three
Yes, forty is four groups of ten. sticks of ten). required?
Who can point to thirty? Can you put a counter on that number?  understand that the
second digit in a
What will we need to do so that we only Can you count out 30 cubes? Yes, 30 is multiple of ten (a
see thirty fingers? three ten-sticks. ‘tens’ number) will
Repeat Repeat with other ‘tens’ numbers. end with a zero?
Show the sticks of ten cubes.
Shall we count the cubes in this stick?
All the sticks have ten cubes, because

they are the same length.
Who can come out and count thirty

cubes?
Shall we check to see that we have

thirty? (count 10, 20, 30)
Who can point to 30 on the square?
272
8SP7 Has a Count in tens and Sit the children where they can see the class Choose groups of up to eight children who can Class number square Can the child:
secure ones. number square. count in tens.. 1-40
 count along the
understanding of Point to a number, e.g. 24. number square?
Give out the number squares. Number square (1-40)
numbers to 20(40), What is this number?
Ask children to point to different numbers. for each child  understand that a
counting objects ten-stick matches the
Yes 24. I am going to stick a counter by
and recognising the number so that we remember it. Ask children to make numbers with the ten-sticks Interlocking cubes in number ten?
and individual cubes for you to identify. groups of ten and
and writing How many tens? Yes, two tens - twenty.  count in tens?
numbers individual cubes
Zaki, can you get 20 cubes?  understand that the
accurately How many ten-sticks will you need? first digit of a two-
Yes, two - to match the first digit in the digit number tells you
number. how many tens?
Now we have twenty, but we need  understand that the

twenty four. second digit of a two-
How many more do we need?
how many ones?
Yes, we need four more.
Count the cubes and count on the number square.
273
8SP7 Has a ‘Shoot out’ tens. Sit the children in a semi-circle, facing the class number square. Class number square. Can the child:
secure
How many fingers do we have? Shall we count them to check?  count along the
understanding of number square?
Invite four children to come out.
numbers to 20,
 understand that ten
counting objects How many children? How many fingers?
fingers match the
and recognising Shall we count them in tens? number ten?
and writing Children ‘shoot out’ their fingers as the class chant : ‘10, 20, 30, 40’.  count in tens?
numbers
Repeat for 20 as follows:  understand that the
accurately first digit of a two-
Can you ‘shoot out’ ten fingers twice and say with me ’10, 20’?
If you shoot our ten fingers twice you are shooting out twenty fingers. how many tens?
Who can point to 20 on the square?
The first digit is two and it means two tens.
Repeat for 30.
274
8SP5 Counts up to 10 Partition seven Sit the children where they can see the two paper Choose groups of children of about eight children ‘Compare Bears’ Can the child:
objects and counts out to make two circles. who are confidently counting on from any number up
Two paper circles  Count out seven
or takes a specified groups and to ten. Ask them to work in pairs. bears from a larger
Choose a child to count out seven ‘Compare
number of things from then combine White board and pen group?
Bears’. Can each pair take out seven bears?
a larger collection of them - using  split the bears
Can you help me to check that we have Several small paper
Take two paper circles and put some
objects, showing a ‘Compare exactly seven bears? between the two
bears on each circle. circles
reliable 1:1 Bears’. circles?
Who would like to partition the bears by
Ask each pair to tell you how many they have on Numbers 0-7
correspondence putting some bears on each paper  say which group is
each circle, e.g. ‘We have five here and two here.’
circle? the larger/smaller?
8SP10 Finds how Self adhesive labels
Point to the first circle Can you show me how you will add the
 count on from the
many there are in two two groups? Felt-tipped pens
How many bears on this circle of paper? first group?
groups by combining You may need to demonstrate the calculation:
Repeat with the second circle.  know that the total
and counting them; is
Five, (put your hand on the five bears and will always be
Which circle has most bears?
able to find one more count on by touching and saying) six, seven?
How do you know? seven.
or fewer in practical
Remember, we always start adding with
contexts Can you write your number sentence on
the bigger group.
this label?
8SP11 In practical Swap the circles, if necessary.
Repeat with the other pairs.
contexts, understands, Point to the first circle.
and begins to use Stick up the number sentences.
How many? Yes four.
vocabulary involved in Shall we read our number sentences?
Place your hand over the four bears, saying:
addition and What is the same about them all? (they all
Four, count on - five, six, seven.
subtraction, such as have seven as the answer)
How many bears altogether?
‘add’, ‘take away’,
Yes, seven.
‘makes’, ‘altogether’,
Can you help me write the number
‘how many’, etc sentence?
Four and three more makes seven.
Shall we read the number sentence?
Repeat.
275
8SP5 Counts up to Partition seven Sit the children in a semi-circle. Repeat the activity with small groups. A bucket Can the child:
10 objects and to make two
Choose a child and ask: Record the names and number sentences Bean bags  count out seven bean
counts out or takes a groups and then bags from a larger
Can you count out seven bean bags? on the white board.
specified number of combine them - White boards and group?
Shall we check that we have seven?
things from a larger using bean bags Read the number sentences. pens
Who would like to count them?  say which group is
collection of objects, and a bucket. the larger/smaller?
Today we are going to find out how many bean
showing a reliable bags you can throw into the bucket.  count on from the
1:1 correspondence Who would like to have a turn? first group?
8SP10 Finds how

Hassan, you need to stand here to throw the  know that the total
bean bags. will always be
many there are in
We will need to sit quietly, as this is quite hard. seven?
two groups by
Hassan throws the bean bags, one at a time.
combining and
How many bean bags didn’t go into the bucket?
counting them; is
(e.g. three)
able to find one
How many do you think went into the bucket?
more or fewer in
Shall we try to find out, using our fingers?
practical contexts
Put seven fingers up - five and two more.
8SP11 In practical How many were on the floor?
contexts, Three - bend down three fingers.
understands, and How many fingers still standing? Four, so there
must be four bean bags in the bucket.
begins to use
Hassan, tip the bean bags out for us to check.
vocabulary involved
Yes, three on the floor and four in the bucket.
in addition and
How many bean bags altogether?
subtraction, such as
‘add’, ‘take away’, Put the bigger number in your head.
‘makes’, ‘altogether’, Four, count on - five, six, seven.
‘how many’, etc Write and read the number sentence.
276
8SP11 In practical Use number stories Sit children in a circle and make up number stories that the children can solve by using their fingers. Fingers Can the child:
contexts, to solve addition Example 1
Ideas for stories  show the correct
understands, and and subtraction number of fingers to
Show me six fingers - these are Amina’s six biscuits
begins to use problems using match the number?
Amina ate two biscuits.
vocabulary fingers, e.g. There  understand the
involved in are six biscuits on Bend down two fingers - these are the biscuits she has eaten. vocabulary being
addition and the plate. Amina ate How many biscuits left? used?
subtraction, such two, so how many Yes, five.  say the number story
as ‘add’, ‘take are left? with the group?
Seven take away two is five.
away’, ‘makes’,
Example 2
‘altogether’, ‘how
many’, etc Ehab’s Mum gave him three sweets.
Show three fingers.
His Dad gave him three more.
Put up three more fingers.
How many sweets altogether?
Yes, three and three more make six.
Use the Maths scheme selected by NES to plan extra mathematics sessions for your class.
277

Topic 4: Hide and Seek…Explorers All!

278
Kindergarten 2 Topic 4: Hide and Seek...Explorers

All!
Contents
Resources 279
Overall Plan 289


7. Reading 351
8. Number 372
279
Kindergarten 2 Topic: Hide and Seek…Explorers All! Resources

 Laminated cards for writing (copying) names
 ‘This Little Puffin’ by Elizabeth Matterson (ISBN 0-14-034048-3) page 271, ‘Walking in the jungle’
 Junk box animals (see Area of Learning 3: Making Things)
 Optional: percussion instruments
 ‘Dear Zoo’ by Rod Campbell (ISBN 978-0-140-50446-0)
 Models of the animals in the story
 A printed caption: ‘So they sent me a.....’
 ‘We’re Going on a Bear Hunt’ by Michael Rosen (ISBN 978-1-4063-2392-4) + DVD (from the book)
 DVD player
 Quick sketches showing the hazards in the story (long wavy grass, a river, mud, trees, snow, a cave)
 Labels for the hazard sketches in suitable sized fonts, e.g. Long wavy grass: Swishy, swashy, Swishy, swashy, Swishy, swashy.
 ‘The Gruffalo’ by Julia Donaldson (ISBN 978-0-333-71093-7)
 Printed words, using one colour for the fox’s words and a different colour for the mouse’s words:
o ‘Where are you going to Little Brown Mouse? Come and have lunch in my underground house.’
o ‘It’s terribly kind of you, Fox, but no - I’m going to have tea with the Gruffalo.’
o ‘A Gruffalo? What’s a Gruffalo? Where are you meeting him?’
o ‘Here by these rocks, and his favourite food is roasted fox.’
o ‘Roasted fox! I’m off! Goodbye little Mouse.’
o ‘Silly old Fox! Doesn’t he know? There’s no such thing as a Gruffalo?’
 Similarly printed words for the other animals in the story, e.g. the owl and the mouse
 ‘What the Ladybird Heard’ by Julia Donaldson (ISBN 978-0-230-70650-7)
 Animal headbands (see Area of Learning 3: Making Things)
280
 Policeman’s hat
 Mat (to represent the pond)
 Red cloak (or a piece of fabric with red spots)
 Map (see Area of Learning 4: The World Around Us )
 ‘Meerkat Mail’ by Emily Gravett (ISBN 978-1-4050-9075-9)
 A globe
 Pictures of meerkats
2. Shape, Size and Colour  3D shapes (cubes, cuboids, pyramids, spheres, cylinders and cones) (several sets)
 Boxes, cartons and real-life examples of spheres, cubes, cylinders, cuboids, pyramids and cones
 Polydron – 2D shapes that can be clipped together to make 3D shapes
 Card in different colours
 Pencils
 2D templates
 Scissors
 Masking tape/ sticky tape
 Ramp
 Pens
 Labels
 Compose a separate sheet for each of the shapes with the following
o Name of shape
o Sketch of the shape
o Will it build?
o Will it slide?
o Will it roll?
 Feely bag
 ‘We All went on Safari’ by Laurie Krebs (ISBN 1-84148-782-1)
281
 Models or pictures of the animals in the story
 Templates of the story animals (not too large)
 Glue
 Globe
 A long green strip of paper (pinned up in advance of the lesson)
 White board
 Thick paints in different colours
 The children’s writings about the zoo visit (see Area of Learning 4:The World Around Us)
 Thick pencils, or tools for printing circle shapes
 ‘Rumble in the Jungle’ by Giles Andreae (ISBN 978-1-84616-705-8)
 Pictures of patterned snakes
 Salt dough
 Scrap paper
 Small paint brushes
 Dough snakes (from previous session)
 Balance scales
 Small pieces of paper
 Large sheet of paper for recording the number of bears used
3. Making Things  Labelled containers for storage
 Fabric, string, ribbons, sequins, etc
 Boxes, cartons and containers
 Different types of paper
 Glue
282
 Masking tape
 Scissors
 Pencils and pens
 Zoo leaflets
 Pictures of zoo animals
 Digital camera – one for each accompanying adult
 An outside area
 Soil
 Plastic plants
 Model jungle animals
 Model savannah animals
 Artificial grass or similar
 Aluminium foil (for the river)
 Jungle pictures, to give the children ideas
 ‘The Gruffalo’ by Julia Donaldson (ISBN 978-0-333-71093-7)
 Salt dough
 Tools
 Thick card (or thin sheets of plywood), A4 size
 Thick paints
 Brushes
 Brown tissue paper (for fur)
 Printed captions
 PVA glue to varnish the models
 Cylinders
 Corrugated card
283
 Papier-mâché (newspaper with flour and water paste)
 Large paper bags for the body and head
 Gruffalo junk model (see previous session)
 Card for ears
 Card for tongue
 Newspaper
 Paper (to make eyeballs, paws, nose, tongue and the wart on his nose)
 Flour and water paste
 Gruffalo features (made in the previous session)
 Paint, thickened with PVA glue, in the required colours
 Big brushes for the main parts
 Small brushes for detail
 Strips of card (for whiskers)
 Other materials that you may prefer
 Card
 Junk jungle animals made by the children (see previous session)
 Materials for making animals
 Coloured tissue paper
 Paint, including yellow, blue and brown
 Large paper leaves, in a variety of shapes and sizes
 Tree trunk shapes
 Coloured paper, to cut into petals for flowers
 Paint
 Mixing plates
 Large sheets of paper for the background
284
 ‘What the Ladybird Heard’ by Julia Donaldson (ISBN 978-0-230-70650-7)
 White circles of card for eyes
 Staplers
 Strips of card, about 3cm wide, for the headbands
4. The World Around Us  ‘What the Ladybird Heard’ by Julia Donaldson (ISBN 978-0-230-70650-7)
 Paper
 Pencils
 Construction toy sheds
 Model farm animals
 Blue paper (for the pond)
 Farm yard fences
 Counters
 Play people (to represent the robbers)
 ‘Jolly Phonics Wall Frieze’ (ISBN 978-1-870946-32-2) with the letters arranged in alphabetical order
 Songbirds ‘Doctor Duck’ (ISBN 978-0-19-8466635)
 Paint
 Large paint brushes
 Long strips of paper
5. Poetry, Rhymes and Songs  ‘Music Express: Year 1’ (ISBN 9780713662313) pages 24-33 ‘Move to the beat of the song Pinocchio’, ‘Raga abhogi‘, ‘Country
dance’, ‘Okki-tokki-unga’
 CD tracks 21, 22, 23, 24, 25
 ‘Rumble in the Jungle’ CD (included with the book)
285
 ‘Little Rabbit Foo Foo’ by Michael Rosen (ISBN 978-1-4063-2399-3) -DVD (included with the book)
 Drum (for ‘bopping’)
 Tambour (for ‘scooping’)
 ‘This Little Puffin’ by Elizabeth Matterson (ISBN 0-14-034048-3) page 271, ‘Walking in the jungle’
 Two play people
 The jungle role play area
 Video camera or tape recorder
6. Music and Movement  Children and adults appropriately clothed
 Tambour
 Big balls
 Beanbags
 Hoops
 White boards
 Pens
 A long skipping rope
 Short skipping ropes
 Containers with:
o big balls
o quoits
o skipping ropes
o bean bags
 Kindergarten climbing equipment
 ‘We’re Going on a Bear Hunt’ by Michael Rosen (ISBN 978-1-4063-2392-4)
 Pictures of the story and labels, as used in Area of Learning 1: Language, Communication and Emergent Literacy
 Percussion instruments or other materials that make sounds (e.g. rustling paper for grass)
286
7. Reading  Sets of:
o ‘PM Alphabet Starters’ (ISBN 1-869612833)
o ‘PM Starters’ (ISBN 9780170133234)
o ‘Songbirds’ ( ISBN 978-0-19-846652-9)
 A selection of ‘Jolly Phonics’ letters including: ‘l’, ‘f’, ’e’, ‘t’, ’i’, ‘w’, ‘c’, ‘sh’, ‘ch’, ‘th’, ‘ng’, <ay>, <ai>
 Objects or pictures of objects that begin with the chosen letters
 White board
 Pen
 ‘The Phonics Handbook’ (ISBN 978-1870946-07-0)
 Pictures of objects which have the <sh> and <ch> sounds, e.g. ‘fish’, ‘dish’, ‘shop’, ‘shoes’, ‘chips’, ‘chocolate’, ‘cheese’
 Pictures of objects with the long <oo> sound, e.g. ‘spoon’, ‘moon’, ‘boot’, ‘food’, etc.
 Pictures of objects with the short <oo> sound, e.g. ‘book’, ‘cook’, ‘hook’, ‘wood’, etc.
 Songbirds ‘Fish and Chips’ (ISBN 978-0-198466611)
 Sets of individual letters, including ‘ng’
 Pictures of objects ending with the <ng> sound, e.g. ‘ring’, ‘swing’, ‘string’, ‘wing’
 Songbirds ‘Singing Dad’ (ISBN 978-0-19-8466642) – one for each child in the group
 Sets of individual letters: ‘qu’, ‘a’, ‘ck’ and ‘i’
 Songbirds ‘Doctor Duck’ (ISBN 978-0-19-8466635) – a copy for each child
 ‘Day of the Week’ chart
 ‘Pictures of objects which include the <ay> sound, e.g. ‘tray’, ‘play’, ‘clay’
 Sets of letters
 ‘Days of the Week’ chart
 Pictures of objects with the <ai> sound, e.g. ‘snail’, ‘tail’, ‘paint’, ‘train’
 Sets of letters
 A set of four laminated cards – each card divided into six, with a key word in each space
 Sets of laminated words to match those on the cards
287
 Word Wall
 Pointer
 ‘Jolly Phonics Wall Frieze’ (ISBN 978-1-870946-32-2)
8. Number  Fingers and toes
 Birthday chart showing five- and six-year-olds
 Two circles of paper
 Number wall
 Number squares (class and individual)
 Number lines 0-20 and 0-40
 Large numbers to copy
 Large-squared paper for the children (the squares must be large enough for the children to write a numeral in each square)
 Numbers to add to the number line and number square
 Blu-tack and/or pegs
 Pointer
 Counters, including red and yellow
 Interlocking cubes
 Five pairs of shoes
 Several small circles
 Numbers 0-8 to copy
 Self adhesive labels
 A bucket
 Bean bags
288
 Ten-sticks made from interlocking cubes
 Individual cubes
289
Kindergarten 2 Topic: Hide and Seek…Explorers All! Overall Plan

This is a plan for Hide and Seek...Explorers All! The lesson suggestions in this guide have been written from this plan. Other ideas can be
added as desired and adapted to suit the children in your class. Many activities should be used on more than one occasion.
This guide will focus on tricky key words and more difficult sounds.
Communication Size and Things Around Us Rhymes Movement
and Emergent Colour and Songs
Literacy
Daily time table. Recognise and Making table. Writing table. ‘Music Express: Year Revise stopping and Group reading: Revise counting 1-20
describe 3D 1’ (ISBN starting, moving in with fingers and toes.
Child of the day. shapes: cubes, 9780713662313). different ways and in ‘PM Alphabet
cuboids, spheres Move to the beat of different directions. Starters’, Counting back 20-0
Day of the week. using fingers and toes.
and cylinders. the song ‘Pinocchio’. ‘PM Starters’,
Self register. Adding one more.
Use Polydron to ‘Songbirds’.
Birthday chart. construct 3D Counting on from any
shapes. number.
Write own name to self
register. Birthday chart.
‘This Little Puffin’ by Do the 3D shapes Visit to the zoo or an Write the sound ‘Music Express: Year Big balls for Revise ‘Jolly Partition, using birthdays.
Elizabeth Matterson (ISBN roll or slide, or can animal park. <ng>. 1’ (ISBN bouncing, throwing Phonics’ sounds.
0-14-034048-3) page 271, you build with the 9780713662313). and catching. Introduce subtraction
‘Walking in the jungle’ – shape? Songbirds ‘Singing Respond to the number sentences.
use the junk box animals. Dad’ (ISBN 978-0- different rhythms in
19-8466642). ‘Raga abhogi’ and
‘The Phonics ‘Country dance’.
Handbook’ (ISBN
978-1-870946-07-0)
page 91.
‘Jolly Phonics Word
Book’ (ISBN 978-1-
870946797).
290
‘Dear Zoo’ by Rod Feely bag 3D shapes. Set up a Write the new sound ‘Music Express: Year Throw beanbags into Another way of Write numbers to 30.
Campbell (ISBN 978-0- Jungle/Tropical Forest <oo> (long sound, as 1’ (ISBN hoops. writing the sounds
140-50446-0). Act out role play area. in ‘moon’, ‘room’, 9780713662313) <f> (ff), <l> (ll), <z>
the story with model ‘spoon’). ‘The Sing ‘Okki-tokki- (zz).
animals. Phonics Handbook’ unga’ with actions.
(ISBN 978-1-
870946-07-0) page
95.
Songbirds ‘Fish and
Chips’ (ISBN 978-0-
19-84666-11).
‘Jolly Phonics Word
Book’ (ISBN 978-1-
870946-79-7).
‘We’re Going on a Bear ‘We All went on Use salt dough to make Write new sound Poems in ‘Rumble in Use long and short Another way of Use the 0-60 number
Hunt’ by Michael Rosen Safari’ by Laurie the different parts of a <ay>. ‘The Phonics the Jungle’ by Giles skipping ropes. writing the sounds square and 0-60 number
(ISBN 978-1-4063- Krebs (ISBN 1-84148- ‘Gruffalo’. Handbook’ (ISBN Andreae (ISBN 978- <w> (wh), <c> (ck). line.
2392-4). 782-1). 978-1-870946-07-0) 1-84616-705-8).
page 77.
Make a repeating
border with jungle Songbirds ‘Doctor
animals. Duck’ (ISBN 978-0-
19-846663-5).
‘The Gruffalo’ by Julia ‘We All went on Make a large junk Big book of writing, ‘Little Rabbit Foo Carousel of Revise the sounds Count in twos up to
Donaldson (ISBN 978-0- Safari’ by Laurie model of a ‘Gruffalo’. using digital Foo’ by Michael activities, using small <sh>, <ch>, <th>. 10x2.
333-71093-7). Krebs (ISBN 1-84148- photographs of the Rosen (ISBN 978-1- apparatus.
782-1). zoo visit. 4063-2399-3).
Make a dot pattern.
Use writing about the
zoo visit.
‘What the Ladybird Make dough snakes Make features for the Write about the junk ‘This Little Puffin’ by Use climbing Learn the long Odd and even numbers,
Heard’ by Julia with patterned bodies. big ‘Gruffalo’. model animals and Elizabeth Matterson equipment. <oo> sound (as in using shoes.
Donaldson (ISBN 978-0- take digital (ISBN 0-14-034048- ‘moon’, ‘spoon’,
230-70650-7). photographs. 3) page 271, etc).
‘Walking in the
jungle’.
Act out part of ‘What the How many ‘Compare Attach features onto the Revise writing Act out ‘We’re Going Learn the short Number pairs.
Ladybird Heard’. Bears’ will balance ‘Gruffalo’. letters. on a Bear Hunt’ by <oo> sound (as in
with my snake? Michael Rosen ‘book’, ‘cook’, Partition eight using
(ISBN 978-1-4063- ‘hook’, etc). Compare Bears.
2392-4).
291
‘Meerkat Mail’ by Emily Decorate the ‘Gruffalo’. ‘What the Ladybird Group reading: Partition eight to make
Gravett (ISBN 978-1- Heard’ by Julia two groups and then
4050-9075-9). Donaldson (ISBN Songbirds ‘Fish combine them, using
978-0-230-70650-7). and Chips’. bean bags and a bucket.
Write ‘CVC’ rhyming Decode and
words. encode words
which appear in
the books, using
letters.
Make junk box jungle ‘What the Ladybird New sound <ng>. ‘Shoot out’ tens with
animals. Heard’ by Julia fingers.
Donaldson (ISBN
978-0-230-70650-7).
Draw a map.
Continue to make junk Write capital letters. Group reading: Make two-digit numbers
box animals and with ten sticks and ones.
decorate them. Songbirds ‘Singing
Dad’.
Decode and
encode words
which appear in
the books, using
letters.
Make a leafy jungle New sound <qu>. Making two-digit
background for the numbers with fingers.
animals.
‘What the Ladybird Learn the new Use number stories to

Heard’ by Julia sound <ay> (as in solve addition and
Donaldson (ISBN 978- ‘day’, ‘play’, etc). subtraction problems,
0-230-70650-7). e.g. There are six
biscuits on the plate.
Make animal Amina ate two, so how
headbands to act out many are left?
the story (see Area of
Learning 1: Language,
Communication and
Emergent Literacy).
Animal masks for acting Learn the new Maths Scheme selected
out ‘What the Ladybird sound <ai> (as in by NES.
Heard’. ‘rain’, ‘train’, etc).
292
Group reading:
Songbirds ‘Doctor
Duck’.
Decode and
encode words that
appear in the
books, using
letters.
Word Wall (tricky
words).
Key words, adding
words to the Word
Wall.
Learn the English
alphabet.
293
Kindergarten 2 Topic: Hide and Seek…Explorers All! 1. Language, Communication and

Emergent Literacy
Teaching guide for the fourth KG topic, covering 6 weeks. Each area of learning should cover approximately fifteen 50-minute sessions.
The books in this section are animal books to share with the whole class or with groups of children.
Each book should be shared several times, as this will help children to:
 hear rhymes
 gain confidence by talking about the characters and what will happen next in the story
 discuss endings, etc.
1SP1 Listens and Daily time table. These activities should be carried out at the beginning of each day. Charts Can the child:
responds to what
Child of the day. It is important for children to feel that there are consistent routines, especially at the beginning of the Laminated cards for  respond to questions?
others say through
day. writing (copying) names  begin to use gestures
words and/or Day of the week.
or words to
gestures Celebrate all the children’s birthdays.
Self register. communicate?
1SP2 Initiates  listen attentively?

Copy or write your
talking and listening
name
in informal contexts
independently
with others,
when arriving in
displaying greater
school.
confidence
294
1SP6 Interacts with ‘Walking in the Sit about eight to ten children where they can see the junk box animals. ‘This Little Puffin’ by Can the child:
Elizabeth Matterson
others, taking jungle’ with junk
Can you say the words of the poem with me? (ISBN 0-14-034048-3)  join in with appropriate
account of what box animals page 271, ‘Walking in sounds in response to
‘Walking, through the jungle, the jungle’
they say and the poem?
attempts to use What do you think we’ll see Junk box animals (see
Area of Learning 3:  choose suitable
language to If we hear a noise like this? (hold up the elephant) Making Things) places to be the
negotiate plans and animal?
What kind of noise do you think the elephant would make? Optional: percussion
activities instruments  take turns?
Who would like to find a place to hide with the elephant and make the elephant noise?
1SP7 Often uses (choose a child)  play different roles?
language rather ‘Trumpet! Trumpet!  show confidence

than action to when acting out?
What do you think it will be?
express, rehearse  begin to use their own
Choose other children to hide with an animal and make the appropriate animal sound.
and reflect on imagination?
Can you all stand behind me and try to say the words with me?
experiences and  choose a suitable
basic likes and When we get close to an animal and say ‘If we hear a noise like this’, we must listen to the instrument to enhance
animal sound so we know what we are going to see. their performance?
dislikes and to
clarify ideas and Choose different children to be animals. They may want to choose percussion instruments to help with
the animal noises.
feelings
295
1SP3 Listens attentively and Read the story ‘Dear Sit the children where they can see the book ‘Dear Choose groups of eight children. ‘Dear Zoo’ by Rod Can the child:
with enjoyment to stories Zoo’ and act out the Zoo’. Campbell (ISBN 978-0-
What can you see on the cover of this
Show the children the model animals.  listen to the
and rhymes story with model 140-50446-0) story
book? Can you help me to name the
animals. attentively?
1SP4 Answers questions Talk to your partner to discuss what you animals? They are all in the story. Models of the animals in
about familiar stories when can see on the cover the story  join in with
Read the story again, asking the children to
the repeated
asked and begins to Listen to the children’s ideas. join in as much as possible.
A printed caption: ‘So line ‘so they
understand short, basic, Shall we read the title together? Look at the printed caption ‘So they sent me sent me a
they sent me a.....’
supported classroom ‘Dear Zoo’. a.....’. The children can read and memorise the ...’?
words.
instructions Can you see the word ‘zoo’ anywhere  try to predict
else? Which animal was the first in the what the
1SP5 Shows an
Yes, ‘zoo’ is written on the label. story? animal could
understanding of the be from the
Point to the word ‘from’. Yes, the elephant.
clue?
elements of stories such as
Try to sound out this word. Why was he sent back?
main character, sequence of  begin to
What do you think it is? remember
events and endings Yes, because he was too big
Yes, the word ‘from’. (heavy). the order in
1SP6 Interacts with others, The second word on the label is one of which the
Who would like to hold the elephant animals
taking account of what they our ‘tricky’ words.
and say the words, ‘I was too big’? came from
say and attempts to use Shall we read the label together?
Sit the child holding the elephant at the the zoo?
language to negotiate plans ‘From the Zoo’.
beginning of a row. Repeat with the other
 begin to
and activities Who do you think has come from the animals.
remember
zoo?
Read the story again with the children sitting in why the
1SP7 Often uses language Where do you think the lion could be animal of
the right order with their animals. Encourage
rather than action to going? their choice
the children to say the words. Give help and
express, rehearse and Turn to the title page and talk about the animals lots of praise for their efforts. was sent
behind the fence. back to the
reflect on experiences and Note: This activity should be repeated several zoo?
basic likes and dislikes and Turn to the first reading page times, so the children can memorise the
words.
to clarify ideas and feelings The box says ‘VERY HEAVY’.
Can you remember the words on the Encourage the children to use voice effects as
1SP8 Speaks clearly and label? ‘From the zoo’. they become more confident.
296
with confidence and control I wonder what the animal could be. It is The children may like to choose different
in familiar groups and also very heavy. What do you think it could animals each time.
be?
with other people, showing
an awareness of the listener Listen to the children’s ideas.
Choose a child to open the crate.

Who thought it was an elephant?
Read the words at the bottom.
Continue reading, asking the children to try and

guess what the animal could be from the
description.
Ask the children what they think about the ending

of the story.
297
1SP3 Listens Read ‘We’re Going Note: If possible, listen and watch the DVD before this Choose a group of children to act out the ‘We’re Going on a Can the child:
attentively and with on a Bear Hunt’ lesson. story of ‘We’re Going on a Bear Hunt’. Bear Hunt’ by Michael
 listen to the story
enjoyment to and act out the Sit the children where they can see the book and read the Place the labelled pictures on the floor. Rosen (ISBN 978-1- attentively?
story ‘We’re Going on a Bear Hunt’.
stories and rhymes story. Shall we try to put the pictures in order 4063-2392-4)
Who do you think is going on this bear hunt?  ask and answer
to help us with the story?
1SP4 Answers Where do you think they will go to find the bear? DVD player questions about
What did they go through first? the book?
questions about Give the children time to talk to each other and make DVD (from the book)
familiar stories suggestions. Yes, the grass.  join in with the
Quick sketches words and
when asked and Look at the double page spread at the beginning of the book Can you find the label? actions?
begins to and talk about what can be seen in the picture. showing the hazards
Shall we read it together?  understand that
understand short, Read the title page: ‘We’re Going on a Bear Hunt’. in the story (long wavy
This will take time. You are encouraging the words can be
basic, supported Who else is going on the bear hunt? grass, a river, mud, read
children to join in with the words and
classroom Mum and the dog are in this picture. actions. trees, snow, a cave) expressively?
instructions If possible, sing the first page (the tune is on the DVD).  work with the
Once the pictures are in order, divide the Labels for the hazard
Can you help me to sing these words? group: group to improve
1SP5 Shows an sketches in suitable
and improvise?
Make up some actions to accompany the words (e.g. a big  one half to narrate the story as
understanding of sized fonts, e.g.
shape for the bear, a big smiley face to show ‘the beautiful expressively as possible.
the elements of day’.) Long wavy grass,
stories such as  the other half with you
Read (sing) the second page.
demonstrate and talk about Swishy, swashy,
main character, Can you sing this page with me? appropriate movements to
sequence of events What actions can we make to show long wavy accompany the words. Swishy, swashy,
and endings grass? Swishy, swashy.
Ask children to show how they could be
Yes, we can wriggle our hands from down low to
moving to the words.
1SP6 Interacts with up high.
others, taking What about an action for ‘going over’ it? Swap roles.
account of what Yes, we can make our hands go over like a bridge Once all the groups have acted out, see
shape. Area of Learning 6: Music and Movement.
they say and
attempts to use Repeat for going under and through.
language to It is important to establish the words and actions, as most of

these are repeated throughout the book.
negotiate plans and
Remember to say the words as expressively as possible.
298
activities Turn over the page and read the words.

Look at these words. What happens to the words?
1SP7 Often uses
Yes, they get bigger.
language rather
They have been written so that our voices get
than action to louder every time we read the words.
express, rehearse Shall we try to say them together? Remember:
and reflect on quiet, getting louder and louder (as you point to the
experiences and different sized words).
basic likes and Repeat the first two pages.

dislikes and to Talk about the picture – it is an English countryside picture.
clarify ideas and Continue singing and making the actions until you get to the
feelings cave.
What do you think might be in the cave?
1SP8 Speaks How are the characters feeling?
clearly and with Look at the dog – how do you think he is feeling?
confidence and How can you tell?
control in familiar What about the baby?
groups and also Turn over the page and read very slowly and dramatically.
with other people, Talk about the characters’ expressions and how they could
be feeling.
showing an
awareness of the Turn over – express astonishment. Read expressively and
talk about the dog and the bear.
listener
What do you think might happen now?
Read the following pages with an increased sense of panic.
The children should be able to join in with some of the words
if you point to the appropriate pictures.
Look at the bear in the long grassy field.
Do you think he is going to catch them?
How are they feeling?
Continue reading and enjoying the story.
Compare the double page spreads at the beginning and end
of the story.
299
1SP4 Answers Read the story Sit the children so that they can see the book Sequence the story ’The Gruffalo’. ‘The Gruffalo’ by Julia Can the child:
questions about ‘The Gruffalo’. ‘The Gruffalo’. Donaldson (ISBN 978-0-
Stick up the words where the children can see  listen to the story
familiar stories Look at the cover – what can you see? them easily. 333-71093-7) attentively?
when asked and Talk to your partner about what you can I have written the fox words in [brown]
Printed words, using  ask and answer
begins to see. and the mouse words in [blue]. questions about the
understand short, one colour for the fox’s book?
Give the children time to discuss the two Half the group will read the mouse’s
basic, supported characters on the cover and the setting. words and a different
words and the other half will read the  join in with the words
classroom fox’s words. colour for the mouse’s and actions?
Where do you think this story is
instructions happening? words
Divide the group and read through each group’s  understand that words
words with them. can be read
1SP5 Shows an
Do you think the characters are real or ‘Where are you going to
invented? Point to the words as you read them, to help with expressively?
understanding of Little Brown Mouse?
Which character is real? memorising and reading.  work with the group to
the elements of Come and have lunch in
Discuss what voices and expression the children improve and
stories such as Shall we read the title? my underground house.’
should use when they read their part. improvise?
main character, I will sound out the word and you try to It’s terribly kind of you,
squeeze the sounds together. Repeat until the children are confident.
sequence of events Fox, but no – I’m going
and endings Point to the letters and sound out: Choose another small group to be the owl and
to have tea with the
the mouse.
1SP6 Interacts with <g> <r> <f> <a> <l> <o> (<o>’ as Gruffalo.’
in ‘open’ not <o> as in ‘on’). Repeat for the other characters.
others, taking ‘A Gruffalo? What’s a
Squeeze the sounds together – When all the groups have practised their parts,
account of what act out the whole story together, up to the Gruffalo? Where are you
‘Gruffalo’.
they say and Gruffalo appearing. meeting him?’
This animal is a Gruffalo.
attempts to use Note: See Area of Learning 3: Making Things,
Turn to the double page picture inside. ‘Here by these rocks,
language to where the children will have made the different
parts of the ‘Gruffalo’ – these could be used to and his favourite food is
negotiate plans and What can you see here?
help make the story more dramatic. roasted fox.’
activities
Give the children time to talk about the picture.
This is the setting for the story. ‘Roasted fox! I’m off!
1SP7 Often uses
What are these on the path? Goodbye little Mouse.’
language rather
than action to Yes, footprints. ‘Silly old Fox! Doesn’t he
300
express, rehearse Who do you think the footprints belong know? There’s no such
and reflect on to? thing as a Gruffalo?’
experiences and Turn over the page and read the first page. Similarly printed words
basic likes and
Note: The book is written in rhyming couplets, so for the other animals in
dislikes and to emphasise these as you read. the story, e.g. the owl
clarify ideas and
Use different voices for the fox and the mouse. and the mouse
feelings
When the mouse begins describing the Gruffalo,
1SP8 Speaks use facial expressions and hand movements to
help with the descriptions.
clearly and with
confidence and Ask questions, e.g.
control in familiar Why does the Fox run away?
groups and also Continue reading, using expressive voices for the
with other people, different characters.
showing an Stop reading at the page where the mouse meets
awareness of the the Gruffalo.
listener How do you think the mouse is feeling
now?
Can you help me to describe the

Gruffalo? (Point to the Gruffalo’s
features as you name the
characteristics.)
What do you think will happen now?
Why?
Turn over the page and read the next page.
Do you think the animals in the story

are afraid of the Gruffalo?
Why/Why not?
Shall we find out?
Continue reading the book.
301
1SP5 Shows an Read the story Sit the children in a circle where they can see the book ‘What the Ladybird Heard’. ‘What the Ladybird Can the child:
understanding of ‘What the Ladybird Heard’ by Julia
This book is called ‘What the Ladybird Heard’.  listen and enjoy the
the elements of Heard’. Donaldson (ISBN 978-0- story?
Shall we name all the farm yard animals in the picture?
stories such as 230-70650-7)
 talk about the
main character, Can you all see the ladybird? A ladybird is a flying beetle. She has red wing cases with black
characters?
spots. When she flies, she lifts the wing cases and underneath she has wings for flying.
sequence of events
and endings Shall we find out what she has heard?  make the animal
noises?
Look at the double page spread of the farm yard and talk about the animals and the buildings.
1SP7 Often uses
 understand the
language rather Can you see the scarecrow in the field?
developing plot?
than action to The farmer puts him there to frighten these crows. The crows eat the seeds that the farmer
express, rehearse is growing. He makes the scarecrow with a cross made of wood, a balloon head and then he
dresses the scarecrow with old clothes.
and reflect on
experiences and Read the story. It is written in verse (see Area of Learning 4: The World Around Us).
basic likes and Use the illustrations to help name the animals.
dislikes and to
Can you join in with the animal noises?
clarify ideas and
Stop reading at the page where the van appears.
feelings
Who do you think these two men are?
1SP8 Speaks
Read the page up to ‘whisper’.
clearly and with
confidence and Why do you think the men have got a map and a key?
control in familiar Listen to the children’s ideas, then finish reading the page.
groups and also Look back at the picture of the ‘prize cow’.
with other people,
I wonder why she is a ‘prize cow’?
showing an
Turn over the page and continue reading.
awareness of the
listener Talk about the map and follow the trail the robbers are planning to take.
Continue reading (look for the ladybird on every page).
Turn to the page where the ladybird is whispering in the animals’ ears.
302
What do you think she is telling the animals?
Continue reading, asking questions and talking about the plot and the characters. When the animals
start making the wrong noises, ask:
What did the ladybird tell the animals to do?
Yes, make different animal noises.
Why do you think she asked the animals to make different sounds?
Why did the robbers fall in the pond?
Did the ladybird have a good idea?
Why/why not?
303
1SP8 Speaks Act out part of the Choose groups to act out part of the story. Choose children to be each of the characters. ‘What the Ladybird Can the child:
clearly and with story ‘What the Heard’ by Julia
I will tell the story while you act it out.  join in with
confidence and Ladybird Heard’. Donaldson (ISBN 978-0- enthusiasm?
At the beginning, all the animals make their animal noises so that we know who they are.
control in familiar 230-70650-7)
 make animal noises?
groups and also Ladybird, can you point to the animals in turn so that they can make their animal noises?
Animal headbands (see  speak confidently?
with other people, The two ‘robbers’ (one wearing a hat and the other a face mask) could be sitting in a model car looking
Area of Learning 3:
showing an at the map (made in Area of Learning 4: The World Around Us). Encourage the robbers to say: ‘We  ask questions to
need to follow this path to get the prize cow.’ Making Things)
awareness of the clarify what they need
to do?
listener What happens next? Policeman’s hat
Yes, the ladybird goes back and whispers in the animals’ ears: ‘The robbers are coming to
1SP9 Uses Mat (to represent the
steal the cow.’
language to work pond)
Show the children how the robbers creep around the farm yard (position table and chairs to be pretend
out and clarify sheds, etc). Red cloak (or a piece of
ideas, showing
The robbers are talking: ‘We need to go through the gate and round the pond (use a mat) fabric with red spots)
control of a range and walk to the cow shed. (Give help and support until the children have memorised the
of appropriate words.) Map (see Area of
vocabulary. He or Learning 4: The World

What did the animals do?
she may ask Around Us )
Arrange the children in order round the ‘farm yard’ so they can make the ‘wrong’ animal noises, e.g.
questions in order when the cat says ‘Oink!’ the robbers say ‘There goes the hog’.
to find out about
Continue until the duck in the pond says ‘Moo!’ and the robbers fall into the pond (onto the mat).
personal
When the police arrive, encourage the children to make police siren noises.
information and
classroom routines The police take the robbers away and the animals dance about, making animal noises.
and be able to Repeat with another group.

respond to basic Note: This little play should be repeated several times, with the children taking on different roles and
questions on them. increasingly adapting and adding to the story line.
304
1SP4 Answers Sit the children where they can see the book ‘Meerkat Mail’. ‘Meerkat Mail’ by Emily Can the child:
The story
questions about Gravett (ISBN 978-1-
‘Meerkat Mail’ What does the cover of this book look like? Yes, it looks like a parcel.  listen to the story
familiar stories 4050-9075-9) attentively?
What tells us that it is a parcel?
when asked and
A globe  ask and answer
begins to What do you think this little animal could be? Yes, it is a meerkat.
questions?
understand short, Shall we find out why the meerkat has a parcel? Pictures of meerkats
 predict how Sunny felt
basic, supported Turn to the first page and read the card from ‘Sunny’. when he was away?
classroom
The meerkat is pretending that he is writing this book.  talk to a partner about
instructions their favourite page?
Turn over the page. Talk about Sunny’s relatives and explain the newspaper cutting.
1SP7 Often uses  give reasons for
Begin the story.
language rather choosing that page?
Show the children the globe, pointing to the Kalahari Desert in Africa. (You may want to tell the
than action to  speak clearly to the
children that Cairo is on the edge of the Sahara Desert, which is similar to Sunny’s home.)
express, rehearse class?
Continue reading and talking about the illustrations, up to where Sunny decides to leave home.
and reflect on
experiences and Why does Sunny want to go away?
basic likes and Read Sunny’s letter to his family.

dislikes and to How do you think his family will feel when they read his letter?
clarify ideas and
Read about Sunny’s visit to Uncle Bob.
feelings
Who can you see in the corner with the pricked up ears?
What do Sunny’s family do to keep safe?
What do Uncle Bob’s family do?
Read the card Sunny is sending home.
Turn over and read the next page.
Look at the writing on this card. How is it different from the first card?
Do you think Sunny is happy?
What is making him miserable?
305
What do termites do to make you miserable?
Read about Sunny’s visit to Cousin Edward’s farm.
Does Sunny like eggs?
What is Sunny’s favourite food?
Turn over the page (Thursday).
Oh dear! What is the weather like in this place?
Do you think Sunny will be happy here?
Read the page.
Why do you think Sunny has changed his name to ‘Rainy’?
What do you think will happen next?
Turn over and read the page.
How does Sunny look in this picture?
Would he be lonely if he was at home with his family?
Read the postcard.
Continue reading the story.
Is Sunny happy to be home? Do you think Sunny will go away again?
Ask the children to talk to the person next to them about their favourite page.
306
Kindergarten 2 Topic: Hide and Seek…Explorers All! 2. Shape, Size and Colour
Learning Activity Strategies/ Whole Class: Strategies/ Small Group: Resources: Assessment
2SP6 Uses Recognise and Hold up a 3D shape, e.g. a square-based pyramid. Choose groups of about eight children, 3D shapes (cubes, Can the child:
language such as describe 3D What shape is this? working in pairs, to make a square-based cuboids, pyramids,
 identify and describe
‘circle’, ‘square’, shapes, cubes, Egypt is famous all over the world pyramid. spheres and cones) the 2D faces?
‘triangle’, or ’bigger’ cuboids, spheres because it has huge pyramids at Giza.
Who has seen the pyramids? Today we are making pyramids – Boxes, cartons and real-  describe a pyramid?
to describe the and cylinders. like the ones in Giza, but much life examples of
shape and size of This is a small pyramid. smaller.  construct a pyramid
First, shall we look at the bottom of the spheres, cubes, with card?
solids and flat Use Polydron to
pyramid? First, we need to draw all the faces cylinders, cuboids,
shapes; construct 3D of the pyramid onto the card.  construct a pyramid
shapes. We call the flat sides of a shape ‘faces’. pyramids and cones with Polydron?
understands and We will need four triangles and one
What shape is this face?
uses everyday square(use 2D templates). Polydron – 2D shapes
Yes, the bottom face of the pyramid is a
language to Give support and encourage the children to that can be clipped
square.
describe position, take turns. together to make 3D
Stand the pyramid on its base.
e.g. ‘under’, ‘on’, Have you all drawn four triangles shapes
All the other faces are the same shape.
‘between’, ‘over’ and a square?
What shape are the other faces? Card in different colours
Now cut out your shapes carefully.
2SP10 Uses Yes, they are all triangles.
Pencils
mathematical How many triangle faces are there? What do we need to do next?
language to Yes, four triangle faces. Yes, stick the shapes together. 2D templates
describe the How many faces are there altogether?

First, stick all the triangles onto the Scissors
features of solid Do we have any other pyramids here? sides of the square.
Masking tape/sticky tape
(3D) objects and Note: All the 3D shapes that go up into a point are Next we need to fold the triangles
flat (2D) shapes pyramids (triangular-, hexagonal-, octagonal-based up and stick their edges together.
pyramids. A cone is a pyramid with a circle base).
when engaged in Give help and support.
building complex Repeat with the other 3D shapes. (You may prefer to
look at the other 3D shapes on different days.) Ask questions about the pyramid shapes the
3D constructions children have made.
307
2SP12 Make pyramids with Polydron.

Understands the Display all the pyramids, with captions.
properties of
Make other 3D shapes, using the same
different shapes, method.
e.g. 3 sides of a
Note: Cubes and cuboids are the most difficult
triangle, and uses for children to identify and remember.
this understanding
in applying the
knowledge to new
situations, e.g. to
solve shape
puzzles
308
Suggestions
2SP6 Uses language such as Do the 3D shapes roll Small group activity. Several sets of 3D Can the child:
‘circle’, ‘square’, ‘triangle’ or or slide, or can you shapes – spheres,
Choose groups of about eight children to test the 3D shapes.  sort out the 3D
’bigger’ to describe the shape build with the shape? cubes, cuboids, shapes?
and size of solids and flat Shall we sort our 3D shapes into different sets? pyramids, cylinders
 describe the
shapes; understands and uses Can we name the shapes in each set? and cones attributes of
everyday language to describe Which shape shall we test first? different
Ramp
position, e.g. ‘under’, ‘on’, shapes?
(e.g.) The cylinders.
‘between’, ‘over’ Pens  identify
Do you think we can build with the cylinders? whether a 3D
2SP9 Completes a sorting, Labels shape can be
Who would like to try building with the cylinders?
matching or comparing used for
Compose a separate
Yes, the cylinders build if you put the flat circle faces together. building?
activity, and then repeats it
sheet for each of the
using a different criterion Will the cylinder roll down the ramp? Who would like to try?  describe the
shapes with the
differences
(including their own) as the Yes, the cylinder rolls over and over on its curved face. following: between rolling
basis for sorting, e.g. Can you show me with your hands how the shape rolls over and over? and sliding?
arranging hats by size, then by  Name of shape
Now we are going to test if the cylinder will slide.  understand
shape
 Sketch of the that a 3D
Sliding means going down on one face, not rolling over and over.
shape needs to
2SP10 Uses mathematical shape
Yes, the cylinder does slide. have a curved
language to describe the  Will it build? face to roll?
Which face does the cylinder use for sliding? Yes, the flat circle face.
features of solid (3D) objects
 understand
Let’s find the label for the cylinder.  Will it slide?
and flat (2D) shapes when that a 3D
engaged in building complex Can you help me answer the questions on the sheet?  Will it roll? shape needs a
flat face to
3D constructions Will cylinders build? Yes, who can write <y><e><s> on the dotted line? slide?
Give help filling in the remainder of the sheet.
Repeat for the other shapes.
Note: Children must be able to experiment with the shapes and a ramp. The shapes should be
available for the children to experiment with at other times.
309
2SP6 Uses Feely bag 3D Choose a group of about eight children. Two sets of 3D shapes – Can the child:
language such as shapes. spheres, cubes,
Hold up a cube.  describe the faces on
‘circle’, ‘square’, cuboids, pyramids and the 3D shape?
Who can tell me something about this shape?
‘triangle’ or ’bigger’ cones
 name the faces on the
to describe the Yes, it has six faces? What shape are the faces?
Feely bag 3D shape?
shape and size of Yes, they are square faces.
 name the 3D shape?
solids and flat This 3D shape is a cube.
shapes;
Repeat for the other shapes and place them where the children can see them easily.
understands and
I’m putting the other set of shapes into the feely bag.
uses everyday
language to Can you name the shapes as they go into the bag?
describe position, Who would like to hold a shape inside the bag and then say which shape they are holding?
e.g. ‘under’, ‘on’, The child may say ‘I’m holding a shape the same as this one,’ as they point to a cone.
‘between’, ‘over’
Amera thinks she is holding a cone.
2SP10 Uses Shall we see if she is right?
mathematical
How did Amera know it was a cone?
language to
It has a flat round face and a curved face.
describe the
features of solid Repeat with other shapes.
(3D) objects and Repeat with other groups.
flat (2D) shapes Note: You may want to differentiate and use fewer shapes for some groups.
when engaged in
building complex
3D constructions
310
2SP4 Talks about, Read the book ‘We Sit the children where they can see the book ‘We All Choose a group of children to look at the ‘We All Went on Safari’ Can the child:
recognises and All Went on Safari’. Went on Safari’. pattern of animals built up in the whole class by Laurie Krebs (ISBN
session.  read the coloured dot
recreates and is This is a book about African children who 1-84148-782-1) pattern?
Make a live in Tanzania. Shall we read together the pattern
able to describe we have made with the pictures?
repeating border
Models or pictures of the  understand that each
simple patterns, Shall we look at Africa on the globe? It is
We are going to draw around the animals in the story page has one more
with jungle this huge continent with lots of different
using a range of animal shapes, cut them out, colour animal?
animals. countries.
media them and arrange them in a pattern Templates of the story
 read the animal
around the room.
You live here in Egypt, these children animals (not too large) border?
live much further south – here in Talk about the number of each animal
Tanzania. required. Felt-tipped pens
The children are going on safari. Give children time and encouragement to Scissors
draw around the templates, cut out and colour
Does anyone know what they will be doing Glue
the animals.
on safari?
Shall we start sticking our pictures
Shall we find out what they are going to Globe
onto the green border?
see?
We will start here on the left. Blu-tack, or similar
Look at the first page and read the bead pattern Which animal do we glue in position
around the edge of the page: first? A long green strip of
Yes the leopard. paper (pinned up in

Blue, purple, turquoise, green, yellow, red,
(repeated). advance of the lesson)
Continue sticking the animals in position to
Read the title page and talk about the pictures. build up the pattern. Read the pattern each White board
time you add to it.
Read the first page, point to the English numeral and
the Swahili ‘one’. Label the border.
Who can find one leopard to stick on the Make up number stories, e.g.
whiteboard? Shall we count all the people I am looking at the warthogs.
looking at the leopard?
How many warthogs and ostriches?
Continue reading, talking about the animals, Yes, eight animals.
counting the people and looking at the numbers. Six warthogs, count on the
ostriches, seven, eight altogether.
Use the animal models/pictures to build up the
sequence of animals appearing in the story.
311
Who can find two ostriches to continue our

pattern?
Can you stick the ostriches on the right of

the leopard?
How many ostriches will we need?
Can you stick them here, next to the

leopard?
Shall we say ‘We all went on safari and

saw one leopard and two ostriches’?
How many creatures will there be on the

next page?
Who can remember what they are?
Yes, three giraffes.
Continue reading and sticking the animals.
After each page, all say together:
‘We all went on safari and saw one

leopard, two ostriches...’ (etc).
312
2SP4 Talks about, Make a dot pattern. Sit the children where they can see the book ‘We All Choose a group of children to decorate their ‘We All Went on Safari’ Can the child:
recognises and Went on Safari‘. zoo visit writing with a dotty border. by Laurie Krebs (ISBN
 create a pattern?
recreates and is All the pages in this book have a dotty First of all we need to try out some 1-84148-782-1)
able to describe pattern round the edge. patterns on this scrap paper.  repeat the pattern?
Cylinder shapes
simple patterns, Shall we read the pattern together? Remember, our patterns have to be  read their pattern?
repeated many times. Thick paints in different
using a range of Shall we count the colours in the pattern?
media Check that each child is able to repeat their colours
We need our fingers to count the colours –
pattern.
six colours. The children’s writings
We are going to make a pattern with three Draw lines for the children to use as a about the zoo visit (see
colours. guide for their pattern.
Area of Learning 4:The
Can you help me to choose three colours? When the children have chosen their pattern, World Around Us)
(e.g. red, yellow and green) they can begin printing round the edge.
Thick pencils, or tools
Demonstrate a printed pattern (e.g. red, red, yellow,
green, green) – printed with the circle face of a for printing circle shapes
cylinder.
Can you read my pattern?
I want to repeat my pattern – how shall I

begin?
Repeat the pattern.
Could I make a different pattern?
Let the children make suggestions, then try

out some of their ideas.
313
2SP4 Talks about, Make dough Choose small groups of children to make and decorate snakes. ‘We All Went on Safari’ Can the child:
recognises and snakes with by Laurie Krebs (ISBN
Shall we look at the beautiful snake in the book ‘Rumble in the Jungle’?  roll out the dough to
recreates and is patterned bodies. 1-84148-782-1) make a snake?
His body is twisted and coiled around the tree.
able to describe
‘Rumble in the Jungle’  try different patterns?
simple patterns, Shall we look at the ladies and children in the book ‘We all went on Safari’?
by Giles Andreae (ISBN  read the pattern?
using a range of The ladies and children have lovely bead necklaces and hair bands. They are all in different
978-1-84616-705-8)
media patterns.  continue the pattern?
Today we are going to roll out a dough snake shape and then decorate its body with a Pictures of patterned
repeating pattern. snakes
First we make our snakes.
Salt dough
Demonstrate rolling a piece of dough into a snake shape and then help the children to make their
snakes. Scrap paper
We need to choose two colours and practise some patterns on the scrap paper. Paints, thickened with
Allow the children to practise making patterns, then talk about them. PVA glue
Demonstrate decorating your snake with your favourite pattern. Small paint brushes
Ask the children to choose their favourite pattern and repeat the pattern on the body of the snake.
When the snake is completed, the children may like to twist the body.
Leave the snakes to dry.
314
2SP7 Uses How many Use your own salt dough snake to demonstrate this Choose groups of children to work in pairs. Dough snakes (see Can the child:
language such as ‘Compare Bears’ balancing activity. previous session)
Remind the children about balancing the  understand ‘lighter’
‘greater’, ‘smaller’, will balance with a I want to find out how heavy my snake is. snake and the bears in the whole class and ‘heavier’?
Balance scales
‘heavier’ or ‘lighter’ snake? I want to find out how many bears will session.
 understand how to
to compare balance with the snake. ‘Compare Bears’
I want each pair to work together to make the sides
quantities Who would like to put my snake in one find how many bears balance with balance?
Small pieces of paper /
pan? their snake.
2SP8 post-it notes  order the numbers
What has happened to the pan with the Observe each pair and give help when from small to large?
Demonstrates the required.
snake? Pens
ability to use  understand that the
Why has it gone down? When you have counted the bears more bears you use
mathematical ideas Pencils
that balance with your snake, write the heavier the snake
associated with We need to put bears in the other your name and the number of is?
Large sheet of paper for
balancing pan until it balances with the bears you used on a piece of
shape and size to recording the number of
snake. paper.
solve practical bears used
Choose a child to put in the bears. When all the pairs have finished,
problems in a range
of contexts Are the pans balanced? Can you read out your numbers?
What do we need to do? Which pair do you think has the
2SP9 Completes a
smallest number?
sorting, matching or Continue until the pans are balanced.
Do we agree?
comparing activity, How many bears are there?
and then repeats it Shall we stick this post-it at the top
Who would like to count the bears?
of this sheet?
using a different
I’m going to write my name on the sheet
criterion (including Who has the next smallest
and the number of bears that balanced
number?
their own) as the with my snake.
basis for sorting, Note: You may have to count on from one
and ask the children to put up their hand
e.g. arranging hats
when their number is said.
by size, then by
Position the numbers in order.
shape
Read the numbers together to check that the
pieces of paper are in the correct order.
315
Kindergarten 2 Topic: Hide and Seek…Explorers All! 3. Making Things

Suggestions
3SP1 Shows curiosity and The making table This is a choosing activity. Check that all children use this area during the week. Labelled containers for Can the child:
interest by exploring the Ensure that the area is attractive and that the resources are kept tidy. Tell the whole class storage
 work independently
artefacts and environments when you provide new materials. at the making
Fabric, ribbons, sequins,
around them and engages in You may need to encourage some children to experiment with the materials. table?
etc
representational play  choose a variety of
Show and talk about interesting and inventive ideas.
Boxes and containers materials to
3SP2 Chooses objects and Provide a ‘going home’ box for children to take home their artefacts at least twice a week. experiment with?
materials to handle and look at Different types of paper
When children are engaged in this area, observe their PSHE skills.  observe and share
closely, noticing simple
Glue ideas and
features and developing techniques with the
exploratory skills Masking tape other children?
Scissors  practise skills

taught in a lesson?
Pencils and pens
3SP1 Shows curiosity and Visit a zoo or an animal Arrange a visit to a zoo or an animal park. Can the child:
Zoo leaflets
interest by exploring the park. Before the visit:
Pictures of zoo animals  show enthusiasm
artefacts and environments  if possible, show the children leaflets about the zoo and excitement
around them and engages in ‘Rumble in the Jungle’ by during the visit?
 show the children pictures of zoo animals
representational play Giles Andreae (ISBN 978-  ask questions and
 share the poems and pictures in the book ‘Rumble in the Jungle’.
1-84616-705-8) listen to answers?
3SP2 Chooses objects and  prepare an information sheet for the accompanying adults, noting particular
materials to handle and look at things to look out for at the zoo. If there is a ‘feeding time’ for some of the  notice the
animals, ensure that adults know the time(s). Digital camera – one differences and
closely, noticing simple
for each accompanying similarities between
Divide the class into smaller groups, each group with an adult and a camera to record the
features and developing different animals?
children and the animals. If possible, take a separate photograph of every child engaged in adult
exploratory skills an activity (see the Big Book in Area of Learning 4: The World Around Us).
316
3SP4 Draws things Set up a Jungle Before the session, decide where to position the jungle role play area. An outside area Can the child:
they will make, and role play area.
If possible, make a pile of soil in a suitable small area. Soil  talk about the different
labels their drawing settings?
Set up a Grassy
with their first name; We are making our jungle here. Plastic plants
Plains role play  talk about which
begins to talk the Do all the animals live in big trees? animals live in the
area. Model jungle animals
activities through, If we look at Tanzania we can see lots of grass. grassy, forested or
reflecting on and river area?
Where shall we put the grass? Model savannah
modifying their actions  make suggestions?
animals
Where do you think we can put the tall plants (pretend trees)?
3SP5 Shows fine
Help the children to create a grassy and jungle area. Artificial grass or similar
motor control when
Do you think we need a river? Aluminium foil (for the
manipulating tools and
small objects, and Which animals do you think we can put on the grassy plains? river)
demonstrates this Talk about the needs and habitat that the animals prefer.
Jungle pictures, to
when using a range of Play ‘Walking through the Jungle’ (see Area of Learning 5: Poetry, Rhymes and Songs). give the children ideas
media that require this
skill
317
3SP1 Shows curiosity Use salt dough to Sit the children where they can see the book ‘The Choose a group of six children to work in pairs to ‘The Gruffalo’ by Julia Can the child:
and interest by make the different Gruffalo’. make the first set of features which we will stick Donaldson (ISBN 978-0-
on to the Gruffalo model which we will make later.  experiment with the
exploring the artefacts parts of the Can you remember what this story is 333-71093-7) dough to manipulate
and environments ‘Gruffalo’. about? Today I want you to work with a the shape/shapes
partner to make the ‘terrible tusks’, Salt dough
required?
around them and Yes, ‘The Gruffalo’.’
‘terrible claws’ and ‘teeth in his terrible
engages in In the story, the little mouse describes jaws’. Tools  notice the shape of
representational play the Gruffalo. the additional features
Allocate a feature to each pair. Thick card (or thin in the picture?
Can you remember any of his features? sheets of plywood), A4
3SP2 Chooses Give each pair a lump of dough to mould into the
 use tools to create
objects and materials Turn to the first page, describing the individual required shape. size texture or
features, e.g. smoothness?
to handle and look at Give help and encouragement.
Thick paints
closely, noticing He has terrible tusks.  join the extra features
Suggest that claws, teeth and tusks need to be
simple features and made separately. When the children are happy Brushes onto the main shape?
Today we are going to use this dough to
developing make the Gruffalo’s features. with the features that they have made, use paint
Brown tissue paper (for
or scrap pieces of fabric to decorate them.
exploratory skills fur)
Paint PVA glue over the painted parts.
3SP3 Uses simple Scraps of fabric, string,
Stick the decorated dough features onto the card
tools and techniques (wood). etc
in order to make,
Paint the card background pale blue (as in the Printed captions
adapt and build for his book).
or her own purposes PVA glue to varnish the
Stick on the caption and leave to dry.
models
3SP5 Shows fine Choose other groups to work in pairs to make the
motor control when other features.
manipulating tools and Arrange the features in order (as in the book).
small objects, and
Use these models to enhance the story telling
demonstrates this (see the Area of Learning 1: Language,
when using a range of Communication and Emergent Literacy).
skill
318
3SP2 Chooses Make a large junk Sit the children where they can see the Choose a group of children to begin making the Gruffalo. ‘The Gruffalo’ by Julia Can the child:
objects and model of the book ‘The Gruffalo’. Where do you think we need to start? Donaldson (ISBN 978-  choose suitable
materials to handle ‘Gruffalo’. Who is this on the front cover? What shall we use to make his legs? 0-333-71093-7) cartons to make
and look at closely, We could use this thick card and roll it into a cylinder the model?
Yes, the Gruffalo. Boxes
shape.
noticing simple  suggest materials
We have already made his
We will need two legs the same size. Cartons for making his
features and separate features, and today
Who can tape the card to make a cylinder? limbs?
developing we are going to make a big
Cylinders
exploratory skills
model of the Gruffalo. What about his feet?  observe the
Could we use the paper bags and stuff them with Corrugated card positions of his
Shall we read the descriptions,
3SP3 Uses simple so we will know what his body newspaper to make feet shapes? limbs?
Papier-mâché
tools and techniques must have? We need to tape the feet onto the bottom of his legs.  choose suitable
in order to make, He has a huge fat body. (newspaper with flour colours for
Are his legs long or short?
Do we have a big enough bag? and water paste) decorating the
adapt and build for
Is he fat or thin? Gruffalo?
his or her own Who would like to fill the bag with scrunched up Large paper bags for
What colour is his body? paper?
purposes the body and head
Check that the bag is loosely filled, otherwise it will be too heavy
3SP5 Shows fine to balance on the legs. Masking tape
motor control when
Continue adding body parts and attaching these with masking
manipulating tools tape. Scrunched up paper can be taped to add extra shape, e.g.
and small objects, on the knees.
and demonstrates Add the finer detail when the main body, head and limbs have
this when using a been attached.
range of media that When the Gruffalo shape has been made, paste large sheets of
require this skill newspaper and use them to cover the Gruffalo.
Leave the Gruffalo shape to dry.
Note: This is a difficult task. Choose different groups to continue

making the Gruffalo, so that most of the children are able to
contribute.
319
3SP2 Chooses Make features for Take the half-finished Gruffalo to show the children. Choose a group to begin making individual ‘The Gruffalo’ by Julia Can the child:
objects and the junk model features for the Gruffalo. Donaldson (ISBN 978-0-
Is our ‘Gruffalo’ finished?  observe which
materials to handle ‘Gruffalo’. What shall we begin making first? 333-71093-7) features are required?
Does he look like the picture in the book?
and look at closely, His horns, tusks and teeth.
Today we need to add the extra features to Gruffalo junk model (see  scrunch, roll or fold
noticing simple newspaper to make
make him more realistic. Show the children how to roll up newspaper to previous session)
features and make the horns (tusks). the features?
We need to make a list of all the features he
developing Card for ears
needs to look like a Gruffalo. Are these features curved or
exploratory skills straight?
What shall we put on the list? Card for tongue
3SP3 Uses simple If we brush glue over a small sheet of
Perhaps we should start with the features Newspaper
paper and wrap it round the shape,
tools and techniques on his head.
we could bend it into a curved shape.
in order to make, Glue
Write ‘head’ on the white board and add a list of the
Continue helping the children to mould paper to
adapt and build for features the children suggest, e.g. tusks, teeth, etc. Paper (to make
the required shape by rolling or folding and then
his or her own Read the list and check that all the features covering with papier-mâché. Allow these to dry eyeballs, paws, nose,
purposes have been added. before fixing them onto the Gruffalo body. tongue and the wart on
Cross out the features on the white board list as his nose)
3SP5 Shows fine
they are completed.
motor control when Flour and water paste
Choose different groups to work on the
manipulating tools
features. Masking tape
and small objects,
and demonstrates Whiteboard and pen
this when using a
range of media that
require this skill
320
3SP2 Chooses Attach the Choose a small group of children. (Change the groups often, as this is a difficult task.) ‘The Gruffalo’ by Julia Can the child:
objects and materials features to the Donaldson (ISBN 978-0-
Today we are going to attach the features onto the Gruffalo’s body.  suggest features that
to handle and look at junk model 333-71093-7) need to be added?
Can you remember and find the features you made yesterday? (e.g. horns)
closely, noticing ‘Gruffalo’.
The junk model Gruffalo  suggest where they
simple features and Can you check with the picture where we need to fix the horns?
(see previous sessions) need to be
developing Which way do the horns point? positioned?
exploratory skills Gruffalo features (made
Yes, to the front of his head.
in the previous session)
3SP3 Uses simple How do you think we can fix the horns onto his head?
tools and techniques Flour and water paste
We need strips of glued newspaper, so we can then bandage them onto his head. (Some
in order to make, features can be attached with masking tape.)
Masking tape
adapt and build for his You will need to hold the horn steady for someone to bandage them on.
or her own purposes Newspaper
Give lots of help and support.
3SP5 Shows fine When you are happy that all the features are in place, paint flour and water paste over the whole body –
motor control when this will harden the body ready for painting.
small objects, and
demonstrates this
when using a range of
skill.
321
3SP2 Chooses Decorate the junk Choose a group of children. ‘The Gruffalo’ by Julia Can the child:
objects and materials, model ‘Gruffalo’. Donaldson (ISBN 978-0-
Today we are going to decorate our ‘Gruffalo’.  observe carefully the
to handle and look at 333-71093-7) colours required for
Before we start, we are going to stand the Gruffalo on some newspaper, so we don’t
closely, noticing decorating the
make a mess on the floor. Paint, thickened with
simple features and Gruffalo’s features?
First, we need to paint his body with brown paint. PVA glue, in the
developing  make suggestions
required colours
exploratory skills Shall we stick some brown tissue onto his body to make him look as though he has more about decorating the
fur? Gruffalo?
Big brushes for the main
3SP3 Uses simple
Who would like to paint his teeth? parts  show fine motor
tools and techniques control when painting
What colour will you use? Yes, white.
in order to make, Small brushes for detail small features?
Look at his face – we’ve painted his teeth, tusks and horns.
Strips of card (for  work carefully?
or her own purposes What else does he need? Yes, whiskers.
whiskers)
3SP5 Shows fine What shall we use for whiskers? (e.g. strips of white card stuck onto his cheeks, or rolled-
up newspaper). Brown tissue paper, torn
motor control when
to give a furry effect
What colour are the insides of his ears?
small objects, and Who would like to paint his ears? Other materials that you
demonstrates this may prefer

Continue until the Gruffalo is finished.
Note: You could also make a forest background for the Gruffalo to stand in front of, and add
media that require this captions, e.g. ‘he has a wart at the end of his nose’.
skill
322
3SP6 creates simple Make junk jungle Sit the children where they can see the pictures in Note: This is quite a difficult task. The children will ‘Rumble in the Jungle’ Can the child:
joins to arrange and animals. the book ‘Rumble in the Jungle’. need help. It will take several sessions for all the by Giles Andreae (ISBN
pairs of children to make their animals.  choose suitable
rearrange 3D models Today we are going to begin making 978-1-84616-705-8) materials for making
jungle animals, using the things on this Choose two children to look through the book their own animal?
3SP8 Builds and table. ‘Rumble in the Jungle’ and choose an animal to Model jungle animals
constructs with a wide make. Look at model animals too.  observe carefully the
We are going to look at the different Boxes
range of materials, positions of the legs
animals before we begin. When the pair has chosen their animal (e.g. an
and head?
selects appropriate elephant), give them time to collect the materials Cartons
These are the chimpanzees.
resources, tools and they think they need to make it.  look carefully at the
Who would like to describe the Paper bags colours required?
techniques and Suggest that they concentrate on making the heads
chimpanzees?
adapts their work and bodies first – stuffed paper bags are excellent Newspaper  position features
Yes, they have very long arms and for these. accurately?
where necessary;
legs. Flour and water paste
begins to use captions Rolled up newspaper makes excellent arms, legs  change the positions if
They have rounded ears at the sides of and tails (e.g. for monkeys). Bend these to the required?
Masking tape
3SP9 Demonstrates their head. required shape and use strips of papier-mâché
wound round the bent shape to keep in position.  talk about the 3D
co-ordination and Card
Continue looking at the animals and describing shapes he/she has
control in their use of their main characteristics. Attach arms, legs, tails, etc to the body with strips of chosen to make the
Cylinders
papier-mâché. animal?
the full range of tools This activity will take time.
and equipment Standing animals will need cylinders, or card rolled
into cylinders, to make firmer legs.
provided
Cut card or fold paper to make additional features
3SP11 Applies e.g. ears.
knowledge and adapts Paint small sheets of newspaper with flour glue and
techniques to create use this to cover the animal.
their own ideas and Spread glue over the model – it will harden the
outcomes in a variety model when it dries.
of ways that include Chose another pair of children to choose and make
all types of expression an animal.
at different points in
time
323
3SP8 Builds and constructs with a Decorate junk Sit the children to look at the junk jungle Ask the children to talk about what they ‘Rumble in the Jungle’ Can the child:
wide range of materials, selects jungle animals. animals that some of the children have already need to decorate their animals. It is by Giles Andreae
important that the children are asked for  select from the
appropriate resources, tools and made. (ISBN 978-1-84616- materials
ideas, rather than the teacher always being
techniques and adapts their work the informer. 705-8) available?
Who made this animal?
where necessary; begins to use Give the children time to work out how to  observe the
Can you tell us about your animal? Junk jungle animals
captions solve problems. colours carefully?
made by the children
Can you find your animal in the
3SP9 Demonstrates co-ordination When the decorated models are finished (see previous session)  apply features
book?
and dry, paint over with PVA glue – this will appropriately?
and control in their use of the full
What do you need to do to your act as a varnish. Model jungle animals
range of tools and equipment  adjust their ideas
animal now?
Display these animals on a table, against a with experience?
provided Materials for making
Today more pairs are going to begin jungle background (see next session).
making their animals. animals  talk about what
3SP11 Applies knowledge and Note: Children will be writing about their they like about
adapts techniques to create their The children who have already animal later (see Area of Learning 4: The Tissue paper the model?
made animals are going to decorate World Around Us).
own ideas and outcomes in a variety
them. Paint
of ways that include all types of
expression at different points in time Brushes
3SP12 Evaluates finished products, Glue
commenting on the design intention, Scissors

and identifies changes that need to
Fabric
be made; can also evaluate the work
of others, offering positive String, etc
suggestions and advice
324
3SP8 Builds and Make a jungle Sit the children where they can see the book Prepare four tables for this activity: ‘Rumble in the Jungle’ Can the child:
constructs with a wide background for the ‘Rumble in the Jungle’ and their junk jungle by Giles Andreae (ISBN
1. Paint green leaves.  choose techniques for
animals.
range of materials, junk jungle animals. 978-1-84616-705-8) making flowers?
2. Paint sheets pale blue for the sky
selects appropriate We have finished our jungle animals.
background. The children’s junk  select colours and
resources, tools and Now we need a leafy jungle
3. Make jungle flowers. jungle animals (see designs by referring to
background for them to stand against.
techniques and adapts the book?
4. Paint tree trunks. previous sessions)
their work where We could hang the monkeys in the
 talk to other children
trees and the other animals could Choose children to work at different activities. Large paper leaves, in a
necessary; begins to about their ideas?
stand on the leaves. The children working on tables 2 and 4 could
use captions variety of shapes and
join the flower-making group when they finish  talk about the
Shall we look at some of the ideas in sizes
painting. positions and discuss
3SP9 Demonstrates the book?
changes with the other
co-ordination and When everything is dry, ask children to help you Tree trunk shapes children?
We will need some big leaves. What
put up the display.
control in their use of colour are the leaves?
Coloured paper, to cut
the full range of tools What do we need to put up first?
Do we have any green paint? into petals for flowers
and equipment Yes, the blue sky background.
Which colours do you think will make
provided Glue
the green colour? What next? (etc)
3SP12 Evaluates Yes, yellow and blue – you will need to Ask the children to mark the veins on the leaves Yellow, blue and brown
mix those colours to make green. with felt-tipped pens, and to fold the leaves in paint
finished products,
half. Stick the leaves onto the table.
commenting on the We need this to paint these sheets of
Mixing plates
paper pale blue, for the sky behind the Display the animals.
design intention, and
trees and leaves. Large paint brushes
identifies changes that Add a printed caption, e.g. ‘Rumble in the
Show the children how to make flowers: cut a Jungle’.
need to be made; can Large sheets of paper
disc of paper, cut out petals and stick the petals
also evaluate the work onto the disc, then scrunch up some tissue for the background
of others, offering paper for the centre of the flower.
positive suggestions Show the tree trunk shapes and discuss what
and advice colour they should be painted.
325
3SP7 Manipulates Make animal masks. Choose a group of six children, to work in pairs, to make masks of the animals in ‘What the Ladybird ‘What the Ladybird Can the child:
(including cuts and Heard’. Heard’ by Julia
 choose with a partner
joins) materials Donaldson (ISBN 978-0- the animal they want
Talk to your partner about the animal mask you want to make.
successfully using Note: these will be 230-70650-7) to make?
used later to act out You may need to help the pairs to choose.
simple tools and  choose suitable
Card
shows awareness of the story ‘What the Ask the pairs to draw the animal head. You may need to give help. colours?
safety issues Ladybird Heard’. Cut out the head carefully. White circles of card for
 choose suitable
eyes materials?
3SP9 Demonstrates Look at your animal head carefully and think of the colours you would like to use.
co-ordination and Give the children time to discuss. Felt-tipped pens  position features in the
correct place?
control in their use of Can you choose the colours of paper, tissue or fabric you want to use? Fabric pieces (collage)
the full range of tools  adapt their plans, if
Encourage the children to work as independently as possible. necessary?
and equipment Pieces of coloured
When the animal heads are finished, make a card headband and staple the ends together. Fit a paper and tissue paper
provided
second band over the top of the headband, to fit over the top of the child’s head.
3SP11 Applies Glue
Staple the animal head onto the headband, so that the animal head is at the side of the child’s face.
knowledge and adapts Practise making the appropriate animal sound. Scissors
techniques to create Hang the masks onto hooks and label them.
Staplers
their own ideas and
outcomes in a variety Strips of card, about
of ways that include all 3cm wide, for the
types of expression at headbands
different points in time
326
Kindergarten 2 Topic: Hide and Seek…Explorers All! 4. The World Around Us

The writing table:
Set up the writing table with the suggestions in the previous guides.
1. Letters to trace and copy, especially those that have been taught recently – photocopy pages from ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0).
2. Numbers to copy and trace.
5. Photocopied letters from ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0).
327
4SP4 Uses all Write the sound Choose a group of children who have been reading the book ‘Singing Dad’. Songbirds ‘Singing Dad’ Can the child:
his/her relevant <ng> (as in ‘ring’, (ISBN 978-0-19-8466642)
Give out the books and ask individual/pairs of children to read pages from the book.  recognise the <ng>
senses to ‘sang’, ‘song’, sound in words?
Ask children to find their favourite page and talk about it. ‘The Phonics Handbook’
investigate places, ‘bring’, ‘wing’,
(ISBN 978-1-870946-07-0),  sound out and write
objects, materials ‘king’, etc). Ask pairs to read all the <ng> words on a particular page.
page 91 the letters to
and living things; Who can remember the action we make for the <ng> sound? represent the
can identify and ‘Jolly Phonics Word Book’ sound?
Yes, it is the strong man lifting his weights and saying ‘ng’.
label positive and (ISBN 978-1-870946-79-7)  write rhyming <ng>
This is how we write <ng> – two letters making one sound.
negative features words?
White boards and pens
Watch me writing and try to make your letters the same shape.
forming recognisable  use this knowledge
letters, most of Check that the children’s letter formation is acceptable. when writing
independently?
which are correctly Shall we write some <ng> words?
formed Which <ng> word shall we write first? (e.g. ‘sing’)
We are going to write ‘sing’.
Decode, by using fingers to represent each sound in the word.
Which is the first sound that we can hear?
Yes, <s>.
Who can write the first sound?
Repeat until all sounds have been written.
Shall we squeeze the sounds together?
<s><ng> together make ‘sing’.
Make up short sentences for the children to write and/or ask children to say a sentence for other children
to write.
Photocopy ‘The Phonics Handbook’, page 91, for the children to colour in and practise the letters.
Find lists of <ng> words in ‘Jolly Phonics Word Book’.
328
4SP4 Uses all Write the new Choose a group of children who have been reading the book ‘Fish and Chips’. ‘The Phonics Handbook’ Can the child:
his/her relevant sound <oo> Give out the books and ask individual/pairs of children to read pages from the book. (ISBN 978-1-870946-07-
 recognise the
senses to (as in ‘too’, Ask children to find their favourite page and talk about it. 0), page 95 <oo> sound in
investigate places, ‘moon’, Shall we read page 10 again? words?
Songbirds ‘Fish and
objects, materials ‘spoon’, What is the lady saying?  sound out and
Chips’ (ISBN 978-0-19-
and living things; ‘room’). She is saying: ‘This is too much fish!’ write the letters
8466611)
can identify and Look at the word ‘too’. to represent the
sound?
label positive and How many sounds can you hear? ‘Jolly Phonics Word
negative features Yes, two sounds. <t><oo>. Book’ (ISBN 978-1-  write rhyming
Can you remember the action we make for <oo>? <oo> words?
forming 870946-79-7)
Yes, we lean forwards and say <oo> – two letters making one sound.  use this
recognisable
Watch me writing and try to make your letters the same shape. White boards and pens knowledge when
letters, most of
Check that the children’s letter formation is acceptable. writing
which are correctly independently?
Shall we write some <oo> words?
formed
Which <oo> word shall we write first?
Shall I say some <oo> words and you choose? (e.g. ‘moon’)
We are going to write ‘moon’.
Decode, by using fingers to represent each sound heard in the word.
Yes, <m>.
Repeat until all the sounds have been written.
<m><oo><n> together make ‘moon’.
Make up short sentences for the children to write and/or ask children to say a sentence for other children to write.
Find lists of <oo> words in ‘Jolly Phonics Word Book’.
329
4SP4 Uses all Write the new Choose a group of children who have been reading the book ‘Doctor Duck’. ‘The Phonics Can the child:
his/her relevant sound <ay> (as in Give out the books and ask individuals or pairs of children to read pages from the book. Handbook’ (ISBN
 recognise the
senses to ‘day’, ‘say’, ‘hay’, Ask children to find their favourite page and talk about it. 978-1-870946-07-0), <ay> sound in
investigate places, ‘may’, ‘play’). Shall we read page 13 again? page 77 words?
objects, materials What did Doctor Duck say?  sound out and
Songbirds ‘Doctor
and living things; ‘Yes’, he said: ‘I will come back in six days.’ write the letters
Duck’ (ISBN 978-0-
can identify and Look at the word ‘days’. to represent the
19-8466635) sound?
label positive and How many sounds can you hear?
negative features Yes, three sounds: <d><ay><s>. ‘Jolly Phonics Word  write rhyming
Can you remember the action we make for <ay>? <ay> words?
forming recognisable Book’ (ISBN 978-1-
Yes, put your hand by your ear as if you find it hard to hear something. 
letters, most of 870946-79-7) use this
Two letters making one sound. knowledge when
which are correctly
Watch me writing and try to make your letters the same shape. White boards and writing
formed independently?
Check that the children’s letter formation is acceptable. pens
Shall we read the days of the week on Doctor Duck’s diary?
All the days of the week end with the <ay> sound.
Shall we write some <ay> words?
Shall I say some <ay> words and you choose? (e.g. ‘play’)
We are going to write ‘play’.
Decode, by using fingers to represent each sound heard in the word.
Yes, .
Repeat until all sounds have been written.
<l><ay> together make ‘play’.
Make up short sentences for the children to write and/or ask children to say a sentence for other children to write.
Find lists of <ay> words in ‘Jolly Phonics Word Book’.
330
4SP7 The child Show the children some of their zoo visit Note: This is quite a difficult task. You may want to take just one or Can the child:
‘Big Book’ of Digital photograph
begins to record photographs and ask questions, e.g. two children at a time. It is important that each child is given time to
writing, using talk about the day and to make suggestions about what they want to of the zoo visit for  talk about the
observations using Who is this? photograph?
digital say. You may want to be the scribe and write down some sentences. each child
symbols/pictures/sim What is Maryem doing in the These can be typed and added to their writing.
photographs of the  decode some
ple signs or phrases, picture? Paper
zoo visit. What would you like to say about your picture? words?
and makes Yes, Maryem is looking at the Pencils
e.g. ‘I am watching the monkey peeling a banana.’  write the letter for
phonetically big grey elephant.
the sound?
Can you write ‘I’? It is one of our tricky words. Glue sticks
plausible attempts at Choose one or two more pictures to talk
 read back their
more complex words about. Leave a little space. Now write the word ‘am’. Word Wall and letters own sentence?
Explain that they will all be writing about Can you hear the sounds? nearby
4SP9 Attempts to  attempt to write
their pictures.
hold a pen/pencil in Encourage the child to be as independent as possible. ‘Big Book’ more difficult
words by
a comfortable and There will be big differences in children’s confidence and ability.
decoding?
efficient grip in order Shall we try ‘watching’? I will decode and you write the
to write in a variety sounds.
of forms using an Don’t worry if some sounds are omitted. Give lots of praise and
appropriate range of encouragement.
vocabulary Continue to decode, then read together what the child has written
after each word.
Shall we read the sentence together?
We will stick your picture on your writing.
You can make a pattern around the edge before we stick it

into the ‘Big Book’ (see Area of Learning 2: Shape, Size and
Colour).
Repeat with other children.
Note: You may want to spread this activity over a few days,
working with about four children each day.
331
4SP7 The child Before the lesson, sort out the children’s junk jungle Choose small groups of children, preferably Junk jungle animals (see Can the child:
Write about
begins to record animals and pictures (sets of elephants, tigers, etc). those of similar ability. Area of Learning 3:
junk jungle  listen with
observations using Choose one set, e.g. the gorillas. Choose children who have made the same Making Things) enjoyment to the
animals and take
symbols/pictures/sim animal. descriptive
digital Hold up one of the gorillas. ‘Rumble in the Jungle’
ple signs or phrases, Share the appropriate poem and talk about the vocabulary in the
photographs. What is this animal? by Giles Andreae (ISBN poem?
vocabulary.
and makes
Yes, it is a gorilla. 978-1-84616-705-8)
phonetically The pairs who have made the animal should  construct a
Shall we find the gorilla poem? discuss their writing together, and help each sentence using
plausible attempts at Paper
other with the decoding. descriptive
more complex words Read the gorilla poem, encouraging the children to ‘thud’ or language?
Pencils
‘pat’ their chests. If a child is struggling with writing a sound, refer
4SP9 Attempts to them to the letter.  decode the sounds
Can we look ‘ferocious’ and ‘scary’ like the gorilla Word Wall and letters
required for the
hold a pen/pencil in and ‘wallop’ our ‘giant, great chest’? Display the children’s writing with a photograph nearby word?
a comfortable and of their junk jungle animal.
What could we write about the gorilla?  write the
efficient grip in order Take groups of children to read the writings. Photographs of the
Listen to the children’s ideas. appropriate letter
to write in a variety junk jungle animals for the sound?
Show the writings to other adults who visit,
of forms using an Give lots of praise to children who choose words from the especially to parents.
poem.  read the finished
appropriate range of sentence?
vocabulary Demonstrate how to decode and write letters to represent
the sounds.
Encode the letters after each word.
Identify ‘tricky’ words.
Remind the children about spaces between words.
Add a full stop to show that you have finished the sentence.
Read the sentence together.
332
4SP4 Uses all Revise writing Choose groups of children to practise writing letters. Pens Can the child:
his/her relevant letters.
These are some of the sets of letters you could choose: White boards  hold a pencil
senses to correctly?
1. c, d, a, g, q – all in the same writing family Pencils
investigate places,
 write some letters
objects, materials 2. e, s, o – letters not in a family Paper correctly?
and living things;
3. m, n, r, p, h, b, u – letters that start at the top Finger paints  write the ‘c’ writing
can identify and family correctly?
label positive and 4. i, l, f, t – letters that are easy to write Water and a paint brush
 copy letters or write
negative features
5. b, d, h, l, k – ascending letters letters from
forming recognisable memory?
letters, most of 6. p, q, g, j – descending letters
which are correctly 7. v and w – letters that start at the top but don’t go straight down.
formed
Notes:
 It is important to display the letters in the classroom.
 When you practise the sounds and their actions, use the opportunity to practise letter formation.
 It is preferable that the children copy letters correctly, rather than form the letters incorrectly from
memory.
 Reversal of b, d, p and 9 is very common at this stage.
333
4SP4 Uses all Write ‘CVC’ Choose groups of eight children – choose those who can hear the beginning and end sounds, but still find it ‘What the Ladybird Can the child:
his/her relevant rhyming words difficult to hear the vowel in the middle of ‘CVC’ words. Heard’ by Julia
 hear the sounds in
senses to from the book Look at the book ‘What the Ladybird Heard’. Donaldson (ISBN 978-0- words?
investigate places, ‘What the Ladybird I am going to read the first page. Listen carefully, to see if you can hear the words that sound nearly the 230-70650-7)
same – the rhyming words.  match the sounds
objects, materials Heard’. with the
Can you hear two words that sound nearly the same? Paper
and living things; appropriate letters?
Yes, ‘hen’ and ‘pen’. Pencils
can identify and  form most of the
Shall we count out the sounds in ‘hen’?
label positive and letters correctly?
Felt-tipped pens
Put up your thumb – the first sound is <h>.
negative features
Put up your pointing finger – the next sound is <e>.
forming recognisable
We now have two sounds <he>.
letters, most of
The sound at the end of ‘hen’ is <n>.
which are correctly
Shall we say the three sounds again? <h><e><n>.
formed
Who can write the <h> sound?
Continue until all the letters have been written.
Say the sounds again.

Shall we squeeze the sounds together to make ‘hen’?
Repeat with ‘pen’.

Look how much of the word is the same.
Which letters are the same?
Which letter is different?
You may like to say that the word ‘pen’ has two meanings: ‘a pen that we write with’ and ‘a fenced-in place for
animals’ (show pictures to illustrate these).
Repeat for ‘hog’ and ‘dog’; ‘van’ and ‘plan’; ‘men’ and ‘Len’; ‘slept’ and ‘crept’.
Talk about the other rhymes in the book. You may also want to explain that some words sound the same, but
look different.
The children could make little booklets with the rhyming words and illustrations.
334
4SP7 The child Draw maps, using Choose a group of children to look at the book ‘What the Ladybird Heard’. ‘What the Ladybird Can the child:
begins to record ideas from ‘What Who can remember how the story started? Heard’ by Julia
 use shapes to
observations using the Ladybird What happened next in the story? Donaldson (ISBN show the farm
symbols/pictures/sim Heard’. What were the men in the van doing? 978-0-230-70650-7) sheds?
What did they use to find the prize cow?’
ple signs or phrases,  make a line to
Construction toy
and makes Turn to the page illustrating the map. show the track?
sheds
phonetically Look at the farm yard and say the instructions as your finger traces along the route.
 label the map?
plausible attempts at Why did they need a map? Model farm animals
Have you seen a map?  talk about the
more complex words pathway taken?
Blue paper (for the
Who uses the map?
4SP10 The child What does Mum/Dad use a map for? pond)
begins to explore Can you help to set up a farm yard? Farm yard fences
changes in their Use the toy sheds, model animals, etc to set up a farm yard together.
environment and to Counters
Here are the robbers (play people).
investigate making Where do you think they will start their walk into the farm yard? Play people (to
simple observations Where will they go next? represent the
from evidence, both They have gone through the gate.
robbers)
indoors and Where next?
How will we know where the robbers walked?
outdoors (e.g. about
Who would like to make a track with the counters to show the walk?
familiar places and
issues) When we draw a map we are drawing it from above – it is a bird’s eye view.
Shall we draw maps of the farm yard?
First you need to draw the sheds, fences and the pond.
Now you need to show the robber’s walk with a track of little lines.
Encourage the children to talk about the track using positional words (e.g. ‘through’ the gate, ‘past’ the pigs,
‘round’ the pond, etc).
Shall we label some of the things on our map?
Display the children’s maps.
Play the game ‘Follow My Leader’: choose a child to take a group of children round the Kindergarten
(accompanied by adult), if possible talking about the walk. Tell them to use their arms to indicate turns.
335
4SP4 Uses all Sit the children where they can see clearly the ‘Jolly Choose groups of about six children. ‘Jolly Phonics Wall Can the child:
Write capital
his/her relevant Phonics’ wall frieze. Frieze’ (ISBN 978-1-
letters. Today we are going to paint some capital  form the capital
senses to I have arranged the letters in a new order. letters. 870946-32-2) with the letters correctly?
investigate places, We call this order the ‘English Alphabet’. We will start with the capital ‘A’. letters arranged in
 remember the
objects, materials Draw a line going down at an angle. alphabetical order
In English the letters are given names. alphabet names
and living things; Some of the names are different to the Go back to the top and make another line for the letters?
going down at another angle. Songbirds ‘Doctor Duck’
can identify and sounds we have been learning.
Now go across. (ISBN 978-0-19-
label positive and Point to one of the capital letters.
The name for this letter is ‘a’ and the sound is 8466635)
negative features
We have been learning the small letters. <a>.
forming recognisable Paint
These are called capital letters and we Can you draw the letter ‘A’ in the air?
letters, most of write these in special places. Shall we try again? Large paint brushes
which are correctly
Does anyone know when we write capital Repeat several times, then ask the children to paint to
formed Long strips of paper
letters? the letter ‘A’ onto paper.
Yes, at the beginning of your name. The next letter is called ‘B’ and the sound is White board and pen
.
Look at Doctor Duck.
I will write ‘B’ on the white board.
Who can point to a capital letter? Make a line going straight down.
Yes, ‘D’. Now make a three shape to join the top and
the bottom.
Who can find that letter on the Jolly
Phonics Wall Frieze? Ask the children to draw the letter ‘B’ in the air and then
paint it onto their paper.
Yes, this ‘D’ is the capital letter for the
small ‘d’. We have painted ‘A’ and ‘B’. The next letter is ‘C’.
Continue teaching about six letters, if appropriate, with

each group.
Continue learning the alphabet letters over the next few

weeks.
Note: This activity should be an introduction to saying

the alphabet names (see Area of Learning 7: Reading).
336
Kindergarten 2 Topic: Hide and Seek…Explorers All! 5. Poetry, Rhymes and Songs
When planning this section, use ‘Music Express: Year 1’ pages 24-33, ‘Feel the Pulse’.
You may want to use all the suggestions in ‘Music Express: Year 1’, or just choose your favourites.
You may also want to add your own ideas.
5SP7 Recognises ‘Move to the beat Sit the children where they can hear the CD. ‘Music Express: Year 1’ Can the child:
and explores how of the song, (ISBN 9780713662313)
Play CD track 21 and encourage the children to join in with the actions:  keep the rhythm with
sounds can be Pinocchio’ page 24-33 ‘Move to the the actions they are
Stretch out one arm horizontal to the body and lift this arm straight up and down, matching
changed, beat of the song, making?
the arm movement to the beat.
recognising Pinocchio’  match the words to
In the second verse nod heads to the beat.
repeated sounds the actions?
CD tracks 21 and 22.
and sound patterns In the third verse, tap feet to the beat.
 clap out the syllables
Sing the song several times, ensuring that the children keep the rhythm of the beat. in ‘Pinocchio’?
5SP9 Sings and
narrates a widening Practise clapping the beat for ‘My-name-is-Pi-noc-chi-o.’
range of songs and Play track CD track 22 and clap to the beat.
poems, developing Repeat several times.
diction and refining
the elements
(getting louder,
quieter, faster,
slower)
337
5SP7 Recognises Respond to the Sit the children to listen to CD track 23. ‘Music Express: Year 1’ Can the child:
and explores how different rhythms Can you draw shapes in the air with your hands to match the music? (ISBN 9780713662313)
 hear the difference
sounds can be in ‘Raga abhogi’ page 24-33, ‘Raga between the two
What kind of shapes are your hands making?
changed, and ‘Country abhogi ‘and ‘Country rhythms?
Yes, smooth, slow shapes.
recognising dance’. dance’  move their body
repeated sounds Can you make your hand and arm shapes move in different directions? smoothly to ‘Raga
CD tracks 23 and 24
and sound patterns Now try moving your body and arms to the music. abhogi’?
Stand up and move your whole body.  tap the rhythm to

5SP9 Sings and
‘Country dance’?
narrates a widening Can you twist your body to make high and low shapes?
range of songs and If possible, the children could move around – but remind them that the movements need to be slow
poems, developing and smooth.
diction and refining Choose groups of children that are responding well to the rhythm and ask them to explain what they
the elements liked about the movements.
(getting louder, Listen to CD track 24.
quieter, faster,
Is it a smooth sound?
slower)
No, it is music that makes you want to clap and tap to the beat.
Encourage the children to clap and tap to the beat.
Ask the children which type of movement they prefer and why.
338
5SP7 Recognises Sing ‘Okki-tokki- ‘Music Express: Year 1’ Can the child:
The music today is about a little Inuit boy.
and explores how unga’ with (ISBN 9780713662313)
 make the appropriate
sounds can be actions. Inuit people live near the North Pole where it is snowy and icy nearly all the time. page 24-33, ‘Okki-tokki- actions?
changed, unga’
This little boy is going fishing in his canoe.  make the actions in
recognising time with the beat?
Listen to CD track 25 for the first verse. Sing along and make the actions. CD track 25
repeated sounds
The little boy sings ‘Okki-tokki-unga, Okki-tokki-unga’, and rows his boat.  begin to join in with
and sound patterns the words?
Can you sing ‘Okki-tokki-unga’ and paddle your pretend boat?
In the chorus of the first verse, when he sings ‘Hexa cola, misha woni’, he is looking out to
sea.
Ask the children to listen and join in with the words and actions.
The words are repeated, but in the chorus of the second verse the Inuit boy is throwing in the fishing
net. In the third verse he is pulling the fishing net back into the boat.
Encourage the children to perform the actions in time with the music.
339
5SP6 Listens with Read poems from Sit the children where they can see the book ‘Rumble in the Jungle’. ‘Rumble in the Jungle’ Can the child:
enjoyment, and ‘Rumble in the Can you read the title with me? ‘Rumble in the Jungle’. by Giles Andreae (ISBN
 join in with the poem?
responds to Jungle’. 978-1-84616-705-8)
Can you see the animals on the cover? These are some of the animals that live in the
stories, songs and  hear the rhyming
jungle. ‘Rumble in the Jungle’ words?
other music,
Shall we name them together? CD (included with the
rhymes and poems  join in with the
This is a poetry book. book) actions?
We can choose to read any of the poems in any order.  begin to say the words
expressively?
Turn to the first double-page spread.
What do you think this could be?
Yes, the fur on the zebra.
Why do you think it is a zebra skin?
Why do you think the zebra has stripes?
He has stripes so that the lions and other meat-eating animals can’t see him so easily.
We call it ‘camouflage’.
Choose a poem to read, e.g. ‘Chimpanzee’.
Read expressively, encouraging the children to join in with actions and make monkey screeches.
Can you hear the rhyming words – the words that sound nearly the same?
Listen to the CD to enhance the reading.
Choose different poems to share and enjoy during the topic.
Play the CD in the outside area too, to encourage the children to memorise and join in with the words.
340
5SP10 Sings Read the story If possible, the teacher should watch the DVD in advance of the Choose a group of eight children: ‘Little Rabbit Foo Foo’ Can the child:
songs, keeping ‘Little Rabbit session. Sit the children to listen to the story ‘Little Rabbit Foo Foo’. by Michael Rosen
 One child to have the drum to ‘bop’  join in with the
broadly in tune, Foo Foo’. Look at the cover together and explain that this is ‘Little Rabbit Foo the creatures on the head. (ISBN 978-1-4063- rhythm of the
developing Foo’. 2399-3) -DVD song?
 One child to scrape the tambour to
diction and What is Little Rabbit Foo Foo doing? (included with the
show ‘scooping up the creatures’.  use percussion to
breathing to Yes, he is riding on his motor bike. book) enhance the
 One child (with support) to be the
enhance her/his rhythm?
Does he look friendly? Good Fairy. Drum (for ‘bopping’).
performance  use actions to
Would you like to see him coming up your street?  One child to be Little Rabbit Foo
Tambour (for enhance their
5SP11 Foo. performance?
Look at the double-page spread at the beginning of the story and talk ‘scooping’)
Accompanies about the picture.  The other four children to support
 change the tone of
songs by using a the characters, and then to swap their voice for the
Point to the field mice, tigers and gnomes. Tell the children that these
roles with them. bossy Good Fairy?
variety of vocal are all characters in the story.
sounds, Help the children to act out the parts.
Read the first four pages, as rhythmically as you can.
You will need to give support and
chanting,
Can you read this again with me? encouragement and to sing (say) all the
recitation, etc words on the first few occasions.
Do you think Little Rabblt Foo Foo is nice to the field mice?
This activity should be repeated several
Do you think they like being bopped on the head? times until the children have memorised
Read the next page in a very ‘bossy’ voice. the words and are using actions to
enhance their performance.
Oh dear! Little Rabbit Foo Foo is being told off. The Good
Fairy says he has three chances to change. When the children have memorised the
story, rehearse as a whole class
Do you think he will change? session.
Shall we read this page again?
Encourage the children to use actions to: wag their fingers; pretend to
scoop up the field mice and to bop them on the head; to show with
fingers ‘three more chances to change’.
Continue reading, encouraging the children to join in with the story.
341
5SP5 Sings simple Act out the story Choose a small group of about four children to act out ‘Walking in the Jungle’ in the jungle role play ‘This Little Puffin’ by Can the child:
songs from memory ‘Walking in the area. Elizabeth Matterson
 join in with the poem?
(often, as he or she Jungle’. We are going to take a play person through the jungle and say: (ISBN 0-14-034048-3)
engages with other page 271, ‘Walking in  make appropriate
‘Walking through the jungle,
animal noises?
activities) the Jungle’
What do you think we’ll see
 take different roles?
5SP7 Recognises If we hear a noise like this?’ Two play people
 make suggestions for
and explores how
Which animal can the play person see? The jungle role play animal sounds or
sounds can be animal movements?
area
changed, What noise will the monkey make?
recognising ‘Chatter! Chatter! Video camera or tape
repeated sounds recorder
What do you think it will be?’
and sound patterns
Say the poem several times, choosing different animals and their sounds.
5SP8 make up and You may want to choose one child to move the play person and allocate an animal to each of the other
record their own children.
rhymes, songs, Swap roles.
alliterative chants,
and nonsense
Following on from this activity:
verses.
You have learned so many different animal sounds and animal movements. We could use
the video camera or tape recorder to record our work.
Record and play back the animal sounds and movements.
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Kindergarten 2 Topic: Hide and Seek…Explorers All! 6. Music and Movement

6SP8 Repeats, Revise stopping As the children come into the hall say: Children and adults Can the child:
links and adapts and starting, Can you walk in very quietly and sit in a space? appropriately clothed
 respond appropriately
simple movements, moving in different to the different sounds
Now stand quietly and walk into spaces. When I say ‘STOP!’ you must stand very still in Tambour
sometimes ways and in your space. made by the tambour?
commenting on his different directions.  keep a good balance
Observe the children walking: are they looking for spaces or are they just walking round and round?
or her work; position for the
STOP! We need to make sure we are looking for spaces. You may need to walk sideways or ‘freeze’?
demonstrates co-
backwards if someone is in your way.
ordination and  change direction when
STOP! Listen to the tambour (make a regular beat suitable for walking). moving?
control in large- and
small-scale Can you walk into spaces, taking one step for every beat?  change positions from
movements The loud bang tells you to stop and keep in your shape. high to low?
Do you think you could move if you had your hands and feet on the floor?  remember the number
of moves for each
Can you get into a nice shape to begin with? beat?
Listen to the beat and move – remember to change directions.
Repeat several times, asking the children to change their starting positions and to keep a balance
when they ‘freeze’ (i.e. stop and keep their shape).
Listen again. This time the tambour beats will be slower, so you must take big steps.
Stop the children and repeat the slow beats, checking that the children are ‘freezing’ in the stop
positions.
Shall we try to make big movements with our hands and feet on the floor?
Encourage the children to make big movements in different directions.
Ask the children to sit down.
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Now we are going to make a pattern of movements: first six ordinary movements, then six
big movements and then ‘freeze’.
Practise several times. Encourage movements in different directions, different ‘freeze’ shapes and
good listening skills.
Stop the children and ask them to sit and listen as you scratch the tambour.
Can you move to this sound?
Is it a jerky sound or a smooth sound?
Can you make a good starting shape, ready to begin moving to the smooth sound?
Practise different start positions, moving in different directions, moving from a high position to a low
position and vice-versa. If possible, combine all three ways of moving.
This lesson can be repeated several times by:
 changing the order of the tambour rhythms
 changing the number of beats in each part
 making a repeated pattern, e.g. three slow scraping sounds, then three ordinary beats
 choosing high or low starting positions
 using one foot and two hands to make the sequence of movements
 using one hand and two feet to make the sequence of movements.
344
Suggestions
6SP7 Demonstrates a range of Use big balls for As the children come into the hall say: Children and adults Can the child:
movements freely, e.g. skipping, bouncing, Can you walk in very quietly and sit in a space? appropriately clothed
 listen to
hopping, jumping, stepping, and throwing and instructions?
Now stand quietly and walk into spaces. When I say ‘STOP!’ stand very still in your Big balls
is able to show stillness and catching. space.
 bounce and
balance catch a ball?
Observe the children walking: are they looking for spaces, or are they just going round and round?
6SP8 Repeats, links and adapts Continue with the warm up – this should take about five minutes. Vary the content, either using the  bounce and
simple movements, sometimes additional suggestions in the previous session or by concentrating on one type of movement. walk/run with the
ball?
commenting on his or her work; Give out the big balls and ask the children to practise bouncing and catching as they walk.
demonstrates co-ordination and  throw and catch
Suggest that they try running or making a zig-zag pattern as they bounce and catch the ball. the ball?
control in large- and small-scale
Instead of bouncing and catching, can you keep bouncing the ball back down at least
movements  work with a small
three times before catching it?
group?
6SP10 Works on his/her own, Extend the challenge to five or more.
with a partner and in small Can you walk/run while you bounce the ball?
groups to pass and
Now put the big balls back in the containers and sit in groups of three.
retrieve/catch/pass a range of
Choose one group of three to demonstrate the following activity:
small equipment, e.g. balls,
beanbags, quoits, and also to Stand the three children in a triangle shape and ask them to throw a ball to each other, going
around the triangle. If necessary, encourage the child throwing to tell the catcher when they are
develop and communicate ideas
about to throw the ball.
using their imagination (e.g.
Complete the lesson by stretching and relaxing.
listening to a piece of music and
representing the mood through
dance)
345
6SP7 Demonstrates a Throw bean As the children come into the hall say: Children and adults Can the child:
range of movements bags into hoops. Can you walk in very quietly and sit in a space? appropriately clothed
 keep in a suitable
freely, e.g. skipping, space?
Now stand quietly and walk into spaces. When I say ‘STOP!’ stand very still in your Beanbags
hopping, jumping, space.
 move in different
stepping, and is able to Hoops
Observe the children walking: are they looking for spaces or are they just going round and round? ways?
show stillness and balance
Continue with the warm up – this should take about five minutes. White boards  move in different
6SP8 Repeats, links and directions?
Give each child a beanbag and say: Pens
adapts simple movements,  throw and catch a
Find a nice big space and sit down. bean bag?
sometimes commenting on
Check that all the children are in a space.
his or her work;  work with a partner to
demonstrates co- Show the children how to throw the bean bag up and catch it as it falls. throw and catch?
ordination and control in Stand up and practise throwing and catching your bean bag.  take turns in a group?
large- and small-scale
Check that the children are throwing their bean bag so that they can realistically catch it.  throw the bean bag
movements accurately into the
Ask the children to work in pairs, with one bean bag for each pair, practising throwing the bean
hoop?
6SP10 Works on his/her bag to each other and catching it.
own, with a partner and in Gather the children together and collect the bean bags.
small groups to pass and
Show the children how to play the following game:
Place a small hoop on the floor and draw a chalk line a suitable distance away from the hoop.
range of small equipment,
Choose a group of four children to take turns to try to throw five bean bags into the hoop – explain
e.g. balls, beanbags,
that they must stand behind the line when they throw.
quoits, and also to develop
Each child then writes their name on the white board and records the number of bean bags they
and communicate ideas
managed to throw into the hoop.
Children have three turns each, then they add up the total the score for each child.
(e.g. listening to a piece of
music and representing Divide the class into groups:
the mood through dance)  Each group has five beanbags, a hoop, a white board and a pen.
 Check that each group is in a suitable space, place the hoop and draw the chalk line,
then give them time to complete the task.
346
 When each group has finished and totalled their scores, they should sit quietly and wait
for the other groups to finish.
Ask for each group’s results and collect the equipment.
Complete the lesson with stretching and resting.
347
6SP7 Use long and short Note: This session requires at least two adults. Children and adults Can the child:
Demonstrates a skipping ropes. appropriately clothed
As the children come into the hall say:  move in different
range of directions?
Can you walk in very quietly and sit in a space? A long skipping rope
movements freely,
e.g. skipping, Now stand quietly and walk into spaces. When I say ‘STOP!’ stand very still in your space. Short skipping ropes
ways?
hopping, jumping, Observe the children walking: are they looking for spaces or are they just going round and round?
 turn the rope and
stepping, and is Continue with the warm up – this should take about five minutes. jump/step over it?
able to show
Give out the skipping ropes, ensuring that all the children are in a space.  jump over the long
stillness and rope when given the
Can you remember where we put the rope before we try to skip?
balance instruction ‘jump!’?
Yes, hold the ends of the rope and make sure it is behind your legs.
6SP8 Repeats,  jump over the rope
Bring the rope over your head and when it is on the floor you jump over the rope. with two feet
links and adapts
together?
simple movements, Observe the children. Choose children who are skipping correctly to demonstrate their skills to the rest
of the class.
sometimes
commenting on his Ask other children to explain why these children are succeeding.
or her work; You may want to divide the group:

demonstrates co-  those who are skipping well in one area, where they can improve their skills by running as
ordination and they skip, skipping backwards, or hopping as they skip
control in large- and  Those who are having difficulty in another area – concentrate on helping these children to
small-scale learn to skip.
movements Ask the children to fold their ropes into quarters, ready for you to collect them.
6SP10 Works on Sit the children to watch as two adults turn the big rope.
his/her own, with a Can you see the rope turning in the air?
Listen to it ‘clack’ on the floor.
groups to pass and
When you hear it clack, you must jump over the rope.
retrieve/catch/pass
a range of small Choose a child who can skip well with a short rope.
equipment, e.g. Can you stand where the rope is touching the floor?
348
balls, beanbags, We will turn the rope over your head and say ’JUMP!’ when you need to jump.
quoits, and also to
Turn the rope slowly and make sure you say ‘JUMP’ at the appropriate time.
develop and
Repeat two or three times, then choose different children to have a turn.
communicate ideas
using their Complete the lesson with stretching and resting.
imagination (e.g. Notes:

listening to a piece  The rope should always be turned very slowly at this stage.
of music and
 Always shout ‘JUMP!’ at the appropriate moment.
representing the
mood through  Ensure the children stay in the middle of the rope, where it touches the floor.
dance)  Ensure the children jump with their feet together, rather than step over the rope.
 Ensure the other children observe the skipping from a safe place.
349
Suggestions
6SP7 Demonstrates a range of Carousel of As the children come into the hall, say: Children and adults Can the child:
movements freely, e.g. skipping, activities, using Can you walk in very quietly and sit in a space? appropriately
hopping, jumping, stepping, and is small apparatus. clothed directions?
Now stand quietly and walk into spaces. When I say ‘STOP!’ stand very still in your
able to show stillness and balance space. Containers with:  travel in different
6SP8 Repeats, links and adapts Observe the children walking: are they looking for spaces or are they just going round and ways?
round?  big balls
simple movements, sometimes  use the equipment
commenting on his or her work; Continue with the warm up – this should take about five minutes.  quoits appropriately?
demonstrates co-ordination and Show the children the equipment and remind them how to use it.  keep in the
 skipping ropes
control in large- and small-scale allocated space?
Tell the children that they will be playing with all the equipment in turn.
movements  bean bags  obey instructions?
Divide the class into four groups and allocate a space for each group.
6SP10 Works on his/her own, with Give each group a different set of equipment and observe them using it, giving encouragement
a partner and in small groups to and support.
pass and retrieve/catch/pass a After five or ten minutes stop the children.
range of small equipment, e.g.
Put the equipment back into the container and sit quietly near the box.
balls, beanbags, quoits, and also
Tell each group which area they will be moving to next.
to develop and communicate ideas
using their imagination (e.g. Now walk to your new equipment and begin.
listening to a piece of music and When the children have completed the circuit, choose two children from each group to put the
representing the mood through equipment in the allocated place.
dance) Complete the lesson with stretching and resting.
350
6SP4 Negotiates Use climbing Note: Kindergarten climbing Can the child:
small and large equipment.  You should observe and assess how the children are using this equipment. equipment
 use the equipment with
spaces
 Some children may never venture onto the equipment, some may use it rarely and others may consideration for other
successfully and monopolise the equipment. children?
safely  Children with physical disabilities should have a special programme to meet their specific needs.  show balance and control
on the equipment?
6SP6 Uses Talk to the children while they are using the climbing frame and ask:
small and large
Do you like going on the climbing frame?
equipment,
If the child says yes:
demonstrating
Would you like to show me the things you like doing on the climbing frame?
competence in
using them for a If the child says no:
range of Why don’t you like climbing?

purposes It may be that the child prefers other opportunities in the Kindergarten, but is happy to show you the things they
can do on the climbing frame. However, if the child is frightened of the climbing frame, you may need to set up
some lower equipment to help them to overcome their fear.
6SP9 Interprets Act out the The children will have heard the story already (see Area of Learning 1: Language, Communication and ‘We’re Going on a Can the child:
music by moving story ‘We’re Emergent Literacy). Bear Hunt’ by Michael
Rosen (ISBN 978-1-  move in different ways in
in different ways, Going on a They will also have acted out the story in small groups.
4063-2392-4) response to the words
producing facial Bear Hunt’ Shall we put the pictures from the story in order? and music?
Pictures of the story
expressions, etc with What do you think we could use to sound like the long wavy grass going ‘Swishy, swashy’? and labels, as used in  use their face to show
(e.g. move or percussion It needs to be a gentle, soft rustling sound. Area of Learning 1: joy, fear, excitement, etc.
create actions to sounds. Language, in response to the words
Ask the children to try different sounds and to decide which sound they like best. Communication and and music?
reflect happy/
Divide the class into three groups: movers, singers and instrumentalists. Emergent Literacy
fast/ slow/  keep in time with the
Act out the story with percussion sounds. Encourage the children to be as dramatic as possible. Percussion words when using
relaxed music)
instruments or other percussion instruments?
Talk about ways of improving the production and repeat. materials that make
sounds (e.g. rustling  use different voices to
Note: This activity could be developed into a little production to show parents when they arrive to take the
paper for grass) reflect the spoken
children home at the end of the day. The parents could watch the DVD first, then their children performing.
words?
351
Kindergarten 2 Topic: Hide and Seek…Explorers All! 7. Reading

Suggestions
Continue to learn tricky words using the suggested lists in ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0).
Some children will learn these tricky words at a quicker pace than others.
The activities suggested should use words that reflect this.
7SP10 Attempts to read Set up a reading Make an attractive quiet area for the children to read and enjoy books. A variety of books and Can the child:
familiar books of their own corner. This needs Monitor the children using the area. poems that you have  choose a favourite
choice, occasionally with to be a quiet place shared with the book to read?
Find time to engage with the children by showing an enthusiasm for their choices.
some fluency and accuracy. for small groups of
Some children will have a favourite book that they may have memorised especially if it has a
children.  talk about the book he
children to share repetitive paragraph. This can often be the motivation the child needs to become a ‘reader’. or she has chosen?
7SP11 Enjoys a range of These could include
books. These children may like to read their favourite book to an adult or small group.  explain why the
books, and discusses group readers:
chosen book is a
preferences. These could be taped to enjoy when sitting in the reading area. favourite?
‘PM Alphabet Starters’
Encourage more reluctant children to listen to you or a child reading their choice of book.
7SP12 Begins to use, with (ISBN 1-869612833)  use phonological skills
support, a range of Encourage the children in the reading area to: to help with word
‘PM Starters’ (ISBN building?
strategies to read simple  talk about the characters and the setting.
9780170133234)
texts or use a simple  begin to remember
 sequence what is happening in the story.
tricky words that
dictionary independently. He ‘Songbirds’ (ISBN 978-
 ask questions. appear in the book?
or she may begin to 0-19-846652-9)
 enjoy a variety of books.  use illustrations to
understand that some
Cushions. elaborate on the
sounds have more than one  enjoy books that children have started to memorise as stories or poems. story?
Small tables and
352
spelling.  read captions that have been displayed in the classroom. chairs.
 read poems that have been enlarged and displayed. Book boxes and
shelves for displaying
 help children to use relevant strategies:
the books.
1. word building using phonological skills
2. memorising tricky words A tape recorder to

listen to their own (or
3. using the illustrations to help identify vocabulary and to enhance the story
your) versions of
4. use the context to help identify the word.
favourite stories.
Note: It is essential that the children are able to revisit their favourite books, as this helps to
consolidate their learning and gives them confidence. Reading a book with very little help is Attractive displays to
very empowering. decorate the area.
7SP1 Shows an interest in Group reading Continue with group reading at least twice a week. Sets of: Can the child:
books and learning to PM Alphabet Starters
Differentiate according to ability: ‘PM Alphabet Starters’
handle them appropriately,  turn the pages
(ISBN 1-869612833)
turning pages and looking at 1. For children who are finding it difficult to identify sounds, use ‘PM Alphabet Starters’. carefully?
Concentrate on new sounds with these children. (All children find vowels more ‘PM Starters’ (ISBN
pictures  repeat the names of
difficult, so revise these frequently, if necessary.)
9780170133234) the objects?
7SP3 Recognises some 2. For children who are more confident, continue with ‘PM Starters’ up to level four or  begin to hear the first
familiar words, e.g. his or five and then move onto ‘Songbirds’. ‘Songbirds’ (ISBN 978- sound in the names?
her own name and common 3. For children who are beginning to decode and encode ‘CVC’ words, use ‘Songbirds’. 0-19-846652-9)
PM Starters
words in the environment; Continue using ‘Songbirds’, eventually moving onto the reading scheme of your
 know that English is
choice.
links some sounds to read from left to right?
specific letters, e.g. the With all the children:  begin to recognise the
letters in his or her name, beginning letters in
 talk about the characters and the setting
words?
and is able to recognise a
 sequence what is happening in the story  memorise some
few of them
 ask questions words that are
repeated in the text?
 enjoy a variety of books
7SP4 Knows that, in
 enjoy books that children have started to memorise as stories or poems Songbirds (in addition to
English, print is read from
the above)
 read captions that have been displayed in the classroom
left to right, in Arabic from
 hear and say the
353
right to left, and in both from  read poems that have been enlarged and displayed. sounds in ‘CVC’
top to bottom; is also able to words?
Note: It is essential that the children are able to revisit their favourite books, as this helps to
name and sound letters of consolidate their learning and gives them confidence. Reading a book without help is very  blend the sounds to
each alphabet empowering. make words?
7SP5 Hears and says

sounds in simple
Consonant-Vowel-

354
7SP4 Knows that, in Revise ‘Jolly Each day choose at least eight sounds to revise. This should be a short activity, taking two or three A selection of ‘Jolly Can the child:
English, print is read Phonics’ sounds. minutes. Phonics’ letters
 match the sound with
from left to right, in Mix the three methods of learning sounds described below. the action?
Objects or pictures of
Arabic from right to Sit the children in a semicircle and stick up the letters so the children can easily see them. objects that begin  match the letter with
left, and in both from the action?
Method 1 with the chosen
Make a ‘Jolly Phonics’ action. letters  match the action with
able to name and the letter?
sound letters of each Ask children to make the corresponding sound.
alphabet Who can point to the letter?
Method 2
Make a letter sound.
Can you make the action for this sound?
Method 3
Point to a letter.
Can you find anything on the table that begins with this letter?
Can you all make the sound and do the action?
355
7SP4 Knows that, in Revise the two ways Sit the children in a semi-circle and stick the letters where the children can easily see them. ‘Jolly Phonics’ letters Can the child:
of reading <l> (ll).
English, print is read ‘l’, ‘f’, ’e’, ‘t’ and ’i’.
Point to the letter ‘l’.  match the sound with
from left to right, in the action?
Can you make the action and sound for this letter? White board
 match the letter with
left, and in both from Sometimes at the end of small words it is written like this. Pen
the action?
top to bottom; is also Write ‘ll’ on the board.
 match the action with
able to name and Who would like to write ‘fill’ on the board? the letter?
Listen to the sounds: <f><ll>.  understand that the
alphabet double letter makes
Decode and encode the word together.
the same sound as
7SP12 Begins to
Decode and encode ‘fell’, ‘well’ and ‘tell’. the single letter?
use, with support, a
Pin these double letters under the initial letters to remind the children that they make the same sound
range of strategies
and use the same action.
to read simple texts
or use a simple You may want to write lists of all these words, to be read in spare moments.
dictionary
independently. He or
she may begin to
understand that
some sounds have
more than one
spelling.
356
7SP4 Knows that, in Learn the letter Sit the children in a semi-circle and stick the letters where the children can easily see them. ‘Jolly Phonics’ letters Can the child:
sounds <w> (wh)
English, print is read Point to the letter ‘c’. ‘w’ and ‘c’
and <c> (ck).  match the sound with
from left to right, in the action?
Can you make the action and sound for this letter? White board
Sometimes at the end of small words the <c> sound is written like this.  match the letter with
left, and in both from Pen
the action?
top to bottom; is also Write ‘ck’ on the board.
able to name and Who would like to write ‘duck’ on the board? the letter?
sound letters of each Listen to the sounds: <d> <ck>.
alphabet
Decode and encode the word together.
Decode and encode ‘luck’, ‘suck’, etc.
Point to the letter ‘w’.
Can you make the action and sound for this letter?
Sometimes at the beginning of words the <w> sound is written like this.
Write ‘wh’ on the board and then ask questions, e.g.
What are you doing?
This is how we write ‘what’.
Repeat for ‘when’, ‘where’ and ‘why’. Always put the words in sentences.
You may want to write lists of these words, to be read in spare moments.
357
7SP4 Knows that, in Revise the sounds Sit the children in a semi-circle and stick the letters Choose groups of children who can decode ‘Jolly Phonics’ letters Can the child:
English, print is read <sh>, <ch> and where the children can easily see them. and encode ‘CVC’ words and who are ‘sh’, ‘ch’ and ‘th’
beginning to remember new sounds, e.g.  match the sound with
from left to right, in <th>. Point to <ch>. the action?
<sh>, <ch>, etc. ‘The Phonics
Arabic from right to Can you make the action and sound for
Repeat the whole class session using different Handbook’ (ISBN  match the letter with
left, and in both from these letters?
words, e.g. ‘chop’, ‘chat’, ‘shop’, ‘ship’, ‘that’, 978-1-870946-07-0) the action?
top to bottom; is also Yes, it is the sound of a steam train. ‘them’.
able to name and Pictures of objects
We use our arms like train wheels. Make lists and display these words under the the letter?
sound letters of each headings ‘sh’, ‘ch’ and ‘th’. which have the <sh>
Point to <sh>.
alphabet and <ch> sounds, e.g.
Revise these sounds and words every day to
Can you make the action and sound for begin with, and then later at least once a ‘fish’, ‘dish’, ‘shop’,
7SP5 Hears and
these letters? week. ‘shoes’, ‘chips’,
says sounds in
Yes, we put a finger on our lips. It is the ‘chocolate’, ‘cheese’
simple Consonant- action for being very quiet.
Vowel-Consonant
Point to <th>.
(CVC) words and
Can you make the action with your mouth
may begin to
for these letters?
recognise, identify,
Yes, we need to put our tongue between
sound and name the
our front teeth and blow.
letters of the
I am going to say some words and I want
alphabet
you to do the <sh>, <ch> or <th> action
when you hear the sound.
e.g. The shop sells chocolate and chips and

cheese and shoes.
Repeat the sentence, encouraging the children to

make the actions that match the sounds.
358
7SP4 Knows that, in Learn the long Hold up a spoon (or a picture of a spoon). Choose groups of children who can decode and ’Jolly Phonics’ letters Can the child:
English, print is read <oo> sound, as encode ‘CVC’ words and who are beginning to
What is this?  match the sound
remember the new sound, <oo>. Pictures of
from left to right, in in ‘too’, ‘moon’ with the action?
Yes, it is a spoon.
Arabic from right to and ‘shoot’. Look at a picture of the moon together. objects with the long
Shall we sound out and count the sounds <oo> sound, e.g.  match the letter
left, and in both from What is this?
in ‘spoon’? with the action?
top to bottom; is also ‘spoon’, ‘moon’,
Yes, it is the moon.
What is the first sound? ‘boot’, ‘food’, etc.  match the action
able to name and with the letter?
Which sound can you hear at the beginning?
sound letters of each Yes, <s> (lift up your thumb). The next
sound is (lift up your index finger). Yes, <m>. Can you make the action?
alphabet
Stick up the letters ‘s’ and ‘p’. Who can find the letter?
7SP5 Hears and
says sounds in Point to the letters and say: Can you stick it here on the left?
simple Consonant- We have two sounds <s> and . The Which sound comes after <m>?
next sound is <oo>.
Vowel-Consonant Yes, the <oo> sound.
(CVC) words and These two letters make the <oo> sound
Remember, it is two letters making one
(point to ‘oo’).
may begin to sound.
recognise, identify, Now we have three sounds: <s>, ,
Stick the letters next to ‘m’.
<oo>.
sound and name the
Can you make the action and sound for
letters of the How shall we finish the word?
<oo>?
alphabet Listen to the last sound in ‘spoon’.
Which sound do we need to finish the word?
Who can find the letter to finish the word?
Yes <n>. Do you remember the action?
Yes, ‘n’.
Stick up the letter ‘n’ to complete the word.
Decode and encode the word several times.
Decode the word <m><oo><n> and squeeze the
sounds together to make ‘moon’.
Repeat for other <oo> words.
Make a list of these words and stick them under the

‘Jolly Phonics’ picture for <oo>.
Read these words as a starter activity.
359
7SP4 Knows that, in Revise the long Display the ‘Jolly Phonics’ letters for Choose groups of children who can decode and encode ‘CVC’ ‘Jolly Phonics’ letters Can the child:
English, print is read <oo> sound (as in the short <oo> and long <oo> words and who are beginning to remember the new short <oo>
sounds. sound. ‘The Phonics  match the sound with
from left to right, in ’moon’) and learn the action?
Handbook’ (ISBN
Arabic from right to the short <oo> These letters make two Look at a picture of a hook:
sounds. What is this? 978-1-870946-07-0)  match the letter with
left, and in both from sound (as in ‘look’, the action?
We have learned the long Yes, it is a hook. Pictures of objects
top to bottom; is also ‘cook’, ‘hook’).
<oo> sound that we heard Which sound can you hear at the beginning?  match the action with
able to name and with the short <oo>
in ‘moon’ and ‘spoon’. the letter?
Yes, <h>. Can you make the action? sound, e.g. ‘book’,
These letters also make a Who can find the letter?  understand that the
alphabet ‘cook’, ‘hook’, ‘wood’,
short sound – listen double letter makes a
Can you stick it here on the left?
7SP5 Hears and carefully: ‘book’, etc. different sound to the
<oo><k>. Which sound comes after <h>? letter on its own?
says sounds in
Yes, the short <oo> sound.
simple Consonant- Make the action for a cuckoo  understand that there
Remember, it is two letters making one sound. are two <oo> sounds?
Vowel-Consonant going <oo>, as suggested in the
‘Jolly Phonics’ picture. Stick the letters next to ‘h’.
(CVC) words and
Which sound do we need to finish the word?
may begin to Repeat several times.
Yes, <k>. Do you remember the action?
recognise, identify, Look at the pictures, name them and
encourage the children to Stick the letter ‘k’ to complete the word.
sound and name the
differentiate between the two Decode the word <h><oo><k> and squeeze the sounds
letters of the sounds. together to make ‘hook’.
alphabet
Place the pictures in separate piles: Repeat for other words.
a short <oo> pile and a long <oo>
7SP12 Begins to Make a list of these words and stick them under the ‘Jolly
pile.
use, with support, a Phonics’ picture for ‘oo’.
Write separate word lists to display
range of strategies Read these words as a starter activity.
under the ‘Jolly Phonics’ letter.
If possible, practise the long and short sounds at the same time
or use a simple
by referring to the separate word lists and using the different
dictionary actions.
independently. He or
she may begin to
understand that
360
some sounds have

more than one
spelling.
361
7SP7 Blends sounds Decode and encode Give a book to each child. Songbirds ‘Fish and Can the child:
together in the order words which appear Allow time for the children to look at the books and talk to each other about them. Chips’ (ISBN 978-0-
 point to each word as
in which they occur in the ‘Songbirds’ 198466611) they are reading?
Who can read the title?
to say simple book ‘Fish and
Yes, ‘Fish and Chips’.  decode phonic
Consonant-Vowel- Chips’. words?
Consonant (CVC) ‘Fish’ has the <sh> sound at the end (make the action) and ‘chips’ has the <ch> sound at the
beginning.  encode phonic
words; can also read words?
a range of familiar Can you remember the action for <ch>?
 remember the new
and common words Shall we read the words at the top of the first page? ‘This is Ron Rabbit’. sounds that have two
and simple The word ‘this’ has another of our new sounds which has two letters making one sound. Can letters making one
sentences, making you remember how we make the sound? sound?
some use of a range Yes, we put our tongue between our front teeth and make a sound.
of cues, including
Shall we read the book together?
knowledge of story
Stop at the page where the little girl says ‘This fish is too hot’.
or context, and
word/letter Look at the fourth word in the speech bubble.
recognition Shall we say this word together? ‘Too’.
How many sounds? Yes, two sounds: <t> and <oo>.
It has the long <oo> sound that we have just learned.
Continue reading together, asking questions and encouraging the children to talk about what is
happening on each page.
Read the book again and, if possible, ask individual children to read the speech bubbles.
At the end of the session, point to and read the word lists with the new sounds <sh>, <ch>, <th> and
the long <oo>.
Note: This book should be shared on different occasions to improve fluency and understanding.
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7SP4 Knows that, in English, Learn the Show the children the ‘Jolly Phonics’ letter ‘ng’. Choose groups of children who: ‘Jolly Phonics’ letter Can the child:
print is read from left to right, ‘Jolly This is a very funny sound.  can remember most of the new ‘ng’
 hear the sounds in the
in Arabic from right to left, Phonics’ sounds word?
It is the sound we might make if we are ‘The Phonics
and in both from top to action for lifting something heavy like this  can hear the sounds in words. Handbook’ (ISBN  hear the <ng>
bottom; is also able to name ‘ng’. weightlifter.
ending?
(Don’t choose children who cannot hear more 978-1-870946-07-0)
and sound letters of each We all need to crouch down like the than the beginning sound at this stage.)  identify the letters
alphabet weightlifter and pretend to lift the weights, Sets of individual
Give out the letters, a set for each child. needed for <ng>?
making the <ng> sound. letters, including ‘ng’
7SP5 Hears and says  encode the sounds to
Repeat several times. I will make an action and you point
sounds in simple Consonant- to the letter. Pictures of objects make the word?
Vowel-Consonant (CVC) Pin up the letters alongside the other letters the ending with the <ng>
Today we are going to make some  identify the sound
children have learned.
words and may begin to words with our letters. sound, e.g. ‘ring’, <ng> in other words?
recognise, identify, sound Sit the children in a semi-circle to look at the book. ‘swing’, ‘string’, ‘wing’
First, the word ‘bang’.
and name the letters of the Shall we read the title?
Repeat the word.
alphabet Write ‘sing’ on the board.
Can you say ‘bang’?
Shall we sound out the letters in ‘sing’?
Say the word slowly and carefully.
Repeat the sequence in the previous session.
Find the first sound.
Listen to this word: ‘ring’. Like the ring on
my finger. Which sound can you hear next?
Can you say the word? Yes, <a>. Now we have <ba>.
Who can hear the first sound? Which sound comes at the end?
Yes, <ng>.
Shall we say the sounds one at a

time: <a><ng>, and squeeze
them together to make ‘bang’?
Try making other words, either in this session

or on other occasions (e.g. ‘ring’, ‘swing’,
‘song’, ‘string’, ‘strong’, ‘bring’, ‘sting’, etc.).
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7SP7 Blends sounds Group reading: the Give a book to each child and read the title together. Songbirds ‘Singing Can the child:
together in the order ‘Songbirds’ book Do you think the children like Dad’s singing? Dad’ (ISBN 978-0-19-
in which they occur ‘Singing Dad’. 846664-2) – one for they are reading?
How can you tell that they don’t like the singing?
to say simple each child in the
Revise the <er> What about the cat, does she like Dad’s singing?  decode phonic
Consonant-Vowel- group words?
sound.
Consonant (CVC) Shall we read the first page together?
 encode phonic
words; can also read ‘Dad is a sing-er.’ words?
a range of familiar Do you remember the <er> sound? We used this action, like a mixer.
and common words
Write ‘er’ on the board.
and simple
These two letters make the <er> sound.
sentences, making
some use of a range We find it at the end of lots of English words (e.g. ‘mother’, ‘father’, ‘sister’, ‘brother’)
of cues, including Continue reading the book, sounding out all words that the children find difficult.
knowledge of story Ask questions and talk about the story.
or context, and
Read the book, again checking that all the children are pointing to the correct words.
word/letter
Look for particular words, e.g. ‘song’.
recognition
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7SP4 Knows that, in Show the children the ‘Jolly Phonics’ Choose groups of children who: Sets of individual Can the child:
Learn the
English, print is read letters for <qu>. letters ‘qu’, ‘a’, ‘ck’
<qu> sound.  can remember most of the new sounds  hear the sounds in the
from left to right, in This is a very funny sound. and ‘i’ word?
 can hear the sounds in words.
Arabic from right to It is the sound we hear the
(Don’t choose children who cannot hear more than the beginning Songbirds ‘Doctor  hear the <qu> sound
left, and in both from duck making with his beak.
sound at this stage.) Duck’ (ISBN 978-0- at the beginning of
top to bottom; is also Show a picture of Doctor Duck. ‘quick’ and ‘quack’?
Give out the letters, a set for each pair of children. 19-8466635)
able to name and 
Look at Doctor Duck – he identify the letters
I will make an action and you point to the letter (make
sound letters of each could be saying ‘Quack! needed for <qu>?
the actions for <qu>, <a>, and <ck>).
alphabet Quack!’
Today we are going to make some words with our  encode the sounds to
7SP5 Hears and Put your hands together, letters. make the word?
and then open and close
says sounds in First, the word ‘quick’.  identify the <qu>
them like a duck’s beak
simple Consonant- sound in other words?
saying ‘qu, qu, qu, qu, Repeat the word.
Vowel-Consonant quack!’ Can you say ‘quick’?
(CVC) words and Repeat several times. Say the word slowly and carefully.
may begin to
Pin up the letters alongside the other Find the first sound. Yes, <qu>.
recognise, identify, new letters learned. Which sound can you hear next?
sound and name the Yes, . Now we have <qui> .
letters of the Which sound comes at the end? Yes, <ck>.
alphabet Let’s say the sounds one at a time: <qu><ck> and
then squeeze them together to make ‘quick’.
Now try making the word ‘quack’.
Read the two words and point to them as you say:

Quick, quack, quick, quack, quick, quack!
There is only one sound that is different in these two
words.
Can you hear the sound that is different?
Yes, is not the same as <a>.
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7SP4 Knows that, in Look at the ‘Day of the Week’ chart and say the days Choose groups of children who: ‘Day of the Week’ Can the child:
Learn the <ay>
English, print is read of the week together. chart.
sound, as in ‘day’.  can remember most of the new
 copy the action for
from left to right, in Look at these words carefully, especially sounds
‘Jolly Phonics’ <ay> <ay>?
Arabic from right to the end of the words, as I read them.
 can hear the sounds in words.
left, and in both from As you say the days of the week, emphasise the Pictures of objects  make the <ay>
<ay> sound at the end of each word. (Don’t choose children who cannot hear more
top to bottom; is also which include the sound?
than the beginning sound at this stage.)
able to name and Who can say the last sound in the word <ay> sound, e.g.
Decode and encode the words ‘tray’, ‘play’,  hear the <ay> sound
‘Sunday’? ‘tray’, ‘play’, ‘clay’
sound letters of each ‘clay’ and other <ay> words, e.g. ‘stay’, ‘may’, in words?
alphabet Yes, the sound is <ay>. ‘bay’, ‘way’, etc.
Sets of letters
7SP5 Hears and Look at the word carefully. Who can point
to the letters that make the <ay> sound?
says sounds in
simple Consonant- Let’s use our letters to make the word
‘play’.
Vowel-Consonant
(CVC) words and This is the action for this sound (make the
action for <ay>).
may begin to
recognise, identify, We pretend that we can’t hear very well
and, instead of saying pardon, we say
sound and name the
‘<ai>, <ay>, <ai>, <ay>!’
letters of the
Can you make the action and the sound?
alphabet
Decode and encode the word ‘Sunday’.
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7SP4 Knows that, in Learn the sound Look at the ‘Day of the Week’ chart and say the days of the Choose groups of children who: ‘Days of the Week’ Can the child:
English, print is read <ai>, as in ‘rain’. week together. chart
 can remember most of the
Do you remember we learned the sound at the end  copy the action for
from left to right, in new sounds
of these words? Jolly Phonics <ai> <ai>?
Arabic from right to  can hear the sounds in words.
Who can remember the action and sound for the
left, and in both from Pictures of objects  make the <ai>
end of these words? (Don’t choose children who cannot hear
top to bottom; is also with the <ai> sound, sound?
Hold up a picture of a snail. more than the beginning sound at this
able to name and stage.) e.g. ‘snail’, ‘tail’,
This is a snail.  hear the <ai>
sound letters of each ‘paint’, ‘train’
Say the word with me: ‘snail’. Decode and encode the words ‘tail’, sound in words?
alphabet ‘rain’, ‘rail’ and ‘mail’.
What is the first sound? Sets of letters
 Understand that
7SP5 Hears and Yes, <s>. Can you stick the letter here on the left? the sound <ay>
says sounds in Which sound comes next? can be written in
simple Consonant- Yes, <n>. Who can find the letter? two ways?
Vowel-Consonant Now we have <sn>. What sound can you hear next?
(CVC) words and Yes, <ai>.
may begin to Make the action as we say the sound (make the
recognise, identify, action).
sound and name the When we hear this sound at the end of a word it is
usually written like it is in ‘day’, but in words like
letters of the
‘snail’ it is written like this.
alphabet
Show the ‘Jolly Phonics’ letters ’ai’.
7SP12 Begins to I will stick it here.
use, with support, a We now have three sounds, <s><n><ai>, but we
need one more sound to make ‘snail’.
range of strategies
Who can find the last letter to finish the word?
or use a simple Decode and encode the word together.
dictionary Emphasise the action and sound.
independently. He or Pin up lists of <ay> and <ai> words.
she may begin to
understand that
367
some sounds have

more than one
spelling.
368
7SP7 Blends sounds Decode and encode Give each child a book. Songbirds ‘Doctor Can the child:
together in the order words which appear Allow time for the children to look at the books and to talk to each other about them. Duck’ (ISBN 978-0-
in which they occur in the ‘Songbirds’ 19-8466635) – a they are reading?
Can you read the second word in purple print?
to say simple book ‘Doctor Duck’. copy for each child
Try to say the sounds first, then squeeze the sounds together to make the words.  decode and encode
Consonant-Vowel- phonic words?
Consonant (CVC) Who can say the word?
 remember the new
words; can also read Yes, duck. <d><ck. ‘Duck’. He is Doctor Duck. sounds that have two
a range of familiar Where do you think he is going? letters making one
and common words sound, e.g. ‘ay’ and
Spend time discussing where Doctor Duck could be going and how he might be helping people who ‘qu’?
and simple are ill.
sentences, making  talk about the story?
Read the book together, decoding and encoding any new words.
some use of a range  answer and ask
Point out the words that are in speech marks and demonstrate how these should be read. questions about the
of cues, including
Look at full stops and explain that these are to show the reader when to breathe. (You may also want story?
knowledge of story
to demonstrate reading without full stops, to show how difficult it is to understand.)  begin to read
or context, and
Point out the exclamation marks that tell the reader how the words should be read. expressively?
word/letter
recognition Look at the word ‘said’. It is one of our tricky words – it is on the Word Wall.  pause at full stops?
Who can find ‘said’ on our Word Wall?
Point out that ‘he’, ‘was’ and ‘with’ are all words they will be learning soon (see the tricky words game
in the next session).
Continue reading together, asking questions and encouraging the children to talk about what is
happening on each page.
Spend time reading the days of the week on Doctor Duck’s diary. This will reinforce the <ay> sound.
Read the book again, paying particular attention to punctuation and how it helps us to understand what
we are reading.
Note: This book should be shared on different occasions, to improve fluency and understanding.
369
7SP3 Recognises Choose groups of six children who are beginning to remember the key words. A set of four Can the child:
A game to learn
some familiar words, This is an example of a card: laminated cards –
tricky words.  match the key word
e.g. his or her own each card divided on the card?
he be there
name and common into six, with a key
 say the word?
words in the she come so word in each space
environment; links
me some no Sets of laminated
some sounds to
words to match those
specific letters, e.g. we here go on the cards
the letters in his or
her name, and is with when was Counters (for prizes)
able to recognise a Give a card to each child.
few of them
Put the words upside down in random order on the table.
7SP4 Knows that, in The children take turns to play.
Hassan, you go first. Pick up a card.
from left to right, in
left, and in both from Can you say the word? Yes, it is ‘he’. You win another counter.
top to bottom; is also Give lots of praise and encouragement.

able to name and Spend time looking at the words that rhyme (e.g. ‘he’, ‘she’ and ‘me’; ‘some’ and ‘come’; ‘so’, ‘no’ and
sound letters of each ‘go’). Only the first sounds are different, which makes learning much easier.
alphabet Make cards with different key words, or with these words in a different order. You could choose key
words from captions or from ‘PM Readers’.
7SP6 Attempts to
sight read some
high-frequency
words in a range of
contexts
370
7SP6 Attempts to Add words to the Sit the class near the Word Wall at least twice a At the beginning of each half term, test Word Wall Can the child:
sight read some Word Wall (see week and go through the words on the wall. individual children to check how many ‘tricky’
words they have memorised. Pointer  remember words out
high-frequency session in Fly Me to Who can point to the word ‘he’ on the of context?
words in a range of the Moon; Area of Word Wall? Note: Some children who find sounding out
hard are very good at memorising words.  use beginning letters
contexts Learning 7: How did you know which word to point to?
to help identify a
Reading). Repeat with other words. word?
Point to random words, asking the children to call  use rhyme to find
out the words. similar words?
Read the words in order.
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7SP4 Knows that, in See Area of Learning 4: The World Around Us, where the children have been learning to write the ‘Jolly Phonics Wall Can the child:
Learn the English
English, print is read alphabet letters. The writing lesson should precede this next activity. Frieze’ (ISBN 978-1-
alphabet.  remember the
from left to right, in Shall we say the alphabet names together? 870946-32-2) sequence of the
Arabic from right to Remember to say each letter name clearly when I point to the letter. alphabet?
Pointer
left, and in both from  remember the
top to bottom; is also alphabet letter at the
Now we are going to arrange ourselves in alphabetical order. beginning of their
able to name and
Who has a name beginning with ‘A’? name?
alphabet Yes, Amera and Amina. Come and sit here.  match the letter
names to the
Arrange the children in a circle, in alphabetical order. appropriate letter?
We are all going to say the alphabet together, with our knees bent.
When we say your alphabet letter, you put your legs flat and leave them flat until we get to
the end of the alphabet.
You will need a few practices before everyone gets it right, but this is a fun activity.
When the children are confident, repeat with their family names.
372
Kindergarten 2 Topic: Hide and Seek…Explorers All! 8. Number

Learning outcomes Activity Strategies/ Whole Class/ Small Group: Resources: Assessment
8SP1 Joins in number rhymes and Practise a few of these short activities every day. You may want to target Fingers and toes Can the child:
Revise the following number
songs in practical contexts groups who are exceeding your expectations, or those who are finding
activities: number more difficult.  join in with the
8SP4 Recites the number names in counting activity?
 count 1-20, using fingers Make sure that:
sequence, counting to, or backwards  match the count with
and toes  all the children are joining in with raising and bending fingers to
from, at least 10 fingers and toes?
 count back 20-0, using match the count
 count on from any
8SP5 Counts up to 10 objects and
fingers and toes  all the children are saying some numbers number?
counts out or takes a specified number
 add one more  count back from any
of things from a larger collection of  all the children are matching the count to the number being
number?
objects, showing a reliable 1:1  take away one (bend down shown
 say what is ‘one more’
correspondence one finger)  every child is saying the words correctly. than any number up to
8SP6 Arranges in order a complete set  count on from any number 20?
of numbers from 1 to 10  say what comes

 count back from any
before and after any
8SP7 Has a secure understanding of number number up to 20?
numbers to 20, counting objects and
 show me 16, show two
recognising and writing numbers
more, etc.
accurately
8SP10 Finds how many there are in

two groups by combining and counting
them; is able to find one more or fewer
in practical contexts
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8SP5 Counts up to 10 Change the birthday Whenever there is a birthday, change the chart by asking: Birthday chart showing Can the child:
objects and counts out chart. Who has a birthday today? five- and six-year-olds
 explain why one group
or takes a specified (set) is larger or
Partition the number six. Yes, it is Tarek’s birthday. He is six. ‘Compare Bears’ (or
number of things from a smaller than the
Sing ‘Happy Birthday’. other counting
larger collection of other?
apparatus)
objects, showing a Tarek, you will need to move your picture. Where will it go?  partition a set and
reliable 1:1 How many children are still only five? Shall we count them? Two circles of paper recombine it?
correspondence Repeat for six-year-olds. White board and pen  understand that, when
the number is
8SP9 Compares two Which group (set) is the bigger – the five-year-olds or the six-year-olds? partitioned and then
groups of objects and How do you know? recombined, the
number will be the
recognises differences
Tarek, can you count out six bears to match your birthday number? same?
between unequal groups
Can you put a few bears on each circle?  understand that
8SP10 Finds how many subtraction makes a
How many bears on this circle? (point to the first circle)
there are in two groups number smaller?
Yes, there are four.
by combining and
counting them; is able to Who can write ‘4’ on the white board?
find one more or fewer in Repeat for the second circle.

practical contexts Which circle has the bigger number of bears?
8SP11 In practical How many bears altogether? Yes, four and two more make six.
contexts, understands This is how we write the number sentence 4+2=6 (write it on the white board) and
and begins to use we read it four add (and) two make (equal) six.
vocabulary involved in Can you read the number sentence with me?
addition and subtraction,
Put your hand on the four and say:
such as ‘add’, ‘take
Four, count on – five, six.
Can you count the bears with me?
‘altogether’, ‘how many’,
etc Repeat using fingers:
374
Put four fingers on your head (touch your head and say four), count on two (hold
up two fingers) – five, six.
Ask children to partition six in different ways and read the corresponding number sentences
together (e.g. 3+3=6, 1+5=6, etc).
Shall we try to write some take away sentences for six?
Show me six fingers. Now show me seven fingers.
What do you need to do to show six again? Yes, bend down one finger.
Seven take away one is six.
Write and read the number sentence.
Shall we try with eight? Show me eight.
How can we get back to six? Yes, bend down two fingers.
Eight take away two is six.
Read and write the number sentence.
Repeat for 9-3 and 10-4.
375
8SP7 Has a secure Sit the children where they can see numbers 1-39 Choose groups of children to write the Number wall Can the child:
Revise writing
understanding of pinned up. numbers to 0-19. Children who have poor fine
numbers to 20 and motor control may need to practise on larger Number square  count up to 39,
numbers to 20, Shall we read our numbers? pointing to each
extend this to at squared paper.
counting objects and Number lines 0-20 and number as it is
least 39. You are going to practise writing them in Can you copy the numbers up to
recognising and writing the air as I trace over them. ten? 0-40 spoken?
numbers accurately Remember to talk through the action (e.g. nine Remember to check on your Large numbers to copy  copy each number
starts like ‘a’; make the ‘a’ shape and then go number line before beginning to correctly?
straight down). write. White board and pen  count back from 39 to
Choose individual children to come out and copy a Check that the children’s numbers are 0?
Large-squared paper for
number from 1 to 9 onto the white board. correctly formed. If not, practise those that
are difficult. the children (the  count the numbers,
Look at the number square together. using ten fingers and
Can you count along the number squares must be large
extra fingers?
Shall we count along our number line? enough for the children
square? Can you point to 12? etc.  write the numbers to
to write a numeral in
10?
Can you see all the numbers after nine Can you copy the numbers each square)
have two digits? carefully?  write the numbers to
Remember, the first digit is a ‘1’ (it 20?
Look at 10. The first digit is ‘one ten’ and
the second digit is ‘zero’. means ‘one ten’).  write the numbers
Can you copy the numbers up to beyond 20?
Ten and no more.
19?
Show me ten fingers.
Check that the numbers are correctly
Point to eleven. orientated. If not, practise the incorrect ones.
Shall we count back?
Eleven has two digits - one ten and one
more. We will start on 19.
Ten toes and one finger. Check that the children are pointing to the
correct numbers as they count back.
Invite three children to come out.
Give each child a piece of large-squared
Shall we count their fingers? paper and ask them to write one digit in each
10, 20, 30. square
Ask the third child to bend down nine fingers. Note: The numbers are much easier again
after twenty, since the spoken number
376
Shall we count the fingers again? corresponds much more closely to the written
number. Children should be encouraged to
10, 20, 21. copy the bigger numbers.
Who can point to 21 on the number
square?
Can you point to 22?
Yes, it is the next number
Can we make 22?
Yes, two tens are twenty and two more.
Repeat for the other numbers, up to at least thirty.
Repeat, using different numbers.
377
8SP7 Has a secure Use the number Sit the children in a semi-circle, close to the 0-60 number line and number square. Numbers to add to the Can the child:
understanding of square and number Which is the biggest number you can see? number line and number
 recognise the
numbers to 20, counting line, both extended Which is the smallest? square numbers on the
objects and recognising from 40 to 60. Who can point to 26? number square/
Blu-tack and/or pegs
and writing numbers Yes, twenty (point to 20) and six more. number line?
accurately Shall we count on? Pointer  count on or back from
any of the numbers?
Count on and back, changing direction and the start number frequently.
8SP10 Finds how many
 recognise that 30 is
there are in two groups Place the numbers in random order in the middle of the semi-circle.
three tens?
by combining and Today I have some extra numbers for our number square (number line).
What do you think the next number will be?  recognise that 30 can
counting them; is able to
be represented by
find one more or fewer in Yes, forty one. three children showing
practical contexts I wonder how we will find forty one? ten fingers each?
It will have two digits and the first digit will be four.
Four tens and then one more.
Sami, Hassan, Zaki, Muneer and Amina, please come out.
All Sami’s fingers, all Hassan’s fingers, all Zaki’s fingers and all Muneer’s fingers.
Shall we count these fingers? 10, 20, 30 40. But we need 41.
Yes, we can add Amina’s thumb to make 41.
10, 20, 30, 40, 41
Who can peg 41 onto the number line (or stick 41 onto the number square)?
How can we make 42?
We already have 41, so how can we make 42?
Yes, Amina will need to show one more. She will need to show two fingers.
Shall we count to see if we are right?
Repeat with increasing numbers. You may only want to add numbers to 50 in this session and
then continue up to 60 on another occasion.
378
8SP12 Creates and Count in twos Sit the children in a semi circle. Choose groups of eight children. Number line 0-20 Can the child:
describes simple up to 10x2. Can you sit with your knees up like a mountain? Can you arrange ten cubes Counters  join in with the ‘knees
number patterns and in groups of two? up, legs stretched’
We are going to count in whispery and loud numbers.
sequences, using Interlocking cubes pattern?
How many groups of two
Knees up for whispery ‘one’, legs stretched for loud
mathematical have you made?
‘two’, legs up for whispery ‘three’, stretched for loud  begin to join in with
vocabulary ‘four’. Shall we count the cubes the pattern of
together? whispery and loud
Continue with the pattern of ‘whispery’ and ‘loud’ numbers. words?
Remember to touch the
Repeat several times.  identify the numbers
groups as we count.
After a few sessions, the children should be able to do the action when counting in
Put your groups of two back groups of two?
pattern but only say the spoken numbers (2, 4, 6, 8, 10).
into the middle of the table.
This is a quick way of counting in groups of two.  say that six is three
Shall we count four groups groups of two?
Look at the number line and say the ’counting in twos’ of two?
pattern again.  say that three groups
Can you work with a partner
of two is six cubes?
Which numbers did we say loudly? using ten groups of two?
Who would like to stick a counter near the first ‘loud’ Practise counting in twos.
number?
Eight cubes – how many
Yes, two. Which number is the next loud number? groups of two?
Yes, four. Twelve cubes – how many

groups of two?
Repeat up to 20.
What do you notice about the numbers with counters?
Yes, the counters miss out the whispery numbers.
379
8SP12 Creates and Learn about odd Sit the children where they can see the number line and the 10 shoes (not arranged in pairs). Number line 0-20 Can the child:
describes simple and even Can you help me to count these shoes? (count them together) Five pairs of shoes  count in twos?
number patterns and numbers.
We counted the shoes in ones.
sequences, using Red counters  recognise the
Is there a quicker way of counting these shoes? numbers in the twos
mathematical pattern?
Yellow counters
vocabulary Yes, counting in twos is much quicker.
Blu-tack, or similar  understand that these
Who can put the shoes in twos? numbers are groups
Who can count the shoes in twos? of twos or pairs?
We could use the red counters on the number line to show the ‘counting in twos’ numbers.  remember that these
numbers are called
Who can stick the red counters on the number line under the ’counting in twos’ numbers? ‘even numbers’?
Shall we read these again?  begin to understand
We can call the ‘counting in twos’ numbers ‘even numbers’. that an odd number
cannot be paired?
Place two pairs of shoes and an extra shoe on the carpet.
We have five shoes, two pairs and an odd shoe.
Five is an ‘odd number’.
Who would like to put a yellow counter on the number line under five?
Who can put the other shoe here to make the pair?
How many shoes now?
How many pairs?
Is six an odd number or an even number?
Repeat for seven, eight, nine and ten.
Can you see a pattern?
Yes, the red counters make the even number pattern.
The yellow counters make the odd number pattern.
380
8SP5 Counts up to 10 Partition eight to Sit the children so that they can see the two paper circles. Choose groups of about eight children, who Compare Bears Can the child:
objects and counts out make two are confidently counting on from any number
Choose a child to count out eight Compare Bears. Two paper circles  count out eight
up to ten, to work in pairs.
or takes a specified groups and then bears from a larger
Can you help me to check that we have exactly
number of things from combine them – Can each pair take out eight bears? White board and group?
eight bears?
a larger collection of using Compare Take two circles and put some bears pen
Who would like to partition the bears by putting  split the bears
on each circle.
objects, showing a Bears. some bears on each paper circle? between the two
Several small circles
reliable 1:1 Ask each pair to tell you how many they have circles?
Choose a child to partition the bears.
on each circle (e.g. We have six here and two Numbers 0-8 to
correspondence  say which group is
Point to the first circle. here).
copy the larger/smaller?
8SP10 Finds how Can you show me how you will add
How many bears on this circle of paper?  count on from the
many there are in two the two groups? Self adhesive labels
Repeat with the second circle. first group?
groups by combining You may need to demonstrate the calculation: Felt-tipped pens
Which circle has most bears?  know that the total
and counting them; is
Six (put your hand on the six bears will always be
able to find one more How do you know? and count on by touching and eight?
or fewer in practical Remember, we always start adding with the saying...) seven, eight.
contexts bigger group. Can you write your number
Swap the circles if necessary. sentence on this label?
8SP11 In practical
contexts, understands Point to the first circle. Repeat with the other pairs.
and begins to use How many? Yes, five. Stick up the number sentences.
vocabulary involved in Shall we read our number
Place your hand over the five and say:
addition and sentences?
Five, count on – six, seven, eight.
subtraction, such as What is the same about them all?
‘add’, ‘take away’, How many altogether? (they all add up to eight)
‘makes’, ‘altogether’, Yes, eight.
‘how many’, etc Can you help me to write the number sentence?
Five and three more makes eight (write 5+3=8)
Shall we read the number sentence?
Repeat.
381
8SP5 Counts up to Partition eight to Sit the children in a semi circle. Repeat the whole class activity with small groups. A bucket Can the child:
10 objects and make two groups Choose a child and ask them: Record the names and number sentences on the Bean bags  count out eight bean
counts out or takes a and then combine white board. bags from a larger
Can you count out eight bean bags?
specified number of them – using bean White boards and pens group?
Shall we check that we have eight?
things from a larger bags and a  say whether there are
If possible, ask the children to help you write the
collection of objects, bucket. Who would like to count them? more bean bags in the
number sentences.
showing a reliable Today we are going to find out how bucket or on the floor?
1:1 correspondence many bean bags you can throw into  count on from the
the bucket. larger group?
8SP10 Finds how
Who would like to have a turn?  know that the total will
many there are in
Hassan, you will need to stand here to always be eight?
two groups by throw the bean bags.
combining and
We will need to sit and watch quietly,
counting them; is because this is quite hard.
able to find one
Hassan throws the bean bags, one at a time.
more or fewer in
How many bean bags didn’t go into the
practical contexts
bucket? (e.g. three)
8SP11 In practical
How many do you think went into the
contexts, bucket?
understands and
Shall we try to find out, using our
begins to use fingers?
vocabulary involved
Hassan had eight bean bags, so put
in addition and up eight fingers – five and three more.
subtraction, such as
How many bean bags were on the
‘add’, ‘take away’, floor?
‘makes’, ‘altogether’, Three, so bend down three fingers.
‘how many’, etc
How many fingers still standing?
Yes, five. So there must be five bean

bags in the bucket.
382
Hassan, please tip the bean bags out

for us to check.
Yes, three on the floor and five in the

bucket.
How many bean bags altogether?
Put the bigger number in your head.

Five and show three.
Five, count on – six, seven, eight
Write and read the number sentence (5+3=8).
383
8SP7 Has a ‘Shoot out’ tens. Sit the children in a semi-circle facing the class number square. Class number square Can the child:
secure
How many fingers do we have?  count along the
understanding of
Shall we count them to check? number square?
numbers to 20,
Invite six children to come out.  understand that ten
counting objects
fingers match the
and recognising How many children? number ten?
and writing How many fingers?  count in tens?
numbers
Shall we count them in tens?  understand that the
accurately
Children hold their fingers in a fist and then ‘shoot out’ their fingers in turn as the class chants ‘10, 20, first digit of a two-digit
30, 40, 50, 60’. number tells you how
many tens?
Repeat for other multiples of ten.
Watch while I shoot my fingers up to forty.
Can you help me to count 10, 20, 30, 40?
Shall we count up to forty together?
Point to the number square and say:
We are counting these ‘multiples of ten’.
The first digit in forty is ‘4’ – four tens are forty.
If you shoot out ten fingers twice, you are shooting out twenty fingers.
If you shoot out your fingers four times, you will be shooting out forty fingers.
Repeat for ten, twenty and thirty.
384
8SP7 Has a Make two-digit Sit the children so they can see the class number square. Give a pair of children a number square. Ten-sticks made Can the child:
secure numbers with ten- Use the counter to count on and back, beginning at Place the ten-sticks and single cubes on the from interlocking
 match the multiple of
understanding of sticks and ones. different numbers, e.g. point to 24 and say: table. cubes ten with the two-digit
numbers to 20, Shall we count back? Can you point to 37? number on the
Individual cubes
counting objects square?
23, 22, 21, 20, 19, STOP! Remember, find thirty first and
and recognising then count along to 37. Class number  count in multiples of
Repeat many times, concentrating on counting on and ten?
and writing square
back across the multiples of ten. How many tens?
numbers
Individual number  recognise that the first
Show the children the ten-sticks. How many ones? digit refers to the
accurately
squares number of tens?
How many cubes in this stick? Repeat for other numbers.
8SP11 In practical
Shall we count the cubes to check? Can you point to 53?  recognise that the
contexts,
second digit refers to
understands and All the sticks have ten cubes. They are all the Can you make the number with the number of units?
same length. the cubes?
begins to use
 match the cubes with
vocabulary Who can come out and count 40? How many ten-sticks? the number on the
involved in Who can point to forty on the number square? How many ones? number square?
addition and
Repeat. Remind the children that the ten-sticks
subtraction, such match the first digit and that the single cubes
Who can point to 50?
as ‘add’, ‘take match the second digit.
away’, ‘makes’, Can you count along until you get to fifty two?
Repeat with other numbers and other pairs
‘altogether’, ‘how Shall we make fifty two with our cubes? of children.
many’, etc How many sticks of ten?
Who can come out to count them?
Shall we count them together? (10, 20, 30, 40,

50)
We need fifty two, so how many more?
Yes, two more cubes.
385
8SP7 Has a secure Make two-digit Sit the children to face the class number square. Class number square Can the child:
understanding of numbers with Choose five children to come to the front.  match the multiple of
numbers to 20, fingers. ten with the two-digit
Shall we count their fingers?
counting objects and number on the square?
Point to each child in turn as the class chants ‘10, 20, 30, 40, 50’.
recognising and  count in multiples of
writing numbers Who can find fifty on the number square? ten?
accurately Can you point to fifty three?  recognise that the first
digit refers to the
How do you think we could make fifty three with fingers?
number of tens?
Yes, we need an extra person showing just three fingers.
 recognise that the
Choose an extra child to come out and hold up three fingers. second digit refers to
the number of units?
Ask one of the children showing ten fingers to sit down.
 recognise that if you
Shall we count to see how many fingers we have this time? (the last child is still showing
add a ten the number
three)
will be ten bigger?
Count and touch each child saying:
 recognise that if you
10, 20, 30, 40, 43. take away ten the
number will be ten
Who can point to the number 43 on our square? smaller?
Which number is smaller, 53 or 43?
How do you know?
How much smaller is forty three?
Yes, ten smaller, because ten fingers were taken away.
Repeat for other numbers.
386
8SP11 In practical Sit children in a circle and make up number stories that the children can solve by using their Fingers Can the child:
Use number stories to
contexts, fingers:
solve addition and  show the correct
understands and Example 1 number of fingers to
subtraction problems with
begins to use Show me ten fingers. match the number?
fingers.
vocabulary involved Pretend these are ten biscuits on a plate.
 understand the
in addition and Amina ate two biscuits. vocabulary being
subtraction, such as Bend down two fingers. used?
‘add’, ‘take away’, Her little brother ate two more biscuits.  say the number story
‘makes’, ‘altogether’, Bend down two more fingers. with the group?
‘how many’, etc How many biscuits left?

Yes, six.
Ten take away two is eight, then eight take away two more is six.
Example 2
Ehab’s Mum gave him five sweets.
Show five fingers.
His Dad gave him three more sweets.
Hold up three more fingers.
How many sweets altogether?
Yes, five and three more make eight altogether.
Ehab eats two of his sweets.
How many left?
Eight take away two leaves six.
Use Maths Scheme selected by NES to plan extra mathematics sessions for your class.
387

Topic 5: When I Grow Up

388
Kindergarten 2 Topic 5: When I Grow Up
Contents
Resources 389
Overall Plan 395

7. Reading 437
8. Number 450
389
Kindergarten 2 Topic: When I Grow Up Resources

 Birthday train
 Laminated cards for the children to write (or copy) their names
 Building site role play area (see Area of Learning 3: Making Things)
 ‘Scoop the Digger’ by David Wojtowysz (ISBN 987-1-40830-876-9)
 Models of the construction vehicles in the story
 Nurses’ clinic role play area (see Area of Learning 3: Making Things)
 Two adults, if possible – one to act as the nurse and the other as the receptionist
 ‘What People Do All Day’ by Richard Scarry (ISBN 978-0-00-735369-9)
 ‘Miss Dose the Doctor’s Daughter’ by Allan Ahlberg (ISBN 978-0-140-32346-7)
 ‘Mrs Lather’s Laundry’ by Allan Ahlberg (ISBN 978-0-140-31243-0)
2. Shape, Size and Colour  Lego bricks

 Five-minute timer
 Strips of coloured paper for measuring the height of the walls (about 5 cm wide)
 Pens and pencils
 Scissors
 A real brick
 Cuboid boxes
 Cuboid nets – one for each child
 Ruler
 Glue
 Tape
 Three hoops, labelled ‘spheres’, ‘cubes’ and ‘cuboids’
 Boxes or cartons in the shape of cubes or cuboids (you could turn these inside out and re-assemble them, to hide any print on them)
390
 Spherical shapes (e.g. balls) in various sizes

 Small paper squares and rectangles (each shape in a different colour)
 Glue sticks
 Cubes
 Cuboids
 Spheres
 A ramp (a board with one side raised)
 Labels: ‘Will roll’, ‘Will slide’, ‘Will build’, ‘Will slide and build’
 Feely bag
 Construction toy wheelbarrows (see Area of Learning 3: Making Things)
 Self-adhesive labels
 Digital camera
 Sand
 Balance scales
 Small wooden bricks (NB Lego bricks would be too light)
 Large spoons
 A chart with the children’s names to record the number of bricks each child used to balance with the sand in their wheelbarrow
3. Making Things  ‘Dig, Dig, Digging’ by Margaret Mayo (ISBN 1-84121-080-3)

 A digital camera
 Toys suitable for a building site (diggers, wheelbarrows, spades, etc)
 Construction toys that could be used as scaffolding: please refer to Primary School Catalogues such as NES Arnold
 Play bricks
 Sand
 Visiting nurse
 Play nurses’ uniforms
 Medical bags containing pretend medical supplies (e.g. plenty of bandages)
 Chairs (for the waiting room) with a receptionist’s desk, phone and notebook
 Nurse’s chair and a table for the nurse’s equipment
 A real wheelbarrow
391
 Construction toys suitable for making a wheelbarrow

 Boxes and cartons
 Scissors
 Masking tape
 Papier-mâché
 Lids in various sizes (for wheels)
 Wood suitable for wheelbarrow handles and legs (flat pieces of wood are easier to assemble)
 Short pieces of cylindrical wood for axles
 A tool to cut the wood
 Wood glue
 Optional: paints and brushes
 PVA glue or varnish
4. The World Around Us  A large (empty) book labelled ‘Our visit to the building site’ for the children to stick their photographs and writing in
 Photographs of individual children taken on the building site
 Writing materials, including lined paper
 Glue
 Lists of ‘tricky’ words in different colours (e.g. week 1 words on yellow cards, week 2 words on orange cards, etc)
 Big (empty) books to stick photographs of children and their writing in
 Lined paper
 ‘Songbirds’ book ‘Singing Dad’ (ISBN 978-0-19-846664-2)
 Letters of the alphabet, pinned up in order
 New sounds pinned up, e.g. <sh>, <ch>, <th>, <er>, <ng>, etc.
 A sheet of paper, cut, folded and stapled to make a small booklet for each child
 Sets of letters for writing: c, a, g, d, q; e, o, s; i, r, m, n, h; l, t, f, j, p; u, y; b, k; u, v, w; ch, sh, th, ng
 Strips of paper for the children to write on
 Pencils
5. Poetry, Rhymes and Songs  ‘Dig, Dig, Digging’ by Margaret Mayo (ISBN 1-84121-080-3), ‘Diggers’
 The ‘Diggers’ poem printed in a large font
392
 Four smaller versions of the poem, printed and laminated (for use in Area of Learning 7: Reading)
 ‘The Cranes’ poem printed out in a large font
 Four smaller versions of the poem, printed and laminated (for use in Area of Learning 7: Reading)
 Highlighter pen
 ‘Music Express: Year 1’ (ISBN 9-780-713662313) page 34, ‘Five little froggies’; Goldilocks and the Three Bears’; ’Slide’
 CD tracks 42 and 43
 A large copy of the picture ’High low frogs’
 Toy frog
 Separate enlarged pictures of the three bears
 The words spoken by the three bears printed in a large font
6. Music and Movement  Children and adults suitably dressed

 Tambour (or other instrument)
 Outside climbing apparatus
 One adult per group
 Skipping ropes
 Big balls
 Bats and balls
 Quoits
 Skittles
7. Reading  Sets of: ‘PM Alphabet Starters’ (ISBN 1-869612833); ‘PM Starters’ (ISBN 9780170133234); ‘Songbirds’ (ISBN 978-0-19-846652-9)
 ‘Jolly Phonics’ letters
 A pointer
 ‘Songbirds’ book ‘The Big Match’ (ISBN 978-0-19-8466772)
 ‘Dig, Dig, Digging’ by Margaret Mayo (ISBN 1-84121-080-3)
 The ‘Diggers’ poem printed in a large font
 Four smaller versions of the poem, printed and laminated
 Counters
393
 The ‘Cranes’ poem printed in a large font

 Four smaller versions of the poem, printed and laminated
 Tricky words, e.g. ‘my’, ‘by’, ‘have’, ‘give’, ‘live’, ‘like’, ‘one’, ‘only’, ‘old’, ‘little’, ‘down’, ‘all’, ‘ball’, ‘fall’, ‘wall’ – see ‘The Phonics
Handbook’ (ISBN 978-1-870946-07-0) for suggested word lists
 Pairs of word cards for the memory game
 A set of six laminated cards – each card divided into sixteen, with a key word in each space
 Word Wall (see previous topics)
 ‘Songbirds’ book ‘The Shopping List’ (ISBN 978-0-19-8466765)
 ‘Songbirds’ book ‘The Trunk and the Skunk’ (ISBN 978-0-19-8466741)
8. Number  Birthday chart showing five- and six-year-olds

 Number wall
 Class number square
 Number lines 0-20
 Small number squares 0-49 – one for each child in the group
 Large numbers 0-9
 Large squared paper for the children (the squares must be large enough for the children to write a numeral in each of them)
 Pencils
 Fingers and toes
 Numbers 61-80 to add to the number line and number square
 Pegs
 Pointer
 Small counting objects, e.g. ‘Compare Bears’ or cubes
 Number fans (numbers written on strips of card joined at one end so they can fan out, allowing children to show an answer) – one for
each child
 Interlocking cubes in sticks of ten (ten-sticks)
 Number squares 0-99 – one for each child in the group
 Counters
394
 Small cloth
 Number cards 0-10 with an extra number 5
 Individual cubes
395
Kindergarten 2 Topic: When I Grow up Overall Plan

This is a plan for When I Grow Up. The lesson suggestions in this guide have been written from this plan. Other ideas can be added as
desired and adapted to suit the children in your class. Many activities should be used on more than one occasion.
Invite people in the community to come to school to talk about their work (e.g. a nurse, a builder, a fireman, a cook, a soldier, etc), or visit them
in their work place.
Communication Size and Things Around Us Rhymes and Movement
and Emergent Colour Songs
Literacy
Daily time table. How tall is my Lego Visit a building site. Use the writing table. ‘Dig, Dig, Digging’ by Traffic lights game for Group reading: Change the birthday
wall? *See comment in Margaret Mayo (ISBN spatial awareness, chart.
Child of the Day. main section 1-84121-080-3), moving in different ‘PM Alphabet Starters’
Who has the ‘Diggers’. directions, different Partition the birthday
Day of the week. tallest/shortest? ‘PM Starters’ age.
ways of moving.
Self registering. Make a chart to ‘Songbirds’
Use the birthday train. record the results.
Use the birthday chart.

Play in the building site What shape is my Set up a building site Make a big book ‘Dig, Dig, Digging’ by Kindergarten climbing Revise ‘Jolly Phonics’ Revise writing
role play area. brick? role play area, recording the visit to a Margaret Mayo (ISBN equipment. sounds. numbers to 10 and
preferably outside. building site. 1-84121-080-3), extend to writing
What else can I find ‘Cranes’. bigger numbers.
that is a cuboid Write, using ‘tricky’
shape? words and phonics.
Make a cuboid.
Sort 3D shapes Invite a nurse into Photographs of ‘Music Express: Year Skipping ropes, big Group reading: Revise counting 1-20,
and label the faces school. individual children 1’ (ISBN 978-0- balls, quoits, bats and ‘Songbirds’ Stage 3, using fingers and
with the correct 2D working or playing. 713662313), ‘Five balls. ‘The Big Match’ (ISBN toes.
shape. little froggies’. 978-0-19-8466772).
Count back 20-0,
‘Music Express’ CD. using fingers and
toes.
Match pitch and
actions. Add one more.
396
Count on from any

number, etc.
‘Scoop the Digger’ by Do the 3D shapes Set up a nurse’s clinic Write ‘CVC’ Use high, medium Use the tambour for Choose a book, e.g. Use the number
David Wojtowysz (ISBN roll or slide? role play area. sentences. and low voices to movement. ‘Dig, Dig, Digging’ by square and number
987-1-40830-876-9) accompany Margaret Mayo (ISBN line, both extended to
Can you build with ‘Goldilocks and the 1-84121-080-3), 80.
the 3D shapes? Three Bears’. ‘Diggers’ – laminate
four small copies.
Re-tell the story ‘Scoop Feely bag – sort 3D Make a wheelbarrow, Revise writing letters. Use hands, then ‘Dig, Dig, Digging’ by Activities for counting
the Digger’ in the shapes. using construction bodies, to indicate Margaret Mayo (ISBN in twos.
building site role play toys. Assess which children how the pitch goes 1-84121-080-3),
area. can write from low to high. ‘Cranes’ – laminate
independently. four small copies.
Play in the nurse’s clinic How many Lego Make the body for a ‘The Phonics Activities for counting
role play area. bricks will my wheelbarrow, using Handbook’ (ISBN in tens.
wheelbarrow carry? junk. 978-1870946-07-0).
Learn tricky words –
play a memory pairs
game.
‘What People Do All How much sand Assemble the junk Add to the Word Wall Double and halve
Day’ by Richard Scarry will my wheel model wheelbarrow. of tricky words. numbers up to ten,
(ISBN 978-0-00-735369- barrow carry? using fingers.
9).
Weigh the sand
with balance
scales.
‘Miss Dose the Doctor’s Group reading: Partition numbers to
Daughter’ by Allan ‘Songbirds’ book, ‘The make two groups and
Ahlberg (ISBN 978-0- Shopping List’ (ISBN then combine them.
140-32346-7). 978-0-19-8466765).
Number pairs for ten,
using fingers.
‘Mrs Lather’s Laundry’ Group reading: Partition numbers to
by Allan Ahlberg (ISBN ‘Songbirds’ book, ‘The make two groups and
978-0-140-31243-0). Trunk and the Skunk’ then combine them.
(ISBN 978-0-19-
8466741). Number pairs for ten,
using ‘Compare
Bears’ and number
cards.
‘Shoot out’ tens and
ones, using fingers.
Make two-digit
397
numbers bigger or
smaller, using ten-
sticks and cubes.
Maths Scheme
selected by NES
398
Kindergarten 2 Topic: When I Grow Up 1. Language, Communication and Emergent Literacy

Teaching guide for the fifth KG topic, covering 6 weeks. Each area of learning should cover approximately fifteen 50-minute sessions.
Where appropriate, invite people in the community to come to school to talk about their work (e.g. a nurse, a builder, a fireman, a cook, a soldier, etc), or visit
them in their work place.
Suggestions
The books in this section to share with the whole class or with groups of children.

 hear rhymes
 discuss endings, etc.
1SP1 Listens and responds to what Daily timetable. These activities should be carried out at the beginning of each day. Charts Can the child:
others say through words and/or
Child of the Day. It is important for children to feel that there are consistent routines, especially at the beginning of Birthday train  respond to
gestures the day. questions?
Day of the week. Laminated cards
1SP2 Initiates talking and listening in Celebrate all the children’s birthdays. for the children  begin to use
informal contexts with others, Self register. to write (or copy) gestures or
At the beginning of each month ask: words to
displaying greater confidence their names
Birthday chart (see communicate?
Who has a birthday in March?
1SP3 Listens attentively and with Area of Learning 8:  listen
Does the train tell us how many March birthdays there are?
enjoyment to stories and rhymes Number). attentively?
How?
1SP4 Answers questions about Birthday train.
Stand up all the March birthday children.
Do they match with the pictures in the carriage?
begins to understand short, basic,
399
1SP1 Listens and Play in the building Choose small groups to experiment in the building site role play area. Observe their play and take See the resources in Can the child:
responds to what site role play area. photographs of their constructions. Listen to their conversations and ask for explanations. Area of Learning 3:
Making Things  talk about what they
others say through Observe: are the children engaged in conversations or are they playing on their own? are doing?
words and/or You may need to play with the children and encourage them to have a conversation, e.g.
 take turns on the
gestures building site?
What are you building?
1SP6 Interacts with What can I do to help?  listen to other children
others, taking and respond
Can you give me a job to do? appropriately?
account of what
Can you tell me about your building?
they say and
attempts to use What do I need to do next?
language to How will I do that?

negotiate plans and Can you show me when you have finished?
activities
Check that all the children are involved with the building site role play area on some occasions.
1SP7 Often uses
language rather
than action to
express, rehearse
and reflect on
experiences and
basic likes and
dislikes and to
clarify ideas and
feelings
400
1SP3 Listens Read the book Sit the children in a semi-circle where they can see the book ‘Scoop the Digger’. ‘Scoop the Digger’ by Can the child:
attentively and with ‘Scoop the Digger’. Hold up the book and read the title, pointing to each word as you say it. David Wojtowysz (ISBN
enjoyment to 987-1-40830-876-9)
Point to ‘Scoop’.
stories and rhymes  repeat the sound
Can you see the two letters in the middle of this word? effects?
1SP4 Answers  understand that
Listen as I point and say the sounds: <s><c><oo>.
questions about scoop is the main
Point to ‘oo’. character?
familiar stories
when asked and What sound did you hear? Yes, <oo>.  understand that
begins to These two letters sometimes make the long <oo> sound. scoop is a show off?
understand short, Point to ‘Digger’.
basic, supported
Listen to the sounds: d><gg><er>.
classroom
Who can remember the sound at the end?
instructions
I will do the action to help you remember? (see Area of Learning 7: Reading)
Look at the double-page spread and spend time identifying the vehicles.
How many vehicles have caterpillar tracks? How many emergency vehicles?
Begin reading the story, asking questions and encouraging the children to read some words, e.g. ‘Dig!
Dig! Flex! Flex!’ etc. (demonstrate a flexed muscle by bending your arm)
Why can’t Scoop do Tipper’s job?
Can he do Hook’s job? Why not?
Scoop is a real show-off!
Continue reading the book.
401
1SP1 Listens and Re-tell the story Give out the models – one for each child in the group. ‘Scoop the Digger’ by Can the child:
responds to what ‘Scoop the Digger’ We need to find the names for your vehicles. David Wojtowysz (ISBN
 pretend to be a
others say through in the building site 987-1-40830-876-9) character (vehicle) in
Go through the story quickly, so that each vehicle is named.
words and/or role play area. the story?
Read the first page, giving the child with ‘Scoop’ a line to say, e.g. ‘I love digging holes. Dig! Dig!’ Models of the
gestures  make up a feasible
construction vehicles in
Find the page where Scoop and Tipper have a conversation, and ask the children to repeat it. story?
1SP6 Interacts with the story
Scoop: ‘What an easy job you have!’  respond to other
others, taking
Tipper: ‘You try it!’ characters?
account of what
they say and Continue, encouraging the children to re-tell the story while playing with the vehicles.
attempts to use Note: It is important that the children use their own words and adapt the story.
language to
negotiate plans and
activities
1SP7 Often uses

language rather
than action to
express, rehearse
and reflect on
experiences and
basic likes and
dislikes and to
clarify ideas and
feelings
402
1SP1 Listens and Play in the nurse’s Choose small groups to experiment in the nurse’s clinic role play area. See the resources in Can the child:
responds to what clinic role play Ask the children to talk together about why they would need to visit the nurse at the clinic. Area of Learning 3:
 listen carefully to
others say through area. Making Things instructions?
Choose three children to enter the waiting area. Make up a scenario for them to act out, e.g.
words and/or
Receptionist: ‘Good morning Amina, would you like to see the nurse?’ Two adults, if possible –  answer questions and
gestures obey the instructions?
one to act as the nurse
Patient: ‘Yes please. Will I have to wait very long?’
1SP6 Interacts with and the other as the  make relevant
Receptionist: ‘No, you are the first. I will write your name in my book. The nurse will call you conversations with
others, taking receptionist
in soon.’ other children?
account of what
Nurse: ‘Good morning Amina, do come in and sit down. How can I help you?’  engage in ‘pretend’
they say and
Patient: ‘I fell over last night and my arm is hurting.’ conversations?
attempts to use
language to Continue with the conversation and the treatment.
negotiate plans and Give small groups an opportunity to try out the different roles and to make up their own scenarios.
activities
Note: You will need to demonstrate how to use this role play area and you may need to join in with the
play, taking on different roles.
1SP7 Often uses
language rather
than action to
express, rehearse
and reflect on
experiences and
basic likes and
dislikes and to
clarify ideas and
feelings
403
1SP3 Listens attentively Read the book Sit the children where they can easily see the book ‘What Share stories from the book ‘What People ‘What People Do All Can the child:
and with enjoyment to ‘What People Do People Do All Day’. Do All Day’ with small groups of about six Day’ by Richard
 listen to the
stories and rhymes All Day’. Note: This book has many short stories – you will need to children. Scarry (ISBN 978-0- story?
tell most of them in your own words. 00-735369-9)
1SP4 Answers questions Give them time to look carefully at the  answer questions
Read the title.
about familiar stories when pictures and talk about the story. about the story?
This book is asking a question: ‘What do people
asked and begins to do all day?’  re-tell the story,
Ask the children to sit in pairs and tell the
understand short, basic, understanding
What do you think people do all day? story to each other.
the sequence of
supported classroom
Point to some of the pictures. Listen and observe them. events?
instructions
This is a taxi. What is a taxi used for? Can you take turns to tell me the  begin to have
1SP5 Shows an This is a school. start? confidence to tell
Who do you think works in the school? the story to a
understanding of the Try to encourage all the children in the group
larger group?
elements of stories such Choose a story to tell, e.g. ‘Firemen to the rescue’. Turn to to contribute.
as main character, the page and point to the house. I want you to imagine that I don’t
sequence of events and What do you think is happening here? know anything about the story.
endings Who will need to be called? Who would like to tell me how the
Explain the first page in your own words. story begins?
1SP6 Interacts with others,
Turn over the page. What happened after that?
taking account of what
they say and attempts to My goodness – what is happening on these What happened next?
pages?
use language to negotiate How did the story end?
plans and activities Listen to the children’s responses and add questions of
You may want to choose groups to tell the
your own.
story to the rest of the class and to answer
1SP8 Speaks clearly and Do you think anyone has noticed the kitten questions from them.
with confidence and ‘Huckle’ in the attic?
Share other stories from this book.
control in familiar groups Show how the water is pumped from the fire hydrant,
and also with other people, through the fire engine and the hosepipe, onto the fire.
showing an awareness of Continue reading, telling and talking about the story.
the listener
404
1SP3 Listens Read the story Sit the children so they can see the book ‘Miss Dose the Doctor’s Daughter’. ‘Miss Dose the Doctor’s Can the child:
attentively and with ‘Miss Dose the Show the children the cover. Daughter’ by Allan
enjoyment to Doctor’s Daughter’. Ahlberg (ISBN 978-0-
What can you see on the cover? Yes, a doctor.
stories and rhymes 140-32346-7)  ask questions about
Who do you think is the doctor? the story?
1SP4 Answers  tell you what comes
Yes, both the grown-ups are doctors.
questions about next in the story?
This is their daughter, Dora Dose.
familiar stories
 say who the main
when asked and Read the title and point to the ending sound in ‘daughter’. character is?
begins to The sound at the end of daughter is <er>. It is one of our new sounds.
understand short, Can you remember the action? (see Area of Learning 7: Reading)
basic, supported
Read the story, or tell the story in your own words.
classroom
Point to the illustrations and use these to explain the story.
instructions
Look at the waiting room. We have a waiting room in our nurse’s clinic.
1SP5 Shows an
Dora has a sign on the chair to say that the baby is a patient. A patient is someone who
understanding of
needs to see the doctor.
the elements of
Continue reading the story.
stories such as
main character,
sequence of events
and endings
405
1SP3 Listens Read the story Sit the children so they can see the book ‘Mrs Lather’s Laundry’. ‘Mrs Lather’s Laundry’ Can the child:
attentively and with ‘Mrs Lather’s Read the title. by Allan Ahlberg (ISBN
enjoyment to Laundry’. 978-0-140-31243-0)
Mrs Lather washes clothes.
stories and rhymes  ask questions about
She is washing babies in this picture. the story?
1SP4 Answers 
Her name is ‘Lather’. ‘Lather’ is the word for the bubbles the soap makes. tell you what comes
questions about next in the story?
Can you hear the end sound in ‘lather’?
familiar stories
 talk about Mrs Lather?
when asked and Yes, it’s the <er> sound.
 understand why she
begins to Turn to the first page.
got fed up with
understand short, Oh dear! What has happened to the pants? washing?
basic, supported
Read the next page, pointing to the children.
classroom
What are the children doing?
instructions
Shall we read what they are saying?
1SP5 Shows an
Read the page and point to the notice in the window.
understanding of
the elements of Shall we read this together?
stories such as Continue reading, encouraging the children with the speech and the notices.
main character, Ask questions, e.g.
sequence of events
Why do you think Mrs Lather got fed up of washing socks?
and endings
Do you think she will always enjoy washing babies?
Why/why not?
Do you think there is anything worse to wash than an elephant?
What do you think could be worse than an elephant?
406
Kindergarten 2 Topic: When I Grow Up 2. Shape, Size and Colour

2SP7 Uses language Build Lego Show children the timer and set it for five Choose groups of children chosen according to the amount of Lego bricks Can the child:
such as ‘greater’, walls. minutes. Lego you have available.
Five-minute timer  understand the
‘smaller’, ‘heavier’ While the timer is ticking, tell the children I will pour the Lego bricks onto the middle of the floor. vocabulary, ‘taller
Who has the
or ‘lighter’ to that they will all be building a tall wall Strips of coloured than’, ‘shorter than’,
tallest/shortest Are you all ready to start building?
using Lego bricks. ‘tallest wall’, ‘shortest
compare quantities paper for measuring
wall? Ready, get set, GO! wall’?
They will have five minutes to build and the height of the walls
then all their walls will be measured. Set the five-minute timer.
(about 5cm wide)  measure by
Make a comparing?
Their measuring strips will be arranged When the time is up, shout ‘STOP!’
chart. in order, with the tallest one first. Pencils
Do all your Lego walls stand up?  position the strips in
As each group completes their Scissors the correct order?
measuring, they will add their measuring Who do you think has the tallest wall?
strips in order. I will show you how to measure. Blu-tack, or similar
I will need someone to help me.
Zaki, can you hold the end of the paper strip at the
bottom of your wall?
Who can stretch the strip to the top and use a pencil to
mark the top?
Hold up the strip:
This is the height of Zaki’s wall.
Zaki, can you write your name on the strip?
Ask children to work together to measure the heights of all the
407
walls.
Can we stick our strips on the wall in order?
Who has the longest strip?
Who has the next longest strip?
How many strips are longer than Ahmed’s strip?
How many are shorter than Muneer’s strip?
Stick the strips onto the wall, checking that each one is in the
correct order of height. Make sure each strip touches the floor
and is stuck on vertically.
408
2SP10 Uses What shape is my Place the real brick, a Lego brick and an assortment Choose a group of about six children to make A real brick Can the child:
mathematical brick? (a cuboid) of boxes where they can be easily seen by the cuboids.
children. Hold up the brick. A Lego brick  count the faces on the
language to Can you see all the rectangle shapes brick?
What else can I
describe the Who would like to come out and count the on your net? (ignore the flaps) Cuboid boxes
find that is a cuboid faces on this brick?  recognise that
features of solid How many rectangles can you see?
shape? Cuboid nets – one for rectangles have two
Yes, it has six faces.
(3D) objects and Shall we colour each rectangle shape long sides and two
each child
flat (2D) shapes Make a cuboid. Are all the faces the same shape? in a different colour? short sides?
when engaged in Scissors  recognise that a

Shall we look at this face? Write your name on the net.
building complex cuboid is a 3D shape?
How many sides does the face have? Does it look like a brick yet? Ruler
3D constructions
Yes, four. No, it is still flat. Glue
Are all the sides the same length? We need to fold along all the lines very
Tape
carefully.
No, there are two long sides and two short
sides. It is a rectangle shape. To help with folding, you could score along the
lines with scissors and a ruler. Some children
Repeat for the other faces.
may be able to do this themselves.
Compare the cuboid brick with the other cuboids.
Help the children to assemble and glue/tape
When all the children have made their cuboid bricks, their cuboids.
display them as a wall and write captions:
‘Our bricks are a cuboid shape.’
‘Every brick as six faces.’
‘All the faces are rectangles.’
Read the captions with the children.
409
2SP10 Uses Sit the children in a semicircle. Choose groups of children to repeat the Three hoops, Can the child:
Sort 3D
mathematical lesson. labelled ‘spheres’,
Place the three hoops on the floor.
shapes.  count the number
language to Look at the cartons and balls together. Note: It is important that you use the correct ‘cubes’ and ‘cuboids’ of faces on a 3D
describe the language when describing 3D shapes. shape?
Are these things flat? Boxes or cartons in
features of solid No, we call them 3D shapes because they are not flat. Can you find a box?
the shape of cubes  describe the faces
(3D) objects and Hold up the label ‘spheres’. What is your box shape called? on a 3D shape?
or cuboids. (You
flat (2D) shapes Can you say ‘spheres’?  understand the
How many faces does it have? could turn these
when engaged in Spheres are 3D shapes that roll about. difference between
Can you find the right shape to inside out and re-
building complex Who can find a rolling 3D shape? flat and curved
stick onto the faces of your box? assemble them, to faces?
3D constructions Yes, the ball rolls about.
Cuboids come in a variety of sizes hide any print on
How many faces do you think it has?  understand the
and shapes. them.) differences
Just one curved face.
Who can find another sphere? Some cuboids have six rectangular between a cuboid
Spherical shapes and a cube?
faces and others have four
Hold up a cube. (e.g. balls) in various
rectangular faces and two square
Shall we count the faces on this cube? faces. sizes
It has six faces. Are they all flat faces?
Both are cuboids.
Yes, all the faces are flat. Small paper squares
Are all the faces the same shape? All cubes have six square faces. and rectangles
Yes. Who knows what shape we call this face? (each shape in a
Yes, it is a square. different colour)
Who can tell me about a square?
Who can find a cube and put it into the correct hoop? Glue
Do we have any other cubes? Pens

Hold up a cuboid.
Glue sticks
Is this a cube?
How is it different?
Continue asking questions and sorting the boxes.
Note: It is very important that you use the correct language when
describing 3D shapes.
410
2SP10 Uses Do the 3D shapes Sit the children where they can see the 3D Choose groups of six children. Labelled hoops, as in Can the child:
mathematical roll or slide? shapes. the previous session
Read these labels so that we know where  differentiate between
language to Can you help me to sort these shapes? to put our 3D shapes: ‘Will roll’, ‘Will slide’, rolling and sliding?
Can you build with Cubes
describe the ‘Will build’, ‘Will slide and build’.
Shall we read the labels first?
the 3D shapes?  say why a 3D shape
features of solid Children take turns to pick up a shape. Cuboids
Quickly revise the previous lesson. can/cannot be used
(3D) objects and What is your shape called? (e.g. cube) for building?
Today we are going to find out which Spheres
flat (2D) shapes
shapes can roll, over and over like this How do you know that it is a cube?
when engaged in A ramp (a board with
(demonstrate with your hands).
Are the faces flat? one side raised)
building complex
Which shapes can slide down this
3D constructions Do you think it will roll down the ramp?
ramp? Labels: ‘Will roll’, ‘Will
No, it doesn’t roll. What did the cube do slide’, ‘Will build’, ‘Will
Which shapes would be good for
as it came down the ramp?
building? slide and build’
Yes, it slid down on one of its square
You will be trying out the 3D shapes in
faces?
your groups.
Do you think it will slide down on the other
faces? Try it to see.
Do you think you could build with the

cubes?
Give the children time to experiment with all the

different 3D shapes and to talk about the results.
Arrange the 3D shapes with the appropriate labels.

Ask questions, e.g.
Why can’t we build with the spheres?
411
2SP10 Uses Feely bag – sort Sit the children where they can see the 3D Choose groups of four children. Two cubes Can the child:
mathematical 3D shapes. shapes.
Who can point to the shapes and say Two cuboids  describe the shape in
language to Can you help me to sort these shapes? what they are called? the feely bag?
describe the Two spheres
Shall we read the labels first? Who can put one of each shape in the
 use the correct
features of solid bag?
Quickly revise the previous lesson. Feely bag vocabulary?
(3D) objects and I will show you how to play a new game.
Who can put one of each shape into  match the shape in
flat (2D) shapes the bag with the one
the bag? Take the bag and feel a 3D shape.
when engaged in on the table?
Children take turns to feel a shape and point to The shape I am holding has six faces.
building complex  name the 3D shape?
the shape that it matches. If possible, encourage
3D constructions All the faces are square.
the child to name the shape.
What is my shape?
The child reveals the shape. Ask them:
Yes, a cube.
Does the shape match with the one you
pointed to? Note: Children who are less confident using
language to describe the 3D shapes could repeat
How did you know it was (e.g.) a
the class lesson instead.
sphere?
412
2SP7 Uses How many Lego Show one of the children’s construction toy Choose groups of six children. Construction toy Can the child:
language such as bricks will my wheelbarrows. wheelbarrows (see
Give the children time to estimate how many bricks  understand why
‘greater’, ‘smaller’, wheelbarrow Today we are going to find out how their wheelbarrow will carry and then to fill their Area of Learning 3: everyone has to use
‘heavier’ or ‘lighter’ carry? many Lego bricks our wheelbarrows wheelbarrow with bricks. Making Things) the same size bricks?
will carry.
to compare Remember, you are going to push your  understand how to
Which Lego bricks shall we use? Lego bricks
quantities wheelbarrow along, so make sure the record, using a tally
Can we use different sizes? bricks are safely inside. Self-adhesive labels chart?
Why/why not? Ask the children to count the number of bricks in  understand that the
their wheelbarrow and then write their name and Digital camera tally is a recording of
We will count the bricks we used and tally on a label. the number of bricks
use a tally to record the number. in his or her
Whose wheelbarrow carries the most
Count out six bricks. wheelbarrow?
bricks?
How many bricks? Can you get into the right order with your  understand the reason
wheelbarrows? why some
This is how we write the tally. wheelbarrows hold
Discuss why some wheelbarrows had a greater more than others?
Demonstrate, counting the lines that represent
capacity than others.
the bricks:
Take photographs of each wheelbarrow.
Four to make the box, one across the
box makes five and one extra for six. Display the labels and pictures together.
Write captions, e.g.
‘These are our wheelbarrows.’
‘We found out how many Lego bricks they

would carry.’
Read the labels together.
413
2SP7 Uses How much sand Show one of the children’s construction toy Ask children to work in pairs to fill their Construction toy Can the child:
language such as will my wheelbarrows. wheelbarrows with sand and then weigh the sand wheelbarrows (see
with balance scales.  know which side of
‘greater’, ‘smaller’, wheelbarrow Today we are going to find out how Area of Learning 3: the balance scales is
‘heavier’ or ‘lighter’ carry? much sand our wheelbarrow will carry. Observe and give help if required. Making Things) the heavier or the
to compare You are going to fill your wheelbarrow Check that the children are using the balances lighter?
Weigh the sand with sand using these big spoons. correctly. Sand
quantities  understand how to
with balance
Demonstrate filling a wheelbarrow with sand. When the activity is completed, ask questions, e.g. Balance scales achieve a balance?
scales.
When it is full you must be able to push Whose wheelbarrow had the heaviest Small wooden bricks  understand when the
it along without spilling any sand. load of sand? balance has been
(NB Lego bricks achieved?
Then pour the sand out of the How do you know it was the heaviest would be too light)
wheelbarrow into one side of the load?  understand that the
balance. (demonstrate) Large spoons greater number of
Yes, because the sand balanced with the bricks the heavier the
See how many wooden bricks will biggest number of bricks. sand?
balance with the sand. (demonstrate) A chart with the
Can you draw your tally on the chart next
children’s names to  use the chart to record
We will record the number of bricks to your name?
the tally?
with a tally. (demonstrate) record the number of
bricks each child
used to balance with
the sand in their
wheelbarrow
414
Kindergarten 2 Topic: When I Grow Up 3. Making Things

3SP1 Shows curiosity Visit a building Organise a visit to a building site. ‘Dig, Dig, Digging’ by Can the child:
and interest by site. Margaret Mayo (ISBN 1-
Before visiting, look at the book ‘Dig, Dig, Digging’ and share the relevant pictures and poems.  ask relevant questions
exploring the artefacts 84121-080-3) about what they see?
and environments Are any members of the children’s families involved in the building trade? If so, they may be able to
come to school to talk about their work. A digital camera to  take an interest in the
around them and surroundings?
record the visit
engages in Children could work in small groups to think of suitable questions to ask during the visit.
 listen to the
representational play If possible, take pictures of individual children standing near a construction vehicle. explanations being
given?
Note: Check the school’s Health and Safety Policy. Generally, children are not allowed on building
sites. The visit could be to a small site, e.g. a house extension or even a garden wall. If a visit takes
place, children should be in small groups and under close supervision. They should watch from
behind railings and at a safe distance. The site manager will usually arrange this.
415
3SP1 Shows curiosity Set up a building Show the children the area that will be their Choose small groups to experiment in the Toys suitable for a Can the child:
and interest by site role play area. building site role play area. This should be a large building site role play area. building site (diggers,
area, preferably outside.  use the construction
exploring the artefacts Observe their play and take photographs of wheelbarrows, spades, toys to build?
and environments Encourage the children to talk about what they their constructions. etc)
would like to do on the building site.  observe others and
around them and Listen to their conversations and ask them for
Construction toys that extend his or her
Encourage the children to ask questions. explanations.
engages in ideas?
could be used as
representational play Check that all the children are involved with the
scaffolding: please refer  be imaginative in his
building site role play area on some occasions.
or her choice of
3SP2 Chooses to Primary School
materials?
objects and materials, Catalogues such as
 talk about what they
to handle and look at NES Arnold
are doing?
closely, noticing
Play bricks
simple features and
developing their Sand
exploratory skills
3SP3 Uses simple

tools and techniques
in order to make,
or her own purposes
416
3SP1 Shows curiosity Invite a nurse to Invite a nurse to visit the class in her uniform, bringing a nurse’s bag with her. Visiting nurse Can the child:
and interest by visit the class.
Before the nurse arrives, ask the children what they already know about a nurse.  show an interest in
exploring the artefacts asking questions?
and environments Divide the children into groups to think of suitable questions to ask the nurse.
 listen carefully to the
around them and answers given?
Ask each group in choose one question they want to ask and to choose the person who will ask the
engages in question.
 ask about the
representational play Point to a group and ask: relevance of wearing
a uniform?
3SP2 Chooses Can you tell us your question?
objects and materials,  ask about the
Write the question on the white board and read it together.
contents of the
to handle and look at
Repeat for the other groups. nurse’s bag?
closely, noticing
When the nurse arrives, choose children to read the questions.
simple features and
developing his or her
exploratory skills
417
3SP1 Shows curiosity Set up a nurse’s Show the children where you propose to set up the Choose a small group of children to help you Play nurses’ uniforms Can the child:
and interest by clinic role play nurse’s clinic role play area. set up the nurse’s clinic role play area.
Medical bags containing  show an interest in the
exploring the artefacts area. What do you think our nurse’s clinic will Discuss where the furniture and equipment nurse’s clinic?
pretend medical
and environments need? should be placed. (See Area of Learning 1:
Language, Communication and Emergent supplies (e.g. plenty of  answer questions
around them and Yes, a place where the nurse can check
Literacy for using language skills in the bandages) about what will be
what they need to do to make you better.
engages in nurse’s clinic.) needed to equip the
representational play Where do you think the patients will wait? Chairs (for the waiting nurse’s clinic?
Do you think it will be in the same room room) with a

as the doctor? receptionist’s desk,
Why/why not? phone and notebook
We will need somewhere for people to Nurse’s chair and a

wait their turn. table for the nurse’s
The receptionist will need a telephone equipment
and a book to make appointments.
418
3SP2 Chooses Make a Sit the children so that they can see the Choose small groups of children to construct their A real wheelbarrow Can the child:
objects and materials, wheelbarrow, wheelbarrow. wheelbarrow. The number of children will be
determined by the amount of construction Construction toys  observe carefully in
to handle and look at using construction What is this? order to choose
material available. suitable for making a
closely, noticing toys. Yes, a wheelbarrow. suitable materials?
Encourage the children to look at the real wheelbarrow
simple features and wheelbarrow carefully before they begin.  manipulate the
What is it used for?
developing his or her A digital camera to take construction toys to
Who can show me how to move the Observe the children.
exploratory skills photographs produce the model?
wheelbarrow?
Stop them from time to time and ask questions:
 adapt or change his or
3SP3 Uses simple What does he/she need to do first?
Can you tell us what you have done so her ideas when
tools and techniques far? making the
Yes, lift the handles and walk
in order to make, forwards. wheelbarrow?
What will you do next?
adapt and build for his Stop walking and put the handles  show fine motor skills
Ask the children to look at the real model, to when joining pieces
or her own purposes down.
check that their model is similar. together?
3SP5 Shows fine Use the digital camera to record each child’s
 Describe the 3D
motor control when wheelbarrow.
shapes he/she has
manipulating tools and Note: The children’s constructions must be kept chosen to make the
small objects, and until they have used them for the bricks and sand wheelbarrow?
activities in Area of Learning 2: Shape, Size and
demonstrates this
Colour.
media that require skill
3SP6 creates simple

joins to arrange and
rearrange 3D models
419
3SP2 Chooses Make the body for Sit the children to look at their construction toy Choose groups of up to six children. A real wheelbarrow Can the child:
objects and materials, a wheelbarrow, wheelbarrows and the real wheelbarrow.
Give the children time to try out ideas with the Construction toy  notice the shape
to handle and look at using junk. These are our construction toy equipment before beginning to make their needed for the
wheelbarrows (see the
closely, noticing wheelbarrows and this is the real one. wheelbarrow. wheelbarrow body?
previous session)
simple features and What is the same about all the Remember that your wheelbarrow will  choose a suitable box
wheelbarrows? need a body. Boxes and cartons
developing his or her for the wheelbarrow
exploratory skills Yes, they all have a body, a wheel, two body?
You can cut the box to make a better Scissors
handles and two legs. shape or I can help you to cut the  adjust the shape?
3SP3 Uses simple box.
Today we are going to use these boxes Masking tape
tools and techniques  show control when
and cartons to make a wheelbarrow. Observe, asking questions and giving help Papier-mâché using the scissors to
in order to make, whenever it is needed. cut the box?
When the children have made their
or her own purposes wheelbarrow body, add a layer of papier-mâché
to strengthen it.
3SP5 Shows fine
motor control when
small objects, and
demonstrates this
media that require skill
420
3SP3 Uses simple Assemble the junk Sit the children where they can see the real Choose groups of children to complete their A real wheelbarrow Can the child:
tools and techniques model wheelbarrow and the junk wheelbarrow bodies wheelbarrows.
they made in the previous session. Wheelbarrow bodies  notice the features
in order to make, wheelbarrow. Cut the wood pieces for each child, when they and positions of the
(see the previous
adapt and build for his Are our wheelbarrows finished? have worked out the length they need. legs, handles and
section)
or her own purposes What will we need to do now? Give help and encouragement when wheels?
assembling the wheelbarrow.
Yes, we need to fix on a wheel, the Lids in various sizes (for  measure the
3SP5 Shows fine
handles and the legs. Optional: The children may like to paint and wheels) approximate length
motor control when decorate the bodies of their wheelbarrow. Coat needed for the legs
manipulating tools and the painted wheelbarrows with PVA glue or Wood suitable for and handles?
varnish. wheelbarrow handles
small objects, and  find a way, with help,
demonstrates this Note: Ensure that all cutting tools or sharp and legs (flat pieces of of fixing the wheel?
implements are handled only by teachers and wood are easier to
when using a range of  paint and decorate the
are kept out of children’s reach at all times.
media that require skill assemble) finished wheelbarrow?
3SP7 Manipulates Short pieces of

(including cuts and cylindrical wood for
joins) materials axles
successfully using
A tool to cut the wood
simple tools and
shows awareness of Wood glue
safety issues Optional: paints and

brushes
PVA glue or varnish
421
Kindergarten 2 Topic: When I Grow Up 4. The World Around Us

Learning Activity Strategies /Whole class Strategies/Small group Resources Assessment

Outcomes
The writing table:
Set up the writing table with different sized papers, a variety of pencils, colouring pencils and felt-tipped pens – see the suggestions in previous guides.
1. Letters to trace and copy, especially those that have been taught recently. Photocopy pages from ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0).
3. Number squares.
4. The Word Wall of tricky words.
5. Printed and laminated lists of ‘tricky’ words when they have been introduced.
422
4SP7 The child Sit the children near the Word Wall and read the words Choose groups of four children. A large (empty) book Can the child:
Compile a big
begins to record together (see Area of Learning 7: Reading). labelled ‘Our visit to the
book recording the These children will have had individual and help  talk about what
observations using Show the children the new list of words. building site’ for the they want to write?
visit to a building in pairs so should be more independent.
symbols/pictures/si These words are the same as the new children to stick their
site.  write phonetically
mple signs or words on the Word Wall. Ask the children to find their own photograph. photographs and writing plausible words?
phrases, and Write, using ‘tricky’ Can you help me to read the list? What are you doing in the in
 use the word wall
makes words and photograph?
If you need to write the words they will be in to help write ‘tricky’
phonetically phonics. the container. Listen to each child and ask them to begin Photographs of words?
plausible attempts writing. individual children taken
Today we will be using these words to help  read his or her own
at more complex us write. Remind the children to look for ‘tricky’ words on on the building site writing?
words the Word Wall, or to listen to the sounds in a
This is our big book - it is empty. word before writing it. Writing materials,
4SP9 Attempts to It is waiting for the photographs and your including lined paper
Encourage the children to use the resources and
hold a pen/pencil writing about our visit to the building site. to be as independent as possible. Glue
in a comfortable Show a picture. Stop individual children and ask them:
and efficient grip in Lists of ‘tricky’ words in
Who is this? Can you tell me what you have
order to write in a different colours (e.g.
Yes, Ehab. written?
variety of forms week 1 words on yellow
Ehab, can you come out and tell us all about What are you going to write next?
using an cards, week 2 words on
your picture? Give praise for ideas and independent writing.
appropriate range orange cards, etc)
When the book is completed, the children should be Only rewrite (in pencil) the children’s words if it is
of vocabulary
given the opportunity to read their writing to a group of impossible to read them. Accept any plausible
children. attempts.
Display the book where the children can read and Ask the children to name their work and to stick
enjoy it whenever they wish. it into the class book, along with their
photograph.
423
4SP7 The child Take photographs of the children working and Choose the children who shared their photographs Big (empty) books to Can the child:
Photographs
begins to record playing. in the whole class session. stick photographs of
of individual  talk about what
observations using Print these out on ordinary paper – they will provide children and their they want to write?
children working or Give out the photographs and ask individual
symbols/pictures/si an excellent stimulus for writing. writing in
playing in the children:  write phonetically
mple signs or Sit the children to look at some of the photographs.
Kindergarten. Can you tell me all about your Glue plausible words?
phrases, and photograph?
What is happening in this photograph?  use the Word Wall
makes Lined paper
Give the child time to answer and encourage the to help write ‘tricky’
Spend time asking questions and listening to what
phonetically other children in the group to ask questions. words?
the child wants to say about the photograph. Writing materials
plausible attempts  read his or her own
This activity can be done over several days. What would you like to write about your
at more complex photograph? writing?
words Stick the completed writing in the books and keep
them where the children have easy access to them. Note: It is important for the child to voice their ideas
before beginning to write.
4SP9 Attempts to
hold a pen/pencil Tell the children to use the Word Wall for ‘tricky’
words and to sound out for the other words.
in a comfortable
and efficient grip in Talk about their writing, giving praise and
encouragement.
order to write in a
variety of forms Can you read your writing?
using an What do you like best about your writing?

appropriate range Can you read your writing to the group?
of vocabulary
424
4SP4 Uses all Sit the children to look at the book ‘Singing Dad’. Choose small groups of children to work in pairs to ‘Songbirds’ book Can the child:
Write ‘CVC’
his/her relevant write their sentences. ‘Singing Dad’ (ISBN
sentences. Read the title and the first few pages (see Area of  hear the sounds in
senses to Learning 7: Reading) Ask the children to write one sentence on each 978-0-19-846664-2) words?
investigate places, page.
Shall we try to write ‘Dad sings all day long’? Letters of the  write the letters for
objects, materials Remind the children that they are not copying, but
alphabet, pinned up in these sounds?
Who would like to write ‘Dad’? making up their own sentences.
and living things;
order  decode the sounds
can identify and We need to split the word first: <d><a><d>. Choose pairs to read their favourite page.
in words?
label positive and Now squeeze the sounds together to make Note: Give help with decoding, if needed. Some New sounds pinned
‘dad’.  encode the sounds
negative features children may leave out a letter when they are up, e.g. <sh>, <ch>,
to read the word?
sounding out. <th>, <er>, <ng>, etc.
forming Ask a child to write ‘dad’ on the white board.
recognisable Now we need to write ‘sings’. White board and pen
letters, most of
Repeat the decoding and encoding, then choose a child
which are correctly A sheet of paper, cut,
to write ’sings’.
formed folded and stapled to
Continue until you have completed the sentence.
make a small booklet
4SP7 The child Is our sentence completed? for each child
begins to record
Does it begin with a capital letter and end with
observations using a full stop?
symbols/pictures/si
Shall we find the capital letter on the ‘Jolly
mple signs or Phonics’ alphabet?
phrases, and
makes
phonetically
plausible attempts
at more complex
words
425
4SP4 Uses all Revise writing Sit the children and choose a set of letters to practise, Assess children individually. Sets of letters for Can the child:
his/her relevant letters. e.g. the ’c’ writing family. writing
Give the child a strip of paper and ask:  write the correct
senses to Stick up the letters where the children can see them letter to match the
Assess which Can you write your name on your 1. c, a, g, d, q
investigate places, easily. sound and action?
children can write paper?
2. e, o, s
objects, materials Shall we make the action and sound for these
independently. I am going to make the action and  form the letter
letters? 3. i, r, m, n, h
and living things; the sound for a letter. I want you to correctly?
can identify and Remember, they all begin with the <c> shape. write the letter. 4. l, t, f, j, p
label positive and We need to stand up to make the shapes in Repeat for the other letters in the same writing 5. u, y
negative features the air. family.
6. b, k
forming Make big shapes in the air, e.g. ‘c’: Test other letter families on subsequent days.
7. u, v, w
recognisable Start on the right and make a big curved Note: Check that the children are writing the
letters, most of shape. letters from memory and not copying them 8. ch, sh, th, ng
which are correctly (e.g. from a wall chart). Strips of paper for the
Repeat with the other letters.
formed children to write on
Note: It is common at this age for some children to
reverse ‘d’ and ‘b’ or ‘p’ and ‘9’. Ask these children to Pencils
check the letters in the classroom to help them
remember. Tracing also helps.
426
Kindergarten 2 Topic: When I Grow Up 5. Poetry, Rhymes and Songs

Note: The book ‘Dig, Dig, Digging’ by Margaret Mayo (ISBN 1-84121-080-3) has many poems which would be suitable for use in this section. You may wish to add to the two poems chosen, or to substitute
other poems from the book.
5SP1 Takes an active part Read the poem Sit the children in a semi-circle where they can see the cover of the book ‘Dig, Dig, Digging’. ‘Dig, Dig, Digging’ by Can the child:
in singing and rhyming ‘Diggers’ from Margaret Mayo (ISBN 1-
Shall we try to read the words on the cover?  hear the rhyme in the
activities, joining in with the book ‘Dig, 84121-080-3), ‘Diggers’ words ending with
Who can read the first word?
some of the words and Dig, Digging’. <ng>?
The ‘Diggers’ poem
moving to the music Shall we say the sounds?
printed in a large font  join in with some of
<d><g>. Now squeeze the sounds together to say ‘dig’. the words?
5SP2 Responds to rhyme
Four smaller versions of
in songs and poems and The title says (point to the words, but cover the final ‘ging’) Dig, Dig, Dig’.  understand that words
the poem, printed and in bold print need to
sometimes notices when The last word is dig-ging. (uncover the final ‘ging’)
laminated (for use in be emphasised?
words begin with the same What can you see on the cover? Area of Learning 7:
sound
Talk about the cover. Reading)
5SP4 Performs simple Read the title page and look at the sketches.
action songs and nursery
What do these vehicles do?
rhymes with others,
Shall we match the vehicles to the pictures at the bottom?
broadly matching
dynamics and other Ask the children to help you match the sounds to the vehicles.
elements (e.g. loud and Look at the coloured double page spread. Talk about the vehicles and their uses.
quiet) Talk about the dumper truck on the second title page.
427
Turn to the first poem, ‘Diggers’, and show the children the page.
Ask questions and discuss what is happening.
Read the poem.
Stick up the large print version of the poem where all the children can see the words.
Read the poem, encouraging the children to join in with the words.
Point to and read the words: ‘digging’, ‘scooping’, ‘lifting’, ‘tipping’.
Can you say these words with me?
We will read them again, thinking about the ending sound of each word.
Yes, all the words end with <ng>.
Discuss the words ‘scooping’, ‘lifting’ and ‘tipping’, and make actions to match the words.
Can you all stand up in a space?
As we say the words, join in with the actions.
Encourage the children to look at the writing in bold – these syllables need to be emphasised.
428
5SP1 Takes an active Read the poem Show the children the book ‘Dig, Dig, Digging’ and turn to the poem ‘Cranes’. ‘Dig, Dig, Digging’ by Can the child:
part in singing and ‘Cranes’ from Show the pictures of the crane. Margaret Mayo (ISBN 1-
 hear the rhyme in the
rhyming activities, joining the book ‘Dig, 84121-080-3), ‘Cranes’ words ending with
Can you remember what we saw the crane doing?
in with some of the Dig, Digging’. <ng>?
Read the poem, pointing to relevant illustrations as you read. The ‘Cranes’ poem
words and moving to the  join in with some of
printed out in a large
music Listen to the poem again. When you hear a word ending in <ng> put up your hand. the words?
font
When the children put up their hands:  join in with the
5SP2 Responds to
Four smaller versions of actions?
rhyme in songs and Yes, the word ‘lifting’ does end with the ‘ng’ sound.
the poem, printed and
poems and sometimes Who would like to mark the word?  synchronise the words
laminated (for use in and actions?
notices when words Choose a child to mark the word on the large printed poem, using a highlighter pen. Area of Learning 7:
begin with the same
Continue until all the words have been underlined. Reading)
sound
Crouch down low and watch me, so that you can go up a little each time as we say ‘lift’, Highlighter pen
5SP3 Engages in music ‘lift’, ‘lifting’. And on ‘up’.
making, including Are you ready to say the words and do the actions?
singing rhymes or
Repeat until the children are doing the actions at the appropriate times and beginning to join in with
humming a rhythm. the words.
5SP4 Performs simple Repeat for the second page, reversing the actions.
action songs and
nursery rhymes with
others, broadly matching
dynamics and other
elements (e.g. loud and
quiet)
429
Note: The next three sessions use the ‘Taking off’ chapter of ‘Music Express: Year 1’ and the accompanying CDs. This chapter concentrates on long and short notes.
Work through the ideas suggested in the book, or you may prefer to practise some of the ideas used in previous sessions.
5SP7 Recognises ‘Five little Sit the children where they can hear the CD. ‘Music Express: Year 1’ Can the child:
and explores how froggies’. Stick up the picture ‘High low frogs’ and show the toy frog. (ISBN 9-780-
 join in with the
sounds can be 713662313) page 34, appropriate actions?
Learn how to Can you see that some of the frogs are jumping high and some are jumping low?
changed, ‘Five little froggies’
match actions to Choose a child to make the toy frog jump high and then low.  adjust his or her
recognising actions to match the
the pitch of your CD track 42
repeated sounds There are five frogs. pitch of his or her
voice.
and sound patterns Choose five children to be frogs. A large copy of the voice?
picture ’High low frogs’  join in with the words?
5SP9 Sings and Say the words and help the children to act out the movements.
narrates a widening Five little froggies sitting on a well, Toy frog

range of songs and One leaned over and down she fell.
poems, developing
Froggies jump high,
diction and refining
Froggies jump low,
the elements
(getting louder, Four little froggies jumping to and fro.
quieter, faster, Play the CD, encouraging the five children to act out the parts.
slower) The other children should use their arms to make high and low movements to accompany the song.
Swap roles.
430
5SP7 Recognises Use high, medium Stick the pictures of the three bears in order: Big Bear, Mama Bear and Baby Bear. ‘Music Express: Year Can the child:
and explores how and low voices to Tell the children the story of ‘Goldilocks and the Three Bears’. 1’ (ISBN 9-780-
 use voices of a
sounds can be accompany 713662313) page 34 different pitch to
Sit the children where they can see the enlarged pictures of the three bears and say:
changed, ‘Goldilocks and ‘Goldilocks and the match the three
This is Big Bear. He has a deep voice like this:
recognising the Three Bears’. Three Bears’ characters?
‘Hello children, I have a deep, loud voice.’ (say this in a deep voice)
repeated sounds  swap roles and
Can you make your voice deep? Separate enlarged
and sound change his or her
Show the large print version of Big Bear’s words and read them in a deep voice: pictures of the three voice to match the
patterns
‘I like porridge! Give me porridge! I like a lot of porridge in a great big pot.’ bears character?
5SP9 Sings and Read the words with me. Remember to use your deep ‘Big Bear’ voices.
narrates a
Repeat this several times.
widening range of The words spoken by
Point to Mama Bear and say:
songs and poems, the three bears printed
This is Mama Bear. She has an ordinary voice, just like our natural voices.
developing diction in a large font
Show the large print version of Mama Bear’s words and read them in a natural voice:
and refining the
‘I like my chair, my sit-and-shut-your-eye chair. My watch-the-world-go-by chair. I like my chair a
elements (getting
lot.’
louder, quieter,
Read the words with me. Remember to use your ‘Mama Bear’ voices.
faster, slower)
Point to Baby Bear and say:
This is Baby Bear. She has a high squeaky voice.
Show the large print version of Baby Bear’s words and read them in a high squeaky voice:
‘That’s really easy! It’s squeezy wheezy! There’s nothing in the world to beat my own small cot!’
Read the words with me. Remember to use your high squeaky ‘Baby Bear’ voices.
Repeat.
Add your own questions between the bears’ answers.
If possible, divide the class into three groups (Big Bears, Mama Bears and Baby Bears) to read their words in
the appropriate voices.
431
5SP7 Recognises Use hands, then Sit the children where they can hear the CD. ‘Music Express: Year 1’ Can the child:
and explores how bodies, to indicate Listen to CD track 43. (ISBN 9-780-
sounds can be how the pitch 713662313) page 35, pitch is getting higher
As you listen together, move your hand from a low position, up in small steps, as the pitch gets higher.
changed, goes from low to ‘Slide’. and higher?
Listen to the three beats that are the same each time.
recognising repeated high.  make three beats on
CD track 43.
sounds and sound If possible, sing these as you use your hand to match the pitch. each step before
patterns Can you use your hand to make three beats on each step before going up a step? moving up?
We need to climb eight steps before sliding back down smoothly.  use hand movements
5SP9 Sings and
to show the pitch
narrates a widening Play the CD, sing the song and make the appropriate hand movements. getting higher and
range of songs and Check that the children are all making appropriate sized steps, with three beats on each step to match higher?
poems, developing the pitch and then sliding down at the end.  use body movements
diction and refining When the children are confident, continue: to show the pitch
getting higher and
the elements (getting
I want you to crouch down like this and get up higher, little by little, as the pitch gets higher higher?
louder, quieter, and then slide all the way back down. (demonstrate)
faster, slower)
Repeat.
432
Kindergarten 2 Topic: When I Grow Up 6. Music and Movement

6SP4 Negotiates Use the traffic Use the traffic lights game (see previous guides) as a warm up to all movement lessons: Children and adults Can the child:
small and large lights game to suitably dressed
 Follow the instructions ‘Stop’, ‘Get ready’ and ‘Go’.  listen and understand
spaces successfully encourage spatial the traffic light game
 Walk with big steps in all directions – forwards, backwards and sideways. Tambour (or other
and safely awareness, moving instructions?
instrument)
in different  Bounce in all directions – forwards, backwards and sideways.
6SP7  show stillness when
directions and  Skip with high knees in all directions – forwards, backwards and sideways. listening to
Demonstrates a
different ways of instructions?
range of  Bunny jump (crouch down with your hands between your knees, put weight on both hands
moving. as you jump your feet forwards).  obey the traffic light
movements freely,
game instructions?
e.g. skipping,  Bunny jump, going sideways and backwards.
 keep in spaces?
hopping, jumping,  Hop in all directions – forwards, backwards and sideways.
stepping, and is  demonstrate different
Note: You could use a tambour in some lessons to encourage the children to move very slowly, quickly types of movement?
able to show
or smoothly, by altering the tempo on the instrument.
stillness and
balance
433
6SP4 Negotiates Use the climbing The children will use this apparatus as a choosing activity. Outside climbing Can the child:
small and large equipment in the It is important to observe the children. apparatus
 climb with
spaces successfully outside area. confidence?
Check that every child is using the apparatus. You may need to set some time aside for less confident
and safely children to use it.
 balance with
6SP6 Uses small Most children will experiment and only try activities that they are confident with. You may want to set confidence?
them some challenges on occasions.
and large  set safe challenges?
equipment, If possible, move the apparatus around, or change the apparatus in some way, to add variety.
 take turns and
demonstrating negotiate the space?
competence in
using them for a
range of purposes
434
Suggestions
6SP4 Negotiates small and Use short skipping 1. Warm up Children and adults Can the child:
large spaces successfully and ropes, big balls, A short warm up, using some of the ideas from the traffic lights game. suitably dressed
 listen to
safely quoits, bats and instructions?
2. Main part of the session One adult per group
balls.
6SP6 Uses small and large Divide the class into two or three groups, depending on the number of adults available.  work with his or
Skipping ropes
equipment, demonstrating her group?
Show the equipment and explain what they should do with it, e.g.
competence in using them for Big balls  show confidence
 Short skipping ropes – practise individual skipping skills. when using the
a range of purposes
Bats and balls apparatus?
 Bats and balls – hit the ball against a wall. (You could mark the wall with targets,
6SP7 Demonstrates a range of to encourage the children to aim accurately.) Quoits  catch and throw
movements freely, e.g. the ball
 Set up a row of skittles. The children could either bounce and catch a big ball as
skipping, hopping, jumping, Skittles accurately?
they travel between the skittles, or use their feet to dribble the big ball between
stepping, and is able to show the skittles.  use a skipping
stillness and balance  Quoits – work with a partner to catch and throw. rope?
6SP10 Works on his/her own, Allocate an activity to each group.  hit the ball with the
bat?
with a partner and in small After five to ten minutes ask them to stop, sit quietly and wait for your instructions to move to the
groups to pass and next activity.
retrieve/catch/pass a range of 3. Stretch and relax
small equipment, e.g. balls,
Cool down by stretching to make long thin shapes, then wide shapes, both standing up and lying
beanbags, quoits, and also to down.
develop and communicate
ideas using their imagination
(e.g. listening to a piece of
music and representing the
mood through dance)
435
6SP4 Negotiates small Use the tambour for 1. Warm up Tambour or any other Can the child.
and large spaces movement. A short warm up, using some of the ideas from the traffic lights game. musical instruments of
 respond to the
successfully and safely your choice different timings of
2. Main part of the session
the beat?
6SP7 Demonstrates a Children and adults
Sit the children in spaces to listen to a steady, slow beat of the tambour.
range of movements changed into suitable  move into spaces?
Is the tambour beat slow or fast?
freely, e.g. skipping, footwear and clothing  keep a frozen
hopping, jumping, Can you move around the room, looking for spaces and keeping the beat of the (balanced) shape?
tambour?
stepping, and is able  remember the
to show stillness and When the tambour stops, ’freeze’ in your shape. pattern of the
beats?
balance Remind the children to exaggerate their steps, and to go forwards, sideways and backwards.
 move in creative
6SP10 Works on Suggest new ways to move, e.g.
ways?
his/her own, with a Shall we make a new starting shape? Try using arms and legs on the floor.
partner and in small Remember to keep time with the beat. directions?
groups to pass and
Can you go sideways, backwards, over and over?
Freeze! Can you move with one leg and both arms on the floor?
range of small
equipment, e.g. balls, Change the ideas frequently, e.g.
beanbags, quoits, and  Introduce a regular faster beat – encourage the children to use similar movements
also to develop and to the ones they used for the slow beat.
communicate ideas  Keep changing the instructions and use ‘freeze’ to sometimes change ideas.
using their imagination  Mix the beat.
Give praise and encouragement, perhaps choosing some children to demonstrate.
piece of music and
Sit the children and play a repeating rhythm, e.g. four slow beats, six fast beats, four slow beats, six
fast beats.
through dance)
Can you clap to the beat?
Can you walk to the beat?
Sit the children down.
436
Think of a good starting shape for beginning your four big movements.
Is everyone in a good starting shape?
Beat the tambour four times and then say ‘freeze’.
Remember, you need to make your six small movements starting from your frozen
shape.
Beat the tambour quickly six times.
Take time to make different sequences, encouraging different body shapes and moves.
3. Stretch and relax

Cool down by stretching to make long thin shapes, then wide shapes, both standing up and lying down.
Use ‘Music Express: Year 1’ to repeat favourite songs the children have learned.
Choose any other songs from the book that the children will enjoy.
437
Kindergarten 2 Topic: When I Grow Up 7. Reading

Suggestions
Continue to learn ‘tricky’ words using the suggested lists in the ‘The Phonics Handbook’ (ISBN 978-1870946-07-0).
Some children will learn these tricky words at a quicker pace than others. The activities suggested should use words that reflect this.
Try to use the tricky words in context. Use captions, poems and other written displays to reinforce the learning of these tricky words.
familiar books of their own corner. This needs Monitor the children using the area. poems that you have  choose a favourite
Find time to engage with the children by showing an enthusiasm for their
some fluency and accuracy. for small groups of choices. children.  talk about the book he
children to share or she has chosen?
7SP11 Enjoys a range of Some children will have a favourite book that they may have memorised These could include
books. especially if it has a repetitive paragraph. This can often be the motivation the  explain why the
child needs to become a ‘reader’. chosen book is a
preferences. favourite?
These children may like to read their favourite book to an adult or small group. ‘PM Alphabet Starters’
7SP12 Begins to use, with (ISBN 1-869612833)  use phonological skills
These could be taped to enjoy when sitting in the reading area.
support, a range of to help with word
Encourage more reluctant children to listen to you or a child reading their ‘PM Starters’ (ISBN building?
strategies to read simple
choice of book. 9780170133234)
texts or use a simple  begin to remember
Encourage the children in the reading area to: tricky words that
dictionary independently. He ‘Songbirds’ (ISBN 978-
appear in the book?
or she may begin to  talk about the characters and the setting. 0-19-846652-9)
 use illustrations to
understand that some  sequence what is happening in the story. Cushions. elaborate on the
sounds have more than one story?
 ask questions.
spelling. Small tables and
438
 enjoy a variety of books. chairs.
 enjoy books that children have started to memorise as stories or Book boxes and
poems. shelves for displaying
 read captions that have been displayed in the classroom. the books.
 read poems that have been enlarged and displayed. A tape recorder to
 help children to use relevant strategies: listen to their own (or
your) versions of
favourite stories.
2. memorising tricky words
Attractive displays to
3. using the illustrations to help identify vocabulary and to enhance
the story. decorate the area.
Note: It is essential that the children are able to revisit their favourite books, as
this helps to consolidate their learning and gives them confidence. Reading a
book with very little help is very empowering.
7SP1 Shows an interest in Group reading. Continue with group reading at least twice a week. Sets of: Can the child:
books and learning to Differentiate according to ability: ‘PM Alphabet Starters’ PM Alphabet Starters
handle them appropriately,
1. For children who are finding it difficult to identify sounds, use ‘PM (ISBN 1-869612833)
turning pages and looking at Alphabet Starters’. Concentrate on new sounds with these children.  turn the pages
(All children find vowels more difficult, so revise these frequently, if ‘PM Starters’ (ISBN carefully?
the pictures
necessary.) 9780170133234)  repeat the names of
7SP3 Recognises some the objects?
2. For children who are more confident, continue with ‘PM Starters’ up
familiar words, e.g. his or ‘Songbirds’ (ISBN 978-
to level four or five and then move onto ‘Songbirds’.  begin to hear the first
her own name and common 0-19-846652-9)
3. For children who are beginning to decode and encode ‘CVC’ words, sound in the names?
words in the environment; use ‘Songbirds’. Continue using ‘Songbirds’, eventually moving onto PM Starters
links some sounds to the reading scheme of your choice.
specific letters, e.g. the With all the children:  know that English is
letters in his or her name,
 Talk about the characters and the setting.
and is able to recognise a  begin to recognise the
 Sequence what is happening in the story. beginning letters in
few of them
words?
 Ask questions.
7SP4 Knows that, in  memorise some
 Enjoy a variety of books.
English, print is read from words that are
439
left to right, in Arabic from  Enjoy books that children have started to memorise as stories or repeated in the text?
right to left, and in both from poems. Songbirds (in addition to
top to bottom; is also able to  Read captions that have been displayed in the classroom. the above)
 Read poems that have been enlarged and displayed.  hear and say the
each alphabet
Note: It is essential that the children are able to revisit their favourite books, as sounds in ‘CVC’
7SP5 Hears and says this helps to consolidate their learning and gives them confidence. Reading a words?
sounds in simple book without help is very empowering.  blend the sounds to
Consonant-Vowel- make words?

440
Learning Activity Strategies/ Whole Class: Strategies/ Small Resources: Assessment

outcomes Suggestions group: Suggestions Suggestions
7SP4 Knows that, Revise all sounds At least once a week children should revise all the Children should be tested once ‘Jolly Phonics’ letters Can the child:
in English, print is learned. sounds they have learned. Use a variety of methods. each half term to see how many
sounds they have learned.
Pictures or models of  match the letter to the
read from left to Method 1 objects sound and action?
This will enable you to:
right, in Arabic Make a ‘Jolly Phonics’ action.  match the sound to
A pointer
from right to left,  target groups of the letter?
Can you make the sound to match this
children
and in both from action?  hear the beginning
top to bottom; is  choose suitable letters sound in a word and
Who can point to the letter?
match it to the letter?
also able to name  make sure that recently
Can you make the sound?
learned sounds are  recognise most of the
and sound letters
Method 2 revised more often. sounds?
of each alphabet
Show a letter.  recognise more than
Can you make the sound and action to 10 sounds?
match the letter?
Method 3
Show a picture or model
Can you do the action and make the sound
for the beginning letter?
441
7SP7 Blends sounds Read the ‘Songbirds’ A copy of the Stage 3 ‘Songbirds’ book ‘The Big Match’ for each child in the group. ‘Songbirds’ book Can the child:
together in the order in book ‘The Big Match’. Note: This book revises many of the sounds learned in the Stage 2 books. ‘The Big Match’
 point to each word
which they occur to (ISBN 978-0-19- as they are
Give each child a book and read the title together.
say simple ‘CVC’ 8466772) reading?
Who are the two teams?
words; can also read a  decode phonic
range of familiar and Yes foxes and ducks. words?
common words and Discuss the team colours, their rosettes and caps.  encode phonic
simple sentences, I wonder what game they are going to support. words?
making some use of a  talk about the
Do you think the duck and fox are friends?
range of cues, story?
Why/why not?
including knowledge of  begin to use
story or context, and Can we tell from the first page what the game will be? punctuation for
word/letter recognition Yes, football. We can see the goal posts and the markings on the pitch. expressive
reading?
7SP8 Attempts to read Turn to the page where the foxes and ducks are named and read the names
together.  begin to remember
words which are new the tricky words
to him/her, with adult Look at the page where they are chanting. (e.g. ‘the’)?
support, by attempting Look at the word ‘ball’ on page 7.
to recognise, identify, This is a tricky word because the <a> sound makes an <or> sound. The
sound, segment and word ‘all’ is on our Word Wall.
blend phonemes in The sound at the beginning changes the word to ‘ball’.
individual words
‘All’ and ‘ball’ rhyme.
7SP9 Uses their Divide the group into ‘foxes’ and ‘ducks’ to support their teams.
knowledge of letters,
Continue reading – look at pages 10 and 11.
sounds and words
What has happened here?
when reading and
What is Max Fox doing? Why is he kicking Rick Duck?
writing independently
Turn to pages 12 and 13.
Why are the Ducks so cross?
442
Why is the referee holding a red card?
Are the ducks and the foxes all happy at the end of the story?
Why/why not?
Read the book again, checking that all the children are pointing to the words.
Spend time talking about favourite pages and asking questions.
Note: When reading, use the punctuation to help with expression.
443
7SP4 Knows that, in Read and try to memorise Show the children the poem ‘Diggers’ from Choose groups of four children. ‘Dig, Dig, Digging’ by Can the child:
English, print is read the poem ‘Diggers’. the book ‘Dig, Dig, Digging’. Margaret Mayo (ISBN
Give each child a copy of the  point to each
from left to right, in Read the poem and ask the children to join ‘Diggers’ poem. 1-84121-080-3) word as it is
Arabic from right to in. spoken?
Read the poem together, The ‘Diggers’ poem
left, and in both from Stick the large print poem where the emphasising expression.
printed in a large font  identify words by
children can see it easily.
top to bottom; is also Check that all the children are sounding out?
able to name and This poem is the same as the pointing to each word as they say it. Four smaller versions
 find words by
one in the book, but the printing of the poem, printed
sound letters of each Ask pairs of children to read together. memorising the
is bigger.
alphabet and laminated line and reading
Can you put a counter on along?
Shall we try to read it together as
the word ‘are’? Counters
I point to the words?
Yes, it is the second word
Remember to emphasise the
in the poem.
words in bold.
It is a tricky word, so we
have to remember it.
Repeat with other tricky words.
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7SP4 Knows that, in Read and try to Show the children the poem ‘Cranes’ from the Choose groups of four children. ‘Dig, Dig, Digging’ by Can the child:
English, print is read memorise the book ‘Dig, Dig, Digging’. Margaret Mayo
Give each child a copy of the  point to each word as
from left to right, in poem ‘Cranes’. Read the poem and ask the children to join in. ‘Cranes’ poem. (ISBN 1-84121-080- it is spoken?
Arabic from right to Stick the large print poem where the children can Read the poem together, 3)
 identify words by
left, and in both from see it easily. emphasising expression.
The ‘Cranes’ poem sounding out?
top to bottom; is also This poem is the same as the one in the Check that all the children are
printed in a large font  find words by
able to name and book but the printing is bigger. pointing to each word as they say it.
memorising the line
sound letters of each Shall we try to read it together as I point Ask pairs of children to read together. Four smaller versions and reading along?
alphabet to the words? of the poem, printed
Can you put a counter on
the word ‘all’? It is nearly at and laminated
the end of the poem.
Counters
It is a tricky word, so we
have to remember it.
Repeat with other tricky words.
445
7SP6 Attempts to Below is a possible list of tricky words to learn over several days or weeks. Choose words Tricky words, e.g. ‘my’, Can the child:
Learn
sight read some that either rhyme or have a similar pattern, e.g. ‘by’, ‘have’, ‘give’, ‘live’,
‘tricky’ words. 1. ‘Live’ and ‘give’  use beginning
high-frequency ‘like’, ‘one’, ‘only’, ‘old’, sounds to help find
2. ‘My’ and ‘by’
words in a range ‘little’, ‘down’, ‘all’, ‘ball’, the matching word?
Play the 3. ‘All’, ‘ball’ and ‘wall’
of contexts ‘fall’, ‘wall’ – see ‘The  hear that words like
memory
Chose pairs of children to play the memory game.
Phonics Handbook’ (ISBN ‘no’, ‘go’ and ‘so’
game.
Choose up to ten words, with two cards for each word, and place the cards face down in 978-1-870946-07-0) for rhyme?
rows.
suggested word lists
Take turns to turn over two word cards.
Read the two words and if they match, you can keep them. Pairs of word cards for the
If the words don’t match, put them back but try to remember where they are. memory game
The winner is the child with the most pairs of cards.
7SP6 Attempts to Play a word Choose groups of six children who are beginning to remember the key words. ‘The Phonics Handbook’ Can the child:
sight read some matching This is an example of a card: (ISBN 978-1870946-07-0)
 use beginning
high-frequency game sounds to help find
they my one like A set of six laminated
words in a range the matching word?
live by have give cards – each card divided
of contexts  hear that words like
only old little down into sixteen, with a key
‘no’, ‘go’ and ‘so’
all ball of wall word in each space
rhyme?
Give a card to each child. Sets of laminated words to
Put the words upside down in random order on the table. match those on the cards
The children take turns to play.
Counters (for prizes)
Can you say the word? Yes, it is ‘have’. You win another counter.
Repeat several times, giving lots of praise and encouragement.
Make cards with different key words. You could choose key words from ‘PM Readers’ or
tricky words from the Word Wall.
446
7SP6 Attempts to Add words to Sit the class near the Word Wall at least twice a week and go through the words on it. Word Wall (see Can the child:
sight read some the Word Wall. previous topics)
Who can point to the word ‘go’ on the Word Wall?
 remember words out
high-frequency
How did you know which word to point to? Pointer of context?
words in a range
Repeat with other words.  use beginning letters
of contexts
to help identify a
Point to random words, asking the children to call out the words. word?
Read the words in order.
 use rhyme to find
Point to all the words with a similar rhyme. similar words?
At the beginning of each half term, test individual children to check how many tricky words
they have memorised.
Note: Some children who find sounding out difficult are very good at memorising words.
447
Suggestions
7SP7 Blends sounds Read the Give each child a copy of the ‘Songbirds’ book ‘The Shopping List’. ‘Songbirds’ book ‘The Can the child:
together in the order in ‘Songbirds’ book Read the title together. Shopping List’ (ISBN
which they occur to say ‘The Shopping Who has written the shopping list? 978-0-19-8466765) they are reading?
simple ‘CVC’ words; can List’.
I wonder what she has written on her shopping list.  decode phonic
also read a range of familiar words?
Turn to the first page.
and common words and
 encode phonic
simple sentences, making What is Dad putting in his wallet?
words?
some use of a range of What does it say on the machine?
 talk about the story?
cues, including knowledge of Yes, ‘cash’. English people often use this word for money.
story or context, and  begin to use
Continue reading. punctuation to
word/letter recognition encourage expressive
Read the shop names and the words on Yasmin’s list.
reading?
7SP8 Attempts to read Look at page 13 and ask:
words which are new to  begin to remember
Why is Dad surprised that he has a vest in his bag? the tricky words (e.g.
him/her, with adult support,
What do you think has happened? ‘the’)?
by attempting to recognise,
identify, sound, segment and Read to the end of the story.
blend phonemes in Do you think they will ever get their real shopping back?
individual words Why/why not?
7SP9 Uses their knowledge Read the book again, checking that all the children are pointing to each word as
of letters, sounds and words they say it.
when reading and writing Spend time talking about favourite pages and asking questions.
independently When re-reading, try to improve by using the punctuation to help expressive
reading.
448
7SP7 Blends sounds Give each child a copy of the ‘Songbirds’ book ‘The Trunk and the Skunk’. ‘Songbirds’ book Can the child:
Read the ‘Songbirds’
together in the order in Read the title together: ‘The Trunk and the Skunk’. ‘The Trunk and the
book ‘The Trunk and the  point to each word
which they occur to Why do you think she is cross? Skunk’ (ISBN 978-0- as they are
Skunk’.
say simple ‘CVC’ Which animal do you think they are calling the ‘Trunk’? 19-8466741) reading?
words; can also read a Why do you think they are calling it the ‘Trunk’?
 decode phonic
range of familiar and Yes, because he has a trunk on his face. words?
Do you think he is an elephant?
common words and  encode phonic
Why/why not?
simple sentences, words?
What do you know about elephants?
making some use of a  talk about the
Spend time listening, asking and answering questions.
range of cues, story?
Look at the skunk.
including knowledge of  begin to use
Can you tell me what he looks like?
story or context, and punctuation to
Do you know anything about a skunk?
word/letter recognition encourage
Perhaps the story will tell us about the skunk.
expressive
7SP8 Attempts to read Begin reading the story together, making sure the children point to each word as reading?
they say it.
words which are new  begin to remember
to him/her, with adult Look at page 1 and ask: groups of letters
Is he an elephant? that make one
support, by attempting
How is he the same as/different to an elephant? sound (e.g. ‘ll’, ‘ss’,
to recognise, identify, ‘sh’, etc)?
sound, segment and Tell the children that mammoths were a bit like elephants, but that they are now
extinct.  begin to remember
blend phonemes in the tricky words
individual words Look at page 2 and then ask the children to walk about, making big loud steps as (e.g. ‘of’)?
they repeat the words ‘Stamp, tramp, crash!’
7SP9 Uses their Talk about the other animals illustrated in the book.
knowledge of letters, What are they doing?
sounds and words Can you tell from their expressions how they are feeling?
when reading and Talk about the pictures, as these add to the story.
writing independently Spend time at the end of the story looking at the children’s favourite pictures and
events, and talking about them.
Read the story again, choosing pairs of children to read two pages each.
449
When re-reading, try to improve on presentation by using the punctuation to help

expressive reading.
450
Kindergarten 2 Topic: When I Grow Up 8. Number

8SP9 Compares Whenever a child has a birthday, follow this procedure: Birthday chart showing Can the child:
Change the
two groups of Today it is (e.g.) Ehab’s birthday. five- and six-year-olds
birthday chart.  explain why one group
objects and is larger or smaller
How old do you think he is? Yes, he is six. White board and pen
recognise How many children than the other?
Sing Happy Birthday.
differences are still five?
 partition a set and
Ehab, you will need to move your picture. Where will it go?
between unequal recombine it?
How many are now
groups How many children are still only five? Shall we count them?
six?  understand that, when
Repeat for six-year-olds. the number is
8SP10 Finds how
Are there more five partitioned and then
many there are in Which group is bigger?
year olds or more recombined, the
two groups by How do you know? number will be the
six year olds?
same?
combining and Who would like to write a number sentence for six?
counting them; is Which set will get  understand that
The children should have lots of different number sentences.
bigger/smaller? subtraction makes a
able to find one
 Addition with two numbers (look at patterns, e.g. 6+0, 5+1, 4+2, etc). number smaller?
more or fewer in Why?
practical contexts  Addition with more than two numbers (e.g. 1+2+3=6).
 Subtraction (look at patterns, e.g. 6-1, 6-2, etc).
 Mixed addition and subtraction (e.g. 6+2-2=6).
451
8SP7 Has a secure Revise writing Pin up the numbers 1-30 and sit the children where Choose groups of children to write numbers (1-10, 1- Number wall Can the child:
understanding of numbers to 10 and they can see them. 20, or up to 49, according to their ability). Children
who have poor fine motor control may need to Number square  count up to 10,
numbers to 20, extend this to at Shall we read the numbers? pointing to each
practise on larger squared paper.
counting objects least 20. Number lines 0-20 number as they
We are going to practise writing them in
Can you copy the numbers up to ten? say it?
and recognising the air as I trace over them.
Small number
Remember to check on your number line
and writing Talk through the action, e.g. squares 0-49 – one  copy each number
before beginning to write.
numbers accurately correctly?
9 starts like <a>. Make the<‘a> shape and for each child in the
Check that the children’s numbers are correctly
then go straight down. group  write each number
formed. If not, practise those that are difficult.
without copying?
Choose individual children to come out and write the
Can you count along the number line? Large numbers 0-9
numbers 1-20.  count up to 20,
Can you point to 12? etc. pointing to each
Look at the number square together. White board and
number as they
Can you copy the numbers carefully? pen say it?
Can you see 10?
If this is easy, remove the number line.
10 has two digits. The first digit is one ten Large squared  write numbers
and the second digit tells how many more Do you think you can write the numbers up paper for the beyond 20
than ten it is. to 20 without copying them? correctly?
children (the
Can you show me 15? Check that the children’s numbers are correctly squares must be
orientated. If not, practise the incorrect ones.
Yes, 15 is ten toes and five fingers. large enough for the
Shall we count back? We will start on 30. children to write a
Can you show me 12?
Check that the children are pointing to 30, then 29, numeral in each of
Yes, 12 is ten toes and two fingers.
etc. as they say the numbers. them)
These one-ten numbers have quite hard
Ask the children to write one digit in each square.
names. Shall we say them together as I Pencils
point to them?
11, 12, 13, ....
When we get to 20 (two tens) the numbers

are easier to say.
Continue up to about 40.
452
8SP7 Has a secure Revise counting 1- Use a few of these short activities every day. Fingers and toes Can the child:
understanding of 20, using fingers You may want to target groups who are exceeding your expectations, or those who are finding number  join in with the
numbers to 20, and toes. more difficult. counting activity?
counting objects Make sure all the children are:
and recognising fingers and toes?
using fingers and  joining in with raising and bending fingers to match the count
and writing
toes.  count on from any
numbers accurately  saying some numbers number? (essential for
Add one more. addition)
 matching the count to the number being shown
8SP10 Finds how
Take away one  count back from any
many there are in  saying the words correctly.
(bend down one number? (essential for
two groups by subtraction)
finger).
combining and
 say what is one and
counting them; is Count on from any two more than any
able to find one number. number up to 20?
more or fewer in  say what comes
Count back from
practical contexts before any number up
any number. to 20?
Show me 16, show

two more, etc.
453
8SP7 Has a secure Use the number Sit the children in a semi-circle, close to the 0-60 number line and square. Numbers 61-80 to add Can the child:
understanding of square and Which is the biggest number you can see? to the number line and
 recognise the
numbers to 20, number line, number square numbers on the
Which is the smallest?
counting objects extending both number square?
Who can point to 37? Blu-tack, or similar
and recognising from 60 to 80.  count on or back from
and writing Yes, 30 (point to 30) and seven more. Shall we count on? Pegs any of the numbers?
numbers accurately Count on and back, changing direction and starting numbers frequently.  count in twos along
Pointer
Shall we count along the line in twos? the number line?
8SP10 Finds how
many there are in We will start at 2., (4, 6, etc – point to each number as you count)
two groups by What do you notice?

combining and Yes, we are saying every other number.
counting them; is
We call the numbers in the counting twos pattern ‘even’ numbers.
able to find one
Place the numbers in random order in the middle of the semi-circle.
more or fewer in
practical contexts Today I have some extra numbers for our number square (line).
What do you think the next number will be?
Yes, 61.
Who would like to write ‘61’ on the board?
Can you find 61 and stick it on the square?
Choose children in turn to find the numbers from 62-80 and stick them in position.
Read the new numbers.
454
8SP10 Finds how Sit the children in a semi-circle. Small counting objects, Can the child:
Counting in
many there are in Activity 1 e.g. ‘Compare Bears’ or
twos.  join in with counting?
two groups by cubes
Who can arrange the Compare Bears in groups of two?
combining and  match the numeral on
Shall we help (e.g.) Amina to count the bears as she puts them out in twos? Number fans (see the number fan with
counting them; is the number of bears?
Primary School
able to find one Repeat.
Catalogues) or use digit
more or fewer in I am going to put some bears out. They will be in twos.
cards
practical contexts Use your number fans to show me the answer.
Place eight bears on the floor in twos.
Find the answer and only show when I say ‘Show!’
Shall we count to see if there are eight bears?
Repeat.
Activity 2
Sit the children in a semi-circle. Position anxious children next to you, so they are at the beginning of
the count.
Now we are going to go round the circle counting our legs in twos.
Everyone put their knees up in a mountain.
You only say the number when it is your turn to count your legs.
I will start. (say ‘two’ as you put your legs out straight)
The next child says ‘four’ and puts out their legs.
Continue until you have gone round the circle.
How many legs did we count?
Are there more legs than people?
Why?
455
8SP12 Creates Activity 1 Choose groups of six children and give each of Class number Can the child:
Counting in
and describes them a 0-99 number square. square
tens. Sit the children next to the class number square.  understand that
simple number Activity 1 there are ten cubes
Point to 0, 10, 20, etc and say: Interlocking cubes in
patterns and What is the same about all these numbers? Place three ten-sticks on the table. in the stick?
sticks of ten (ten-
sequences using Yes, they all end in zero.  understand that the
Can you put a counter on your sticks)
mathematical The beginning number gets one bigger each time. number square to show me how beginning numbers
vocabulary We could call ten ‘one ten’. many cubes there are on the table? Number squares 0- on the number
square all end with
Hold up a stick of ten cubes and say ‘one ten’. Yes, 30. How do you know it is 30? 99 – one for each
a zero?
Point to 20 and say: child in the group
Repeat with other numbers.  count in groups of
We could call twenty ‘two tens’.
Activity 2 Counters ten?
Show two sticks of ten cubes.
Say a number, e.g. 60.  understand that
‘Two tens’ or twenty.
fifty is five groups
Continue with 30, 40, etc. Can you work with a partner to show of ten?
We can count in ones, or in twos, or in tens. me 60 with the ten-sticks?
I am going to put these ten-sticks on the floor. (e.g. 5 Activity 3

ten-sticks)
How many fingers do we each
How many cubes? Yes, 50.
have?
Do I have to count every cube?
Yes, ten.
Why not?
Activity 2 Shall we ‘shoot out’ our fingers and
count in tens?
Sit the children in a circle.
How many fingers do I have? Yes, ten.
If I ‘shoot out’ my fingers like this, every time it will be
ten.
Are you ready to ‘shoot out’ your fingers and count in
tens?
10, 20, 30, 40, STOP!
How many tens did you throw?
Count out the ten-sticks to 40.
Four ten-sticks make 40.
456
8SP10 Finds how Double and halve Sit the children in a semi-circle. ‘Compare Bears’ Can the child:
many there are in numbers up to ten, Activity 1  double the numbers
two groups by using fingers. up to ten?
We need to wriggle our fingers before we begin our doubling and halving.
combining and
Are you ready?  understand how to
counting them; is halve a number?
able to find one Two thumbs standing up. One and one make two.
more or fewer in Shall we do that again all together? addition, using
practical contexts One and one is two. fingers?
Half of two is one (put one thumb down).
Two thumbs and two fingers standing up.
Two and two make four. Half of four makes two (put one thumb and one finger down).
Repeat, up to ‘five and five make ten’ and ‘half of ten is five’.
Activity 2
Place Compare Bears on the floor.
One bear and one bear make two bears (put two bears together).
Half of two bears is only one bear (take one bear away).
Repeat up to 5 + 5 bears.
457
8SP10 Finds how Partition numbers Sit the children in a semi-circle. Fingers Can the child:
many there are in to make two You need to give your fingers a wiggle before you start this counting.  show the correct
two groups by groups and then numbers?
Are you ready? Hold up both your hands.
combining and combine them.
How many fingers? Yes, ten.  bend down the correct
counting them; is number of fingers
Number pairs for
able to find one Ten and no more make ten. each time?
ten, using fingers.
more or fewer in Ten, bend down one, is nine. Nine, add on one, makes ten.  recognise how many
practical contexts Ten, bend down two, is eight. Eight, add two, is ten again. fingers standing up
without counting?
Continue until ‘ten take away ten is zero, zero add ten makes ten’.
Note: Practise this frequently, because knowing the addition and subtraction pairs for ten is vital for the
children’s future learning.
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8SP10 Finds how Partition numbers Sit the children in a circle. Activity 1 ‘Compare Bears’ Can the child:
many there are in to make two Can you help me to count out ten Place the number cards randomly on the table. Small cloth  understand that the
two groups by groups and then bears? two numbers must
Can you pair up the cards so that the two
combining and combine them. Number cards 0- add to make ten?
How many bears? Yes, ten. cards always add up to ten?
counting them; is 10 with an extra
Number pairs for Show me ten with your fingers. Ask children to read their cards as a number sentence,  understand that
able to find one e.g. ‘five and five make ten’. number 5 fingers can be used
ten, using I’m going to cover some bears with a
more or fewer in to help solve the
‘Compare Bears’ cloth. (cover six bears) Repeat several times, until the children are confidently problems?
practical contexts finding the addition pairs.
and number cards. How many bears are hiding?  use his or her fingers
8SP11 In practical Activity 2
Shall we use our fingers to find out? to solve these
contexts, problems?
Shuffle the cards and place them face down in pairs.
understands, and Ten bears to begin with. (hold up ten
fingers) The children take turns to pick up two cards.  begin to remember
begins to use, the combinations of
How many bears can you see? (four) If the two cards add up to ten they keep the pair. If not, numbers to make
vocabulary involved
they replace the cards. ten?
in addition and Bend down four fingers.
Example:
subtraction, such How many fingers still standing up?
as ‘add’, ‘take (six) The child picks up one card.
away’, ‘makes’, So there must be six bears under the What is your first card? (e.g. 6)
‘altogether’, ‘how cloth.
What number do you need to make ten? (4)
many’, etc Keep your fingers standing until we
Use fingers if you are not sure.
have checked.
You are looking for 4.
Shall we see how many there are
under the cloth? Pick up the second card.
Were we right? What is it? (e.g. 8)
Practise this several times, in both small and What would you need to go with eight to make
large groups. ten? Yes, 2.
Put your cards back. Try to remember where

you put the cards, ready for your next turn.
459
8SP7 Has a secure Make two-digit Sit the children to face the class number square. Class number square Can the child:
understanding of numbers with Choose five children to come to the front. Fingers  match the multiple of
numbers to 20, fingers. ten with the two-digit
Shall we count their fingers?
counting objects number on the
Point to each child in turn as the class chant ‘10, 20, 30, 40, 50’. square?
and recognising
and writing Who can find 50 on the number square?  count in multiples of
numbers accurately Can you point to 53? ten?
How do you think we could make 53 with fingers?  recognise that the first
8SP11 In practical
digit refers to the
contexts, Yes, we need an extra person showing just three fingers. number of tens?
understands, and Ask another child to come to the front and show three fingers. Count to check.  remember that the
begins to use, second digit refers to
Ask one of the children showing ten fingers to sit down.
vocabulary involved the number of units?
Shall we count to see how many fingers we have this time? (the last child is still showing
in addition and
three)  recognise that if you
subtraction, such add a ten the number
Count and touch each child saying, ‘10, 20, 30, 40, 43’. will be ten bigger?
as ‘add’, ‘take
away’, ‘makes’, Who can point to 43 on our number square?  understand that if you
take away ten the
‘altogether’, ‘how Ask the children to sit down.
number will be ten
many’, etc Shall we ‘shoot out’ 43 and count as we are shooting? smaller?
10, 20, 30, 40 and three more fingers, 43.
Which number is smaller, 53 or 43?
How do you know?
How much smaller is 43?
Yes, ten smaller, because ten fingers were taken away.
Repeat for other numbers.
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8SP11 In practical Make two-digit Sit the class facing the number square. Class number square Can the child:
contexts, numbers bigger or Choose a child to point to any number on the square. Ten-sticks of cubes  match the multiple of ten
understands, and smaller, using ten- with the two-digit number
Which number is Zaki pointing to? (e.g. 65)
begins to use, sticks and cubes. Individual cubes on the number square?
Shall we count down the multiples of ten then across?
vocabulary involved  count in multiples of ten?
Pointer
in addition and Point and ask the children to say the multiples up to 60:
 recognise that the first
subtraction, such 10, 20, 30, 40, 50, 60. digit refers to the number
as ‘add’, ‘take Now we go along up to 65. of tens?
away’, ‘makes’,  understand that the
61, 62, 63, 64, 65.
‘altogether’, ‘how second digit refers to the
Yes, this is 65. number of units?
many’, etc
Who can make 65 using the cubes?  recognise that if you add
Choose a child to select six ten-sticks and five cubes. a ten the number will be
ten bigger?
Let’s count together to check.
 recognise that if you take
Place an extra cube by the five cubes. away ten the number will
I am putting one more cube here. be ten smaller?
How many now?  understand that if you

add a cube you make the
Yes, 66. number one more?
65 and one more makes 66.  understand that if you
take away a cube you
Repeat, adding or taking away ones or tens. Each time, identify the number on the number square and
make the number one
say the number sentence.
less?
461

Topic 6: Commotion in the Ocean!

462
Kindergarten 2 Topic 6: Commotion in the Ocean
Contents
Resources 463
Overall Plan 472

7. Reading 527
8. Number 543
463
Kindergarten 2 Topic: Commotion in the Ocean Resources

1. Language, Communication and  Charts
Emergent Literacy
 Laminated cards for the children to write (or copy) their names
 The aquarium role play area, including:
o things the children have made in Area of Learning 3: Making Things
o a flat sand tray (some of the sand should be wet)
o smooth pebbles and shells
o cushions, covered in sea colours
 ‘Hooray for Fish!’ by Lucy Cousins (ISBN 978-1-4063-2400-6) – includes a DVD.
 ‘Fidgety Fish’ by Ruth Galloway (ISBN 978-1-85430-753-8)
 A tape recorder
 ‘The Rainbow Fish’ by Marcus Pfister (ISBN 978-3-31401544-1)
 Puppets (see Area of Learning 3: Making Things)
 Silvery sequins
 ‘Shark-Mad Stanley' by Andrew Griffin (ISBN 978-1-86007-173-7)
 Paper
 ‘Shark in the Park!’ by Nick Sharratt (ISBN 978-0-433-032410)
 A real telescope
 Card
 Masking tape
 ‘The Snail and the Whale’ by Julia Donaldson (ISBN 978-0-333-98224-2)
464
 A globe
 A5 paper folded in half – a sheet for each pair
 Pencils
2. Shape, Size and Colour  A real clock
 A large teaching clock with synchronised hands
 Six small clocks with synchronised hands
 A picture of a pizza (or cake) from a magazine
 Scissors
 Yoghurt pots (all the same size)
 Plastic cups (all the same size)
 Jugs
 Teapots
 Water
 Model feluccas – see Area of Learning 3: Making Things.
 Play people
 Drinking straws
 Water bath
 Paper
 String
 Camera
 Zig-zag books
3. Making Things  ‘Hooray for Fish!’ by Lucy Cousins (ISBN 978-1-4063-2400-6) – includes a DVD
 A digital camera to record the visit
 ‘Under the Sea’ Usborne Beginners (ISBN 9-780746-045435)
 ‘Hooray for Fish!’ by Lucy Cousins (ISBN 978-1-4063-2400-6)
 Pre-cut paper plant shapes for the children to paint and decorate (use the book above for ideas)
465
 Small pieces of paper or fabric, etc.
 Glue
 Paints and brushes
 ‘The Snail and the Whale’ by Julia Donaldson (ISBN 978-0-333-98224-2)
 A large box (e.g. from a new washing machine) for the aquarium
 Tissue paper rectangles (about 6cm by 3cm) in ‘watery’ colours (blue, green, etc)
 PVA glue
 Greaseproof or baking paper
 Sheets of white paper
 Thin paint and big brushes
 Shallow containers of paint, with washing up liquid added
 Drinking straws
 Sheets of blue and green fabric (for the floor of the aquarium)
 Optional: Cushions covered with fabric in ‘watery’ colours
 ‘Fidgety Fish’ by Ruth Galloway (ISBN 978-1-85430-753-8)
 Paper
 Egg boxes (for limpets)
 Salt dough for star fish and snails
 Paper bags for jelly fish
 Tissue paper
 Fabric pieces, tissue paper, sequins and other items for decoration
 Fat felt-tipped pens
 Scissors
 Small staplers
 ‘The Rainbow Fish’ by Marcus Pfister (ISBN 978-3-31401544-1)
 Short wooden plant supports
466
 Felt fabric, cut into fish shapes to match the characters in the story. (Each fish should have matching back and front pieces.)
 Fabric pieces cut into the shape of fish scales
 Material for stuffing the puppets
 Needles and thread
 Stapler
 A picture of a raft
 Lollipop sticks
 Short lengths of wood (cut to suitable lengths for raft making)
 String
 Masking tape
 Water bath
 Pictures of felucca sailing boats
 A selection of cartons and boxes
 Pieces of flat wood
 Wood glue
 Aluminium foil (for waterproofing cartons)
 Short sticks (for the mast)
 Fabric and paper (for the sail)
4. The World Around Us  Different sized papers, a variety of pencils, colouring pencils and felt-tipped pens
 Letters to trace and copy, especially those that have been taught recently - photocopy pages from ‘The Phonics Handbook’ (ISBN
978-1-870946-07-0)
 Numbers to copy and trace
 Number squares
 The Word Wall of tricky words
 Printed and laminated lists of ‘tricky’ words when they have been introduced
 Each child’s name, stuck conveniently where the children can use them to copy onto their work
467
 Paper circles (about 10cm diameter)
 A strip of paper (about 60cm long and 20cm wide) folded into 5 parts
 Individual synchronised clocks
 Pictures showing five significant times in the day, e.g.
o getting up
o going to school
o having lunch
o going home from school
o bedtime
 Glue
 Photographs from the visit to the aquarium
 Lined paper
 Pencils
 A big book (empty) for the photographs and writing
 ‘Songbirds’ book ‘Splash and Squelch’ (ISBN 978-0-19-9114030)
 ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0) page 206 – photocopy and cut out ‘i-e’ and ‘y’, add the suggested vocabulary
(‘sky’, ‘my’, ‘like’, ‘kite’), stick onto a sheet of paper and photocopy for the group
 Pictures of <ie> objects, e.g. ‘bike’, ‘kite’, ‘lime’, ‘time’, ‘pipe’, ‘line’, ‘five’, etc
 White boards and pens
 ‘Songbirds’ book ‘Queen Anneena’s Feast’ (ISBN 978-0-19-8466864)
 ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0) page 205 – a photocopy for each child in the groups
 ‘Jolly Phonics Word Book’ (ISBN 978-1-870946797) - for lists of ‘ee’ and ‘ea’ words
 ‘Under the Sea’ Usborne Beginners (ISBN 9-780746-0454-35)
 A4 paper for each child
 Stapler
 Paper cutter
468
 Water bath
 Two hoops labelled ‘will sink’ and ‘will float’
 A large selection of objects for the children to experiment with – some that will float and some that will sink
 Rafts (see Area of Learning 3: Making Things)
 Separate cubes
 A sheet (prepared in advance) to record the results. The sheet should have three columns, labelled ‘names’, ‘number of loose
cubes’, ‘number of interlocked cubes’
 Camera to record the investigation
 Pictures showing some of the ways we use water
 Pictures of local sources of water
 ‘Mr Archimedes’ Bath’ by Pamela Allen (ISBN 978-0-14-050162-9)
 Containers in various shapes and sizes
 Pebbles – all approximately the same size
 Self-adhesive strips of paper
 A big book to stick the children’s work into
 Transparent containers in different shapes and sizes
 Funnels
 Jugs
 Waterproof aprons
 Sand, rice or pasta
5. Poetry, Rhymes and Songs  ‘Music Express: Year 1’ (ISBN- 9780713662313) page 44, ‘I am the music man’, ‘Bang, bang, the sticks go bang’; page 45/6 ‘I
can see coconuts’
 CD tracks 1, 2, 5
 Percussion instruments (e.g. tambourine, drum, castanets, guiro, etc.)
 Bean bag
469
 Percussion instruments - sticks (claves), shakers (maracas or tambours), drums and bells (agogo or cow bells) – one instrument
for each child in the four groups
 Photocopy and enlarge the ‘coconut score’ – stick the black coconuts on one side of the sheet and the white coconuts on the
reverse side
 ‘This Little Puffin’ by Elizabeth Matterson (ISBN 0-14-034048-3) page 254, ‘The big ship sailed through the Alley, Alley O’
6. Music and Movement  Outside climbing apparatus
 Children and adults suitably dressed
 Tambour (or other instrument)
 Teaching clock with synchronised hands
 Skittles
 Hoops
 Bats and balls
 For later sessions:
o Quoits
o Skipping ropes, large and small
o Bean bags
7. Reading  Sets of:
o ‘PM Alphabet Starters’ (ISBN 1-869612833)
o ‘PM Starters’ (ISBN 9780170133234)
o ‘Songbirds’ ( ISBN 978-0-19-846652-9)
 A pointer
 ‘Songbirds’ book ‘The Scrap Rocket’ (ISBN 978-0-19-8466734)
 Pens
 Tricky word ‘I’
 Photocopy the divided <ie> sound on page 206 of ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0)
470
 Examples of divided <ie> words, e.g. ‘like’, ‘bike’, ‘kite’, ‘five’
 ‘Songbirds’ book ‘Splash and Squelch’ (ISBN 978-0-19-9114030)
 ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0), page 85 – letters ‘ee’ and ‘or’
 ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0) page 205 – letters ‘ee’ and ‘ea’ (photocopy, colour and laminate)
 ‘Songbirds’ book ‘Queen Anneena’s Feast’ (ISBN 978-0-19-8466864) – a copy for each child in the group
 Tricky words from ‘The Phonics Handbook’ (ISBN 978-1870946-07-0) page 201
 A set of six laminated cards - each card divided into twelve, with a key word in each space
 Word Wall
 Paper and pencils
 Tricky words
8. Number  ‘This Little Puffin’ by Elizabeth Matterson (ISBN 0-14-034048-3) page 256, ‘One, two, three, four, five’.
 Fingers and toes
 Number square and number line
 Numbers 81-100 to add to the number line and number square
 Pegs
 A pointer
 Class number square
 Individual number squares (up to 20, 50 or 100)
 Sticks of ten interlocking cubes
 Single cubes
471
 Counters, including red and yellow ones
 Strips of paper with a row of twenty squares drawn on – one for each child
 Numbers 1-20 to copy (if needed)
 A set of dominoes – use the tiles with the same number of spots at both ends
 Cubes
 Potatoes cut into circles, triangles or squares (for printing)
 Dishes of thick paint
 Sheets of A5 paper, folded in half
 Pencils
 Strips of paper for writing number sentences
 A sheet of paper to stick the number sentences in a pattern
 Glue
 A set of cards numbered 0-10, with an extra 5
 Two big dice
 Number fans (see Primary School Catalogues) or use digit cards
 Number cards 0-10 (for the whole class activity)
 Five pairs of shoes, all jumbled together
 Number cards 0-20 (for the group activity)
 Water bath
 Laminated fish, numbered 1-18, each with a metal paper clip attached
 Two fishing rods – sticks with string and a small magnet attached
 Maths Scheme selected by NES
472
Kindergarten 2 Topic: Commotion in the Ocean! Overall Plan

This is a plan for Commotion in the Ocean. The lesson suggestions have been written from this plan. Other ideas can be added as desired
and adapted to suit the children in your class. Many activities should be used on more than one occasion.
This is the final guide for Kindergarten 2, so you will need to report on the progress made by each child, both to parents and to the next class.
This guide concentrates on key (tricky) words and on word building in reading.
1.Language, 2. Shape, 3. Making 4. The World 5. Poetry, 6. Music and 7. Reading 8. Number
Communication Size and Things Around Us Rhymes Movement
and Emergent Colour and Songs
Literacy
Daily time table. Time: o’clock times. Prepare for the visit to Use the writing table. ‘Music Express: Use Kindergarten Group reading: ‘This Little Puffin’ by
the aquarium. Year 1’ (ISBN- climbing equipment. Elizabeth Matterson
Child of the Day. 9780713662313). ‘PM Alphabet (ISBN 0-14-034048-3)
Keep the beat with a Starters’ page 256, ‘One, two,
Day of the week.
percussion ‘PM Starters’ three, four, five’.
Self registering. instrument while
singing the song. ‘Songbirds’.
Use the aquarium role play Play the o’clock Set up an aquarium role Make pictures to ‘Music Express: Spacial awareness: Revise ‘Jolly Revise counting 1-20,
area. game. play area, using ideas show significant Year 1’ (ISBN moving in different Phonics’ sounds. using fingers and toes.
from ‘Hooray for Fish!’ times in the day. 9780713662313). directions, different
by Lucy Cousins (ISBN ways of moving. Counting back 20-0,
978-1-4063-2400-6). Listen to and using fingers and toes.
differentiate between
Paint and decorate loud and quiet Add one more.
paper plants for the sounds. Take away one from
aquarium. any number.
Play instruments
loudly or quietly to Count on from any
accompany the number, etc.
song.
473
‘The Rainbow Fish’ by Find o’clock and Begin to make the Make a big book ‘Music Express: Introduce smooth Decode more Use the number
Marcus Pfister (ISBN 978- half past times, aquarium role play about the visit to the Year 1’ (ISBN- movements, using complex words. square and number
3-31401544-1) – act out using an analogue area: aquarium. 9780713662313). the tambour. line 0-100.
the story. clock. Group reading:
 Use ‘cold’ colour Choose a ‘Songbirds’ book
Turn your body a tissue paper percussion ‘The Scrap Rocket’
whole turn and half rectangles. instrument to (ISBN 978-0-19-
a turn. accompany ‘I can 8466734).
 Paint ‘cold’ colours see coconuts’.
to bleed onto wet
paper.
 Bubbles
background.
‘Shark-Mad Stanley’ by Time: o’clock and Paint and decorate fish, Decode and encode ‘Music Express: Introduce jerky Add on one and take
Andrew Griffin (ISBN 978- half past times. using ideas from words with the Year 1’ (ISBN- movements using the away one, add on ten
1-86007-173-7). ‘Fidgety Fish’ by Ruth divided long <ie> 9780713662313). tambour. and take away ten,
Galloway (ISBN 978-1- sound (as in ‘like’). Use a score to from any number up to
Talk about shark facts in 85430-753-8). match notation to 20 (50 or 100).
groups. sound.
’Shark in the Park!’ by Nick How many Make puppet Decode and encode ‘This Little Puffin’ by Use the tambour to Learn the divided Count in twos, going
Sharratt (ISBN 978-0-433- cups/pots will the characters to act out words with the <ee> Elizabeth Matterson make smooth and <ie> sound (as in round the circle.
032410). jug fill? the story ‘The Rainbow sound. (ISBN 0-14-034048- jerky rhythms to ‘like’).
Fish’. 3) page 254, ‘The move to. Write numbers up to
Make a pretend telescope. Write words with ‘ea’ big ship sailed 20.
and ‘ee’. through the Alley, Build up a sequence
of movements. Colour the even
Play a guessing game. Alley O’.
‘Songbirds’ book numbers.
‘Queen Anneena’s
Feast’ (ISBN 978-0-
19-8466864).
‘The Snail and the Whale’ How many play Make a raft. ‘Under the Sea’ Use smooth and ‘Songbirds’ book Double and halve
by Julia Donaldson (ISBN people will my Usborne Beginners jerky rhythms to ‘Splash and Squelch’ numbers up to 10,
978-0-333-98224-2). felucca carry? (ISBN 9-780746- create a sequence of (ISBN 978-0-19- using fingers.
0454-35). movements with a 9114030).
How far will my partner. Use dominoes to play
felucca travel Write a non-fiction a doubling game.
across the water booklet.
bath?
Make a model felucca Investigate floating Turn through whole, Learn that <ee> can Partition numbers to
sailing boat that can be and sinking. half and quarter also be written as ‘y’ make two groups and
blown across the water turns. (as in ‘jelly’, then combine them
bath. ‘mummy’, ‘daddy’) or (number bonds for 10).
as ’e’ (as in ‘me’, Arrange the sentences
‘be’, ‘he’). in a pattern.
474
Make a sinking Carousel of activities, ‘Songbirds’ book Play a memory game

object float. using small ‘Queen Anneena’s for number pairs for
apparatus. Feast’. 10.
Is a raft better at Tricky words – see Throw two dice and
carrying separate ‘The Phonics use strategies to total
cubes or interlocking Handbook’. the numbers shown
cubes? (doubling, number
Word Wall. bonds for 10, counting
on from the larger
number, etc).
Why do we need Use the Word Wall Odd and even
water? numbers.
What do we use
water for?
‘Mr Archimedes’ Final term Fishing game.
Bath’ by Pamela
assessment:
Allen (ISBN 978-0-
14-050162-9) – a  write words,
story about using the
displacement. sounds learned
 read ‘tricky’
words.
Which container Use number stories to
holds the most? solve addition and
subtraction problems,
How can we find e.g. There are six
out? biscuits on the plate.
Amina ate two and
Azef ate another three.
How many are left?).
Maths Scheme
selected by NES
Other books about water:
‘Tickly Octopus’ by Ruth Galloway (ISBN 978-1-84508-376-4)
‘Big Red Bath’ by Julia Jarman (ISBN 978-1-84362-605-3)
‘Mister Seahorse’ by Eric Carle (ISBN 978-0-140-56989-6)
‘Sharing a Shell’ by Julia Donaldson (ISBN 1-405-02048-2)
475
Kindergarten 2 Topic: Commotion in the Ocean 1. Language, Communication and Emergent

Literacy
Teaching guide for the sixth KG topic, covering 6 weeks. Each area of learning should cover approximately fifteen 50-minute sessions.
Learning outcomes Activity Strategies/ Whole Class/ Small Group: Resources: Assessment
The books in this section are to share with the whole class or with groups of children.
 hear rhymes
discuss endings, etc.
1SP6 Interacts with others, taking account of Daily time table. These activities should be carried out at the beginning of each day. Charts Can the child:
what they say and attempts to use language
Child of the day It is important for children to feel that there are consistent routines, Laminated cards for the  respond to questions?
to negotiate plans and activities
especially at the beginning of the day. children to write (or  begin to use gestures
Day of the week
1SP7 Often uses language rather than copy) their names or words to
Celebrate all the children’s birthdays.
action to express, rehearse and reflect on Self registering. communicate?
experiences and basic likes and dislikes and  listen attentively?

to clarify ideas and feelings
1SP8 Speaks clearly and with confidence

and control in familiar groups and also with
other people, showing an awareness of the
listener
476
1SP10 Talks and Play in the Play the DVD ‘Hooray for Fish!’ If possible, record the stories ‘Hooray for Fish!’ The aquarium role play Can the child:
listens confidently aquarium role play Show the children the aquarium role play area and ‘Fidgety Fish’ so that the children can listen area, including:
 listen to
and with control, area. and talk about how it has been decorated with to them as they share the books together in the conversations?
 things the children
consistently their fish. aquarium role play area. The children may also
have made in Area  join in with the
showing awareness want to act out some of the scenarios from the conversations?
Show the children the sand, shells and pebbles, of Learning 3:
of the listener by stories.
and explain that they will be able to play with the Making Things  show increasing
including relevant shells and pebbles in the sand. confidence in talking
Spend time listening to the children’s
detail  a flat sand tray in less formal
What shall we call our aquarium? conversations as they play in the aquarium role
(some of the sand situations?
1SP11 Speaks play area. Ask questions and answer questions
Write down the children’s ideas, e.g. ‘Watery should be wet)
confidently to an that the children ask.
World’,’ Fishy World’. Choose a favourite together
 smooth pebbles
unfamiliar group to and label the role play area.
and shells
share an
experience  cushions, covered
in sea colours
1SP12 Contributes
‘Hooray for Fish!’ by
to discussions
within a group, and Lucy Cousins (ISBN
begins to use 978-1-4063-2400-6) -
words and phrases includes a DVD.
to describe people
and objects. ‘Fidgety Fish’ by Ruth
. Galloway (ISBN 978-1-
85430-753-8)
A tape recorder
477
1SP10 Talks and Sit the children where they can see the book ‘The Choose a group of children to work in pairs. ‘The Rainbow Fish’ by Can the child:
Read the
listens confidently Rainbow Fish’. Marcus Pfister (ISBN
story ‘The Today we are going to act out the story  talk about the
and with control, This is another story about a fish. of ‘The Rainbow Fish’, using our 978-3-31401544-1) different
Rainbow Fish’
consistently This fish is called the Rainbow Fish. puppets. characters?
and act out the Puppets (see Area of
showing awareness Do you think the name suits him? I will tell the story and then you say the  act out the part
story. Learning 3: Making
of the listener by Why do you think he is called the Rainbow words with your partner. they have chosen?
Things)
including relevant Fish? You may want a part where you are  discuss the
detail Do you think the other fish are going to going to say lots of words, or you may Silvery sequins feelings of the
enjoy playing with him? prefer to be just swimming about. characters?
1SP11 Speaks Blu-tack, or similar
Why/why not? Talk to your partner about the character  empathise with the
confidently to an you would like to be.
Read or tell the first page of the story. characters?
unfamiliar group to
Turn the page. We can swap characters another time.
share an
What do you think could be happening on Tell a simplified version of the story.
experience
this page?
Choose a place for the octopus, e.g. under a table
1SP12 Contributes Are all the fish playing together? with a cloth over it, to look like a cave.
to discussions
Read the page, turn over and continue with the story. Encourage the children to say their words and to
within a group, and
begins to use Is the Rainbow Fish nice to the Little Blue swim (move their puppet) around with their fish.
Fish?
words and phrases Give the Rainbow Fish some sequins to share with
to describe people Why not? the other fish. (They can stick these on to the fish
and objects. How is the Little Blue Fish feeling? body with Blu-tack.)
What do you think will happen next in the Repeat the story several times, with children
story? playing different parts.
Continue reading to the end of the book. Talk about ways of improving the acting,
Ask questions and try to empathise with how the expression and dialogue.
different fish are feeling during the story. Act out the story for an audience.
Divide the children into character groups (Rainbow
Fish group, Octopus group, etc).
Tell the story, encouraging the groups of children to

repeat significant speech.
478
1SP5 Shows an Sit the children where they can see the book ‘Shark- Before the session, draw a large shark on the ‘Shark-Mad Stanley' Can the child:
Read the
understanding of the Mad Stanley’. white board. by Andrew Griffin
story ‘Shark-Mad  talk about the
elements of stories What can you see on the cover of this (ISBN 978-1-86007- story?
Stanley’ and talk Choose groups of six or eight children.
such as main book? 173-7)
about shark facts.  ask questions
character, sequence The little boy with a snorkel is Stanley. Look at my big shark on the white board.
White board and pen about the story?
of events and Can you see what he is holding? We are going to find out about the shark.
endings Yes, it’s a goldfish. Paper
Who can find the page which gave us the facts about a
Read the title. the shark information? Felt-tipped pens shark?
1SP9 Uses
language to work out
What do you think the title means? Point to the shark’s tail.  talk to the group
about one of the
and clarify ideas, Turn to the first reading page and encourage the This is his tail.
facts?
children to read this with you - most of the words can
showing control of a Shall we count out the sounds?
be decoded.
range of appropriate <t><ai><l>.
Read the second page together - use the picture
vocabulary. He or Draw a line pointing to the shark’s tail.
clues to help.
she may ask
Turn to the information page. Who can write ‘tail’ at the end of this
questions in order to line?
This page gives us facts about the shark.
find out about
We will be looking at this page carefully in Read the information about the shark’s tail.
personal information our groups. Encourage the children to use their hands to show
and classroom the movement of the tail.
(Leave the information page for small group work.)
routines and be able Repeat for a few more of the most significant
Continue the story, encouraging the children to read
to respond to basic features, labelling each one on the white board.
with you up to ‘Goldfish are brightly coloured’.
questions on them. We will be finding out more facts, so listen I am going to ask you, in turn, to choose
very carefully. one of the labels and say as much as
1SP10 Talks and you can about that feature to the rest of
listens confidently Point to the illustrations to help explain the text. the group.
and with control, Read the page about Dennis being like a shark. Give each child a sheet of paper.
consistently showing Continue reading the book and asking questions, e.g. Can you draw the shark and write the
awareness of the labels?
In what way is Dennis like a shark? Why
listener by including do you think Stanley changed his mind
relevant detail about having a shark?
479
1SP5 Shows an Read the story Sit the children where they can see the book ‘Shark Sit the group where they can see the book ‘Shark in the Park!’ by Can the child:
understanding of ‘Shark in the Park!’ in the Park!’ ‘Shark in the Park!’ Nick Sharratt (ISBN 978-
 talk about the story?
the elements of 0-433-032410)
Make a pretend Can you read the title with me? Look at the pictures of Timothy’s telescope.  join in with the words
stories such as
telescope. Do you think there will be a shark in the What shape is the telescope? A real telescope and actions?
main character,
park?
sequence of events Play a guessing Yes, it is a cylinder shape. Card  play the guessing
Why not? game?
and endings game. Can we make that shape with the Masking tape
What do you think this black triangle shape card?  make a sensible
1SP10 Talks and could be? guess about the item?
We need to roll the rectangle to Felt-tipped pens
listens confidently
Turn over the page. make the cylinder shape.
and with control,
What is the shape? Yes, it is a shark. Before the cylinder is rolled up and taped, the
consistently
children may like to decorate the card.
showing awareness Is it in the park?
Help the children to tape the sides.
of the listener by Read the first page and talk about the things in the
including relevant park. Tell the children to use their card telescopes
to act out the repetitive words that Timothy
detail What is the little boy doing?
used.
What do you think he can see?
1SP12 Contributes Give children opportunities to look through
to discussions What would it look like through the the real telescope and talk about what they
telescope? can see.
within a group, and
begins to use Read the next page and do the actions. Encourage
the children to look through an imaginary telescope,
words and phrases Play a guessing game:
to do the actions and to join in with the words.
to describe people Children take turns to describe something
What do you think he can see this time?
and objects. they can see. They may like to give the
Turn over the page and continue reading, children clues, e.g. ‘It begins with the <f>
encouraging the children to join in with the repetitive sound’, ‘It is on the shelf’, etc.
passages and the actions.
The other children close their eyes and listen.
Give the children time to guess what the black They take turns to guess what the object is,
triangle could be each time. or to ask a question about it.
Continue reading and then talk about the last page.
480
1SP5 Shows an Read the story Sit the children where they can see the book ‘The Choose groups of children to work in pairs. ‘The Snail and the Can the child:
understanding of ‘The Snail and the Snail and the Whale’. Whale’ by Julia
Shall we look through the book to  talk confidently about
the elements of Whale’. remind ourselves where the whale Donaldson (ISBN 978-0- the story?
This book is about a whale and the little
stories such as snail on his tail. It is called 'The Snail and took the snail? 333-98224-2)
Write about a  choose their favourite
main character, the Whale'. I want you to talk to your partner location that the snail
favourite location A globe
sequence of events What else can you see on the cover? about the places you would like to visited?
from the book. visit.
and endings A5 paper folded in half –
Read the first page, using the illustrations to help  give reasons for their
explain the story. (NB This is a rhyming book.) Give the children time to talk about their a sheet for each pair choice?
1SP11 Speaks preferences.
confidently to an Felt-tipped pens  read their ideas to the
Use the globe to track the whale’s journey around Ask each pair to work together to draw a group?
unfamiliar group to the world. picture of their favourite location and to write Pencils
share an a sentence about it.  answer questions
Look at the pictures and talk about what they see in asked by the group?
experience Tape
the different places. Give help and support if required. Encourage
the children to decode words and to use the
1SP12 Contributes At the end of the story when the whale is ‘beached’,
Word Wall for tricky words.
to discussions ask:
within a group, and Ask each pair to read their sentence to the
How do you think the whale is feeling on
begins to use rest of the group. Encourage the group to ask
the hot beach?
words and phrases questions.
to describe people Do you think the children enjoyed rescuing
Stick the sheets together to make a group
and objects. the whale?
‘zig-zag’ book and display it with captions.
What do you think the snail told the other
snails on the rock?
Where do you think the whale will take the

snails this time?
481
Kindergarten 2 Topic: Commotion in the Ocean! 2. Shape, Size and Colour

Learning Activity Strategies/ Whole class: Strategies/ Small group: Resources: Assessment
2SP4 Talks about, Show the children the real clock. Choose groups of six children. A real clock Can the child:
Find o’clock
recognises and
times, using an What is this? Give out the clocks and allow the children a few A large teaching clock  understand that the
recreates and is minutes to play with them. minute hand is
analogue clock. Yes, it is a clock. with synchronised
able to describe long?
Encourage the children to turn the knob clockwise, hands
simple patterns, What do we use a clock for?
turning the hands so that the numbers get bigger.  understand that the
using a range of Why do we need a clock or a watch? Can you all turn the knob so that both the Six small clocks with minute hand goes
media hands are at the top of the clock? synchronised hands all the way round
Hold up the teaching clock.
(demonstrate with your clock) every hour?
2SP6 Uses How many hands can you see on this The hour (little) hand tells us the hour. When
language such as clock? the minute hand is at the top it is an o’clock
‘circle’, ‘square’, The long (big) hand is the minute hand time.
‘triangle’, or ’bigger’ and it goes round the clock once every When both hands are at the top like this it is
hour. 12 o’clock.
to describe the
Set the clock at 5 o’clock. Watch while I turn the hands on my clock.
shape and size of (change your clock to 1 o’clock)
solids and flat The hour hand is pointing to 5, so it is
What time is it now?
5 o’clock.
shapes; Yes, 1 o’clock.
understands and Watch as I change the clock.. It will be
Can you turn the knob on your clock to
one hour later when the big (minute)
uses everyday make 1 o’clock?
hand goes all the way round the clock.
language to Check that each child has done this correctly.
What happened to the minute hand?
describe position,
If I turn the knob so that the minute hand
e.g. ‘under’, ‘on’, What happened to the hour (small)
goes all the way round again, what time do
hand?
‘between’, ‘over’ you think it will be?
Yes, it moved from 5 o’clock to 6
Yes, two o’clock.
o’clock.
482
2SP4 Talks about, Play the o’clock Sit the children in a semi-circle so they can see you and the teaching clock. A large teaching clock Can the child:
recognises and game. with synchronised hands
Who remembers where the big (minute) hand needs to be for o’clock times?  differentiate between
recreates and is the hour (small) hand
Yes, at the top of the clock.
able to describe and the minute (long)
simple patterns, The little hand tells us the hour. hand?
using a range of I am going to turn the hands. When the time is an o’clock time, I want you to call ‘o’ clock’.  know when it is an
media o’clock time?
Turn the hands and expect the children to call out ‘o’clock’ at the appropriate times.
 know the o’clock time
2SP6 Uses Well done. The big hand is at the top, so it is an o’clock time.
by observing where
language such as Where is the hour hand pointing? the little hand is
‘circle’, ‘square’, pointing?
Yes at 3, so the time is 3 o’clock.
‘triangle’, or ’bigger’
Repeat for other o’clock times.
to describe the
shape and size of Notes:
solids and flat It is important not to say that the minute hand is ‘pointing to 12’, because the numbers on the clock
shapes; only refer to the hours.
understands and When children are able to differentiate between the hour and minute hand, telling the time becomes
uses everyday less difficult.
language to See Area of Learning 4:The World Around Us for pictures showing significant times.
describe position,
e.g. ‘under’, ‘on’,
483
2SP4 Talks about, Find o’clock and Sit the children facing the teaching clock. A large teaching clock Can the child:
recognises and half past times, with synchronised hands
Hold up the pizza picture.  remember that the
recreates and is using an analogue long hand is the
A picture of a pizza (or
able to describe clock. This is a picture of a pizza. What shape is the pizza? Yes, it is a circle. minute hand?
cake) from a magazine
simple patterns, Who can hold the picture to show me half a pizza?  understand that two
Turn your body a
using a range of Scissors halves make one
whole turn and half Yes, you have folded it in half. Both halves are the same size.
media whole?
a turn. Who can cut the pizza picture in half?
 understand a whole
2SP6 Uses Demonstrate how the two halves are exactly the same. turn and a half turn?
language such as
Ask the children to stand up and face you, then turn through one revolution.  understand that at half
‘circle’, ‘square’,
Can you turn all the way round, the same as me? past the minute hand
‘triangle’, or ’bigger’ is at the bottom of the
to describe the You will have turned all the way round when you are back looking at the clock. clock?
shape and size of Check that the children are all turning round and stopping after one revolution.  understand that the
solids and flat hour hand has
Where will we be if we turn half way round?
travelled half way
shapes;
Yes, we will be looking at ..... (name whatever is opposite the sitting area) between the hour
understands and numbers?
uses everyday
language to Hold up the teaching clock and revise the o’clock times.
describe position, Where do you think the long (minute) hand will be when it goes half way round the clock?
e.g. ‘under’, ‘on’, Yes, the minute hand will be pointing to the bottom of the clock.
I’ll turn the hands from 3 o’clock, and you shout ‘Stop!’ when the big hand is at the bottom.
Where is the short (hour) hand?
Yes, it has moved half way between three and four.
Repeat several times with other half past times.
484
2SP4 Talks about, Use clocks to find Repeat the above session as an introduction to the Choose groups of six children. A large teaching clock Can the child:
recognises and o’clock and half group activity. with synchronised hands
Sit the children so that they can see the  find o’clock and half
recreates and is past times. past times?
teaching clock and give out the small clocks. Six small clocks with
able to describe
synchronised hands  understand that it is
simple patterns, Can you find 3 o’ clock on your
the minute hand that
clock?
using a range of does most of the
media Is your minute hand at the top and travelling?
your hour hand pointing to three?
 know that the minute
2SP6 Uses
Turn the knob slowly until the hand is at the top of
language such as minute hand is at the bottom of your the clock for o’clock
‘circle’, ‘square’, clock. times?
‘triangle’, or ’bigger’ What time is it now?  know that the minute
to describe the hand is at the bottom
Yes, it is half past three. The minute
of the clock for half
shape and size of hand has travelled half way round
past times?
solids and flat the clock.
shapes; Continue asking the children to make half hour
understands and times.
uses everyday
language to
describe position,
e.g. ‘under’, ‘on’,
485
2SP7 Uses How many cups Sit the children where they can see the equipment. Choose groups of children to work in pairs. Yoghurt pots (all the Can the child:
language such as will the jug fill? same size)
Hold up a teapot. I want you to work together to  make a sensible
‘greater’, ‘smaller’, choose a jug or teapot and yoghurt estimate?
I want to find out how many plastic cups I Plastic cups (all the
‘heavier’ or ‘lighter’ pots or plastic cups.
can fill with this teapot of water. same size)  understand that the
to compare Do you think we could use yoghurt smaller the capacity of
Who would like to estimate how many I can Jugs
quantities pots and plastic cups together? the cup/pot, the more
fill?
cups/pots will be
Why not? (they are different sizes) Teapots
2SP8 Note: You may need to explain that an estimate is a filled?
Demonstrates the ‘sensible’ guess. I will write down your estimates
Water  understand that the
before you start.
ability to use Write the children’s estimates on the board. larger the capacity of
mathematical ideas Can you tell me how many the cup/pot, the fewer
Choose an estimate and ask a child to put out that
containers you filled? cups/pots will be
associated with number of cups.
filled?
shape and size to Compare the estimates with the results.
Who would like to fill the cups for me?
solve practical Ask children to keep the same jug or teapot
Count the cups as they are filled. cups/pots must be of
problems in a range but to change from yoghurt pots to plastic
the same capacity to
How many have we filled? cups or vice versa.
of contexts make the test fair?
Yes, six and a half cups. Discuss whether they will fill fewer or more
this time. Why?
Who had the closest estimate?
486
2SP8 How many play Choose the same pairs as in the above session to test their feluccas on the water bath. Model feluccas – see Can the child:
Demonstrates the people will my Area of Learning 3:
How many play people do you think your felucca will carry?  sort the lengths of
ability to use felucca carry? Making Things. string in order, from
Talk to your partner and write your estimate on a piece of paper with your name.
mathematical ideas shortest to longest?
How far will my Play people
associated with Give the pairs time to find out how many play people their feluccas will carry on the water bath.
felucca travel?  use language such as
shape and size to Ask them to record the actual number on their piece of paper. Drinking straws ‘shorter’, ‘longer’,
solve practical ‘shorter than’, ‘longer
Why do you think some feluccas carried more people than others? Water bath than’, ‘longest’,
problems in a range
Now we are going to test to see if you can blow the feluccas right across the water bath. ‘shortest’ when
of contexts Paper
comparing the lengths
Test each felucca in turn by blowing it with a drinking straw. of string?
2SP9 Completes a String
How far did your felucca travel? Shall we use string to measure the distance?
sorting, matching or
Ask each pair to help you to follow the track made by the boat and cut a string to the correct length. Camera
comparing activity,
and then repeats it Label the string lengths and place them together on the table. Zig-zag books
using a different Which boat travelled the furthest?
criterion (including How can we tell from these pieces of string?
their own) as the
Can you sort the strings in order, from shortest string to longest string?
basis for sorting,
Which felucca travelled the furthest distance?
e.g. in arranging
hats by size, then Which felucca travelled the shortest distance?
by shape Talk about why some boats were more successful than others and about how the designs could be
improved.
Can we measure our strings?
What shall we use?
Ask children to estimate the length before measuring their string.
Add this information to the zig-zag books.
Display the feluccas together with the zig-zag books and the labelled strings in order.
Use captions and photographs to add to the display.
487
Kindergarten 2 Topic: Commotion in the Ocean! 3. Making Things

3SP1 Shows Note: Try to obtain booklets about the aquarium before the visit and share these with the children. ‘Hooray for Fish!’ Can the child:
Visit an
curiosity and by Lucy Cousins
aquarium. Before the visit, read the book ‘Hooray for Fish!’ (see Area of Learning 1: Language, Communication and Emergent  show an interest
interest by (ISBN 978-1-4063- in the aquarium
Literacy).
exploring the 2400-6) - includes visit?
artefacts and Look at the stripy fish and point to his tail. a DVD  observe the fish
environments Fish can look very different but they all have some things that are the same. carefully?
around them and All fish have a body, some are big and round like ‘Little Fish’ but others can look very different. A digital
 compare the
They all have a tail and fins. (point to the tail and fins) camera to record
engages in different types of
Why do you think they have a tail and fins? the visit. Try and fish?
representational
Yes, to help the fish swim.
play take pictures of  notice that the
Look at page 6 in the book ’Under the Sea’. individual children fish all have the
This fish is a shark. Can you see his fins and tail? same features
looking at
Look at these little lines - these are his gills. He uses his gills to breathe under water. (e.g. fins, tail
something etc)?
Can we breathe underwater?
interesting!
No. How do we breathe?
Yes, we take air into our lungs through our mouth and nose and then we breathe the air back out. ‘Under the Sea’
Give the children time to breathe in and out, holding their chest to be aware of the rise and fall of their lungs. Usborne
Fish have special little flaps called gills. Beginners (ISBN
Inside the gills the skin is so thin that the gases the fish needs go through the skin but the water doesn’t. This 9-780746-045435)
makes them able to breathe underwater.
What else do fish have?
Talk about the other characteristics of fish.

At the aquarium, take photographs to remind the children about their visit and use these later for writing. (see Area of
Learning 4: The World Around Us).
Note: You may want to prepare the adults in advance of the visit to look for particular fish.
488
3SP7 Manipulates Paint and decorate Look at the plants in the book ‘Hooray for Fish!’ Choose groups of six to eight children. ‘Hooray for Fish!’ by Can the child:
(including cuts and paper plants for the Lucy Cousins (ISBN
Lots of different plants grow in the sea. The Take a little time to look at the plants in the  show an interest in the
joins) materials aquarium role play fish eat some of them. 978-1-4063-2400-6) shapes and colours of
book. Ask the children to choose a pre-cut
successfully using area. the plants?
Open the book to look at the plants on the first double paper plant shape and talk about how they Pre-cut paper plant
simple tools and page spread.
are going to decorate it. shapes for the children  look carefully at the
shows awareness of Hold up the pre-cut paper plants. illustrations and copy
to paint and decorate the designs?
safety issues Encourage the children to talk about their
Which plant do you think looks like this plant? (use the book above for
plant, e.g.  adapt the designs
3SP9 Demonstrates Yes, (e.g.) this one with red stalks and yellow ideas) using their own ideas?
co-ordination and spots on the top. What colour are you going to
choose for your plant? Small pieces of paper or  show fine motor
control in their use of What shall we do first? (paint the stalks red) control when
Is your plant long and thin, or a fabric, etc.
the full range of tools Who can paint the stalks red? decorating the plants?
round shape?
Glue
and equipment What shall we do next?  show imagination and
Your plant is blue all over. Are you
provided Paints and brushes creativity when
Continue until the plant has been decorated. going to stick some other colours
decorating the plants?
onto the blue plant?
3SP12 Evaluates We have decorated this plant so it looks the
finished products, same as the one in the book, but you could Yes, red circles. They could be
choose your own colours and decorations. flowers or fruit.
commenting on the
design intention, and Use the finished paper plant shapes to
Look at and talk about other plants in the book. decorate the aquarium.
identifies changes
Where shall we stick the plants we
that need to be
have made?
made; can also
Shall we group some together?
evaluate the work of
Which ones would look good
others, offering
together?
positive suggestions
and advice
489
3SP9 Demonstrates Begin to make the Look at the different seascapes in the book ‘The Choose groups of children at different times ‘The Snail and the Can the child:
co-ordination and aquarium role play area. Snail and the Whale’. and use a different technique with each group. Whale’ by Julia
 talk about the different
control in their use of Donaldson (ISBN 978-0- colours used?
We are going to look at the different 1. Stick tissue paper
the full range of tools ways that Alex Scheffler (the illustrator) 333-98224-2)
Show the children the sheets of greaseproof  listen to the
and equipment has painted the sea. instructions?
or baking paper and the tissue paper A large box (e.g. from a
provided Turn to the page where the shark is in Canada rectangles. new washing machine)  use precise brush
seeing the brown bear and the eagle. (Make
3SP11 Applies Which way do you think we need to for the aquarium movements to create
reference to the fact the sharks can also be found
stick the tissue paper rectangles the effect?
knowledge and in Egypt, e.g. Red Sea).
onto the paper? Tissue paper rectangles
adapts techniques to  talk about the effect
What colours has he used to paint the (about 6cm by 3cm) in
Yes, we need to stick them created?
create their own sea?
horizontally. ‘watery’ colours (blue,
ideas and outcomes,  give reasons for
Yes, blue, green, purple and a little green, etc)
We need to mix the colours to create preferring different
in a variety of ways white.
the same effect as in the book. effects?
that include all types PVA glue
We call these ‘cold’ colours.
First, spread glue over quite a large
of expression at
Which way have the colours been area and then stick on the tissue Greaseproof or baking
different points in painted - up and down, or from side to paper. Remember to overlap the paper
time side? pieces.
Sheets of white paper
3SP12 Evaluates Yes, from side to side because the surface of the After we finish we will paint glue over
water is quite flat. the surface to make it look shiny. Thin paint and big
finished products,
commenting on the 2. Brush water all over a clean sheet of paper brushes
design intention, and Shallow containers of

identifies changes Next we need to brush across the paint, with washing up
that need to be paper with sweeps of colour.
liquid added
made; can also Make sure your brush strokes are
going from side to side, not up and Drinking straws
down.
others, offering Sheets of blue and green
positive suggestions We want the colours to mix together. fabric (for the floor of the
and advice Check that the paper doesn’t become dry. aquarium)
Check that the children don’t rub the colour into
490
the paper. Optional: Cushions

3. Blow bubbles covered with fabric in
Show the children how to blow bubbles with the ‘watery’ colours
straw using the shallow containers of paint with
washing up liquid added.. When the bubbles
have been formed in the container place the
paper onto the bubbles.
This will transfer a bubble pattern onto the

paper. This can be repeated until the paper is
covered by a bubble pattern.
Note: It is usually easier for the children to

make the bubbles and the adult to transfer
them onto the paper.
Talk about the different ways of producing the

seascapes.
Which method do you think is most

effective? Why?
Use these sheets to decorate the sides and top

of the aquarium. Use sheets of blue and green
fabric for the floor of the aquarium.
Add the plants made in the previous session.
491
3SP9 Demonstrates Paint and decorate Sit the children where they can see the book Choose groups of children to work in pairs. ‘Fidgety Fish’ by Ruth Can the child:
co-ordination and paper fish, using ‘Fidgety Fish’. Galloway (ISBN 978-1-
 work with a partner to
control in their use of ideas from the books Give the children time to look through both books 85430-753-8)
Who can read the second word in the choose a fish?
to choose favourite fish or sea creatures to make.
the full range of tools ‘Fidgety Fish’ and title? ‘Hooray for Fish!’ by  describe and choose
and equipment ‘Hooray for Fish!’ Fish
Yes, ‘fish’. Lucy Cousins (ISBN the materials needed?
provided Draw the fish shape (about 30 cm long) onto folded
The first word is ‘fidgety’. This means 978-1-4063-2400-6)  make the two shapes
paper (this will give two identical shapes). Cut
3SP10 Makes ‘can’t keep still’. The fish wriggles around the fish shape and place the two fish pieces
symmetrical?
about like this. (demonstrate with your Paper
observational with their noses facing each other.  evaluate and perhaps
hand)
drawings and Decorate the fish shapes, using any combination of Egg boxes (for limpets) change some ideas to
As I read the book, I want you to look the decorating materials provided. (Remind the improve the design?
produces a record of
carefully at the fish in the pictures. We Salt dough for starfish
their simple planning children that both sides of the fish need to match.)
will be making collage mobile fish for and snails
and construction our aquarium so you will need lots of When dry, staple or glue together the matching fish
ideas. shapes. Leave a small space to stuff with Paper bags for jellyfish
activities; can also
newspaper.
identify and name Look at the first double page spread and talk Tissue paper
about the sea creatures in the picture. Suspend the fish around the aquarium as mobiles.
key features and
Jellyfish Fabric pieces, tissue
properties Begin reading, repeating the ‘describing’ words
on the first page. paper, sequins and other
Paint paper bags for jellyfish.
3SP12 Evaluates items for decoration
Why is Mum fed up with Tiddler?
finished products, Stuff these and add tentacles.
Who does he need to look out for? Fat felt-tipped pens
commenting on the Snails
design intention, and I wonder why Tiddler needs to keep Paint and brushes
Use salt dough, rolled and then twisted, to make
away from Big Fish?
identifies changes snails.
Glue
that need to be Continue reading, looking carefully at the colours
Decorate the dough snails with paint thickened with
and shapes of the fish in the illustrations.
made; can also PVA glue. Scissors
evaluate the work of Repeat favourite pages so the children can join
Limpets Small staplers
in with the words.
others, offering
Use egg boxes to make limpets (conical shells).
Decorate the limpets with paint thickened with PVA
and advice
glue.
492
Starfish
Use pastry cutters to make starfish from salt dough.
Decorate the dough starfish with paint thickened with

PVA glue.
493
3SP9 Demonstrates Make puppets of the Sit the children where they can see the book ‘The Choose a group of children to work in pairs. If ‘The Rainbow Fish’ by Can the child:
co-ordination and characters from the Rainbow Fish’. possible, enlist some extra adults to help with Marcus Pfister (ISBN
 observe the character
control in their use of story ‘The Rainbow this task. 978-3-31401544-1) they have chosen?
Who is this on the cover of the book?
the full range of tools Fish’.  find suitable colours to
Why was he called the ‘Rainbow Fish’? Hold up the two felt cut-outs of Rainbow Fish. Short wooden plant
and equipment decorate the fish?
Did the other fish like him? Who is this? supports
provided  make adjustments to
Why not? Yes, the ‘Rainbow Fish’. Felt fabric, cut into fish improve the colours
3SP11 Applies What did he do to make friends with the other We need to put both matching shapes to match the chosen?
knowledge and fish? sides with noses touching.
characters in the story.  overlap the scales?
adapts techniques to How did he feel when he had given away his We could use felt-tipped pens to
(Each fish should have
glittery scales? colour his head, tail and fins.
create their own matching back and front
Ask questions, encouraging the children to empathise Then we will need to choose lots of
ideas and outcomes, pieces.)
with the different characters in the book. colours to stick (or stitch) on for his
in a variety of ways scales. Fabric pieces cut into the
that include all types Show the children how to overlap the scales, shape of fish scales
of expression at starting at the fish’s tail.
different points in Sequins (for eyes)
Is he finished?
time We need an eye on both sides. Fat felt-tipped pens
3SP12 Evaluates Can you staple (or stitch) the two Material for stuffing the
sides together?
finished products, puppets
Leave a hole to put a little stuffing
commenting on the Needles and thread
inside his body.
Staple the hole. Glue
identifies changes
Sew the stick into the fish to make a puppet. Stapler
that need to be
Repeat for the other fish characters.
made; can also
others, offering
and advice
494
3SP8 Builds and Make a raft. Sit the children in a semi-circle so they can see you Choose groups of children to work in pairs. A picture of a raft Can the child:
constructs with a making the raft.
First I want you to talk together about Lollipop sticks  choose suitable
wide range of what you are going to use to make materials for the raft?
Today we are going to make a raft. Drinking straws
materials, selects your raft.
 give reasons for their
appropriate This is a picture of a raft. It is a bit Give the children time to handle and discuss Short lengths of wood choices?
like a boat, but it has a flat surface. the materials available.
resources, tools and (cut to suitable lengths  work with a partner,
You can choose what to use to make Now tell me what you have chosen. for raft making) discussing what to
techniques and
your raft. I’m going to use drinking use?
adapts her/his work How many do you need?
straws. String
What you are going to use to fasten  work co-operatively to
where necessary; How many straws do you think I should
the pieces together? Masking tape bind the pieces
begins to use use? together?
Listen to the children’s ideas and ask them to Water bath
captions How shall I stick my straws together to
collect what they need.  understand whether
make the raft? the raft is floating or
3SP9 Demonstrates Give the children time to make their raft.
Stick the straws together with the material sinking?
co-ordination and You may need to give help, especially if they
suggested.
 give reasons why the
control in their use of have chosen string to bind the pieces together.
Who would like to put my raft in the water raft is floating?
the full range of tools to see if it will float? Shall we test our rafts to see if they
and equipment float?
Does it float?
provided How do you know it is floating?
3SP12 Evaluates Why is it floating?
finished products,
commenting on the
identifies changes
that need to be
made; can also
others, offering
and advice
495
3SP6 Creates simple joins Make a felucca sailing Choose groups of children to work in pairs. Pictures of felucca Can the child:
Sit the children where they can see the
to arrange and rearrange boat. sailing boats
pictures of felucca sailing boats. Work with your partner to find the  choose suitable
3D models things you would like to use to materials for making
A selection of cartons
Have you seen these boats on the make your felucca. the boat?
3SP9 Demonstrates co- and boxes
River Nile?
ordination and control in Give the children time to experiment before  sketch a design of
What do we call these boats? attempting to make the felucca. Pieces of flat wood their plan?
their use of the full range
of tools and equipment Yes, feluccas. Can you draw a picture of what you Paper  show co-ordination
think your felucca will look like? when using the tools?
provided How do they travel in the water?
Wood glue
Yes, the wind blows the sail and the
Encourage the children to label their sketch.  adapt their ideas in
3SP10 Makes
boat moves across the water. Give the children time to construct their Masking tape the light of
observational drawings experience?
felucca.
and produces a record of If there isn’t enough wind to blow the Aluminium foil (for
sail, they row the boat instead. Give help if required, especially with the  say what they like
their simple planning and waterproofing cartons) about their boat?
difficult task of attaching the mast, but
construction activities; can Today you will be working with a partner to make
encourage the pair to help each other. Lollipop sticks  talk about the 3D
also identify and name key a felucca.
Take photographs of the different stages of shapes he/she has
features and properties Short sticks (for the chosen to make the
construction.
mast) felucca?
3SP11 Applies knowledge What do you like best about your
boat? Fabric and paper (for the
and adapts techniques to
create their own ideas and Would you change anything if you sail)
made your boat again?
outcomes, in a variety of
ways that include all types Do you think your felucca will sail
on the water?
of expression at different
points in time Test the felucca on the water bath (see Area
of Learning 2: Shape, Size and Colour).
3SP12 Evaluates finished
products, commenting on
the design intention, and
identifies changes that
need to be made; can also
496
others, offering positive

suggestions and advice
497
Kindergarten 2 Topic: Commotion in the Ocean! 4. The World Around Us

Learning Activity Strategies/ Whole class: Strategies/ Small group: Resources: Assessment
Outcomes Suggestions Suggestions Suggestions
The writing table:
Set up the writing table with different sized papers, a variety of pencils, colouring pencils and felt-tipped pens - see the suggestions in previous guides.
8. Letters to trace and copy, especially those that have been taught recently - photocopy pages from ‘The Phonics Handbook’ (ISBN 978-1-870946-07-0).
10. Number squares.
11. The Word Wall of tricky words.
12. Printed and laminated lists of ‘tricky’ words when they have been introduced.
Labelled storage containers, with easy access for getting materials and tidying up.
498
4SP6 Begins to Today we are going to make a picture to show some Choose groups of children to work in pairs. Paper circles (about Can the child:
Make pictures
sequence simple of the things that happen during the day. 10cm diameter)
to show significant Give each pair a folded sheet of paper.  sequence the day
events and have a correctly?
times in the day. Stick the pictures in the wrong order. Tell one child in the pair they are going to draw Felt-tipped pens
simple
What do you think is happening in the first pictures in the five spaces to show what happens  draw suitable
understanding of A strip of paper (about
picture? during the day. pictures to
important personal 60cm long and 20cm correspond with
The child is having dinner. You can draw pictures like the ones we
and family events wide) folded into 5 the events?
looked at earlier, or you can make up
and differences Do we have dinner at the beginning of the pictures of your own. parts  write the numbers
day? on the clock face?
between ‘now’ and Show the other child in the pair how to draw a Individual synchronised
‘then’; also knows No. Which picture do you think shows the clock face.  draw the hands
beginning of the day? clocks
that different people First you need to fold your circle in half. correctly on the
Continue to ask questions and stick the pictures in Pictures showing five clock face?
have different Then fold it in half again, and open up
the agreed order. significant times in the  think of a suitable
experiences and the circle.
Show the ‘getting up’ picture. day, e.g. sentence?
different beliefs Shall we look at the clock face?
What time do you think you get up in the  write the sentence
4SP7 The child Which number do we need to write at  getting up
morning? (e.g. 7 o’clock) with a little help?
the top? Yes, 12.  going to school
begins to record
Who can find 7 o’clock on the clock?  having lunch  write the sentence
observations using Which number do we need to write at with adult help to
Well done. The little (hour) hand is pointing the bottom? Yes 6.  going home from
symbols/pictures/sim decode words?
to the 7 and the big (minute) hand is school
ple signs or phrases, pointing to the top of the clock. Show the children where to write ‘3’ and ’9’.  read the sentences
 bedtime
and makes Have we written all the numbers? they have written?
Repeat for the other pictures. Blu-tack, or similar
phonetically
Make sentences, e.g. ‘At 7 o’clock I get up.’ Can you write the in-between numbers?
plausible attempts at Glue
The pictures should match the times below.
more complex words
What time is it on our first clock?
4SP9 Attempts to
Draw your hands to match those on the
hold a pen/pencil in
clock. (e.g. 7 o’clock)
a comfortable and
The big hand is pointing to the top of the
efficient grip in order clock.
to write in a variety
499
of forms using an The little hand is pointing to the 7.

appropriate range of
We need to stick this 7 o’clock onto the
vocabulary first picture.
4SP10 The child What shall we write on the first picture?

begins to explore Give help decoding words.
changes in their
Swap roles.
environment and to
Note: You may want to complete the picture strip
investigate making
over two sessions.
simple observations
from evidence, both
indoors and
familiar places and
issues)
500
Suggestions
4SP9 Attempts to hold a Choose groups of children to talk about and then write about a photograph from the aquarium Photographs from the Can the child:
Make a big book
pen/pencil in a comfortable visit. visit to the aquarium
about the aquarium  talk about their day
and efficient grip in order to at the aquarium?
visit. Can you find your photograph? Lined paper
write in a variety of forms
Give each child time to think of something to say about their photograph and about the visit.  think of a suitable
using an appropriate range Pencils
sentence to
of vocabulary Who would like to tell us about their favourite part of the day at the aquarium? accompany their
Glue
Ask each child in turn, encouraging the other children to listen carefully and to ask questions. photograph?
4SP10 The child begins to
A big book (empty) for  decode words and
explore changes in their Ask the children to glue their photograph onto the paper and to decide what they would like to
write. the photographs and write the letters for
environment and to the sounds?
writing
investigate making simple Give the children help and support with their writing.
 encode the letter
observations from evidence, Encourage decoding - remind the children to look for the sounds or to use the Word Wall for sounds to make
both indoors and outdoors ‘tricky’ words. the word?
(e.g. about familiar places Ask children to read what they have written to the others in their group.  use the word wall
and issues) Stick all their writings into a big book and hang this where the children can enjoy reading it. for ‘tricky words’?
 read their finished

work to the group?
501
4SP4 Uses all Decode and Sit the children where they can see the book ‘Splash Choose groups of children who are confident ‘Songbirds’ book Can the child:
his/her relevant encode words with and Squelch’. The children must have shared this hearing sounds in words and have enjoyed ‘Splash and Squelch’
 make the action
senses to investigate the divided long book in group reading before this activity (see Area reading the book ‘Splash and Squelch’. (ISBN 978-0-19- and sound for
places, objects, <ie> sound (as in of Learning 7: Reading). Shall we read the book together to see 9114030) <ie>?
materials and living ‘like’). Shall we look at the cover of this book? if we remember the story?  decode words with
‘The Phonics
things; can identify Read the book and talk about the pictures. the <ie> sound?
Who can remember what the book is Handbook’ (ISBN 978-
and label positive called?  understand that
Ask children in pairs to choose favourite pictures 1-870946-07-0) page
and negative What are the children doing? to talk about. the two letters are
206 - photocopy and
features forming separated by the
Shall we read the first page together? We have been learning the <ie> sound.
cut out ‘i-e’ and ‘y’, add last sound in some
recognisable letters, ‘We like to swing.’ Working with your partner, I want you to
the suggested words?
most of which are Today we are going to learn to write the count all the <ie> words you can find in
the book. vocabulary (‘sky’, ‘my’,  Read and write the
correctly formed word ‘like’.
Can you all write ‘like’ on your white ‘like’, ‘kite’), stick onto a words?
Can you help me to count the sounds in
4SP7 The child ‘like’? board? sheet of paper and
begins to record The first sound is <l>, the next sound is Has everyone remembered to put the photocopy for the
observations using <ie> and the last sound is <k>. <k> between the two <ie> letters? group
symbols/pictures/sim Who can write the first sound <l>? Show the picture of a ‘bike’.
Pictures of <ie>
ple signs or phrases, Which sound comes next? What is this?
objects, e.g. ‘bike’,
and makes Yes, <ie>. Do you think you can write ‘bike’? It is
nearly the same as ‘like’. ‘kite’, ‘lime’, ‘time’,
phonetically This is the action. (show the picture of the
sailor saluting and saying <ie>) ‘pipe’, ‘line’, ‘five’, etc)
plausible attempts at Repeat with ‘hike’ and ‘Mike’.
This is one way of writing this sound. White boards and pens
more complex words Show the children the lime.
Write ‘ie’ on the white board. Shall we write ‘lime’?
In some words the last sound goes Count the sounds <l><ie><m>.
between the two <ie> letters.
Who would like to write ‘lime’ on the
Who can write the <k> sound between white board?
the<‘ie> letters?
Read the words together.
Say the sounds and squeeze them
together to say ‘like’. Repeat on different occasions, building up more
vocabulary for reading and writing.
502
4SP4 Uses all Decode and encode Sit the children where they can see the book ‘Queen Choose groups of children who are confident ‘Songbirds’ book Can the child:
his/her relevant words with the <ee> Anneena’s Feast’. The children must have shared hearing sounds in words and have enjoyed ‘Queen Anneena’s
 make the action
senses to sound. this book in group reading before this activity (see reading the book ‘Queen Anneena’s Feast’. Feast’ (ISBN 978-0-19- and sound for
investigate places, Area of Learning 7: Reading). Shall we read the book together to see if 8466864) <ee>?
Write words with ‘ea’
objects, materials Shall we look at the cover of this book? we remember the story?  decode words with
and ‘ee’. ‘The Phonics
and living things; Do you remember the other way of the <ee> sound?
Who is this woman? Handbook’ (ISBN 978-
can identify and writing the <ee> sound?
Yes, she is a queen. 1-870946-07-0) page  write the letters to
label positive and Can you see the other way on the
correspond with
Shall we write the word ‘queen’? cover? 205 – a photocopy for
negative features the <ee> sound?
How many sounds? How many times can you see the letters each child in the
forming that make the <ee> sound on the cover?
Use your fingers to count the sounds groups
recognisable <qu><ee><n>.
Read the book and talk about the pictures.
letters, most of Three sounds. ‘Jolly Phonics Word
Ask children in pairs to choose favourite pictures Book’ (ISBN 978-1-
which are correctly Who can remember the action for the first
to talk about.
formed sound <qu>? 870946797) – for lists
We have been learning the <ee> sound.
Who can write the letters for the sound? of ‘ee’ and ‘ea’ words
4SP7 The child Yes, ‘qu’. Working with your partner, I want you to
begins to record choose a page and write all the words
Which sound comes next?
on that page that have the <ee> sound.
observations using Yes <ee>.
Ask pairs of children to show you the page from
symbols/pictures/si Do you remember the action?
the book and read the words they have found.
mple signs or Wriggle your donkey ears and say <ee>.
Give out the sheets showing the two ways of
phrases, and Who would like to write the letters next to
writing the <ee> sound.
makes <qu>?
We now have ‘Quee’. Read the words together and ask the children to
phonetically
colour the pictures.
plausible attempts What do we need at the end of the word?
Yes, <n>. The children could write a sentence on their own,
at more complex
using one of the ‘ee’ words on the sheet, or you
words Who can finish ‘queen’ by writing <n> at
may prefer to write a collaborative sentence.
the end of the word?
Note: Give children many opportunities of using
Shall we say the sounds and then squash
the sounds together to make the word? these words in sentences.
503
4SP5 Shows a Sit the children where they can see the book Choose a small group of children to write a non-fiction booklet. ‘Under the Sea’ Can the child:
‘Under the
natural curiosity ‘Under the Sea’ Look at the page 14 in the book ‘Under the Sea’. Usborne
Sea’ - introduce  show an interest
and desire to find Read the title with me: ‘Under the Sea’. Beginners (ISBN in learning facts
a non-fiction Today we are going to find out about (e.g.) sea
out more, asking This book is not a story book. turtles. 9-780746-0454- about the sea
text.
questions about 35) creature?
This book gives us facts about creatures Read the text and talk about the facts given.
their own or that live under the sea. Talk to your partner about the turtle facts we have  begin to
A4 paper for each
others’ activity learned. understand the
Turn to the contents page. child differences
This page, the contents page, tells us all Give the children time to talk about the turtles and then give
4SP8 Shows an between a fiction
the underwater things we can find in the each of them a sheet of paper. Stapler and a non-fiction
understanding of book. Fold your paper in half. Now fold your paper in half book?
how information again. Paper cutter
I will read these for you.
 write a contents
can be found in Staple along the fold and use the paper cutter to trim off the
Read the contents and the page numbers. Pencils page?
non-fiction texts joined up edges.
What shall we find out about? (e.g.  draw an
and information These are our turtle booklets. Felt-tipped pens
sharks) illustration of the
We need a title for the cover.
sources, to answer Sharks are on page six. sentence they
questions about Ask for suggestions. The group can choose their favourite. have written?
Who can find page six for me?
We also need your name on the front. You are the
where, who, why The page has a heading and lots of author and illustrator of this book.
and how. pictures.
Number the pages.
I can start at the beginning of any of
4SP9 Attempts to these paragraphs. The first page will be a contents page.
hold a pen/pencil Who would like to tell me where to start On each page the children should:
in a comfortable reading?  choose and write a subtitle (e.g. ‘How heavy is the
and efficient grip in (e.g.) ‘This hammerhead shark..... ‘ turtle?’)
order to write in a Continue reading the paragraph.  write an appropriate fact (e.g. ‘He weighs about the
variety of forms same as four children.’)
What have we found out about the
using an hammerhead shark?  draw a picture (e.g. balance scales with a turtle on
one side and four children on the other side).
appropriate range Choose other pages to read.
Display the booklets with a large picture of a turtle.
of vocabulary
Refer to the book on separate occasions to help
Note: Each group can write a fact booklet about a different sea
the children to understand how non-fiction differs
creature.
from fiction.
504
4SP10 The child Investigate floating Sit the children where they can easily see the water Choose a group of about eight children. Water bath Can the child:
begins to explore and sinking bath.
First choose something to test in the Two hoops labelled  understand the
changes in their Today we are going to predict and then water bath. ‘will sink’ and ‘will float’ difference between
environment and to test which of these things will float and Now predict what you think will happen floating and
which will sink. A large selection of sinking?
investigate making before you test your object.
Floating is staying on the surface of the Ask each child to predict and give a reason before
objects for the children  make a prediction
simple observations
water like this plastic tub. testing their object. to experiment with – and give a reason
from evidence, both for their prediction?
Sinking is going down to the bottom like Why do you think your object will sink? some that will float and
indoors and  explain why the
this pebble. some that will sink
outdoors (e.g. about (e.g. ‘Because it is very heavy.’)
object floats or
Show the children the two labelled hoops.
familiar places and Are you ready to test? sinks?
We will put things that float into the ‘will
issues) What happened? Yes, it did sink. How
float’ hoop.
do you know it has sunk?
We will put things that sink into the ‘will
Put your object in the ‘will sink’ hoop.
sink’ hoop.
Continue testing objects, asking the children to
You will all be having a turn at the water bath later.
predict before testing.
Ask the children to give explanations of what
happened.
505
Suggestions
4SP10 The child begins to Make a sinking Choose a group of children to carry out the investigation. A large selection of Can the child:
explore changes in their object float. objects, some that will
Ask each child to choose an object they think will sink to the bottom of the water bath.  Choose an object
environment and to float and some that will that will sink?
Make a floating Shall we test the objects to see if they really do sink?
investigate making simple sink
object sink.  explain why it
observations from evidence, Give the children time to test their objects and talk about them.
Water bath sinks?
both indoors and outdoors Keep your sinking object and find something else on the table that will make your
 choose another
(e.g. about familiar places object float.
object to make the
and issues) Give the children time to experiment and to talk about their results. sinking object
float?
4SP11 Identifies what did Talk about boats being able to carry very heavy objects that would sink if they were not in the
boat.  explain why the
and did not work in their
second object
investigations and makes Repeat the investigation, this time trying to make floating objects sink.
helped the sinking
predictions based on object to float?
previous experiences
4SP12 Begins to be able to

provide an account of the
steps that they will need to
carry out an investigation
and develops new ideas
from their own experiences.
Begins to attempt to form
higher and lower case
letters of regular size and
shape.
506
4SP10 The child Is a raft better at Sit the children where they can see the Choose groups to work in pairs, with the same partner as when Rafts (see Area of Can the child:
begins to explore carrying water bath. they made the raft. Learning 3: Making
 explain what they
changes in their individual cubes First think about how you are going to carry out your Things) are going to do?
This is the raft that I made
environment and to or interlocking earlier. investigation.
Water bath  make a prediction
investigate making cubes? about the best
Did my raft float? Will you put lots of cubes on to begin with, or will you
simple observations put on one cube at a time? Separate cubes place to position
How did we know it was the cubes?
from evidence, both Think about where you will place the cubes.
floating? Interlocking cubes
indoors and outdoors Shall we begin with separate cubes?  carry out the
Today we are going to find investigation
(e.g. about familiar Observe the children working and listen to their conversations. A sheet (prepared
out if my raft will carry some carefully?
places and issues) cubes. Ask questions to encourage the children to think about their in advance) to record
investigation, e.g.  explain why the raft
4SP11 Identifies what Do you think it will be better the results. The sheet
Where did you think was the best place to put your carried more cubes
at carrying separate cubes should have three when they were
did and did not work in cubes?
or cubes stuck together? interlocked?
their investigations and columns, labelled
Why do you think putting them in the middle was
How do you think we can ‘names’, ‘number of
makes predictions better than putting them on the edge?  explain why the
find out?
based on previous Ask children to complete the recording sheet for loose cubes. loose cubes’, ‘number shape of the
Will it matter where we interlocking cubes
experiences Why did some rafts carry more/fewer cubes? of interlocked cubes’
position the cubes? made a difference
Shall we try again, using our cubes locked together? to the result?
4SP12 Begins to be Join together all the cubes you used before, to see if Camera to record
able to provide an the raft will carry them when they are locked together. the investigation
account of the steps
Do you think you can add on more cubes or will you
that they will need to
have to take some away?
carry out an
Could the raft carry more cubes or fewer cubes when
investigation and
they were locked together?
develops new ideas
Did the shape in which they were locked together
from their own
make any difference?
experiences. Begins to
attempt to form higher Which was the best shape?
and lower case letters Why?
of regular size and Is it better to use loose cubes or interlocked cubes?
shape.
Why?
507
4SP7 The child Why do we need Sit the children in a semi-circle and pair them with a Choose groups of children to work in pairs. Pictures showing Can the child:
begins to record water? partner. some of the ways we
Show the children the pictures and give them  talk about why we
observations using time to look at and talk about each picture. use water need water?
What do we use Why do you think we need water?
symbols/pictures/sim
water for? Give the children time to discuss with their partner and Can you think of any other ways we Pictures of local  talk about how we
ple signs or phrases, need/use water? use water?
then listen to their answers. sources of water
and makes
What wouldn’t we be able to do if we didn’t Ask each pair of children to choose a picture  understand where
phonetically and to write a sentence to go with the picture. Paper
have water? water comes from?
plausible attempts at
Again, give the children time to discuss before listening If you wish, they could begin each sentence Pencils  write a sentence
more complex words with ‘We need water to.......’ about water?
to their replies.
4SP10 The child Where do you think our water comes from? Display the pictures with the children’s
sentences arranged around them.
begins to explore
changes in their This is a picture of a reservoir where water
is stored for the people of [city where school is
environment and to located].
investigate making
It comes to our houses in pipes under the
simple observations roads.
from evidence, both
indoors and
familiar places and
issues)
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4SP10 The child Read the book Sit the children where they can see the book ‘Mr Choose a group of eight children to work in pairs. ‘Mr Archimedes’ Bath’ Can the child:
begins to explore ‘Mr Archimedes’ Archimedes’ Bath‘. by Pamela Allen (ISBN
Can you remember what happened to the  predict what will
changes in their Bath’ – a story water in Mr Archimedes’ bath? 978-0-14-050162-9) happen when the
What can you see in the picture?
environment and to about Why did the water keep overflowing? pebbles are added
Point to the word ‘bath’. Water bath
to the water?
investigate making displacement. Working with your partner, choose a container
Can you say the sounds with me?
and half fill it with water.
Containers in various  understand that the
simple observations <a><th>.
shapes and sizes amount of water
from evidence, both Shall we squeeze the sounds Stick a strip of paper onto the container to has not changed?
together? show the water level. Pebbles – all
indoors and  understand that the
outdoors (e.g. about Read the title. Fold your sheet of paper in half. Now fold it in approximately the pebbles have taken
half again. same size
familiar places and Read the first page. the place of the
In the first quarter of the paper draw your half (displaced) water?
issues)4SP11 What do you think the word Paper and pencils
full container.
‘overflowed’ means?  predict what will
Identifies what did
Help the children to label their drawing. Self-adhesive strips of happen when the
and did not work in Continue reading the story, looking at the
What do you think will happen when we add paper pebbles are
illustrations and asking questions, e.g.
their investigations some pebbles to the water? removed?
Why is Mr Archimedes measuring the A big book to stick the
and makes How many pebbles shall we use? (e.g. three)
water in the bath? children’s work into
predictions based on
Why does the water rise up? Drop the three pebbles in carefully.
previous
Why does he blame the animals? What has happened to the water?
experiences
Why does the water go down when Why has the water risen?
the animals get out? Have you added more water?
Put another strip on the container to mark the
new water level.
Draw your container again in the second
quarter of your paper.
Help the children to label their second drawing.
The water has risen from one strip to the other
with three pebbles. How many more pebbles
do you think you will need to fill the container?
Write down your estimate in the third quarter
of your paper.
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Children count their estimated number of pebbles into

the container.
What has happened?
Did anyone estimate correctly?
Has your container overflowed?
Continue adding pebbles and recording what happens.
If we take the pebbles out carefully, what do
you think will happen to the water?
Display the children’s work in a big book.
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4SP10 The child Which container Note: This is a messy activity. You will Note: This is a difficult concept for children to demonstrate - Transparent containers Can the child:
begins to explore holds the most? need a large tray to catch spills, or work allow plenty of time to experiment. in different shapes and
 demonstrate that
changes in their outdoors. sizes only one container
How can we find Choose a group of children to work in pairs.
environment and is filled and the
out? Hold up two containers and ask: Funnels
to investigate Each child in the pair chooses a container. water is poured
into the empty
making simple Which of these do you think Ask the pairs to experiment together to find out which of their Jugs
container?
will hold the most water? containers holds the most water.
observations from
Water bath  understand that the
evidence, both Listen to the children’s suggestions. Who can show me how they found out which of their container with the
indoors and containers held the most? Waterproof aprons
Why do you think this smaller capacity
outdoors (e.g. container holds more than this Ideally, one pair will demonstrate that you fill one container will overflow?
Sand, rice or pasta
one? and pour the water into the second container. If the second
about familiar  understand that the
How do you think we can find container overflows, the first container held more water.
places and issues) container with the
out which container holds the These are my two containers.(a tall thin container larger capacity will
4SP11 Identifies most? and a short fat one) not be full?
what did and did Choose children to come out and Which container shall I fill with water? (e.g. the short
not work in their experiment. fat container)
investigations and Talk about their results and ask the class Is the short container full?
makes predictions for suggestions.
How do you know?
based on previous We will have more time to
experiment in our groups. I will need a funnel to pour the water into the tall thin
experiences
container.
Pour carefully.
Is the tall container full yet?
Can I pour more water into it?
Carry on pouring.
What is happening?
The water is overflowing.
Why is the water overflowing?
511
Listen to the children’s ideas.
What will happen if I pour the water from the full tall
thin container back into the short fat container?
Pour the water back.
What has happened?
Yes, the water hasn’t filled the short container.

Why?
Repeat, using sand, rice or pasta instead of water.
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Kindergarten 2 Topic: Commotion in the Ocean! 5. Poetry, Rhymes and Songs

‘Music Express: Year 1’ (ISBN- 9780713662313) pages 44-53 ‘What’s the score?’ with accompanying CDs.
This chapter concentrates on long and short notes. You can either work through the ideas suggested in the book, or you may prefer to practise some of the ideas used in previous guides.
5SP7 Recognises and Keep the beat with Sit the children to listen to the CD track 1. ‘Music Express: Year 1’ Can the child:
explores how sounds a percussion Today we are going to sing the song ‘I am the music man’. (ISBN- 9780713662313)
can be changed, instrument while Shall we listen to the first verse and try to sing the words together? page 44, ‘I am the music singing?
recognising repeated singing the song. Stop the CD at ‘What can you play’. man’  keep the rhythm when
sounds and sound We need to make sure we know the names of our instruments and what sound they make. playing the
CD track 1
patterns instrument?
Hold up an instrument, e.g. the guiro.
Percussion instruments
5SP9 Sings and This is a guiro and as we scrape it we sing: (e.g. tambourine, drum,
narrates a widening ‘Scrape-a, scrape-a, scrape–a, scrape. castanets, guiro, etc)
range of songs and Scrape-a, scrape-a, scrape–a, scrape.
Bean bag
poems, developing Scrape-a, scrape-a, scrape–a, scrape.
diction, and refining the Scrape-a, scrape-a, scrape-a, scrape.’
elements (getting
Repeat for the other instruments.
We will sing up to ‘What can I play’ again, but this time we will pass the bean bag around
slower) and when the music stops the person holding it can choose an instrument.
We will sing along with the instrument.
Repeat, adding extra instruments and suggesting sounds they can make.
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5SP7 Recognises and Listen to and Sit the children to listen to the CD track 2. ‘Music Express: Year 1’ Can the child:
explores how sounds differentiate Listen carefully to the music. (ISBN- 9780713662313)
 remember when it is
can be changed, between loud and page 44, ‘Bang, bang, their turn?
Play the first verse.
recognising repeated quiet sounds. the sticks go bang’
What did you notice?  keep the beat?
sounds and sound
Play instruments CD track 2 
patterns Yes, the beginning was loud and the second part was played ‘as quietly as a mouse’. sing along with the
loudly or quietly to tune?
Divide the class into four groups and give each group a different type of percussion instrument. Percussion instruments -
5SP9 Sings and accompany a
Explain that each group will play their instrument in one of the verses. They must only play them when sticks (claves), shakers  change their playing
narrates a widening song. it is their turn from loud to quiet?
(maracas or tambours),
range of songs and
1. Sticks (first verse) – ‘Bang, bang, the sticks go bang’. drums and bells (agogo
poems, developing
2. Shakers (second verse) ‘Shake, shake, the shakers shake’. or cow bells) - one
diction, and refining the
3. Drums (third verse) ‘Boom, boom, the drums go boom’. instrument for each child
elements (getting
in the four groups
louder, quieter, faster, 4. Bells (fourth verse) ‘Ting, ting, the bells go ting’.
slower) Note: You may need to indicate when it is their turn to play and use hand gestures for quiet playing.
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5SP7 Recognises and Choose a Sit the children to listen to the CD track 5. ‘Music Express: Year 1’ Can the child:
explores how sounds percussion Listen carefully to the music and clap from 1-10 with the counting words. (ISBN- 9780713662313)
 recognise different
can be changed, instrument to page 45, ‘I can see sounds?
Which instruments do you think we could use to make the ‘coconut’ sounds?
recognising repeated accompany the coconuts’
Children take turns to choose different instruments.  choose the best
sounds and sound song ‘I can see instrument for making
CD track 5
patterns coconuts’. Talk about the different sounds that they make (e.g. tapping, banging, scrapping, ringing, etc). particular sounds?
Discuss whether the instruments are made from wood or metal. Percussion instruments
5SP9 Sings and
narrates a widening Which instrument do you think is best for making the coconut sounds?
range of songs and Why?
poems, developing
diction, and refining the
elements (getting
slower)
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5SP7 Recognises and Use a score to Pin up the photocopied score, showing the black coconut side and sit the children so that they can see ‘Music Express: Year 1’ Can the child:
explores how sounds match notation to it. (ISBN- 9780713662313)
 clap in time with the
can be changed, sound. I am going to play the song ‘I can see coconuts’. page 45/46, ‘I can see beat?
recognising repeated When we come to the counting part, I will tap the coconuts so you know when to clap. coconuts’
sounds and sound
Explain that it is important for them to clap together. CD track 5 score helps to keep
patterns time?
You may need to repeat this several times.
Photocopy and enlarge
5SP9 Sings and  count in time, using
Turn over the photocopied score to show the white coconut side. the ‘coconut score’ – English numbers with
narrates a widening
How are these coconuts different? stick the black coconuts the music?
range of songs and
poems, developing What could we do to when I tap the white coconuts?
on one side of the sheet  count in time, using
and the white coconuts Arabic numbers with
diction, and refining the Play an instrument or say the numbers. the music?
on the reverse side
elements (getting
You may want to try counting and playing an instrument.  play the instruments
louder, quieter, faster, Percussion instruments and keep a regular
Divide the class into three: a counting group, a clapping group a playing instruments group.
slower) beat?
Swap roles.
5SP11 Accompanies
Note: You could add Arabic counting for another group.
songs by using a
variety of vocal sounds,
chanting, recitation, etc
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5SP6 Listens with Learn the action Sit the children in a large circle. ‘This Little Puffin’ by Can the child:
enjoyment and song ‘The big ship Today we are going to learn an action song called ‘The big ship sailed through the Alley, Elizabeth Matterson
responds to stories, sailed through the Alley O’. (ISBN 0-14-034048-3) singing?
songs and other music, Alley, Alley O’. First of all we need to learn to sing the words: page 254, ‘The big ship
 skip in time with the
rhymes and poems ‘The big ship sails through the Alley, Alley O; sailed through the Alley, singing?
Alley, Alley O; Alley, Alley O. Alley O’
The big ship sails through the Alley, Alley O
actions?
On the last day of September.
Sing the song several times, until the children are beginning to remember the words and to join in.
This is how we do the actions for this verse.
Who would like to stand with one hand against the wall?
Choose a child.
Ehab, put your hand against the wall to make an arch.
Everyone else join hands in a long line. Maryem, you hold Ehab’s hand.
Now we have a long line from the arch.
As we sing, Amina - who is the last child in the line - will skip through the arch and we all
follow her through, including Ehab.
Ehab’s hands are now crossed as he has turned half way round. He still has one hand on the wall and
the other hand is still holding Maryem’s hand
Now we will sing again and Amina will lead the line through the arch made by Ehab and
Maryem. Maryem is the last one to go through the arch and now her hands are crossed.
This pattern continues until all the children are cross-handed.
The children form a circle with their hands crossed to sing the second verse:
The Captain said, ‘It will never, never do; (children shake their heads)
Never, never do; never, never do’ (etc.)
Continue learning the words and actions.
Note: You may want to continue learning the verses in a later session.
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Kindergarten 2 Topic: Commotion in the Ocean! 6. Music and Movement

6SP4 Negotiates small Use the climbing The children will use this apparatus as a choosing activity. Outside climbing Can the child:
and large spaces equipment in the It is important to observe the children. apparatus
 climb with
successfully and safely outside area. confidence?
Check that every child is using the apparatus. You may need to set some time aside for less confident
6SP6 Uses small and children to use it.  balance with
confidence?
large equipment, Most children will experiment and only try activities that they are confident with. You may want to set them
demonstrating some challenges on occasions.  set safe
challenges?
competence in using If possible, move the apparatus around, or change the apparatus in some way, to add variety.
 take turns on the
them for a range of
apparatus?
purposes
 use space carefully
and safely?
6SP4 Negotiates small Use the traffic Use the traffic lights game (see previous guides) as a warm-up to all movement lessons: Children and adults Can the child:
and large spaces lights game to suitably dressed
 Follow the instructions ‘Stop’, ‘Get ready’ and ‘Go’.  obey the traffic light
successfully and safely encourage instructions?
Tambour (or other
spatial  Walk with big steps in all directions - forward, backwards and sideways.
6SP7 Demonstrates a instrument)  keep in spaces?
range of movements awareness,  Bounce in all directions - forward, backwards and sideways.  listen to and
freely (e.g. skipping, moving in  Skip with high knees in all directions - forward, backwards and sideways. understand the
different instructions?
hopping, jumping,  Bunny jump (crouch down with your hands between your knees, put weight on both hands as you
directions and  demonstrate
stepping) and is able jump your feet forwards.
different types of
to show stillness and different ways of
 Bunny jump, going sideways and backwards. movement?
balance moving.
 Hop in all directions - forward, backwards and sideways.  show stillness
when listening to
Note: You could use a tambour in some lessons to encourage the children to move very slowly, quickly or instructions?
smoothly, by altering the tempo on the instrument.
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6SP9 Interprets Introduce smooth 1. Warm-up Children and adults Can the child:
music by moving in movements, A short warm-up (five to ten minutes), using some of the ideas from the traffic lights game. suitably dressed
 keep in a space?
different ways, using the
2. Main part of the session Tambour (or other  move in different
producing facial tambour.
instrument) directions?
expressions, etc Encourage children to move into spaces and to listen carefully to the instructions.
(e.g. moves or  listen to the
Explain that they should work quietly, as their bodies are doing the ‘talking’. instructions?
creates actions to
Keep a lively pace. Change the instructions frequently.  make smooth
reflect happy/ fast/
Sit quietly in your spaces and listen to the tambour. movements starting
slow/ relaxed from an interesting
music) Scrape the tambour in a circular direction to create a smooth rhythm. shape?
What kind of sound is the tambour making? Is it smooth or jerky?  stop when asked and
Yes, it is a smooth sound. keep their shape?
Can you move smoothly as you listen to the tambour?
Allow the children to develop their own ideas. If a child discovers a more imaginative way of moving,
encourage the other children to observe, e.g.
Sit down and watch Ayman moving to the tambour.
Is he standing on both legs?
What is he doing to make his moving more interesting?
Yes, he is starting with feet and hands on the floor and then turning his body over and over.
Can you try to move like Ayman?
Can you all make an interesting shape to begin with?
Move smoothly to the tambour.
When I say ‘Stop!’, try to keep your shape.
Encourage the children to start with a small shape and stretch out slowly, twisting smoothly into their
stretched shape. Then move the stretched shape like plants bending in the wind, or like snakes coiling
round a tree.
Stop frequently to show good models of movement or to add more instructions.
519
Work with the children, encouraging and praising their efforts.
Stretch flat on the floor and make a thin shape like a pencil.
Now make a wide shape.
Stretch your legs and arms high into the air.
Lie quietly on the floor to rest your body.
Ask the children to stand and walk in an orderly manner, on the balls of their feet, into a line.
520
6SP9 Interprets Introduce jerky 1. Warm-up Children and adults Can the child:
music by moving in movements, A short warm-up (five to ten minutes), using some of the ideas from the traffic lights game. suitably dressed
 move to the beat of
different ways, using the the tambour?
2. Main part of the session Tambour (or other
producing facial tambour.
instrument)  keep time with the
expressions, etc Encourage children to move into spaces and to listen carefully to the instructions. beat?
(e.g. moves or Explain that they should work quietly, as their bodies are doing the ‘talking’.  move in a jerky
creates actions to way?
Keep a lively pace. Change the instructions frequently.
Sit quietly in your spaces and listen to the tambour.  listen to
slow/ relaxed instructions?
Tap the tambour with a steady slow beat.
music)
Is the tambour making a smooth sound?
No, today it is making a jerky beat.
Our joints are very good for helping us make jerky movements.
Look at my arms: I can use my fingers, elbows, wrists and shoulders to make very jerky movements.
Listen to the tambour and make jerky arm movements.
Look at your arms moving: can they move up and down, backwards and forwards?
Give the children time to develop different types of movement before introducing different ideas.
Can you make both your arms work in the same way?
Can you use one arm to make high spiky shapes and the other to make low spiky shapes?
Shall we stand up and try to move our bodies too? Don’t forget about your arms.
Work with the children, praising and encouraging their efforts and introducing different ideas.

Stretch flat on the floor and make a thin shape like a pencil.
Now make a wide shape.
Stretch your legs and arms high into the air.
Lie quietly on the floor to rest your body.
Ask the children to stand and walk in an orderly manner, on the balls of their feet, into a line.
521
6SP9 Interprets Use the tambour 1. Warm-up Children and adults Can the child:
music by moving in to make smooth A short warm-up (five to ten minutes), using some of the ideas from the traffic lights game. suitably dressed
 make six jerky
different ways, and jerky rhythms movements before
producing facial for children to changing to a smooth
instrument)
expressions, etc move to. movement?
Encourage children to move into spaces and to listen carefully to the instructions.
(e.g. moves or Explain that they should work quietly, as their bodies are doing the ‘talking’.  make a good starting
Build up a
creates actions to and finishing shape?
sequence of Keep a lively pace. Change the instructions frequently.
reflect happy/ fast/  respond appropriately
movements. Sit quietly in your spaces and listen to the tambour.
slow/ relaxed to the sequence of the
rhythm?
music) Play a smooth rhythm.
Can you all remember how to move to this gentle smooth rhythm?
We need a nice starting position.
Scrape the tambour slowly. Encourage the children to make smooth movements at different levels, e.g.
movements using hands and feet on the floor; movements that grow and shrink in different directions.
Give praise and encouragement.
Sit quietly and listen to the jerky, staccato beats.
Make a nice starting shape and move in a jerky, twisty way. Remember our joints help us to
make spiky shapes.
Can your spiky shapes jump?
Give the children time to experiment and then ask them to sit down.
Compose a short sequence on the tambour, e.g. six slow beats, three scrapes round the tambour and
then three slow beats. Explain that they will be moving with jerky and smooth movements to match the
tambour sequence.
Play the sequence twice. Encourage the children to count the beats, so they know how many jerky
movements they can make before changing to the smooth movements.
Can you get into a nice spiky shape, ready to jump into six different shapes?
Play the whole sequence, observing and giving praise.
Repeat, telling the children what you enjoyed and why. Ask some children to demonstrate their
522
sequence.
Repeat once more, then ask half the class to show their sequence while the other class watch. Tell
them they are looking for children with good movements and should only make positive comments.
Swap groups.
523
6SP9 Interprets Use smooth and 1. Warm-up Children and adults Can the child:
music by moving in jerky rhythms to A short warm-up (five to ten minutes), using some of the ideas from the traffic lights game. suitably dressed
 plan co-operatively
different ways, create a with a partner?
producing facial sequence of
instrument)  work out a sequence
expressions, etc movements with Encourage children to move into spaces and to listen carefully to the instructions. to match the rhythm?
(e.g. moves or a partner. Explain that they should work quietly, as their bodies are doing the ‘talking’.  adapt and improve the
creates actions to sequence?
Keep a lively pace. Change the instructions frequently.
Sit quietly in your spaces and listen to the tambour.
slow/ relaxed
music) Play the same sequence on the tambour as in the last session.
Make a nice spiky shape to begin your jerky movements.

6SP12 Makes
distinctions Play the sequence again, reminding the children about their responses to the changes in rhythm.
between familiar Find a partner and sit down quietly.
musical and You will need to plan your movements together.
movement
Stand close together and make six big spiky shapes away from your partner.
elements; can
Then twirl smoothly back to your partner.
represent these
through images Then make three matching jerky shapes close together, before stopping in a spiky shape.
(e.g. arranging Give the children time to plan out their sequence.
shapes or drawing Get into your spiky shape, ready to listen and move.
images to represent
Play the rhythm and observe how the children work together.
sounds and/or
Ask some pairs to demonstrate their sequence.
positions) and
discusses how You could ask the children to plan ways of improving their sequence before trying the routine again.
these have been 3. Stretch and relax
used effectively in Note: It is important to encourage the children to develop one sequence of movements with a familiar
their own and rhythm before introducing a new rhythm.
others’ music
524
6SP7 Turn whole, half Sit the children to look at the teaching clock. Teaching clock with Can the child:
Demonstrates a and quarter turns synchronised hands
We will start at 3 o’clock.  Understand that a
range of (see Area of whole turn takes them
Watch me turn the minute hand all the way round and say ‘Stop!’ when I get to 4 o’clock.
movements freely Learning 2: back to their starting
(e.g. skipping, Shape, Size and When we turn in this direction we call it ‘clockwise’. place?
hopping, jumping, Colour). Stand up and face the wall. (indicate which way to face, e.g. towards the window)  understand that four
stepping) and is quarter jumps will take
Turn round on the spot, past the wall with the... (e.g. door).
them back to their
able to show
Keep turning, past the wall with the... (e.g. chairs). starting point?
stillness and
Keep turning, past the wall with the... (e.g. display).  understand that two
balance
quarter jumps will take
Now we are back to where we started, looking at the... (e.g. window) wall. them half way?
Now we are going to take four jumps to turn all the way round.
We will be making quarter jumps to turn right round, back to the (e.g. window) wall.
Watch me and count my four quarter jumps.
Ask the children to join in. Count their quarter jumps as they go round.
Sit the children to look at the teaching clock again.
Demonstrate the hands moving from o’clock to half past, i.e. through half a turn.
If we turn half way, where do you think we will be facing?
Yes, the (e.g. chairs).
Stand up and we will make two quarter turns to get half way round.
Now we need to make two more quarter turns to get all the way round.
Introduce quarter and three quarter turns when this is appropriate to the class.
After this first session, use this as part of the warm-up or the conclusion of other sessions.
525
6SP11 Participates Carousel of 1. Warm-up Children and adults Can the child:
in paired and team activities, using A short warm-up (five to ten minutes), using some of the ideas from previous sessions. suitably dressed
games, following small apparatus.
2. Main part of the session Big balls  play co-operatively?
simple instructions
and basic rules, Encourage children to move into spaces and to listen carefully to the instructions. Skittles  demonstrate co-
and demonstrates ordination when using
Explain that they should work quietly, as their bodies are doing the ‘talking’. Hoops the equipment?
awareness through
Keep a lively pace. Change the instructions frequently. Bats and balls
movement and/or
Sit quietly in your spaces.
talking (e.g. ‘that
was too slow/fast’; Today we are going to work in four groups with the small apparatus.
For later sessions:
‘could we play it You will all work with each box of apparatus.
louder/quieter?’) Divide the children into four groups, with equal numbers of boys and girls and a mixture of abilities in Quoits
each group.
Skipping ropes, large
Big ball and small
Make a circle and throw the ball round the circle.
Bean bags
Can you show me before you take the ball how you are going to work?
Big balls and skittles
I have put the skittles in a pattern.
First you are going to dribble your ball between the skittles like this (demonstrate) and then
bounce and catch your ball. After you have had your turn, go to the back of the line and wait
for your next turn.
Hoops
Use your hoops for skipping, or put your hoop on the floor and bounce into and out of your
hoop. You could also try hopping in and out of the hoop.
Bats and balls
Try to keep your ball in the air by bouncing it up and down with the bat. (If you have a wall, the
children can also practise bouncing the ball onto the wall and hitting it back.)
526
Observe the groups. You may choose to work with one particular group.
After five to ten minutes ask the children to stop, replace the equipment in the container and wait for
instructions for moving onto the next activity.
When the children have completed the carousel, you may want each group to show the rest of the class
their play. Give praise to children who are playing co-operatively and developing their skills.
Ask pairs from each group to carry the containers to an allocated place.
Note: Choose different apparatus and different tasks in subsequent sessions.
Use ‘Music Express FC’ to:
 repeat favourite songs the children have learned
 choose other songs the children will enjoy.
527
Kindergarten 2 Topic: Commotion in the Ocean! 7. Reading

Suggestions
Continue to learn ‘tricky words’ using the suggested lists in the ‘The Phonics Handbook’ (ISBN 978-1870946-07-0).
Some children will learn these tricky words at a quicker pace than others - the activities suggested should use words that reflect this.
As this is the final teaching guide for Kindergarten 2, it is important to assess individual children on:
1. identifying the sound and action for each letter
2. identifying the letter from the action and sound
3. identifying tricky words.
This information will form part of your report to parents and to teachers in the next class.
familiar books of their own corner. This needs poems that you have  choose a favourite
Monitor the children using the area.
some fluency and accuracy. for small groups of Find time to engage with the children by showing an enthusiasm for their choices. children.  talk about the book he
children to share or she has chosen?
7SP11 Enjoys a range of Some children will have a favourite book that they may have memorised especially These could include
books.
if it has a repetitive paragraph. This can often be the motivation the child needs to  explain why the
chosen book is a
preferences. become a ‘reader’.
‘PM Alphabet favourite?
7SP12 Begins to use, with These children may like to read their favourite book to an adult or small group. Starters’ (ISBN 1-  use phonological skills
support, a range of 869612833) to help with word
These could be taped to enjoy when sitting in the reading area. building?
strategies to read simple
‘PM Starters’ (ISBN
texts or use a simple Encourage more reluctant children to listen to you or a child reading their choice of  begin to remember
9780170133234) tricky words that
dictionary independently. He book.
528
or she may begin to Encourage the children in the reading area to: ‘Songbirds’ (ISBN appear in the book?
understand that some 978-0-19-846652-9)  use illustrations to
 talk about the characters and the setting.
sounds have more than one elaborate on the
 sequence what is happening in the story. Cushions. story?
spelling.
 ask questions. Small tables and

chairs.
 enjoy a variety of books.
 enjoy books that children have started to memorise as stories or poems. Book boxes and
shelves for displaying
 read captions that have been displayed in the classroom.
the books.
 read poems that have been enlarged and displayed.
A tape recorder to
 help children to use relevant strategies;
listen to their own (or
your) versions of
2. memorising tricky words favourite stories.
3. using the illustrations to help identify vocabulary and to enhance the
Attractive displays to
story.
decorate the area.
Note: It is essential that the children are able to revisit their favourite books, as this
helps to consolidate their learning and gives them confidence. Reading a book with
very little help is very empowering.
529
Suggestions
7SP1 Shows an interest in books Group reading. Continue with group reading at least twice a week. Sets of: Can the child:
and learning to handle them Differentiate according to ability: ‘PM Alphabet PM Alphabet Starters
appropriately, turning pages and
4. For children who are finding it difficult to identify sounds, use ‘PM Starters’ (ISBN 1-
looking at pictures  turn the pages
Alphabet Starters’. Concentrate on new sounds with these children. 869612833) carefully?
7SP3 Recognises some familiar (All children find vowels more difficult, so revise these frequently, if
necessary.) ‘PM Starters’ (ISBN  repeat the names of
words, e.g. his or her own name and the objects?
5. For children who are more confident, continue with ‘PM Starters’ up 9780170133234)
common words in the environment;
to level four or five and then move onto ‘Songbirds’.  begin to hear the first
links some sounds to specific letters, ‘Songbirds’ ( ISBN
sound in the names?
6. For children who are beginning to decode and encode ‘CVC’ words, 978-0-19-846652-9)
e.g. the letters in his or her name,
use ‘Songbirds’. Continue using ‘Songbirds’, eventually moving onto PM Starters
and is able to recognise a few of the reading scheme of your choice.
them  know that English is
With all the children:
7SP4 Knows that, in English, print is
 talk about the characters and the setting  begin to recognise the
read from left to right, in Arabic from beginning letters in
 sequence what is happening in the story
right to left, and in both from top to words?
bottom; is also able to name and  ask questions
 memorise some
sound letters of each alphabet  enjoy a variety of books words that are
repeated in the text?
7SP5 Hears and says sounds in  enjoy books that children have started to memorise as stories or
simple Consonant-Vowel-Consonant poems Songbirds (in addition to
(CVC) words and may begin to the above)

 read captions that have been displayed in the classroom
recognise, identify, sound and name 
 read poems that have been enlarged and displayed hear and say the
the letters of the alphabet sounds in ‘cvc’ words?
Note: It is essential that the children are able to revisit their favourite books, as
7SP6 Attempts to sight read some  blend the sounds to
this helps to consolidate their learning and gives them confidence. Reading a
make words?
high-frequency words in a range of book without help is very empowering.
contexts
530
Learning outcomes Activity Strategies/ Whole Class: Strategies/ Small Resources: Assessment
Suggestions group: Suggestions Suggestions
7SP4 Knows that, in Revise all sounds At least once a week children should revise all Children should be assessed ‘Jolly Phonics’ letters Can the child:
English, print is read from learned. the sounds they have learned. Use a variety of once each half term to see
Pictures or models of  match the letter to the
left to right, in Arabic from methods. how many sounds they have
objects sound and action?
right to left, and in both from learned.
Method 1 A pointer  match the sound to
top to bottom; is also able to This will enable you to: the letter?
Make a ‘Jolly Phonics’ action.
Can you make the sound to match this  target groups of  hear the beginning
each alphabet sound in a word and
action? children
match it to the letter?
Who can point to the letter?  choose suitable
letters  recognise most of the
Can you make the sound?
 make sure that sounds?
Method 2 recently learned  recognise more than
Show a letter. sounds are revised ten sounds?
more often.
Can you make the sound and action to
match the letter?
Method 3
Show a picture or model
Can you do the action and make the
sound for the beginning letter?
531
Learning Activity Strategies/ Whole Class: Suggestions Strategies/ Small Resources: Assessment
outcomes group: Suggestions Suggestions
7SP7 Blends sounds Revise decoding ‘The Scrap Rocket’ revises the sounds learned in Choose groups of children who are ‘Songbirds’ book Can the child:
together in the order in and encoding ‘Songbirds’ stages one and two. However the decoding remembering ‘tricky’ words and ‘The Scrap Rocket’
 point to each word
which they occur to more complex and encoding involves more complex words; more complex sounds. (ISBN 978-0-19- as they are
say simple ‘CVC’ words. 8466734) reading?
Talk about the title and read it together. Give each child a copy of ‘The
words; can also read a Scrap Rocket’.  decode phonic
Read the White board
range of familiar and Read together: ‘Ron Rabbit is’ words?
‘Songbirds’ book Shall we read the title
common words and Pens
‘The Scrap The next word has so many letters, I wonder together?  encode phonic
simple sentences, words?
Rocket’. if we can split the sounds up. What do you think a
making some use of a ‘scrap rocket’ could be?  talk about the
range of cues, Write the word ‘collecting’ on the white board. story?
What sort of things is
including knowledge of What is the first sound? Ron Rabbit using to build  begin to use
story or context, and Yes, <c>. Who can write <c> on the white his rocket? punctuation to
word/letter recognition board? Are they shiny and new encourage
or old and rusty? expressive
7SP8 Attempts to read Look at the second sound. reading?
words which are new Who can write the <o> on the board next to Yes, he is using old
things.  begin to remember
to him/her, with adult <c>? the tricky words
support, by attempting Who can remember how we say the next Continue reading together, with all (e.g. ‘of’)?
sound? the children pointing at the words
as they are spoken on pages 8 and
sound, segment and Yes, <l> - two letters making one sound. I am 9. Practise reading these words
blend phonemes in going draw a circle round <ll> because it expressively. Show the children the
makes one sound. exclamation marks which tell us
individual words
how to read these words.
Shall we squeeze these three sounds
7SP9 Uses their together? Page 13:
knowledge of letters, <c><o><l> make ‘col’. What do you think is
sounds and words happening?
Continue decoding the next three sounds, <e><c><t>,
when reading and and squeeze these together to make ‘ect’. Look at Ron Rabbit’s
writing independently face.
We have two little words: ‘col’ and ‘ect’.
Together they make ‘collect’. How does he look?
Continue with <ng>. Continue reading, talking about
532
Finally put the three syllables together to make what is happening and using the
‘collecting’. illustrations to enhance the text.
Note: It is important to revise this skill, especially when Read the book again, choosing
individual or pairs of readers to
the children are reading more complex words.
read two pages each.
Notes:
Use the books on more than one

occasion, as this gives the children
confidence to talk about the story,
the characters and the sequence of
the story.
The children will begin to memorise

an increasing number of words
(tricky words and phonic words).
Discourage children from decoding

the same word twice on the same
page. If they begin to do that, say:
We have just sounded

out that word on this
page. Can you
remember the word?
533
Suggestions
7SP7 Blends sounds Learn the divided Note: You could learn ‘like’ as a tricky word. However, it is also a phonic word and Tricky word ‘I’ Can the child:
<ie> sound (as in
together in the order in similar words are common in English (e.g. bike, hike, line, time, etc.)
‘like’). Photocopy the  hear the sounds in the
which they occur to say word ‘bike’?
This is one of our tricky words - it is ‘I’. divided <ie> sound
simple ‘CVC’ words; can
Today we are going to learn another way of writing the <ie> sound. on page 206 of ‘The  understand that the
also read a range of familiar <ie> sound is divided
Phonics Handbook’
and common words and Write the word ‘like’ on the white board and read it to the children. in the word ‘like’?
(ISBN 978-1-870946-
simple sentences, making Shall we say the word together?  write the word?
07-0)
some use of a range of ‘like’. Can you hear the sound?  remember ‘like’ as a
cues, including knowledge White board and pen
In some words the sound is written ‘ie’, but in ‘like’ the two letters are tricky word?
of story or context, and split up by another sound. Examples of divided
word/letter recognition
Shall we split up the sounds? <l><ie><k>. <ie> words, e.g. ‘like’,
‘bike’, ‘kite’, ‘five’
When we write the word we have to write the ’k’ between the two letters ‘i’
and ‘e’.
Write ‘like’ again and read it together.
Say the word ‘bike’.
Can you help me to sound it out?
<ie><k>.
Write ‘b’ ‘i’ _ ‘e’ on the white board, then write ‘k’ in the space.
Who would like to write the word ‘bike’?
Give praise and encouragement.
Read the word together.
Repeat for ‘kite’, ‘five’, etc. (Use ‘The Phonics Handbook’, page 195.)
534
Suggestions
7SP7 Blends sounds Read the Notes: ‘Songbirds’ book Can the child:
together in the order in ‘Songbirds’ book ‘Splash and Squelch’
This stage three ‘Songbirds’ book reinforces the sounds already learned. The new  point to each word as
which they occur to say ‘Splash and (ISBN 978-0-19- they are reading?
sound is <ie> as in ‘like’, learned in the previous session. Some of the words are
simple ‘CVC’ words; can Squelch’. 9114030)
more complex to decode and encode.  decode phonic words?
also read a range of familiar
White board  encode phonic words?
and common words and The first reading of a page may be quite slow and laborious. It is important to repeat
the page with more fluency and attention to the words. This will help the children to
simple sentences, making Pen  talk about the story?
identify the words when they appear again in the story.
some use of a range of  begin to use
Look at the first page:
cues, including knowledge punctuation to
of story or context, and What are the children doing in the picture? encourage expressive
reading (e.g. pausing
word/letter recognition Yes, they are ‘splashing’ in the puddle. at an appropriate
7SP8 Attempts to read Can you see the word ‘splash’ in the title? place)?
words which are new to How did you know which word was ‘splash’?  begin to remember
him/her, with adult support, the tricky words (e.g.
Yes, you can hear the <sh> sound at the end. ‘to’)?
by attempting to recognise,
What is the sound at the end of the other big word?
identify, sound, segment
and blend phonemes in Yes, <ch>.
individual words Shall we split up the sounds together?
I will write the word on the white board.

7SP9 Uses their knowledge
of letters, sounds and words Ask the children to help you write the letters and say the sounds.
when reading and writing <s><qu><e><l><ch>.

independently Shall we say the sounds and squeeze them together?
This is the sound you make in muddy water.
Read the book together, talking about the pictures, asking questions and observing
the activities.
Talk about similar words, e.g. ‘splish’, ‘splash’ and ‘splosh’ have only one sound
that is different.
535
Enjoy several readings, asking individual and pairs to read their favourite pages.
536
Suggestions
7SP7 Blends sounds Learn the long <ee> Make the action with both your hands, saying <ee> <or> like a donkey. ‘The Phonics Can the child:
together in the order in sound. Handbook’ (ISBN
I am making the donkey’s braying sounds.  hear the long <ee>
which they occur to say 978-1-870946-07-0), sound in words?
Can you make them with me?
simple ‘CVC’ words; can page 85 - letters ‘ee’
 make the action for
also read a range of familiar Make the <ee> sound when your hands are up and the <or> sound when and ‘or’ <ee> and <or>?
your hands flap down.
White board  write the <ee> sound?
simple sentences, making Shall we try again?
some use of a range of Remember to make the sounds to match the action. Pen
cues, including knowledge Write <ee> and <or> on the board.
of story or context, and
This is how we write the sounds that we have made.
word/letter recognition
Point to each one and make the corresponding sounds.
Practise several times.
537
Suggestions
7SP7 Blends sounds Learn the ‘Jolly Revise the <ee> and <or> sounds. ‘The Phonics Can the child:
together in the order in Phonics’ action and Handbook’ (ISBN
Write <ee> and <or> on the white board and point to the letters.  hear the long <ee>
which they occur to say sound for <ee>. 978-1-870946-07-0) sound in words?
Can you make the sounds and actions for these letters?
simple ‘CVC’ words; can page 205 - letters ‘ee’
Learn the two ways  make the action for
also read a range of familiar Write ‘queen’ on the white board. and ‘ea’ (photocopy,
of writing this <ee> and <or>?
and common words and Can you read this word? colour and laminate)
sound: <ee> and  understand that <ea>
simple sentences, making Yes, it is ‘queen’. and <ee> can make
<ea>.
some use of a range of the same sound in
Point to the <ee>.
cues, including knowledge words?
Queen has three sounds: <qu><ee><n>.
word/letter recognition Underline the three sounds.
Write ‘eat’ on the white board and underline ‘ea’.
These two letters also make the <ee> sound, the same as in queen.
Can you read the word? Yes, ‘eat’.
Draw two columns on the white board, one headed ‘ea’ and the other headed ‘ee’.
Ask the children to suggest other words with the <ee> sound, or suggest some
yourself.
Write the suggested words in the appropriate ‘ea’ or ‘ee’ column.
Write the ‘ea’ and ‘ee’ word lists and display them below the photocopied picture
from ‘The Phonics Handbook’.
538
Suggestions
7SP7 Blends sounds Learn that <ee> can Read the two lists with the <ee> sounds and look at the picture from ‘The Phonics ‘The Phonics Can the child:
together in the order in also be written ‘y’ Handbook’. Handbook’ (ISBN
 hear the long <ee>
which they occur to say (as in ‘jelly’, 978-1-870946-07-0) sound in words?
Which sound can you hear in all the words?
simple ‘CVC’ words; can ‘mummy’, ‘daddy’) page 205 - letters ‘ee’
Yes, <ee>.  make the action for
also read a range of familiar and ‘e’ (as in ‘me’, and ‘ea’ <ee> and <or>?
and common words and ‘be’, ‘he’). Look at the words carefully. The <ee> sound can be written in two ways.
 understand that <ea>
simple sentences, making Now listen to this word: ‘Mummy’. and <ee> can make
Note: the <ee>
some use of a range of Can you hear the <ee> sound? the same sound in
sound in these
cues, including knowledge words?
words is a short Is the <ee> sound at the beginning, in the middle or at the end of the
of story or context, and word?  hear the <ee> sound
sound
word/letter recognition at the end of ‘mummy’
Yes, it is at the end of the word. and ‘daddy’?
Write ‘mummy’ on the board.
Ask children to help you decode it and then write ‘daddy’, ‘jelly’, ‘smelly’, etc.
Write a list of the words and add the letter ‘y’ as an alternative to ‘ee’ and ‘ea’.
When reading the lists, encourage the children to make the action for the <ee>
sound.
You might like to make a snake, drawn in segments, labelled ‘The ‘ee’ snake’.
Write the different written forms of the <ee> sound in the segments, with a few
sample words.
First segment: <ee> (e.g. ‘bee’, ‘tree’, ‘sheep’).
Second segment: <ea> (e.g. ‘bean’, ‘read’, ‘tea’).
Third segment: <y> (e.g. ‘mummy’, ‘daddy’, ‘funny’ ‘happy’).
Fourth segment: <e> (e.g. ‘be’, ‘me’, ‘he’, ‘we’).
(You could also make different coloured snakes for other vowel sounds that are
written in different ways.)
539
7SP7 Blends sounds Read the Give each child in the group a copy of the book. ‘Songbirds’ book Can the child:
together in the order in ‘Songbirds’ book Give the children time to look through the pages and talk about the pictures. They may like ‘Queen Anneena’s
which they occur to say ‘Queen to work in pairs to try and read some of the book. Feast’ (ISBN 978-0- they are reading?
simple ‘CVC’ words; can Anneena’s Shall we look at the cover of the book? 19-8466864) – a
 decode phonic words?
also read a range of Feast’. Who do you think this woman could be? copy for each child in
familiar and common Look at the first purple word. the group  encode phonic words?
words and simple The first sound is two letters, ‘qu’.  talk about the story?
sentences, making Can you remember the action with the duck’s beak?
 begin to use
some use of a range of Shall we make the sound for the next two letters? punctuation to
cues, including encourage expressive
If necessary, place your hands on your head in the donkey ear position, as a clue.
reading (e.g. pausing
knowledge of story or We have the first two sounds <qu> and <ee>. at an appropriate
context, and word/letter Shall we say the sounds and do the actions? place)??
recognition The last sound is <n>.  begin to remember
7SP8 Attempts to read <qu><ee><n>. Squeeze the sounds together to make ‘queen’. the tricky words (e.g.
Yes, the lady is a queen. She is Queen Anneena. ‘came’)?
words which are new to
him/her, with adult Look at her name <A><nn><ee><n><a>.
support, by attempting to Let’s say the sounds and then squeeze them together.
recognise, identify, Read the title together: ‘Queen Anneena’s Feast’.

sound, segment and Help the children to sound out ‘feast’.
blend phonemes in
Explain that a feast is an important meal.
individual words
Turn to the first page and talk about the food on the table.
7SP9 Uses their Continue reading, sounding out when necessary. Remind the children to try and remember
knowledge of letters, words they have already sounded out, otherwise the reading becomes too laborious.
sounds and words when Talk about the story.
reading and writing Write and read some of the rhyming words (e.g. ‘Queen’, ‘Jean’ and ‘seen’; ‘jelly’ and
independently ‘Nelly’; ‘eat’ and ‘meat’, etc).
Read the book again on different occasions.
540
7SP3 Recognises Choose groups of six children who are beginning to remember the key words. Tricky words from Can the child:
Play a word matching
some familiar words, ‘The Phonics
game. This is an example of a card:  match the key word
e.g. his or her own Handbook’ (ISBN on the card?
name and common what why more 978-1870946-07-0)
 say the word?
words in the where which before page 201
environment; links when there other A set of six laminated
some sounds to
who came were cards - each card
specific letters, e.g.
Give a card to each child. divided into twelve,
the letters in his or
with a key word in
her name, and is Put the words upside down in random order on the table.
each space
able to recognise a The children take turns to play.
few of them Sets of laminated
words to match those
7SP4 Knows that, in Can you find the matching word on your card? Yes, so you win one
on the cards
English, print is read counter.
from left to right, in Can you say the word? Yes, it is ‘have’. You win another counter. Counters (for prizes)
Arabic from right to Repeat several times, giving lots of praise and encouragement.
left, and in both from
Make cards with different key words. You could choose key words from ‘PM
top to bottom; is also Readers’ or tricky words from the Word Wall.
able to name and
sound letters of
each alphabet
7SP6 Attempts to
sight read some
high-frequency
words in a range of
contexts
541
Suggestions
7SP6 Attempts to sight read Add words to the Sit the children near the Word Wall at least twice a week and go through the words Word Wall Can the child:
some high-frequency words Word Wall. on it.
Pointer  remember words out
in a range of contexts of context?
Who can point to the word ‘he’ on the Word Wall?
How did you know which word to point to?  use beginning letters
to help identify a
Repeat with other words. word?
Point to random words, asking the children to call out the words.  use rhyme to find
Read the words in order. similar words?

At the beginning of each half term, test individual children to check how many ‘tricky’
words they have memorised.
Note: Some children who find sounding out difficult are very good at memorising
words.
7SP6 Attempts to sight read Final term Test individual children during their final few weeks. ‘Jolly Phonics’ Can the child:
some high-frequency words assessment: letters
Use these assessments to inform parents and to complete the record for the next  recognise all the
in a range of contexts single sounds?
 write words class. Paper and pencils
7SP7 Blends sounds using the  read ‘cvc’ words?

1. Check that the child can recognise the sounds that have been taught. Tricky words
together in the order in sounds  write ‘cvc’ words?
2. Check that the child can write the letter when given the sound and action.
which they occur to say learned
3. Check that the child can decode and write ‘CVC’ words and other words
simple ‘CVC’ words; can  read ‘tricky’ double letter sounds
with sounds they have been taught.
also read a range of familiar they have been
words.
4. Check that the child can read the ‘tricky’ words they have been taught. taught?
simple sentences, making  write words using
more complex
some use of a range of
sounds?
cues, including knowledge
 read ‘tricky’ words?
542
word/letter recognition  write ‘tricky’ words?
543
Kindergarten 2 Topic: Commotion in the Ocean! 8. Number

8SP1 Joins in Sing (or say) the Sit the children in a semi-circle to sing (or say) the rhyme ‘One, two, three, four, five’. ‘This Little Puffin’ by Can the child:
number rhymes rhyme ‘One, two, Elizabeth Matterson
Today we are going to use our fingers to help us with our action song.  match the raising of
and songs in three, four, five’. (ISBN 0-14-034048-3) fingers with the count?
First we use the fingers of one hand and say:
practical contexts page 256, ‘One, two,
‘One, two, three, four, five’ (raise one finger at a time to match the count) three, four, five’.
8SP4 Recites the numbers?
Once I caught a fish alive’. (wriggle these fingers like a fish)
number names in  join in with the
sequence, counting Six, seven, eight, nine, ten (raise the fingers on the other hand to match the count) actions?
to, or backwards Then I let him go again. (pretend to throw the fish back into the water)  sing or say the words?
from, at least 10 Why did you let him go?
Because he bit my finger so! (shake your hand, as if it hurt after being bitten)
Which finger did he bite?
This little finger on my right! (hold up the little finger on your right hand)
Repeat several times during spare moments.
Note: This song usually becomes a favourite.
544
8SP7 Has a secure Revise counting 1- Use a few of these short activities every day. Fingers and toes Can the child:
understanding of 20, using fingers
You may want to target groups who are exceeding your expectations, or those who are finding number  join in with the
numbers to 20, and toes. counting activity?
more difficult.
counting objects
and recognising Make sure all the children are:
using fingers and fingers and toes?
and writing
toes.  joining in with raising and bending fingers to match the count.  count on from any
numbers accurately number?
Add one more.  saying some numbers
8SP10 Finds how  count back from any
Take away one  matching the count to the number being shown number?
many there are in
(bend down one 
two groups by  saying the words correctly. say what is one and
finger). two more than any
combining and
number up to 20?
counting them; is Count on from any
 say what comes
able to find one number.
before any number up
more or fewer in to 20?
Count back from
practical contexts
any number.
Show me 16, show

two more, etc.
545
8SP7 Has a secure Use the number Sit the children in a semi-circle near the 0-80 number line and number square. Number square and Can the child:
understanding of square and number line
Which is the biggest number you can see? (80)  recognise the
numbers to 20, number line, numbers on the
Which is the smallest number you can see? (0) Numbers 81-100 to add
counting objects extending both number square?
to the number line and
and recognising from 80 to 100. Who can point to 67?
number square  count on or back from
and writing Yes, sixty (point to 60) and seven more. any of the numbers?
numbers accurately Blu-tack, or similar
Shall we count on?  count in twos along
Pegs the number line up to
8SP10 Finds how Count on and back, changing direction and starting numbers frequently.
20?
many there are in Shall we count along the line in twos, up to 20? A pointer
two groups by We will start at 2.. (count 4,6,8, etc, pointing to each number as you count)
White board and pen
combining and
What do you notice?
counting them; is
Yes we are saying every other number.
able to find one
more or fewer in We call the numbers in the counting twos pattern ‘even’ numbers.
practical contexts Place the numbers in random order in the middle of the semi-circle.
Today I have some extra numbers for our number square (number line).
What do you think the next number will be?
Yes, 81.
I wonder how we will find 81?
Who would like to write 81 on the board?
Can you find 81 and stick it on the square?
Choose children in turn to find the numbers and stick them in position.
Read the new numbers together.
546
8SP12 Creates and Add on one and 1. Sit the children where they can easily see the Choose groups of children with similar Class number square Can the child:
describes simple take away one, number square. abilities:
Individual number  identify numbers up to
number patterns add on ten and 20?
Today we are going to count in multiples of  Children who are confident up to squares (up to 20, 50 or
and sequences, take away ten from ten. 20. 100)  identify numbers up to
using mathematical any number up to 50?
The numbers at the beginning of every line  Children who are confident up to
vocabulary 20 (50 or 100). Sticks of ten interlocking
are multiples of ten. 50.  identify numbers up to
cubes
Can you help me to count in multiples of  Children who are confident up to 100?
ten? 100. Single cubes  make numbers using
2. Rearrange the children into a semi-circle. Ask the children to work in pairs. ten-sticks and ones?
Counters
Who would like to count the cubes in this Give out the appropriate number squares to  identify the pattern?
stick? each pair of children and ask questions
 make numbers one
appropriate to their ability, e.g.
Yes all these sticks have ten cubes and more or one less?
they are all the same length. Can you put your counter on 46?
 make numbers ten
Lay out the sticks and count in tens as the sticks Can you make 46 with your cubes? more or ten less?
are laid down.
Check that they match.
Who would like to put out thirty cubes?
Can you put your counter on the
Yes, three sticks of ten make thirty. number that is one more?
Look at 30 on the square - three tens and What is the number?
zero ones.
Can you make the number with
Make 21. your cubes?
Who would like to count how many we have Continue making the numbers one more, one
now? less, ten more and ten less.
Yes, 21 - two tens and one more.
Can you stick a counter onto 21?
Who can make 31 with the cubes?
How many tens? How many ones?
Which digit changed?
547
Can you explain why?
Ask children to stick a counter on 31.
Continue.
3. Ask three children to come out.
Can you hold up all your fingers?
How many fingers?
Who can count the fingers in tens?
How many more to make 34?
Yes, one more person showing four

fingers.
4. In a subsequent session, subtract tens.
548
8SP7 Has a secure Count in twos, Sit the children in a circle, arranging them so that Choose groups of children with a similar ability. Strips of paper with a Can the child:
understanding of going round the less confident children are at the beginning of the row of twenty squares
1. Give each child 20 cubes.  count in twos with the
numbers to 20, circle. counting. drawn on - one for each group?
Can you join your cubes together in
counting objects child
Write numbers up How many legs do we have? twos?  take turns when
and recognising counting in twos?
to 20. Yes, two legs each. Can you count your cubes in twos? Felt-tipped pens
and writing
 understand that they
numbers accurately Colour the even We are going to count all our legs in Show me three groups of two. Interlocking cubes
count alternate
numbers. twos as we go round the circle.
Can you tell me how many cubes? numbers on the
Numbers 1-20 to copy (if
8SP12 Creates and Remember we can do ‘whispery’ number line when
Yes, three groups of two are six. needed)
describes simple numbers and ‘ordinary’ voices to help. they count in twos?
Ask more questions.
number patterns Keep a steady pace as the children put out their  copy the numbers up
and sequences, legs and chant in twos. 2. Give each child a strip of paper to 20?
using mathematical How many squares on your strip of  write the numbers up
vocabulary paper? Yes, 20. to 20?
Can you write the numbers up to 20?  notice the pattern

when colouring the
Check that the children write one number in
even numbers?
each square.
Can you count along your squares?
Yes, you have counted in ones.
Can you count in twos? Make sure you

point at the numbers as you count.
3. Give the children the felt-tipped pens
Colour the numbers as you count in

twos.
What do you notice? (alternate squares

are coloured)
These numbers are called even

numbers.
549
8SP7 Has a secure Double and halve Sit the children in a semi-circle. Choose groups of children. A set of dominoes - use Can the child:
understanding of numbers up to 10, the tiles with the same
Today we are learning how to double 1. Find all the doubles in a set of dominoes.  use fingers to double
numbers to 20, using fingers. and halve numbers using our fingers. number of spots at both and halve?
counting objects Can you show me your doubles? ends
Put up both thumbs like this and say,  match the words and
and recognising ‘One and one make two’. Who can point to double four? action?
Cubes
and writing What is double four? Yes, eight.
Can you say that again as you put your  find the domino
numbers accurately thumbs together? Potatoes cut into circles,
What do you think this domino is? doubles?
triangles or squares (for
8SP10 Finds how
Now pull your thumbs apart and say
Yes, it is zero and zero.  print a matching
‘half of two is one’. printing)
domino double?
many there are in What do you think zero and zero could
Repeat the doubling and halving. Dishes of thick paint  arrange the domino
two groups by be?
Put up your thumbs and your pointing prints as a pattern?
combining and Yes, zero. Sheets of A5 paper,
fingers and put them together.  say the number
counting them; is folded in half
Repeat with the other doubles. sentence?
able to find one ‘Two and two make four.’
2. Play a game with the double dominoes. Pencils
 write the number
more or fewer in Pull the two fingers away and say ‘half
of four is two’. Turn all the double dominoes upside sentence?
practical contexts
down.
Continue, up to ‘five and five make ten’ and ‘half  understand that zero
8SP12 Creates and and zero is zero?
of ten is five’. We will take turns to turn over the
describes simple dominoes. If you can say the number at
Note: Add this to your short maths activities and
number patterns each end and double it, you will win a
repeat frequently.
cube.
and sequences,
using mathematical Ahmed, you go first. Read your
domino. (e.g. ‘two and two make four’)
vocabulary
Well done - take a cube.
Jumble up the dominoes.
Continue playing.
3. Print potato shapes to match a double domino
Ask each child to choose a double domino, fold

the paper in half and print potato shapes to match
550
the domino.
Can you write the number sentence on

your paper? (e.g.4 + 4 = 8)
4. Arrange the domino prints in a pattern
Which domino shall we use to begin

the pattern?
Stick the domino prints in the agreed pattern.
Display and label.
551
8SP7 Has a secure Partition numbers Sit the children in a semi-circle. Choose groups of children of similar ability to work ‘Compare Bears’ Can the child:
understanding of to make two in pairs.
Today we are going to use our fingers Strips of paper for  use fingers to make
numbers to 20, groups and then to make an adding and taking away the number pairs for
Ask each group to count out ten bears. writing number
counting objects combine them. pattern. ten?
Can you check that you have ten bears? sentences
and recognising Wriggle your fingers so they are ready  say the number
and writing to work. Split your bears into two groups. Pencils sentences to match
numbers accurately fingers?
Hold up ten fingers and say: ‘ten and Can you say your number sentence? (e.g. A sheet of paper to
no more make ten’. 8 + 2 = 10)  partition the bears and
stick the number
8SP10 Finds how say the number
Bend down one finger and say: ‘ten Can you write your number sentence on
sentences in a
many there are in this strip of paper? sentence?
take away one is nine’.
pattern
two groups by
Nine add one is ten. (lift up the bent Put all your bears together again.  write the number
combining and finger) Glue sentence?
Now split your bears into two groups a
counting them; is
Repeat for 10-2=8 and 8+2=10. different way.(e.g. 6 + 4 = 10)  arrange the sentences
able to find one in a pattern?
Continue to 10-10=0 and 0+10=10. Ask children to say their number sentences and to
more or fewer in write them on strips of paper.  explain the patterns
practical contexts Check that the children are matching their fingers they can see?
with the chant. Shall we see if we can arrange our
8SP12 Creates and number sentences in order?
Note: Add this to your list of short maths activities
describes simple and repeat frequently. I will write the first one to stick on the
number patterns sheet. (write ’10 + 0 = 10’)
and sequences, Arrange the number sentences in order (10+0=10,

using mathematical 9+1=10, 8+2=10, etc).
vocabulary Read the number sentences together.
Can you see a pattern?
What pattern can you see?
Glue the number sentences into position.
Read the sentences again and match them with

fingers.
Repeat for other numbers up to ten.
552
8SP10 Finds how Play a memory Sit the children in a semi-circle. Choose pairs of children. A set of cards numbered Can the child:
many there are in game for number 0-10, with an extra 5
1. Revise the previous session. Note: This is a short activity. Play the game twice  use fingers to make
two groups by pairs for ten. the number pairs for
2. Place the number cards 0-10 with an extra 5 with each pair. Repeat the game (on different
combining and ten?
on the floor where children can see them. occasions) with children who find it difficult.
counting them; is  say the number
Point to a number. (e.g. 6) Can you pair up the numbers to make
able to find one sentences to match
What is this number? Yes, 6. tens? (e.g. 8 and 2, 3 and 7) the bending of
more or fewer in
Can you arrange the numbers in a fingers?
practical contexts Can you show me six fingers?
pattern?  play the game by
8SP12 Creates and How many bending down? Yes, four.
Can you read the number sentences? remembering the
describes simple Six fingers standing up and four (e.g. 8+2=10) positions of the turned
bending down make ten altogether. over cards?
number patterns
Turn the cards over face down and shuffle them.
and sequences, Place the two cards (e.g. 4 and 6) together.  remember the card
Take turns to pick up two cards. needed to match a
using mathematical Note: It is important to show the children a turned over card?
vocabulary strategy for finding the answer. If the two numbers make 10 you can
keep the pair of cards.
If not, put the cards back.
Repeat until all pairs have been taken.
Notes:
Help the children with strategies, e.g. using their

fingers as in the whole class session.
Knowing the number pairs for ten is very

important. When children are confident they can
apply this knowledge to solve more complex
problems, e.g. 7+?=10; 3+?=10; 10-?=7, 10-?=3.
553
8SP11 In practical Throw two dice Sit the children in a semi-circle. Choose about six children of similar ability. Two big dice Can the child:
contexts, and use strategies
Use fingers to revise doubling and halving up to You will be taking turns to throw the Number fans (see  use strategies to add
understands, and to total the ten. two dice. the two numbers?
Primary School
begins to use numbers shown Show children the two big dice. When you see the two numbers, add  explain their strategy?
Catalogues) or use digit
vocabulary involved (doubling, number them together.
Who can turn the two dice so that they cards  use doubling to solve
in addition and bonds for ten, show the same number? Yes, 5 and 5 You need to make the answer with the answer?
are the same. your number fan and show when I say
subtraction, such counting on from  use ‘nearly doubles’
‘Show’.
What is double five? Yes, ten. for adding?
as ‘add’, ‘take the larger number
Repeat for other pairs. Encourage the children to explain their strategies.
away’, ‘makes’, to the smaller  remember the number
Use fingers to revise the number pairs for ten (10 Practise strategies that the children have pairs for ten?
‘altogether’, ‘how number).
forgotten.
and 0, 9 and 1, 8 and 2, etc)  find the answer when
many’, etc
Notes: adding on one or two?
Who can show 6 and 4?
8SP12 Creates and What is 6 and 4? Adding one or two to any number should be easy  remember to use the
at this stage. larger number first
describes simple Yes, 10.
Remind the children to use doubling, if when counting on?
number patterns
appropriate.
and sequences,
Explain ‘nearly doubles’, e.g. 6 and 5 is 5+5 (10)
using mathematical and one more (11).
vocabulary For more able children: play again with three
dice.
554
8SP7 Has a secure Odd and even Sit the children in a semi-circle. Choose a group of eight children with similar Number cards 0-10 (for Can the child:
understanding of numbers. abilities to work in pairs. the whole class activity)
Show the numbers 0-10.  Understand that an
numbers to 20, even number of
Shuffle the number cards 0-20 and place Five pairs of shoes, all
counting objects Can you help me to arrange these objects can be
them face down in a pile. jumbled together
numbers in order? paired?
and recognising
Ask each pair to choose a card.
and writing Choose a child to find a pair of shoes. Red and yellow counters  understand that an
Can you take that number of odd number of objects
numbers accurately How many shoes? Yes, two.
bears? Number cards 0-20 (for cannot be paired?
Can you put a yellow counter on the the group activity)
8SP12 Creates and How quickly can you arrange your  understand that the
number 2?
bears in pairs? even numbers are the
describes simple ‘Compare Bears’
Repeat until all the even numbers have yellow ‘counting in twos’
number patterns What is your card number?
counters. numbers?
and sequences, Is it an odd or an even number?
All our shoes are in pairs.  understand that the
using mathematical
How do you know? even numbers are
vocabulary We have counted them in twos.
Who has an odd number? alternate numbers on
These numbers are called even numbers. the number line?
Who has an even number?
The in-between numbers are called odd  understand that the
numbers. How do you know? odd numbers are
alternate numbers on
Three shoes is one pair and an odd shoe. Note:
the number line?
Count out five shoes. As a choosing activity, use socks and pegs to
arrange socks in pairs on a washing line.
Here are five shoes. even numbers make a
Are the socks in pairs? pattern?
How many pairs? Yes, two.
Is it an odd or even number of  understand that the
How many odd shoes? Yes, one.
socks? odd numbers make a
Five shoes is two pairs and an odd shoe. pattern?
Shall we put red counters on our odd

numbers?
Shall we read our odd numbers?
555
8SP10 Finds how Fishing game. Sit the children where they can see the water bath. Choose pairs of children to play the fishing Water bath Can the child:
many there are in game.
These fish all have numbers on them. Laminated fish,  explain the strategy
two groups by they used for adding
Can you help me to read the numbers as I Ask the children to add the numbers when numbered 1-18, each
combining and they catch two fish and tell you the total. the two numbers?
put the fish in the water? with a metal paper clip
counting them; is
Read the numbers 1-18 together. Ask the children to explain the strategies that attached
able to find one they used for calculating.
more or fewer in Maryem, can you come out? Two fishing rods – sticks
practical contexts Can you catch a fish? with string and a small
magnet attached
8SP11 In practical What number is your fish? (e.g. 6)
contexts, Choose a child to hold the fish.
understands, and
Maryem, can you catch another fish?
begins to use
What number is this fish? (e.g. 4)
vocabulary involved
in addition and Maryem, you hold the second fish.
subtraction, such Let’s add the two numbers.

as ‘add’, ‘take Who knows the answer?
Yes ten.
‘altogether’, ‘how
How did you know?
many’, etc
556
8SP8 Use number Sit the children in a semi-circle. Fingers Can the child:
use some of the stories to solve
Make up number stories that involve children in the class, e.g.  understand the
vocabulary involved addition and number problems?
Saheed had four birthday cards in the morning. At the party he had six more.
in addition and subtraction
 remember the number
subtraction, for problems, e.g. How many altogether? Show me with fingers.
problems so that they
example ‘one’s There are six Say the story again and use fingers to demonstrate the addition. can calculate the
gone’, ‘some left’, biscuits on the answer?
Encourage the children to join in.
‘one more’. plate. Amina ate  use fingers to add and
Make up number stories about eating, e.g.
two and Azef ate subtract numbers?
Mummy gave Ehab three sweets and he ate two. Daddy gave him three more sweets.
three. How many
are left? How many sweets did he have? Show me with your fingers.
Say the story again and use fingers to demonstrate the calculation.
Make up number stories about naughty animals, e.g.
Eight baby chicks were being naughty, spilling corn everywhere.
Mummy hen clucked crossly. Three chicks ran back to Mummy.
She clucked again and one more chick came.
How many chicks are still spilling corn? Show me with your fingers.
Say the story again and use fingers to demonstrate the calculation.
557
4. Appendix A: Weekly Plan
Week Beginning: 25th October 2010 Theme or Topic:
Language, Communication and Shape, Size and Colour Making Things The World Around Us
Emergent Literacy
Learning outcomes: Learning outcomes: Learning outcomes: Learning outcomes:
Learning experiences: Learning experiences: Learning experiences: Learning experiences:
Adult Intervention: Adult Intervention: Adult Intervention: Adult Intervention:
Differentiation: Differentiation: Differentiation: Differentiation:
Observation Focus: Observation Focus: Observation Focus: Observation Focus:
558
Poetry, Rhymes and Songs Music and Movement Reading Number
Learning outcomes: Learning outcomes: Learning outcomes: Learning outcomes:
Learning experiences: Learning experiences: Learning experiences: Learning experiences:
Adult Intervention: Adult Intervention: Adult Intervention: Adult Intervention:
Differentiation: Differentiation: Differentiation: Differentiation:
559
Observation Focus: Observation Focus: Observation Focus: Observation Focus:
560
5. Appendix B: Teacher Directed Group Work Plan

Teacher’s Name: Week beginning:
Teacher Directed Group Work
Reading Number Construction Activity Music Outdoor

Children’s names: Children’s names: Children’s names: Children’s names: Children’s names:
Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes: Learning Outcomes:
Teacher: Teacher: Teacher: Teacher: Teacher:
561
Experience / Activity Experience / Activity Experience / Activity Experience / Activity Experience / Activity
562
6. Appendix C: Lesson Plan Template
LESSON PLAN TEMPLATE
Subject Grade
Topic
This is lesson out of lessons for this topic
Relevant learning outcome(s) that this

lesson is contributing to
Learning outcome(s) for this lesson
Plan
Classroom setup,
Episode Time Teacher Activity Learner Activity Differentiation Assessment resources, health &
safety
Beginning
Middle
End
Use as many rows in the table as applicable – add rows if necessary.
563
Evaluation (use this space to

record your immediate
comments on how the lesson
went)
564
7. Appendix D: Lesson Plan Template– Sample 1
Subject Shape, Size and Grade KG2
Colour
Topic All About Us
This is lesson 5 out of 6 lessons for this topic
Relevant learning outcome(s) that this SP1 Shows, in their experimentation with a range of objects and materials, an interest in shape, size, space and colour
lesson is contributing to SP2 Describes simple shapes, sizes and colours using everyday language
SP3 Talks about, recognises and recreates simple patterns
Learning outcome(s) for this lesson Children talk about the socks in the story “My Mum and Dad make me laugh”.
Children colour in and decorate a pair of matching socks
Children peg socks on the line to match patterns in the book and/or to create their own pattern
565
Plan
Episode Time Teacher Activity Learner Activity Differentiation Assessment Classroom

setup,
resources,
health &
safety
Beginning 5 mins Use book “My Mum and Dad Children will talk (in Arabic and/or Teacher should use Do children know A group of 4-
make me Laugh” to show English) about the socks in the Arabic as needed to colour / pattern / 6 children seated
children the different colours story. support children’s size words in Arabic at table(s)
and patterns of the family understanding of the and/or English. around the
Particularly they will talk about the
socks. activity and the teacher.
colours and patterns of the socks.
resources.
Tell children they are going to
Some children will also be able to
decorate some socks and Resources
talk about socks they are wearing or
make patterns with them. should be
socks they have at home.
ready for use
If any of the children are
on the table.
wearing socks talk about
colours and patterns. All children
will need to
be seated so
they can see
the book.
Middle 15 mins Show the children the Children will work in pairs to colour Children will need Observe children’s ‘My Mum and
resources on the table. in and decorate a pair of matching varying amounts of physical skills when Dad Make Me
socks. Laugh’ by N
support to use they are using tools
Tell the children about ‘pairs’ Sharratt
(For spotty socks: colour the socks
566
– two the same. with a felt-tipped pen, then draw rulers, draw round and equipment (ISBN 0-
around the circle-shaped templates, templates and cut (scissors, rulers, 7445-4307-X)
Revisit the book to remind cut out the circles and stick them
out circles. pens and pencils). Pre-cut paper
them about colours and onto the socks.
sock shapes
patterns. For stripy socks: draw lines onto the Have children in three
socks with a ruler, then use several understood the sizes: large,
Give instructions on making different felt-tipped pens to colour medium and
instructions.
the socks the stripes.) small (an
equal number
of each type)
Felt-tipped
pens
Circle-shaped
templates
Scissors
Rulers
Glue
Children may
need varying
amounts of
supervision /
support to
use scissors.
End 10 mins Use the book to look at Children will peg socks on the line to Children can be Can children read / Washing line
different patterns and match the patterns in the book asked to make recognise patterns – and pegs
At the
sequences of socks as they and/or to create their own patterns patterns involving are they able to tell
end of
are hung on the line. based on different degrees of you (in English or
the
567
activity Recreate with washing line Colour difficulty e.g. Arabic) what the
or and children’s socks, the pattern is.
Pattern Red/blue/red/blue
session. patterns in the book
Size Stripe/stripe/spot
Large/medium/small
Some children may

need help to peg
socks on line.
Extension / Leave the socks and the washing line / pegs together with the book for children to choose as free play.
development
Provide real socks or tee-shirts to provide practice at pegging things to the line (promoting muscle development and hand eye co-ordination
will help early writing)
Use as many rows in the table as applicable – add rows if necessary
Evaluation (use this space to  Most of the children were able to reproduce simple / 2 criteria patterns but more practice will be
record your immediate needed for 3 criteria.
comments on how the lesson  Use of rulers/templates/scissors still needs lots of practice – provide daily access on the mark-
went) making table.
 All children know colours in Arabic but lots of practice needed on English names.
 Children needed very different amounts of time to make their socks – could this have been
organised differently.
 Needed a quieter place to work, think about moving work tables to the other side of the room
568
8. Appendix E: Lesson Plan Template – Sample 2
Subject Poetry Grade KG2
Topic On The Move
This is lesson 1 out of 6 lessons for this topic
Relevant learning outcome(s) that this SP1 Takes an active part in singing and rhyming activities, joining in with some of the words and moving to the music
lesson is contributing to SP2 Responds to rhyme in songs and poems and sometimes notice when words begin with the same sound
SP3 Engages in music making. including singing rhymes or humming a rhythm

SP4 Performs simple action songs and nursery rhymes with others, broadly matching dynamics and other elements (e.g. loud, quiet)
Learning outcome(s) for this lesson Children take an active part in the activities in the lesson, joining in, copying words and actions and playing musical instruments.
569
Plan
Episode Time Teacher Activity Learner Activity Differentiation Assessment Classroom setup, resources,
health & safety
Beginning 5 Gather a small group of children Children will be Teacher should use Confirm through (Teacher should have already
min together – ideally 6 at a time, not Arabic as needed to questioning in read the book to know when
 listening to
s. more than 12. (Smaller groups instructions support children’s English / Arabic the resources/instruments will
mean children see the resources  looking at the understanding of that children know be needed)
better and are more likely to selected the activity and the what the book is
resources. Quiet comfortable area of the
participate). Show the book and resources. called.
classroom. Already set up with
tell children the title. Show the
Can they name (in a chair for the teacher and all
supporting resources. Tell
English/Arabic) the the resources needed for the
children what they are going to
instruments and activity.
do
the animal
Adequate space for children to
 Listen to and join in with resources.
sit/kneel/stand comfortably.
the story
Do they
 Copy and join in with the (All children need to be able to
actions understand what
see and hear the teacher but
 Use some of the musical they are going to
not all young children will want
instruments to help tell
be asked to do.
the story to sit – some may choose to
kneel or stand but should not
be in other children’s way)
Book – All Afloat on Noahs

Boat.
Pictures or models of
570
large/small animals (referred to

in book as creatures).
Percussion insruments –
Wood blocks
Tapping sticks
Small drum
Middle 15 Look at the front of the book. Children will be Teacher should use Observe whether Some children will need to
min Arabic as needed to all children are move about as they play
Ask the children what they think  listening to
s. the story support children’s joining in the instruments / perform actions.
the book is about.
 joining in / understanding of activity. This should be allowed as long
Read the first page - copying the the activity and the as they can still see and hear
teachers Observe whether
Invite 3 of the children to come words resources. and are not distracting other
children are able to
and use the instruments – give  joining in / children.
wait for their turn
copying
them a demonstration and verbal to play the
teachers
instructions of what to do and actions instruments.
when to do it.  using musical
instuments
Hold the book so that children
can see the illustrations as it is
read.
Use gesture/actions to support

children’s understanding of ‘wide’
& ‘tall’.
Use animal models to support
571
children’s understanding of
‘creatures great and small’.
Give children opportunities to

repeat each line.
Repeat the whole activity again

with different children using the
instruments.
End 5 Show the children the front of the Children will be Questions can be Ability to talk about Some children may choose not
min book. asked and the story. to join in the discussion. They
 listening to
s and answered in Arabic may have understood but are
Ask – who was the book about?
answering
if some children not confident to talk in groups.
Can anyone tell me something questions
need this support.
that happened?
Timings may need to be adapted depending on children’s ability to concentrate.
Extension / This activity can be developed and extended over the next few days by providing opportunities for children to
development
 have access to the book so that they can ‘read’ it themselves and practise the language and actions used.
 Use a ‘music corner’ where they can play the instruments in the story
 Develop their understanding of size by ordering toy animals, making rows from largest to smallest.
Use as many rows in the table as applicable - add rows if necessary
572
Evaluation (use this space to  Most children seemed to enjoy the story – they were smiling and joining in.
record your immediate  Some children were not very settled – the session lasted a little too long and there was not quite
comments on how the enough space for everyone to be comfortable.
lesson went)  Tarek and Sameena were particularly confident when they told me about the story at the end of
the session.
 It would be useful to provide the model animals as a play activity tomorrow so that children are
more familiar with them.
573
9. Appendix F: Kindergarten Weekly Assessment Record
Weekly Assessment Record Name: Week:
(to be kept in the child's Portfolio)
Date Comments/Observations  initials

Reading
Number
LCEL
Shape, Size
and Colour
574
The World
Around Us
Making
Things
Poetry,
Rhymes &
Songs
Music &
Movement
ICT
Creative
Develop-
ment
PSHE
 Means you have evidence of the child's progress. No tick means it was something you observed.
Initials: Sign with your initials to help remember who made a note of the event.
575
10. Appendix G: Kindergarten Weekly Assessment Record – Sample
Weekly Assessment Record Name: e.g. Mohammed Araf Week: e.g. 2
(to be kept in the child's Portfolio)
Date Comments/Observations  initials

Reading 11/09/10 Mohammed follows the text with his finger NS
Number 14/09/10 Mohammed used his fingers to count to five NS

15/09/10 Mohammed used his fingers to count to ten AT
LCEL
Shape, Size 16/09/10 Lovely painting of a red boat!  NS

and Colour 17/09/10 Mohammed made some beautiful pictures of cars.  AT
576
The World
Around Us
Making 16/09/10 Mohammed made a 3D model today  NS

Things
Poetry,
Rhymes &
Songs
Music &
Movement
ICT 17/09/10 Mohammed was able to match phonic sounds to words AT
Creative
Develop-
ment
PSHE
 Means you have evidence of the child's progress. No tick means it was something you observed.
Initials: Sign with your initials to help remember who made a note of the event.
577
11. Appendix H: NES Kindergarten Assessment Framework (Assessment Record Proforma)
1 Language, communication and emergent literacy

Scale Indicator of child progress Date Teacher comment
Point
1SP 1 The child listens and responds to what others
say through words and/or gestures.
1SP 2 The child initiates talking and listening in

informal contexts with others, displaying
greater confidence.
1SP 3 The child listens attentively and with enjoyment

to stories and rhymes.
1SP 4 The child answers questions about familiar

stories when asked and begins to understand
short, basic, supported classroom instructions.
1SP 5 The child shows an understanding of the

elements of stories such as main character,
sequence of events and endings.
1SP 6 The child interacts with others, taking account

of what they say and attempts to use language
to negotiate plans and activities.
1SP 7 The child often uses language rather than

action to express rehearse and reflect on
experiences and basic likes and dislikes and to
clarify ideas and feelings.
578
1SP 8 The child speaks clearly and with confidence

listener.
1SP 9 The child uses language to work out and clarify

ideas, showing control of a range of
appropriate vocabulary. He or she may ask
questions in order to find out about personal
information and classroom routines and be able
to respond to basic questions on them.
1SP 10 The child talks and listens confidently and with

control, consistently showing awareness of the
listener by including relevant detail.
1SP 11 The child speaks confidently to an unfamiliar

group to share an experience.
1SP 12 The child begins to contribute to discussions

within a group and to use words and phrases to
describe people and objects.
579

2SP 1 The child shows, in their experimentation with a
range of objects and materials, an interest in
shape, size, space and colour.
2SP 2 The child describes simple shapes, sizes and

colours using everyday language.
2SP 3 The child talks about, recognises and recreates

simple patterns.
2SP 4 The child talks about, recognises and recreates

and is able to describe simple patterns using a
range of media.
2SP 5 The child actively engages in exploration and

investigation to gain knowledge and
understanding of the properties of materials in
terms of colour, shape, space, form and
texture.
2SP 6 The childe uses language such as ‘circle’,

square, triangle, or ‘bigger’ to describe the
shape and size of solids and flat shapes and
understands and uses everyday language to
describe position, for example ‘under’, ‘in’, ‘on’,
‘between’, ‘over’.
2SP 7 The child uses language such as ‘greater’,

‘smaller’, ‘heavier’ or ‘lighter’ to compare
quantities.
580
2SP 8 The child demonstrates the ability to use

mathematical ideas associated with shape and
size to solve practical problems in a range of
contexts.
2SP 9 The child is able to complete a sorting,

matching or comparing activity, and then
repeat it using a different criterion (including
their own) as the basis for sorting, e.g. in
arranging hats by size, then by shape.
2SP 10 The child uses mathematical language to

describe the features of solid (3D) objects and
flat (2D) shapes when engaged in building
complex 3-D constructions.
2SP 11 The child recognises reflective symmetry in

familiar 2-D shapes and patterns.
2SP 12 The child understands the properties of

different shapes, e.g. 3 sides of a triangle, and
uses this understanding in applying the
knowledge to new situations e.g. to solve shape
puzzles.
581
3 Making Things
3SP 1 The child shows curiosity and interest by
exploring the artefacts and environments
around them and engages in representational
play
3SP 2 The child chooses objects and materials, to

handle and look at closely, noticing simple
features and developing their exploratory skills.
3SP 3 The child uses simple tools and techniques in

order to make, adapt and build for his or her
own purposes.
3SP 4 The child draws things they will make, and

labels their drawing with their first name. They
begin to talk the activities through, reflecting on
and modifying their actions.
3SP 5 The child shows fine motor control when

manipulating tools and small objects, and
demonstrates this when using a range of media
that require this skill.
3SP 6 The child creates simple joins to arrange and

rearrange 3D models.
3SP 7 The child manipulates (including cuts and joins)

materials successfully using simple tools and
shows awareness of safety issues.
582
3SP 8 The child builds and constructs with a wide

range of materials, selecting appropriate
resources, tools and techniques and adapting
her/his work where necessary. The child begins
to use captions
3SP 9 The child demonstrates coordination and

control in their use of the full range of tools and
equipment provided.
3SP 10 The child makes observational drawings and

produces a record of their simple planning and
construction activities. The child also identifies
and names the key features and properties.
3SP 11 The child applies and adapts techniques and
knowledge to create their own ideas and
outcomes in a variety of ways that include all
types of expression at different points in time.
3SP 12 The child evaluates finished products

commenting on the design intention, and
identifying changes that need to be made. They
also evaluate the work of others offering
positive suggestions and advice.
583

4SP 1 The child experiments with mark making In
recording and reporting their observations,
sometimes ascribing meaning to the marks
4SP 2 The child records and reports their

observations. The child uses some clearly
identifiable letters to communicate meaning.
4SP 3 The child records and reports their

observations. The child’s attempts at writing
words include some appropriate letters, usually
in the initial position.
4SP 4 The child uses all their relevant senses to

investigate places, objects, materials and living
things. The child identifies and labels positive
and negative features forming recognisable
letters, most of which are correctly formed.
4SP 5 The child shows a natural curiosity and desire

to find out more, asking questions about their
own or others’ activity.
4SP 6 The child begins to sequence simple events

and has a simple understanding of important
personal and family events and differences
between ‘now’ and ‘then’. The child also knows
that different people have different experiences
and different beliefs.
584
4SP 7 The child begins to record observations using

symbols/pictures/simple signs or phrases, and
makes phonetically plausible attempts at more
complex words
4SP 8 The child shows an understanding of how

information can be found in non-fiction texts
and information sources, to answer questions
about where, who, why and how.
4SP 9 The child attempts to hold a pen/pencil in a

comfortable and efficient grip in order to write in
a variety of forms using an appropriate range of
vocabulary.
4SP 10 The child begins to explore changes in their

environment and to investigate making simple
observations from evidence, both indoors and
outdoors (e.g. about familiar places and
issues).
4SP 11 The child begins to identify what did and did not
work in their investigations and to make
predictions based on previous experiences.
4SP 12 The child begins to attempt to form higher and

lower case letters of regular size and shape. In
project work the child begins to be able to
provide an account of the steps that they will
need to take to carry out an investigation and
develop new ideas from their own experiences.
585

5SP 1 The child takes an active part in singing and
rhyming activities, joining in with some of the
words and moving to the music.
5SP 2 The child responds to rhyme in songs and

poems and sometimes notices when words
begin with the same sound.
5SP 3 The child engages in music making. This

includes singing rhymes or humming a rhythm.
5SP 4 The child performs simple action songs and

nursery rhymes with others, broadly matching
dynamics and other elements (e.g. loud, quiet).
5SP 5 The child sings simple songs from memory

(often as he or she engages with other
activities).
5SP 6 The child listens with enjoyment, and responds

to stories, songs and other music, rhymes and
poems.
5SP 7 The child recognises and explores how sounds

can be changed, recognising repeated sounds
and sound patterns.
5SP 8 The child makes up and records their own

rhymes, songs, alliterative chants, and
nonsense verses.
586
5SP 9 The child sings and narrates a widening range

of songs and poems, developing diction, and
refining the elements (getting louder, quieter,
faster, slower).
5SP 10 The child sings songs keeping broadly in tune,

developing diction and breathing to enhance
their performance.
5SP 11 The child accompanies songs by using a

variety of vocal sounds, chanting, recitation etc.
5SP 12 The child expresses feelings and preferences in

response to artwork, drama and music and
makes some comparisons and links between
different pieces.
587

6SP 1 The child reacts to stories, music and rhythm,
copying gestures and movements.
6SP 2 The child creates gestures and movement in

response to stories, music and rhythm and
judges body space in relation to spaces
available.
6SP 3 The child adjusts speed and direction

purposefully, shows respect for other children’s
personal space and demonstrates control in
large- and small-scale movements.
6SP 4 The child negotiates small and large spaces

successfully and safely.
6SP 5 The child uses gesture and movement to

express feelings and experiences and matches
movements to music
6SP 6 The child uses small and large equipment,

demonstrating competence in using them for a
range of purposes.
6SP 7 The child demonstrates a range of movements

freely e.g. skipping, hopping, jumping, stepping
and is able to show stillness and balance.
588
6SP 8 The child repeats, links and adapts simple

movements, sometimes commenting on his or
her work. He or she demonstrates coordination
and control in large- and small-scale-
movements.
6SP 9 The child interprets music by moving in different

ways, producing facial expressions etc. (e.g.
move or create actions to reflect happy/ fast/
slow/ relaxed music).
6SP 10 The child works on their own, with a partner

and in a small group to pass and
retrieve/catch/pass a range of small equipment
e.g. balls, beanbags, quoits, and also to
develop and communicate ideas using their
imagination (e.g. listening to a piece of music
and representing the mood through dance).
6SP 11 The child participates in paired and team

games following simple instructions and basic
rules and demonstrates awareness through
movement and/or talking (e.g. that was too
slow/fast; could we play it louder/ quieter).
6SP 12 The child makes distinctions between familiar

musical and movement elements, can
represent these through images (e.g. arranging
shapes or drawing images to represent sounds
and/or positions) and discusses how these
have been used effectively in their own and
others’ music.
589
7 Reading
7SP 1 The child should be developing an interest in
books and learning to handle them
appropriately, turning pages and looking at
pictures.
7SP 2 The child recognises that information can be

relayed in the form of print.
7SP 3 The child recognises some familiar words, for

example his or her own name and common
words in the environment. The child links some
sounds to specific letters, for example the
letters in his or her name, and is able to
recognise a few of them.
7SP 4 The child knows that, in English, print is read

from left to right, in Arabic from right to left, and
in both from top to bottom. He or she is also
able to name and sound some letters of each
alphabet
7SP 5 The child begins to hear and say sounds in

simple Consonant-Vowel-Consonant (CVC)
words and may begin to recognise, identify,
sound and name some letters of the alphabet.
7SP 6 The child attempts to sight read some high-

frequency words in a range of contexts.
590
7SP 7 The child may be able to blend sounds together

in the order in which they occur to say simple
CVC words. They can also read a range of
familiar and common words and simple
sentences making some use of a range of
cues, including knowledge of the story or
context, and word/letter recognition.
7SP 8 The child attempts to read words which are new

to them, with adult support, by attempting to
recognise, identify, sound, segment and blend
phonemes in individual words..
7SP 9 The child uses their knowledge of letters,

sounds and words when reading and writing
independently
7SP 10 The child attempts to read familiar books of

their own choice, occasionally with some
fluency and accuracy
7SP 11 The child enjoys a range of books, and

discusses preferences.
7SP 12 The child begins to use, with support, a range

of strategies to read simple texts or use a
simple picture dictionary independently He or
she may begin to understand that some sounds
have more than one spelling.
591
8 Number
8SP 1 The child joins in number rhymes and songs in
practical contexts.
8SP 2 The child counts up to three objects and counts

out or takes a specified number of items from a
larger collection of objects.
8SP 3 The child counts up to six objects and counts out

or takes a specified number of items from a
8SP 4 The child recites the number names in sequence,

counting to, or backwards from, at least 10.
8SP 5 The child counts up to 10 objects and counts out

or takes a specified number of things from a
larger collection of objects showing reliable 1:1
correspondence.
8SP 6 The child arranges in order a complete set of

numbers from 1 to 10.
8SP 7 The child has a secure understanding of

numbers to 20, counting objects and recognising
and writing numbers accurately.
8SP 8 The child begins to use some of the vocabulary

involved in addition and subtraction, for example
‘one’s gone’, ‘some left’, ‘one more’.
592
8SP 9 The child compares two groups of objects and

recognises differences between unequal groups.
8SP The child finds how many there are in two groups
10 by combining and counting them. The child is
able to find one more or fewer in practical
contexts.
8SP In practical contexts, the child understands and

11 begins to use vocabulary involved in addition and
subtraction, such as ‘add’, ‘take away’, ‘makes’,
‘altogether’, ‘how many’, etc.
8SP The child can create and describe simple number

12 patterns and sequences using mathematical
vocabulary.
Teacher comments on cross-curricular themes Date 28/09/10 Baseline
PSHE
CD
ICT
PSHE - Personal, Social, Health and Emotional (PSHE) Development. Including:
Dispositions and attitudes Social development Emotional development Health education

CD - Creative Development
ICT – Information and Communications Technologies
593
12. Appendix I: NES Kindergarten Assessment Framework (Assessment Record Proforma) – Sample
1 Language, communication and emergent literacy

Scale Indicator of child progress Date Teacher comment
Point
1SP 1 The child listens and responds to what others 28/09/11  Akil enjoys joining in. (baseline)
say through words and/or gestures.
1SP 2 The child initiates talking and listening in 28/09/11  Akil talks to others while playing in the sand pit. (baseline)
informal contexts with others, displaying
greater confidence.
1SP 3 The child listens attentively and with enjoyment 28/09/11  Good listening behaviour, attentive. (baseline)
to stories and rhymes.
1SP 4 The child answers questions about familiar 28/09/11  Akil asks questions about our stories. (baseline)
stories when asked and begins to understand
short, basic, supported classroom instructions.
1SP 5 The child shows an understanding of the 05/10/11 W Is beginning to show understanding of characters, but sometimes
elements of stories such as main character, has difficulty with sequence of events.
sequence of events and endings.
1SP 6 The child interacts with others, taking account 23/11/10i  Akil interacts well with others, his use of language is
of what they say and attempts to use language improving.
to negotiate plans and activities.
594
1SP 7 The child often uses language rather than 11/01/11 W Akil is working towards using language more often rather than
action to express rehearse and reflect on actions.
experiences and basic likes and dislikes and to
clarify ideas and feelings.
1SP 8 The child speaks clearly and with confidence 01/02/11 W Akil's confidence is increasing, he initiates conversations.
listener.
1SP 9 The child uses language to work out and clarify 15/03/11  Akil's increasing grasp of the language is clear, he has
ideas, showing control of a range of progressed well.
appropriate vocabulary. He or she may ask
questions in order to find out about personal
information and classroom routines and be able
to respond to basic questions on them.
1SP 10 The child talks and listens confidently and with 19/04/11  Akil will be able to move to G1 with confidence.
control, consistently showing awareness of the
listener by including relevant detail.
1SP 11 The child speaks confidently to an unfamiliar

group to share an experience.
1SP 12 The child begins to contribute to discussions

within a group and to use words and phrases to
describe people and objects.
595

2SP 1 The child shows, in their experimentation with a 28/09/11 W Halima at the moment does not want to join in but prefers to
range of objects and materials, an interest in stay by my side.
shape, size, space and colour.
2SP 2 The child describes simple shapes, sizes and 28/09/11 W Halima is quiet and shy and is not quite ready to talk.
colours using everyday language.
2SP 3 The child talks about, recognises and recreates 28/09/11  Halima pointed to patterns and matched them well.
simple patterns.
2SP 4 The child talks about, recognises and recreates 28/09/11 She clearly likes patterns and enjoys painting them. She said
and is able to describe simple patterns using a “star” to herself – a good start!
range of media.
2SP 5 The child actively engages in exploration and 05/10/11  Halima's favourite subject. She has started to use occasional
investigation to gain knowledge and words while drawing, painting and making things (“cut it”,
understanding of the properties of materials in star, blue)
terms of colour, shape, space, form and
texture.
2SP 6 The childe uses language such as ‘circle’,

square, triangle, or ‘bigger’ to describe the
shape and size of solids and flat shapes and
understands and uses everyday language to
describe position, for example ‘under’, ‘in’, ‘on’,
‘between’, ‘over’.
596
2SP 7 The child uses language such as ‘greater’,

‘smaller’, ‘heavier’ or ‘lighter’ to compare
quantities.
2SP 8 The child demonstrates the ability to use

mathematical ideas associated with shape and
size to solve practical problems in a range of
contexts.
2SP 9 The child is able to complete a sorting,

matching or comparing activity, and then
repeat it using a different criterion (including
their own) as the basis for sorting, e.g. in
arranging hats by size, then by shape.
2SP 10 The child uses mathematical language to

describe the features of solid (3D) objects and
flat (2D) shapes when engaged in building
complex 3-D constructions.
2SP 11 The child recognises reflective symmetry in

familiar 2-D shapes and patterns.
2SP 12 The child understands the properties of

different shapes, e.g. 3 sides of a triangle, and
uses this understanding in applying the
knowledge to new situations e.g. to solve shape
puzzles.
597
3 Making Things
3SP 1 The child shows curiosity and interest by 28/0  Husani loves making things and gets very excited.
exploring the artefacts and environments 9/11
around them and engages in representational
play
3SP 2 The child chooses objects and materials, to 28/0  He constantly picks things up to look at them and joins in
handle and look at closely, noticing simple 9/11 enthusiastically.
features and developing their exploratory skills.
3SP 3 The child uses simple tools and techniques in 28/0  Excellent work making things.
order to make, adapt and build for his or her 9/11
own purposes.
3SP 4 The child draws things they will make, and 28/0  Husani loves making labels and can describe what he is doing.
labels their drawing with their first name. They 9/11
begin to talk the activities through, reflecting on
and modifying their actions.
3SP 5 The child shows fine motor control when

manipulating tools and small objects, and
demonstrates this when using a range of media
that require this skill.
3SP 6 The child creates simple joins to arrange and

rearrange 3D models.
598
3SP 7 The child manipulates (including cuts and joins)

materials successfully using simple tools and
shows awareness of safety issues.
3SP 8 The child builds and constructs with a wide

range of materials, selecting appropriate
resources, tools and techniques and adapting
her/his work where necessary. The child begins
to use captions
3SP 9 The child demonstrates coordination and

control in their use of the full range of tools and
equipment provided.
3SP 10 The child makes observational drawings and

produces a record of their simple planning and
construction activities. The child also identifies
and names the key features and properties.
3SP 11 The child applies and adapts techniques and
knowledge to create their own ideas and
outcomes in a variety of ways that include all
types of expression at different points in time.
3SP 12 The child evaluates finished products

commenting on the design intention, and
identifying changes that need to be made. They
also evaluate the work of others offering
positive suggestions and advice.
599

4SP 1 In recording and reporting their observations, 28/0  Monifa is very chatty while mark making.
the child experiments with mark making, 9/11
sometimes ascribing meaning to the marks
4SP 2 In recording and reporting their observations, 28/0 W Monifa is trying very hard to use identifiable letters.
the child uses some clearly identifiable letters to 9/11
communicate meaning.
4SP 3 In recording and reporting their observations, 28/0 W She enjoys making the shapes in the air and in the sand.
the child’s attempts at writing words include 9/11
some appropriate letters, usually in the initial
position.
4SP 4 The child uses all their relevant senses to 28/0 W Monifa needs more practice in forming recognisable letters but she
investigate places, objects, materials and living 9/11 is doing very well.
things. The child identifies and labels positive
and negative features forming recognisable
letters, most of which are correctly formed.
4SP 5 The child shows a natural curiosity and desire 05/0  Monifa is very sociable and is curious about the world in general.
to find out more, asking questions about their 9/11
own or others’ activity.
600
4SP 6 The child begins to sequence simple events

and has a simple understanding of important
personal and family events and differences
between ‘now’ and ‘then’. The child also knows
that different people have different experiences
and different beliefs.
4SP 7 The child begins to record observations using

symbols/pictures/simple signs or phrases, and makes
phonetically plausible attempts at more complex
words
4SP 8 The child shows an understanding of how information

can be found in non-fiction texts and information
sources, to answer questions about where, who, why
and how.
4SP 9 The child attempts to hold a pen/pencil in a

comfortable and efficient grip in order to write in a
variety of forms using an appropriate range of
vocabulary.
4SP 10 The child begins to explore changes in their

environment and to investigate making simple
observations from evidence, both indoors and
outdoors (e.g. about familiar places and issues).
4SP 11 The child begins to identify what did and did not work
in their investigations and to make predictions based
on previous experiences.
601
4SP 12 The child begins to attempt to form higher and lower

case letters of regular size and shape. In project work
the child begins to be able to provide an account of
the steps that they will need to take to carry out an
investigation and develop new ideas from their own
experiences.

5SP 1 The child takes an active part in singing and 28/0 W Mensah does not like taking part in the singing at the moment but
rhyming activities, joining in with some of the 9/11 he is attentive and happy to listen.
words and moving to the music.
5SP 2 The child responds to rhyme in songs and 28/0  Mensah is aware of rhyme and often nods his head in time or taps
poems and sometimes notices when words 9/11 his hand. He mouths sounds.
begin with the same sound.
5SP 3 The child engages in music making. This 28/0 This is Mensah's favourite activity.
includes singing rhymes or humming a rhythm. 9/11
5SP 4 The child performs simple action songs and 28/0 Mensah joins in well and is able to follow loud and quiet.
nursery rhymes with others, broadly matching 9/11
dynamics and other elements (e.g. loud, quiet).
5SP 5 The child sings simple songs from memory 05/0 W Mensah cannot remember all the words but he has started to enjoy
(often as he or she engages with other 9/11 singing.
activities).
602
5SP 6 The child listens with enjoyment, and responds

to stories, songs and other music, rhymes and
poems.
5SP 7 The child recognises and explores how sounds

can be changed, recognising repeated sounds
and sound patterns.
5SP 8 The child makes up and records their own

rhymes, songs, alliterative chants, and
nonsense verses.
5SP 9 The child sings and narrates a widening range

of songs and poems, developing diction, and
refining the elements (getting louder, quieter,
faster, slower).
5SP 10 The child sings songs keeping broadly in tune,

developing diction and breathing to enhance
their performance.
5SP 11 The child accompanies songs by using a

variety of vocal sounds, chanting, recitation etc.
5SP 12 The child expresses feelings and preferences in

response to artwork, drama and music and
makes some comparisons and links between
different pieces.
603

6SP 1 The child reacts to stories, music and rhythm, 28/0  Sagira really likes music and movement and uses gestures.
copying gestures and movements. 9/11
6SP 2 The child creates gestures and movement in 28/0  Sagira is very good at judging body space and uses good movement.
response to stories, music and rhythm and 9/11
judges body space in relation to spaces
available.
6SP 3 The child adjusts speed and direction 28/0  Sagira is very considerate of others around her, she can do small-
purposefully, shows respect for other children’s 9/11 scale and large-scale movements.
personal space and demonstrates control in
large- and small-scale movements.
6SP 4 The child negotiates small and large spaces 28/0  She has no problems here.
successfully and safely. 9/11
6SP 5 The child uses gesture and movement to 05/0 Sagira excels at expression to music.
express feelings and experiences and matches 9/11
movements to music
6SP 6 The child uses small and large equipment,

demonstrating competence in using them for a
range of purposes.
6SP 7 The child demonstrates a range of movements

freely e.g. skipping, hopping, jumping, stepping
and is able to show stillness and balance.
604
6SP 8 The child repeats, links and adapts simple

movements, sometimes commenting on his or
her work. He or she demonstrates coordination
and control in large- and small-scale-
movements.
6SP 9 The child interprets music by moving in different

ways, producing facial expressions etc. (e.g.
move or create actions to reflect happy/ fast/
slow/ relaxed music).
6SP 10 The child works on their own, with a partner

and in a small group to pass and
retrieve/catch/pass a range of small equipment
e.g. balls, beanbags, quoits, and also to
develop and communicate ideas using their
imagination (e.g. listening to a piece of music
and representing the mood through dance).
6SP 11 The child participates in paired and team

games following simple instructions and basic
rules and demonstrates awareness through
movement and/or talking (e.g. that was too
slow/fast; could we play it louder/ quieter).
6SP 12 The child makes distinctions between familiar

musical and movement elements, can
represent these through images (e.g. arranging
shapes or drawing images to represent sounds
and/or positions) and discusses how these
have been used effectively in their own and
others’ music.
605
7 Reading
7SP 1 The child should be developing an interest in 28/0  Baraka shows an interest in our bookshelf and likes looking at
books and learning to handle them 9/11 them. (baseline test)
appropriately, turning pages and looking at
pictures.
7SP 2 The child recognises that information can be 28/0 He understands what print is (baseline test)
relayed in the form of print. 9/11
7SP 3 The child recognises some familiar words, for 28/0 (baseline test)  Baraka can recognise his own name and loves to say
example his or her own name and common 9/11 his name when pointing to it.
words in the environment. The child links some
sounds to specific letters, for example the
letters in his or her name, and is able to
recognise a few of them.
7SP 4 The child knows that, in English, print is read 28/0 (baseline test) W Baraka is aware that English is left to right, he
from left to right, in Arabic from right to left, and 9/11 likes sounding letters but does not as yet know them all.
in both from top to bottom. He or she is also
able to name and sound some letters of each
alphabet
7SP 5 The child begins to hear and say sounds in 05/1 Very well done.
simple Consonant-Vowel-Consonant (CVC) 0/11
words and may begin to recognise, identify,
sound and name some letters of the alphabet.
7SP 6 The child attempts to sight read some high- 28/0  Baraka shows an interest in our bookshelf and likes looking at
frequency words in a range of contexts. 9/11 them. (baseline test)
606
7SP 7 The child may be able to blend sounds together

in the order in which they occur to say simple
CVC words. They can also read a range of
familiar and common words and simple
sentences making some use of a range of
cues, including knowledge of the story or
context, , and word/letter recognition.
7SP 8 The child attempts to read words which are new

to them, with adult support, by attempting to
recognise, identify, sound, segment and blend
phonemes in individual words..
7SP 9 The child uses their knowledge of letters,

sounds and words when reading and writing
independently
7SP 10 The child attempts to read familiar books of

their own choice, occasionally with some
fluency and accuracy
7SP 11 The child enjoys a range of books, and

discusses preferences.
7SP 12 The child begins to use, with support, a range

of strategies to read simple texts or use a
simple picture dictionary independently He or
she may begin to understand that some sounds
have more than one spelling.
607
8 Number
8SP 1 The child joins in number rhymes and songs in 28/0 Jamila can already count up to ten.
practical contexts. 9/10
8SP 2 The child counts up to three objects and counts 28/0  Jamila has no problems and enjoys sorting and counting activities.
out or takes a specified number of items from a 9/10
8SP 3 The child counts up to six objects and counts 28/0  Well done.
out or takes a specified number of items from a 9/10
8SP 4 The child recites the number names in 28/0 W Jamila has difficulty reciting backwards at the moment.
sequence, counting to, or backwards from, at 9/10
least 10.
8SP 5 The child counts up to 10 objects and counts 05/1  Very well done.
out or takes a specified number of things from a 0/10
larger collection of objects showing reliable 1:1
correspondence.
8SP 6 The child arranges in order a complete set of

numbers from 1 to 10.
8SP 7 The child has a secure understanding of

numbers to 20, counting objects and
recognising and writing numbers accurately.
8SP 8 The child begins to use some of the vocabulary

involved in addition and subtraction, for
example ‘one’s gone’, ‘some left’, ‘one more’.
608
8SP 9 The child compares two groups of objects and

recognises differences between unequal
groups.
8SP 10 The child finds how many there are in two

groups by combining and counting them. The
child is able to find one more or fewer in
practical contexts.
8SP 11 In practical contexts, the child understands and

begins to use vocabulary involved in addition
and subtraction, such as ‘add’, ‘take away’,
‘makes’, ‘altogether’, ‘how many’, etc.
8SP 12 The child creates and describe simple number

patters and sequences using mathematical
vocabulary.
609
Teacher comments on cross-curricular themes

Date 28/09/10 Baseline
PSHE Layla is very quiet and shy in the classroom. She lacks self-confidence. I have put her next to someone I think she will
get on with. We are going to make some portfolios and I hope she will enjoy personalising hers. She likes playing
outside and appears quite confident when playing on the climbing frame and at water play.
CD Layla is very creative and has made some beautiful pictures.
ICT Layla is reluctant to do work in ICT at the moment and prefers going outside to play.
PSHE – Personal, Social, Health and Emotional (PSHE) Development. Including:
 Dispositions and attitudes
 Social development
 Emotional development
 Health education
CD - Creative Development
ICT – Information and Communications Technologies
610
13. Appendix J: Child’s Ticklist for Play Activities
I have played: Activity – Tick  when you have tried it
Child’s name:
Role play Painting Dough Plaque Tricycle Sand Water Construction
611
Nile Egyptian Schools | Teaching Guide | Kindergarten 2

© University of Cambridge International Examinations 2010

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Teaching Guide for Kindergarten 2

Topic 1: All About Us 29

Topic 2: On the Move 96

Topic 3: Fly Me to the Moon 169

Topic 4: Hide and Seek 277

Topic 5: When I Grow Up 387

Topic 6: Commotion in the Ocean! 461

6 Appendix C: Lesson Plan Template 562

7 Appendix D: Lesson Plan Template – Sample 1 564

8 Appendix E: Lesson Plan Template – Sample 2 568

9 Appendix F: Kindergarten Weekly Assessment Record 573

10 Appendix G: Kindergarten Weekly Assessment Record – 575

Teaching Guide for Kindergarten 2

The documents that set out the NES curriculum

Long-term, medium-term and short-term planning

As a teacher, you will be planning for different periods of time:

 Medium-term planning: planning in more detail for a self-contained period such

How is all the information about teaching and learning in Kindergarten

An emergent curriculum in this sense is understood as a curriculum that supports the

Guidance on Pedagogy, Play and Routines and Kindergarten

Curriculum and Assessment Framework

Guidance on Pedagogy, Play and NES Kindergarten Curriculum &

Areas of Learning and Core Skills

1 Language, Communication and Emergent Literacy

2 Shape, Size and Colour

4 The World Around Us

5 Poetry, Rhymes and Songs

6 Music and Movement

Communications Technology (ICT)

Personal, Social, Health and Emotional (PSHE)

Expectations in these Areas of Learning and Core Skills

Children will be working towards:

1 Language, Communication and Emergent Literacy:

 using language for an increasing range of purposes.

 using language (and sometimes actions) to gain attention, demonstrate or explain

 extending their vocabulary.

2 Shape, Size and Colour:

 showing curiosity about shapes, size, space and colour.

 matching some shapes by recognising similarities and differences.

 using mathematical names for 2D and 3D shapes.

 talking about and recognising simple patterns.

 recognising and naming common colours.

 constructing with a purpose in mind, using a variety of resources.

 using simple tools and techniques competently and appropriately.

 describing and talking about what they see.

 using mark making (emergent writing) for labels and captions.

4 The World Around Us:

 using writing as a means of recording and communicating, including their own

 using phonic knowledge to make plausible attempts at common words.

5 Poetry, Rhymes and Songs:

6 Music and Movement:

 responding to music and sound through experiences, using different instruments

 imitating, enjoying and extending their responses, showing an awareness of

 moving with confidence, imagination and in safety.

7 Reading (Core Skill):

 showing interest in illustrations and print in books and the environment.

 knowing that information can be conveyed in the form of print.

 enjoying an increasing range of books.

 employing increasingly sophisticated reading behaviours.

8 Number (Core Skill):

 using ordinal numbers in different contexts.

 recognising the numerals 0 to 10 (and beyond).