1. Activities Use stories and familiar people within the chidrens day as a basis for topic BigMac individual response and anticipation People Who Help Us At home Encourage the children to think about who looks after them at homeIntroduce/reinforce Makaton signs for “mummy”, “ daddy”“granny”, “granddad”Think about ways we are helped at home- dressing, bathing, cooking meals, playing etc. Each child to select a picture-making a choice- as to how they are helped at home. Encourage those who are able to sign who helps them in this task.Encourage home /school links to encourage the parents to talk to the children about the different people who help them in their daily lives. People Who Help Us In School Hazel and Helen- visit to the office. Look at the different jobs they do –answer the phone, on the computer, counting, money.. Pete- Caretaker- Get him to show us his cupboard and his tools. Get Pete to show us how he fixes things. Set up tools and support role play Who Help Us in the Community Doctor and Nurse– use the ‘Maisy going to The Doctor’ story sack Choice making, sound discrimination games, sequencing activities all based around the story Introduce names signs and sounds for the different people in the children’s lives- Mummy, Daddy sister brother. Use to encourage communication in imaginary situations eg noises of the emergency vehicles, role play as nurse, firemen etc Mark-making in red paint shaving foam Pens to make lists and take registers Set up small world environment for imaginary play in builders trays with fire-engines, police cars, ambulances, cars and garage etc Listen and join in with songs. Sing and listen to songs related to the topic- Fireman Sam, Postman Pat. Stories about firemen and police. Visit the fire station Positional vocabulary up down Learning to say/sign hello, goodbye Making choices –activities, snack etc Use mirrors to introduce games and to encourage facial expression and tongue and mouth movement and shape. Encourage sound making. Mark making opportunities –drawing etc- use paper, pens paint, shaving foam, gloop for mark-making Look at books Matching activities, speech and language work. Encourage use of communication to show preferences Mark-making- in coloured glitter, shaving foam, icing, paint, pens, glue etc Circle time- finding their own photo-myself for self registration and communicating that they are in school. Opportunities to listen to and be supported to follow very basic instructions in directed tasks ICT Use Active Inspire to mark make Green and red pads to communicate yes /no Ipads for sharing news, mark-making, interactive stories RE/SMSC Special people in the childrens lives use childrens individual news boxes to share their own experiences of people who help them Welsh/Curriculum Cymreig Community visit to Library for Rhyme Time, sing simple rhymes Encourage puils to describe the weather each day-” Sut mae tywedd heddu?” Encourage pupils to express feelings in response to places – happus triste. Thinking Skills Children to select themselves using the photos taken from the activities. Topic: Food and Celebrations Area: Language,Literacy and Communication Class: Circles Date : Spring 2016

2. ICT Skills Pupils will use ICT to mark make, communicate choices RE/SMSC Skills To experience sensory curriculum using materials associated to stories and Rhymes Visit to the church to see rev Brian and the ‘poppy ladies who help us in the community Visit to the library to see librarians who help us to choose books and in Rhyme Time. Welsh/Curriculum Cymreig Skills Exploring, investigating the town through visits touching and feeling materials and experiencing size, space and enjoyment of being in the community. Thinking Skills To select and make choices within the activities planned Class: Circles Date: Spring 2016 Topic: Food and Celebrations Area: Language, Literacy an Communication. Foundation Phase Skills Make themselves understood (using words, gesture sign,eye pointing, BIG MAC Ipad etc) Develop listening skills and respond appropriately. Provide opportunities for children to hear new vocabulary and language and patterns associated with rhyme Show an interest in books and enjoy their content relevant to their stage of development. With support respond to favourite stories and rhymes to include books with sensory elements and repetitive text. To respond to activities and stimulus that support each story or rhymeMakes choices, preferences and rejection of activities to supporting adult To experiment with mark making. LNF Skills Literacy: Speaking and Collaboration Give a symbol/picture to obtain a matching desired item B Steps Picture object matching games Two items offered at snacktime to choose from. Pupil may have 2 pictures or symbols available and will have to select and give the picture for his preferred item. Could begin hand-over-hand. During continuous provision, pupil may be given pictures of possible activities available to choose from. He will then be taken to or given object chosen so that he is able to relate picture to object. Changes behaviour in response to interesting event nearby [RfL 25] Express preference for items not present via symbolic means Numeracy: using and Measuring Find the ‘big’ object from 2 otherwise similar items: where the difference in size is large and the activity is structured by an adult. B Steps Using a range of objects, balls, books teddies etc (could be from stories in topic eg bowls spoons from ‘Goldilocks) encourage child to pick either “big” or “small” as requested. Explore the distinctions between objects A steps Changes behaviour in response to interesting event nearby RFL 25 Selects from two or more items [RfL 36]