Learning Log

1. Learning Log Early Years Autumn 2011

2. Our Learning Skills Listen with your ears. Gwrandewch. Look with your eyes. Edrychwch. Think with your head. Meddyliwch. Keep still. Eisteddwch. Keep quiet.

3. Early Years Autumn Termly Planner Mathematical Development CDAP Initial Assessment Nursery Number Rhymes to 5 Numbers to 5 (collaging, playdoh, sand) Sorting (type, colouretc) Matching Measure, weight (lightest to heaviest) Handling and using money in role play are/shops in square mile Reception Counting to 10 with cups and money (forwards and backwards) Writing numbers to 10 Positional language, over under through etc Sorting/Matching objects into groups of shape and size Measure, little, medium, big, huge Calculating – vocabulary of addition 2d Shape (identifying similarities and matching) Language, Literacy and Communication Reading CDAP Initial Assessment Read Write Inc. Fairy Tales/Autumn time/Christmas/Farmyard stories Pre reading activities (odd one out etc) Recognising own names Reading signage/ captions in environment Yellow Door activities Writing CDAP Initial Assessment Read Write Inc. Letter patterns/ formation/emergent writing Taking orders in ‘Builder’s Yard’ shop Dictating/writing sentences for their pictures Speaking and Listening CDAP Initial Assessment The Sunshine Book (show and tell) Circle time – describing characters and feelings Role play areas Time to Talk (n) Dramatising stories Listening to a selection of audio books Story language-Once upon a time/predicting endings (Yellow Door) Once upon a time (The three little pigs) Personal, Social, Well Being and Cultural Diversity SEAL (New beginnings) New school environment/routines New starters (transition from home to school) Developing independence New school/class rules Time to Talk (n) The Sunshine Book (show and tell) Seasonal changes Caring for the environment Show care and respect for others Fundraising activities within the school Contacting our partner school in Uganda Personal hygiene – toothbrush bus Moral situations in stories, the big bad wolf, the three pigs etc Outdoor Learning/The Square Mile/Forest School Nature walks Trip to Aberdare Country Park Gardening activities to be ongoing Feeding the birds throughout the Autumn/Wintertime Harvest Service in Church Christmas concert/Trip Local shops to buy produce for cooking Looking at local houses for materials. Forest Schools/’Inside, Outside’ Esis folder ICT Nursery : Use simple computer programmes through a range of access devices Follow simple instructions Reception Sequence upto 4 key pictures/words/symbols to communicate their developing knowledge of ICT. Use ICT Tto express their ideas and feelings.

4. Early Years Autumn Termly Planner Knowledge and Understanding of the World Development Places and People Visit Aberdare Country Park to observe seasonal changes Visit a farmyard and find out what animals live there, what materials are used to build a barn, sheep pen, pig sty, dog kennel, hen house etc. Identifying a farmer by his characteristics. Draw a simple map of a farmyard Using a Beebot to follow a simple route around a farm (in a role play situation) Time and People Familiarise children with daily routine, Sequence events/stories, such as daily routine Compare new to old houses in the square mile. Home/School task, ‘All about me’ booklet Myself and Living/non living things Create the three pigs houses and test the strength of the houses with a fan or a hair dryer. Discuss how bricks are made, and create our own bricks from clay. Look at bricks in the environment, are they all the same colour?, can you see patterns in the brickwork Identifying and caring for farmyard animals. Creative Development Art, Craft and Design Mixing primary colours to create Autumnal colours Observational drawings of trees in Autumn Collage work depicting the story ’The three pigs’ Christmas craft Create and construct three pigs houses Music Harvest/Christmas songs Out of the Ark ‘The three little pigs’ songs Create different sound effects to represent story. Creative Movement Using untuned percussion to create sound effects to accompany story ‘The three little pigs’ Physical Development CDAP Initial Assessment Gross motor Skills Large outdoor equipment such as bikes, scooters, climbing frame, obstacle course Play to Learn Dance stimulus – The three little pigs/ farm animals Action songs to move their bodies Fine Motor Skills Mark making Developing scissor skills/threading skills/pencil skills/manipulative skills Welsh Language Development Welsh songs Bant a ni Welsh in environment Exploring the square mile/Visiting Aberdare Country Park Ngfl-cymru, y fferm TediTwt Religious Education Harvest story Christmas story Feelings Eco Schools/Healthy Schools Contacting link school in Uganda Healthy Eating (fruit and veg)

5. Early Years Autumn 2011 Skills The Three Little Pigs ICT Basic skills Outcome 1 I can use simple computer programs through a range of input devices. I can make connections between the input device and the effect on screen I understand that ICT devices can be switched off I show an interest in TV, videos, CDs, cameras and computers and handle them appropriately Outcome 2 I am beginning to choose equipment and software for familiar activities I have developed my gross and fine motor skills through the use of varied tools, including ICT I can follow simple instructions when using ICT Outcome 3 I can play a track from a cd/talking book Communication Outcome 1 I have experienced information presented through sound and pictures I have experienced a range of stimuli and show enjoyment when talking about pictures, words and sounds I can use my preferred hand and make marks using appropriate software Outcome 2 I can listen carefully to a variety of visual and audio-visual stimuli I can use ICT to express my ideas and feelings I can sequence up to four key pictures/words/symbols using ICT Modelling Outcome 1 I can use ICT toys in role play Outcome 2 I can make simple predictions based on my experiences of ICT I can load a familiar resource and make choices Internet and Email Outcome 1 I have been introduced to the use of the internet Outcome 2 I can ask an adult to help me access a website Outcome 3 I understand that information comes from various sources including the internet Welsh Language Development Nursery Oracy Outcome 2 Respond to simple instructions and questions verbally and non verbally. Use simple words and answer phrases. Join in with action songs and rhymes. Reading Outcome 2 Look at and talk about Welsh books Writing Outcome 2 Pretend to write Welsh words Reception Oracy Outcome 3 Respond to simple instructions and questions verbally and non verbally. Include Welsh words in play situations. Repeat, memorise songs and rhymes Reading Outcome 2 Look at and talk about Welsh books Writing Outcome 2 Pretend to write Welsh words

6. Early Years Autumn Termly Planner Physical Development. OC1. Develop an awareness of space around them. Talks about being out of puff. Enjoys using equipment such as mobile phones in role play. With prompts and with support can move small equipment. Move in different ways by running, stepping, sliding, rolling, and crawling. Listen to instructions, start, stop on command. Join in familiar my lead type activities. Play with a friend. Build a tower of 6 blocks. Play safely with a friend. Negotiate large obstacles. Recognise and begin to use equipment in their environment. Catch a large ball thrown by an adult. Begin to be aware that games have rules and will take turns with support. OC2. Tries to sustain exercise for short periods of time. When questioned can talk about breathing and feeling warmer during exercise. Moves and plays with some support and is becoming aware of space. Uses a variety of movements with increasing control and less support. Jump down and land safely from low objects onto 2 feet. Begin to perform basic creative movements. Build a tower of 9-10 blocks. Follow a simple trail. Walk in different directions. Join in group games or activities. Pupils begin to perform basic physical skills. Climb over obstacles. Catch a large ball independently. Take turns and starts to follow rules with support. OC3. Get changed with support. Start to use basic actions – travel, balance, stillness. Follow a trail with support. Walk forwards/backwards. Send and receive an object with a partner. Throw and catch a large ball independently. Religious Education. OC1. To communicate with encouragement their feelings and experiences. To show knowledge of daily routines. To think about classroom rules. Oc2. To answer questions about their feelings and experiences. To follow classroom rules. Oc3. To communicate their knowledge of religious stories. To think about school rules. To become increasingly aware of and sensitive to the needs of others.

7. Knowledge and Understanding of the World People and Places Outcome 1 To talk about their home To follow simple routes in role play situation To name different types of transport Outcome 2 To talk about their homes using appropariate vocabulary To follow simpleroutes in familiar envionments Outcome 3 To sequence a route or journey using photographs. To draw simple maps Create small world scenarios To identify some workers by their characteristics Time and People Outcome 1 To sequence events that children are familiar with over a short period of time, daily routine. To listen with enjoyment to stories from differernt periods including stories from Wales. To distinguish between old and new objects Outcome 2 To sequence events and objects that are familiar to children over a longer period of time To match activities to certain times/days of the week and show appreciation of past and present. To listen and respond to stories from different periods and cultures including stories from Wales using words relating to the passage of time. To distinguish between old and new objects and give reasons why. Myself and Living/non living things Outcome 1 Recognise themselves amd familiar people Explore immediate and familiar environment Use words, signs or symbols to communicate their observations. Begin to use basic tools that are provided. To explore and discover different properties of natural materials Outcome 2 Offer own ideas, making connections to own experiences Confident in finding way in fmiliar surroundings. Make straightforward choices about materials/equipment to complete a given task Handle and use a range of tools and materials safely To explore and discover natural materials and begin to describe the differences and similarities Begin to identify the differences between themselves and other children. Uses senses in a variety of ways Outcome 3 Identify seasonal changes in the environment Begin to record observations in a range of ways. Identify changes in natural features and range of materials, seasonal changes.

8. Creative Music Outcome 1 To join in with familiar songs To explore a range ofdiffernet sound sources To respond creatively toa range of stimuli Listen to their own and other’s music Outcome 2 To sing a range of familiar songs To experiment with making sounds using body and instruments To respond creatively to a range of stimuli, in performance, dance or singing. To imitate and repeat simple sound patterns To listen to their own music and that of others including different cultures, periods and genres. Outcome 3 To sing a variety of simple songs with some control of dynamics To play simple musical instruments and respond to different sounds To respond creatively to a range of stimuli, in performance, dance or singing To play short musical patterns Dance outcome 3 Repeat and memorise songs and rhymes. Art and Design Outcome 1 To match primary and secondary colours Make marks with paint using bodyparts and basic tools Handle, feel and manipulates malleable materials Handles different materials for collage Make marks on a variety of paper using different drawing tools Outcome 2 Name a wide range of colours Make marks with a variety of brushes Use marks, lines and curves expressively Pull apart and reconstruct basic shapes using malleable materials. Select, sort, cut tear and join materials. Outcome 3 Use line to represent objects seen, remembered or imagined. Experiments with basic tools on malleable materials e.g rolling, cutting,pressure texture Design and Technology Outcome 1 Use senses to explore fod, taste, smell, texture and appearance Begin to be aware of healthy foods, fruit and veg Be aware of the importance of hand washing before preparing and eating food With support use a computer programmable toy, Beebot Understand that materials are joinde together in a number of ways Begin to explore and enjoy using construction and other materials within their environment Outcome 2 Use simple language to describe taste, smell, texture and appearance when exploring food. Be more aware of healthy food Be aware of some basic safely practices when using equipment e.g. cutting, using a knife. Outcome 3 To sort and group healthy and unhealthy food independence Design Look at sources of information and resources in the immediate environment (out 1) Make choices and respond to questions (what, where?) about resources and information in their immediate and familiar Graphics Enjoy manipulating, investigating and exploring resources in their immediate and familiar environment. (out 1) Offer own ideas, sometimes making connections to earlier experiences (out 2) Make Begin to use basic tools relying on an adult to instill safety (out 1) Use basic tools/utensils safely with lessening supervision. (out 2) Evaluate Use words to communicate their observations Use words, signs or symbols to communicate their observations

9. Autumn time picture diary 2011.

10. Fun in the sand. We weigh, we measure, we build.

11. We play in water with bubbles, fish, numbers and letters. Sometimes the water is warm and some times its cold. We know that different sizes of containers hold different amounts of water.

12. We enjoy making music, we make loud and quiet sounds. We made music for the wolf and the three pigs. We all like to listen to music.

13. Painting is fun, we paint our letters and numbers, and we like to paint pictures.

14. Lets stay healthy by running, walking, climbing, riding bikes and playing games.

16. Healthy foods. We enjoy snack time, eating fruit and drinking milk, sometimes we make toast.

17. We really enjoy festivals Such as… Harvest time where we ate fresh bread and had a concert.

18. Halloween. We had a fancy dress disco.

19. Christmas time. We made Christmas cakes, sang Christmas songs and had a Christmas concert where we dressed as stars and sheep.

20. Maths. We have different activities that all involve maths these are some of them.

21. Language. We have a range of a activities that support our language. We are trying to improve our speaking and listening skills. We also like to write our names and stories and love exploring new sounds.

22. We like to describe our emotions and think of other people feelings, we also like to share and play with our friends.

23. We like to explore our surroundings, and we often visit the Maerdy Square Mile. We looked at all the different houses and stone and brick walls. We compared them to the Three Little Pigs homes.

24. We also like finding out about our natural surroundings, and how it changes through the seasons.

25. We like to make things using natural resources.

26. . We also like to play and work with clay. We like to roll, flatten, shape and make things out of clay.

27. Planting our spring bulbs. We hope they grow into beautiful daffodils and crocuses.

28. We use ICT in our classroom, we use computers, white board, bee bots, the CD player and many other things.

29. We like to improve our cutting and sticking skills.

30. We like building, especially with Lego.

31. We enjoy learning about the farm animals in Welsh. We also like the activities we do where we write the welsh for our favourite farm animal and read books about ‘TediTwt’.