Term 2 Curriculum Overview for Primary
CIS LAGOS
ACADEMIC YEAR 2017-2018
TERM 2 CURRICULUM OVERVIEW FOR PRIMARY
YEAR GROUP – NURSERY
TERM 2CONCEPTS: / Food/People who help us/Clothes
LEARNING OBJECTIVES / What do we want the children to learn?
Week 1 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To settle back into class routines
COMMUNICATION AND LANGUAGE
To build up vocabulary that reflects the breadth of their experiences
Reporting an event – My holiday news
PHYSICAL DEVELOPMENT
Revision playdough, cutting and colouring
LITERACY
Recite favourite finger plays, songs, and rhymes
To recognise, sing song, make the sound of and describe letter formation of jolly phonics Group 1 s,a,t,i,p,n with a focus on ‘n’
MATHEMATICAL DEVELOPMENT
Revise numbers 1-5 To identify, count forwards/ backwards, order- smallest to largest, missing numbers- say a number which lies between two given numbers, one-on-one recognition, count on, number before.
UNDERSTANDING OF THE WORLD
Revise topics learnt – This is me/ Nursery rhymes
Introduce new topic- Food
EXPRESSIVE ART & DESIGN
Revise colours and lines learnt –Red, blue, green, yellow, purple, pink, orange.
To engage in imaginative role-play
To capture experiences and responses with a range of media, such as music, dance and paint and other materials or words
P.E:
Introduction to Athletics
Children will learn active listening skills, recognition and response to signals, team work and the rudiments of locomotor skills.
- Quick response time and focusing.
- Starting commands, signals and postures.
- Running on a straight line.
- Running on with speed (distance/time)
Running posture and strides.
SWIMMING:
To know about swimming gears and safety rules around the swimming pool
To use the ladders to climb in and out of the swimming pool
To demonstrate the ‘crab walk’ by holding the hand-railings and moving around inside the pool.
LIBRARY:
Welcome students to a new term/ Run-through learning and skills acquired in first term/ Checking out of new books.
Week 2 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To begin to accept the needs of others and to begin to take turns and share.
COMMUNICATION AND LANGUAGE
To build up vocabulary that reflects the breadth of their experiences. E.g. describing fruits -colour, smells, shapes (Big, round and juicy orange/ soft yummy banana, peeled/ unpeeled).
To begin to understand ‘why’ questions -Reporting an event – (my weekend news).
To use more complex sentences to link thoughts (e.g. using and, because).
PHYSICAL DEVELOPMENT
To Roll and unroll – small table mat, napkin, paper, blanket, work mat
To hold pencil near point between first two fingers and thumb and uses it with good control.
LITERACY
To listen to stories attentively and recall by answering questions asked.
To understand that letters make up words.
To recognise, sing song, make the sound of and describe letter formation of jolly phonics Group 2 c, k, e, h, r, m, d with a focus on ‘c’
MATHEMATICAL DEVELOPMENT
To rote count 1-15
To recognise, say, identify, order, numbers 1-6
one-on-one correspondence up to 6
To count out a smaller number of objects (up to six) from a larger group
To count actions / sounds to 6
To match food groups with the same number of objects 1-6
To understand and use the vocabulary related to money and use them in role play to pay in the food store.
UNDERSTANDING OF THE WORLD
Topic – Food/ fruits- setting up a fruit store
To talk about some fruits they have observed e.g. recognize, name, describe categorise,
To observe table manners e.g. No toys at the table, saying "please" and "thank you", using utensils instead of fingers when appropriate, chewing food with mouth closed…
EXPRESSIVE ART & DESIGN
To use lines to enclose a space, and then begin to use these shapes to represent objects e.g. fruits …
To engage in imaginative role-play in the food store
To capture experiences and responses with a range of media, such as music, dance and paint and other materials or words
To use language as- spiral line
P.E:
Field Athletics
Throwing:
Children will learn the throwing techniques for: Over-head and Under-arm
Jumping:
Children will learn Standing/broad jump.
SWIMMING:
To be able to use the ladders to enter and exit the swimming pool
To begin to learn about water familiarization
To begin to learn about buoyancy with aids.
LIBRARY:
Fairytales are stories/ Teacher will read a chosen fairytale to students/ Checking in borrowed books and checking out of new books.
Week 3 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To begin to accept the needs of others and to begin take turns and share.
COMMUNICATION AND LANGUAGE
To build up vocabulary that reflects the breadth of their experiences. E.g. describing vegetables -colour, smells, shapes (Big, round and juicy / soft, yummy, peeled/ Unpeeled).
To begin to understand ‘why’ questions -Reporting an event – (my weekend news).
To use more complex sentences to link thoughts (e.g. using and, because).
PHYSICAL DEVELOPMENT
Twisting - nuts & bolts
To hold pencil near Point between first two fingers and thumb and use it with good control.
To gain more bowel and bladder control and can attend to toileting needs most of the time
LITERACY
Beginning to be aware of the way stories are structured.
To trace lines - top to bottom
To recognise, sing song, make the sound of and describe letter formation of jolly phonics Group 2 c, k, e, h, r, m, d with a focus on ‘k’
MATHEMATICAL DEVELOPMENT
To rote count 1-15
To recognise, say, identify, order, numbers 1-7
one-on-one correspondence up to 7
To count out a smaller number of objects (up to seven) from a larger group
To count actions / sounds to 7
To match food groups with the same number of objects 1-7
To understand and use the vocabulary related to money and use them in role play to pay and give change in the food store.
To show an interest in representing numbers in sand, glitter…
UNDERSTANDING OF THE WORLD
To talk about some vegetables they have seen/observed e.g. recognize, name, describe categorise…
To set the table for 4-5 people, how many people, how many spoons, knives, forks etc
EXPRESSIVE ART & DESIGN
To use lines to enclose a space, and then begin to use these shapes to represent objects eg circles, squares …
To engage in imaginative role-play in the food store
To capture experiences and responses with a range of media, such as music, dance and paint and other materials or words
To use language as- spiral.
P.E:
Ball picking (50m Clean-up Race).
SWIMMING:
To learn about water familiarization
To learn about breath control activities
To learn about buoyancy with aids.
LIBRARY:
Fairytales are stories/ Worksheets (Page 34 – Enjoying the Library Book A)/ Checking in borrowed books and checking out of new books.
Week 4 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To begin to accept the needs of others and to begin take turns and share
COMMUNICATION AND LANGUAGE
To build up vocabulary that reflects the breadth of their experiences. E.g. describing different types of food- colour, smells, shapes (Big, grainy, powdery, hard, yummy, peeled/ Unpeeled).
To begin to understand ‘how’ questions -Reporting an event – (my weekend news).
To use more complex sentences to link thoughts (e.g. using and, because).
PHYSICAL DEVELOPMENT
To twist- nuts & bolts
To hold pencil near Point between first two fingers and thumb and use it with good control.
To observe the effects of activity on their bodies.
LITERACY
To describe main story settings, events and principal characters.
To trace lines- side to side
To recognise, sing song, make the sound of and describe letter formation of jolly phonics Group 2 c, k, e, h, r, m, d with a focus on ‘e’
MATHEMATICAL DEVELOPMENT
To rote count 1-15
To recognise, say, identify, order, numbers 1-8
one-on-one correspondence up to 8
To count out a smaller number of objects (up to eight) from a larger group
To count actions / sounds to 8
To match food groups with the same number of objects 1-8
To understand and use the vocabulary related to money and use them in role play to pay and give change in the food store.
To use language such as more or less, longer or shorter, heavier or lighter… to compare two quantities.
To show an interest in representing numbers in sand, glitter…
UNDERSTANDING OF THE WORLD
To talk about some foods they have seen/observed e.g. recognise, name, describe categorize…
To comment and ask questions about aspects of their familiar world such as the natural world.
EXPRESSIVE ART & DESIGN
To use lines to enclose a space, and then begin to use these shapes to represent objects e.g. circles, squares …
To engage in imaginative role-play in the food store
To capture experiences and responses with a range of media, such as music, dance and paint and other materials or words
P.E:
50m Me and Basket race.
Walking up and down the stairs around the football field.
SWIMMING:
To learn about breath control activities by immersing their face and blowing bubbles, blinking their eyes and collecting objects in the water with their eyes open
To learn how to do the ‘star and pencil floats lying prone with aids.
LIBRARY:
Cultivating the art of listening to and following stories/ Teacher will select a book and read to students (The Three Billy Goats Gruff)/ Checking in borrowed books and checking out of new books.
Week 5 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To begin to accept the needs of others and to begin take turns and share
COMMUNICATION AND LANGUAGE
To build up vocabulary that reflects the breadth of their experiences. E.g. describing different types of food- colour, smells, shapes (Big, grainy, powdery, hard, yummy, peeled/ Unpeeled).
To begin to understand ‘how’ questions -Reporting an event – (my weekend news).
To use more complex sentences to link thoughts (e.g. using and, because).
PHYSICAL DEVELOPMENT
Colouring within a given parameter
To hold pencil near Point between first two fingers and thumb and use it with good control.
To mount stairs, steps or climbing equipment using alternate feet.
LITERACY
To suggest how the story might end.
To trace lines- slanted lines
To recognise, sing song, make the sound of and describe letter formation of jolly phonics Group 2 c, k, e, h, r, m, d with a focus on ‘h’
MATHEMATICAL DEVELOPMENT
To rote count 1-15
To recognise, say, identify, order, numbers 1-9
one-on-one correspondence up to 9
To count out a smaller number of objects (up to nine) from a larger group
To count actions / sounds to 9
To match food groups with the same number of objects 1-9
To use language such as more or less, longer or shorter, heavier or lighter… to compare two quantities.
To show an interest in representing numbers in sand, glitter…
UNDERSTANDING OF THE WORLD
To talk aboutand Show interest in different occupations and ways of life. Look at the jobs of people who help us in our community, with emphasis on Doctors, Dentists, Drivers, Nurses, chef/ cook, nannies, cashier
To comment and ask questions about aspects of their familiar world such as the place where they live or the natural world.
EXPRESSIVE ART & DESIGN
To use lines to enclose a space, and then begin to use these shapes to represent objects eg circles, squares …
To engage in imaginative role-play people who help us
To capture experiences and responses with a range of media, such as music, dance and paint and other materials or words
P.E:
Sports day heats and selection
Children will demonstrate skills and techniques for 50m Sprint, 50m picking up the balls (Clean-up Race), Bean Bag Race, 50m Me and My Basket Race.
LIBRARY:
Cultivating the art of listening to and following stories/ A movie relating to the story of The Three Billy Goats Gruff will be watched/ Checking in borrowed books and checking out of new books.
Week 6 / HALF TERM
Week 7 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To tolerate delay when needs are not immediately met, and understands wishes may not always be met.
COMMUNICATION AND LANGUAGE
To retell a simple past event in correct order (e.g. went down slide, hurt finger). My Holiday news
To Use a range of tenses (e.g. play, playing, will play, played).
To follow directions (if not intently focused on own choice of activity).
PHYSICAL DEVELOPMENT
To catch a large ball.
To mount stairs, steps or climbing equipment using alternate feet.
LITERACY
To hold books the correct way up and turn pages.
To recognise, sing song, make the sound of and describe letter formation of jolly phonics Group 2 c, k, e, h, r, m, d with a focus on ‘r’
MATHEMATICAL DEVELOPMENT
To order numbers in the range 1 to 10
To say a number that lies between two given numbers/missing numbers/ number before … 1-10
To count forwards and backwards within the number sequence 1 to 10
To count up to ten objects, movable and immovable
To know that numbers identify how many objects are in a set.- match fruits with the same number of objects 1-10
To match groups with the same number of objects 1-10
To represent numbers up to ten, using fingers, marks on paper or pictures.
UNDERSTANDING OF THE WORLD
To talk aboutand show interest in different occupations and ways of life. Look at the jobs of people who help us in our community, with emphasis on Doctors, Dentists, Drivers, Nurses, chef/cook, nannies, and cashier.
To talk about specific roles people play in the community, making references to the clothes they wear and tools they use.
EXPRESSIVE ART & DESIGN
To use lines to enclose a space, and then begin to use these shapes to represent objects e.g. circles, squares …
To engage in imaginative role-play - people who help us e.g. ‘Miss Polly had a Dolly”
To capture experiences and responses with a range of media, such as music, dance and paint and other materials or words
P.E:
Throwing and Fetching:
Children will learn the rudiment and basic skills for throwing a vortex howler and Frisbee.
LIBRARY:
What are picture books? /How do we interpret picture books? / Checking in borrowed books and checking out of new books.
Week 8 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To tolerate delay when needs are not immediately met, and understands wishes may not always be met.
COMMUNICATION AND LANGUAGE
To retell a simple past event in correct order (e.g. went down slide, hurt finger). My Holiday news
To Use a range of tenses (e.g. play, playing, will play, played).
To follow directions (if not intently focused on own choice of activity).
PHYSICAL DEVELOPMENT
To catch a large ball.
To mount stairs, steps or climbing equipment using alternate feet.
LITERACY
To handle books carefully.
To recognise, sing song, make the sound of and describe letter formation of jolly phonics Group 2 c, k, e, h, r, m, d with a focus on ‘m’
To use language as- Dash, strokes, curves, spiral, zigzag, wavy, twirl…
MATHEMATICAL DEVELOPMENT
To order numbers in the range 1 to 10
To say a number that lies between two given numbers/missing numbers/ number before … 1-10
To count forwards and backwards within the number sequence 1 to 10
To count up to ten objects, movable and immovable
To know that numbers identify how many objects are in a set.- match fruits with the same number of objects 1-10
To match groups with the same number of objects 1-10
To represent numbers up to ten, using fingers, marks on paper or pictures.
UNDERSTANDING OF THE WORLD
To talk aboutand show interest in different occupations and ways of life. Look at the jobs of people who help us in our community, with emphasis on Doctors, Dentists, Drivers, Nurses, chef/cook, nannies, and cashier.
To talk about specific roles people play in the community, making references to the clothes they wear and tools they use.
EXPRESSIVE ART & DESIGN
To use lines to enclose a space, and then begin to use these shapes to represent objects e.g. circles, squares …
To engage in imaginative role-play - people who help us
To capture experiences and responses with a range of media, such as music, dance and paint and other materials or words
P.E:
Ball sending and receiving
Children will learn the rudiment and basic skills for rolling, throwing and catching large moving balls.
LIBRARY:
PREPARATION FOR BOOK FAIR
No library classes/ Checking in borrowed books and checking out of new books.
Week 9 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To adapt behaviour to different events, social situations and changes in routine
COMMUNICATION AND LANGUAGE
To retell a simple past event in correct order (e.g. went down slide, hurt finger). My Holiday news
To Use a range of tenses (e.g. play, playing, will play, played).
To follow directions (if not intently focused on own choice of activity).
PHYSICAL DEVELOPMENT
To hold pencil near Point between first two fingers and thumb and use it with good control.
To catch a large ball.
To mount stairs, steps or climbing equipment using alternate feet.
LITERACY
To know information can be relayed in the form of print.
To recognise, sing song, make the sound of and describe letter formation of jolly phonics Group 2 c, k, e, h, r, m, d with a focus on ‘d’
MATHEMATICAL DEVELOPMENT
To order numbers in the range 1 to 10
To say a number that lies between two given numbers/missing numbers/ number before … 1-10
To count forwards and backwards within the number sequence 1 to 10
To count up to ten objects, movable and immovable
To know that numbers identify how many objects are in a set.- match fruits with the same number of objects 1-10
To match groups with the same number of objects 1-10
To represent numbers up to ten, using fingers, marks on paper or pictures.
To compare two groups of objects, saying when they have the same number.
UNDERSTANDING OF THE WORLD
To talk about some of the things they have observed such as clothes worn at different occasions.
EXPRESSIVE ART & DESIGN
To use lines to enclose a space, and then begin to use these shapes to represent objects e.g. circles, squares …
To engage in imaginative role-play -Clothes dress-up
To capture experiences and responses with a range of media, such as music, dance and paint and other materials or words
P.E:
Ball sending and receiving
Children will learn the rudiment and basic skills for rolling, throwing and catching large moving balls.
LIBRARY:
BOOK FAIR WEEK
Week 10 / PERSONAL, SOCIAL & EMOTIONAL DEVELOPMENT
To adapt behaviour to different events, social situations and changes in routine