ActivitiesUse stories and familiar people within the chidrens day as a basis for topicBigMac individual response and anticipationPeople Who Help Us At homeEncourage 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 SchoolHazel 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 playWho Help Us in the Community Doctor and Nurse– use the ‘Maisy going to The Doctor’ story sackChoice making, sound discrimination games, sequencing activities all based around the storyIntroduce 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 etcMark-making in red paint shaving foam Pens to make lists and take registersSet up small world environment for imaginary play in builders trays with fire-engines, police cars , ambulances, cars and garage etcListen 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 stationPositional vocabulary up downLearning to say/sign hello , goodbyeMaking choices –activities, snack etcUse 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 preferencesMark-making- in coloured glitter, shaving foam, icing, paint, pens, glue etcCircle 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

ICTUse Active Inspire to mark makeGreen and red pads to communicate yes /noIpads for sharing news, mark-making, interactive stories

RE/SMSCSpecial 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 rhymesEncourage puils to describe the weather each day-” Sut mae tywedd heddu?”Encourage pupils to express feelings in response to places – happus triste.

Thinking SkillsChildren to select themselves using the photos taken from the activities.

Topic: People Who Help Us Area: Language ,Literacy and Communication

Class: Circles Date: Autumn 2015

ICT SkillsPupils will use ICT to mark make, communicate choices

RE/SMSC SkillsTo experience sensory curriculum using materials associated to stories and RhymesVisit to the church to see rev Brian and the ‘poppy ladies who help us in the communityVisit to the library to see librarians who help us to choose books and in Rhyme Time.

Welsh/Curriculum Cymreig SkillsExploring, investigating the town through visits touching and feeling materials and experiencing size, space and enjoyment of being in the community.

Thinking SkillsTo select and make choices within the activities planned

Class: Circles Date: Autumn 2015

Topic: People Who Help Us Area: Language, Literacy an Communication.

Foundation Phase SkillsMake 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 rhymeShow 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 adultTo experiment with mark making.

LNF SkillsLiteracy: Speaking and CollaborationGive a symbol/picture to obtain a matching desired item B StepsPicture object matching gamesTwo 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 MeasuringFind the ‘big’ object from 2 otherwise similar items:where the difference in size is large and the activity is structured by an adult. B StepsUsing 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 stepsChanges behaviour in response to interesting event nearby RFL 25Selects from two or more items [RfL 36]