Get Set Early Years

Follows the EYFS framework

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A dynamic Reception programme to bridge the gap between play and formal learning

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Closely matched to the Early Years Foundation Stage (EYFS) framework, Get Set Early Years focuses on the specific areas of Literacy, Mathematics and Understanding the world. For each of these topics, there is a teacher’s guide full of practical activity ideas that cover all the expected learning goals, and corresponding activity books for parents or carers to complete with their child at home.

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12 fun activity books to reinforce classroom learning

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Why Get Set? Play and exploration are crucial to early learning and are rightly at the core of all EYFS practice.

However, as children near the end of the EYFS, it is also important that there is a gradual shift towards more structured learning activities, group games, vocabulary building and fine motor activities that help to prepare them for the demands of Year 1.

According to Ofsted, a third of children do not secure the knowledge, skills and understanding expected by the time they finish Reception.

Get Set Early Years ensures that children are equipped to meet the challenges of Key Stage 1, including the increased expectations of the 2014 National Curriculum, in three key ways.

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Skills and

knowledge

Children have the essential skills and understanding, particularly language and communication skills, but also the phonic knowledge, number sense and fine motor skills to secure a positive start to Year 1.

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A love of

learning

Children are engaged and motivated learners with the concentration and self-regulation skills needed to succeed when learning becomes more structured and independent in Key Stage 1.

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A level

playing field

Children from disadvantaged backgrounds are given the focused support they need to ensure that they enter Year 1 ready to learn and on a similar developmental footing to their better-off classmates.

“ By the end of Reception, the ability to read, write and use numbers is fundamental. They are the building blocks for all other learning. Without firm foundations in these areas, a child’s life chances can be severely restricted. The basics need to be taught – and learned – well, from the start.”

Ofsted Bold Beginnings Report, November 2017

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Get Set Early ears and the E FS Get Set Early Years links directly to the EYFS framework. All the activities provided in the scheme are designed to promote learning and development across both the prime and specific areas of the framework, as well as fostering the three characteristics of effective teaching and learning: playing and exploring; active learning; and creating and thinking critically.

However, it also recognises the importance of strong foundations in reading, writing and number so that children are fully prepared for the transition to Key Stage 1.

Consequently, there is a strong focus in Get Set Early Years on the three specific, content-led strands of Literacy, Mathematics and Understanding the world, and the Early Learning Goals (ELGs) within those areas.

Get Set Mathematics The Mathematics resources focus on building children’s early number sense, including key skills like subitising, counting and recognising numerals, as well as their understanding of colour, shape, space and measure.

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Get Set Literacy

Get Set Understanding the World

The Literacy resources support children’s early reading and writing skills, with a particular emphasis on developing language, phonic and vocabulary knowledge, alongside the physical, cognitive and perceptual skills needed for letter formation.

The Understanding the World resources encourage children to share ideas, ask ‘how’ and ‘why’ questions, conduct experiments, work as a team and gain an awareness of different people’s beliefs and experiences.

Course structure Activity Books R

Reading and Rhyme

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Featuring more than 100 units specifically designed for use in Reception, the Get Set teacher’s guides provide a wealth of exciting activity ideas and practical resources based around play, exploration and discussion that slowly build in more formal elements of learning. The guides also promote strong home–school links by suggesting ways in which parents and carers can support their children’s learning outside the classroom.

Learning objectives all clearly linked to the EYFS ELGs

‘Talking points’ prompt conversational exploration and help develop communication skills

Gradual progression from unit to unit and term to term

Space Learning objective: The children recognise that a range of technology is used in relation to space.

Key vocabulary: space, planet, Earth, moon, sun, star, rocket, nose, fin, engine, countdown, take-off, landing, alien, astronaut, Neil Armstrong, Tim Peake, telescope Further vocabulary: Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune, comet, galaxy, asteroid, gravity Term 1: Technology

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Get set Show visuals of space and planets on the interactive whiteboard or similar. Discuss what space looks like and how it might feel to be there. Play a piece of futuristic music while showing how an astronaut might move (slow, bouncy movements). The children move around to the music, thinking about being an astronaut.

Talking points: Where do you think space is? What do you think is in space? Has anyone ever visited space before?

What do you think it would feel like to be in space? I think that we’ll be able to live in space soon.

Read the stories We’re Off to Look for Aliens and Here Come the Aliens! by Colin McNaughton. The children use play dough to make alien models inspired by the stories. They use other craft materials to make their features (wobbly eyes, pipe cleaners, straws, lolly sticks). The models could then go on display on a tray of different-sized rocks, to represent a planet.

Talking points: Do aliens exist? What would an alien look like? What is a planet? Can you name any of the planets? Saturn is my favourite planet because it has rings around it.

Help the children to search online with the aim of finding and watching a video of a rocket taking off and a video of Neil Armstrong landing on the moon. Discuss with the children what they see in the videos.

Show a model or a picture of a rocket. Look at all the parts in detail with the children and discuss how the rocket moves. The children use this model or picture as inspiration for building their own rockets, using junk modelling. Encourage them to think about the shape of each part of the rocket.

Talking points: Who flies in a rocket? What parts of the rocket can you see? Where do rockets go? What are rockets made out of? I wonder how long it takes to build a rocket.

Teacher’s notes • Introductory panel featuring learning objective and a list of key and further vocabulary

Go Use a model of a rocket at the front of the class (or children may use their own rockets) to demonstrate the take-off and landing. Include a countdown to take-off, and talk about how the engines fire up showing flames, how the rocket will fly and how it will land. Using the photocopiable activity sheet, the children cut out the cards and make a timeline of a rocket taking off and landing.

Working towards: The adult provides the cut-out cards for the children to assemble in order. The children can place some of the pictures in order, with support.

Working beyond: The children can retell the events from beginning to end, using the key vocabulary.

Finishing line: Enable a role-play activity involving a countdown to take-off. Re-enact the take-off and landing with the children as the rockets. Allow different children the opportunity to show their take-off and landing to the class.

• Get set activities inviting practical and playful exploration of the topic • Go activity with accompanying photocopiable allowing you to explore the topic in more depth • Cross-curricular and Home links highlighting curriculum coverage and corresponding pages in the activity books

Cross- curricular links P S

Communication and language: Through listening to We’re Off to Look for Aliens and Here Come the Aliens!, the children listen to stories, accurately anticipating key events.

Mathematics: Through counting down to take-off, the children use quantities to count back.

Home link Activity book: Technology pages 10 and 11

Get Set Understanding the World

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See pages 10–11, 14–15 and 18–19 for full-size teacher’s guide sample pages

Space

Cut and stick the rocket take-off pictures in order.

Photocopiable materials • Go activity sheet for each unit featuring a wide range of hands-on resources including puzzles, cards, templates and games • Observation form to help you record evidence of ELGs • Termly vocabulary lists containing all the key vocabulary that children will encounter across the term

Observation form Name of child:

Observation form provided to feed into children’s learning profiles

Date of birth:

Observer:

Date of observation:

Group size: one-on-one

small group

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adult present

Observation

Term 1 vocabulary list All about me Key vocabulary: me, myself, I, you, name, girl, boy, mirror, body, head, face, eye, nose, mouth, ear, hair, colour, tall, short, big, little, baby, child, photo, age, birthday, candle, cake, young, old, same, different, change Evidence of Early Learning Goals Comments Further vocabulary: eyelash, eyebrow, nostril, earlobe, teeth, Prime areas From: Get Set Understanding the World Teacher’s Guide © Schofield & Sims Ltd, 2018. This page may be photocopied after purchase. portrait Communication Listening and attention and language My body Understanding

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Speaking Physical development

Moving and handling

Personal, social and emotional development

Self-confidence and self-awareness

Health and self-care Managing feelings and behaviour Making relationships

Specific areas Literacy Mathematics

Reading Writing

My clothes

Numbers

Key vocabulary: body, clothes, clothing, warm, thick, thin, shorts, trousers, dress, skirt, jumper, top, T-shirt, hat, coat, sock, underpants, shoe, boot, glove, scarf, umbrella, weather, rain, snow, wind, sun, washing line, favourite Further vocabulary: cardigan, tights, belt, material, waterproof, wool, cotton, plastic

Shape, space and measures Understanding the world

02/03/2018 11:07 Key vocabulary: me, myself, I, you, mirror, body, body part, head, face, eye, nose, mouth, ear, hair, leg, foot, toe, knee, arm, shoulder, elbow, hand, finger, tall, short, big, little, baby, child, adult, colour, see, hear, touch, smell, taste, change Further vocabulary: eyelash, eyebrow, nostril, earlobe, teeth, brain, heart, stomach, senses, skeleton, bone

People and communities The world Technology

piglet, lamb, foal, kid, duckling, chick, puppy, kitten, grow, change, zoo, zookeeper, monkey, tiger, lion, elephant, giraffe, snake, crocodile, shark, parrot, bird, fish, bear, cub, same, different Further vocabulary: life cycle, caterpillar, butterfly, tadpole, frog, mammal, reptile, fur, feather, scale

Humans and their babies Key vocabulary: person, human, grow, change, life cycle, baby, child, adult, age, now, then, big, little, young, old, movement, mum, dad, brother, sister, body, skeleton, bone Further vocabulary: toddler, teenager, develop, sibling, elderly

Footprints Key vocabulary: animal, human, foot, toe, footprint, trail, size, shape, big, little, large, small, fat, thin, pointy, rounded, snow, sand, mud, dog, cat, dinosaur, chicken, bear, duck, bird, paw, claw, hoof, barefoot, shoe, same, different Further vocabulary: similarity, difference, step, wide, narrow, circular, oval, mammal, reptile, left, right

Animal habitats

Key vocabulary: animal, cow, pig, sheep, horse, goat, duck, hen, dog, cat, fish, shark, seahorse, dolphin, octopus, eel, rabbit, frog, crab, My From: Get Set Understanding the World Teacher’s Guide © Schofield & Sims Ltd, 2018.

This hobbies page may be photocopied after purchase. monkey, snake, bird, nest, pond, tree, habitat, water, sea, land, farm, Key vocabulary: like, love, dislike, do, play, make, favourite, enjoy, toy, wet, dry, live, home similarity, hobby, activity, game, sport, music, Further vocabulary: 4316 Get Set UTW Teachers Book.indd 95 02/03/2018 11:08 difference, environment, sea art, football, swimming, cycling, creature, gill, adapt, jungle, painting, singing, dancing, reading, grassland, desert, forest, city dressing up Expressive arts and design

Termly vocabulary lists to give to parents or carers at the start of each term to help familiarise children with new words

Exploring media and materials Being imaginative

Further vocabulary: interest, drama, tennis, gymnastics, athletics, rugby, diving, cooking, baking

Animals and their babies Key vocabulary: animal, farm, farmer, cow, pig, sheep, horse, goat, duck, hen, chicken, dog, cat, baby, child, adult, big, little, calf,

Mini-beasts Key vocabulary: mini-beast, insect, spider, web, fly, ant, moth, butterfly, caterpillar, bee, snail, slug, ladybird, body part, leg, wing Further vocabulary: beetle, earwig, mosquito, woodlouse, daddy-longlegs, centipede, millipede, antenna, thorax

Sorting technology Key vocabulary: technology, computer, tablet, mobile phone, camera, screen, photo, telephone, cooker, television, transport, aeroplane, toy, robot, walkie-talkie, remote-control car, move, drive, forwards, backwards, fast, slow, radio, torch, lamp, light, sound Further vocabulary: on, off, lens, display, hearing, visual, left, right

Land transport Key vocabulary: transport, land, wheel, road, car, van, bus, train, carriage, lorry, truck, motorbike, tractor, bicycle, scooter, skateboard, vehicle, engine, fuel, move, walk, drive, speed, fast, slow, traffic light, safety, crossing, Green Cross Code, seat belt Further vocabulary: journey, station, environment, pollution, boot, bonnet, steering wheel, gear stick, brake, accelerator

Air and water transport Key vocabulary: transport, air, water, vehicle, aeroplane, airport, helicopter, hot air balloon, fly, flight, sky, board, take-off, land, pilot, float, sink, wing, boat, ship, rowing boat, ferry, submarine, yacht, surfboard, engine Further vocabulary: journey, jet, propeller, canoe, jet ski, speedboat, hovercraft, passenger

Space Key vocabulary: space, planet, Earth, moon, sun, star, rocket, nose, fin, engine, countdown, take-off, landing, alien, astronaut, Neil Armstrong, Tim Peake, telescope Further vocabulary: Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune, comet, galaxy, asteroid, gravity

From: Get Set Understanding the World Teacher’s Guide © Schofield & Sims Ltd, 2018. This page may be photocopied after purchase.

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The Get Set activity books cover the same key curriculum areas as the teacher’s guides, allowing parents to initiate discussion on the topic being explored at school and practise the related vocabulary. As well as providing a wide range of engaging activities, such as matching, complete the picture, dot-to-dot, colouring and odd one out tasks, they also include extensive notes and guidance to help parents get the most out of the books.

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Pages feature attractive illustrations for children to colour in

Topics correspond closely with the topics covered in the teacher’s guide

Instructions are written in concise child-friendly language that should be read aloud to the child by an adult

Activities increase in difficulty, progressing at the same speed as the units in the teacher’s guide

Triangles and rectangles Find and colour all the triangles in the picture.

Count the rectangles in the picture. Draw a ring around the right number.

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Notes for parents and carers

See pages 12–13, 16–17 and 20–21 for full-size activity book sample pages

Topic

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Key vocabulary

Extension activity

My favourite colour page 4

Talk to your child about their favourite colours and help them to sort their crayons into colours that they like and dislike.

Spend time talking about the real colours of each item, including those that are not red or yellow.

colour, favourite, like, dislike, choose

Have a ‘favourite colour’ party, where your child chooses a colour and everyone wears clothes and eats food of that colour.

Ask your child to collect as many red and yellow items as they can from around the house.

More colours page 6

Encourage your child to talk about the colours that they are choosing. Listen for the correct names.

green, brown, purple, pink, orange

Make some coloured ice cubes with your child. Later, put them in a glass of water and watch the colours melt and mix together.

Colour words page 7

Read the colour words aloud for your child as they may find them tricky to read themselves.

red, yellow, green, blue, purple

Use different coloured paints to create a colour chart together.

Colours around us page 8

Help your child to understand the colour key by marking the actual colour by each colour word.

rainbow, multicoloured, bright, dull, many

Play a game of ‘I spy’ with colours (for example, “I spy with my little eye something that is red.”).

Colour patterns page 9

Ask your child to explain why they are choosing a particular colour when completing the patterns.

pattern, continue, Make some bubble wrap prints together using coloured paints. Talk about the again, repeat, patterns that they make. next

Circles and squares page 10

Before you begin, walk around your house together and look at the flat surfaces of objects to find a circle and a square.

shape, circle, square, round, straight

Make some 2D-shape monsters with your child and name them ‘Circle Monster’, ‘Square Monster’, and so on. You could use them for a monster role play.

Triangles and rectangles page 11 More 2D shapes page 12

Encourage your child to colour carefully to reveal the triangles.

triangle, rectangle, line, side, join

Talk with your child about what would happen if everything in the world was triangular.

Use tactile 2D shapes to show your child how, when they are rotated, the shapes are still diamonds, ovals and so on.

star, oval, diamond, hexagon, semicircle

With a square of paper each, explore together the different ways you can fold the paper to make different shapes.

Sorting 2D shapes page 13

Help your child to see that shapes can be different sizes but still the same shape.

sort, compare, same, different, size

Play a game of ‘Sort the shapes’. Label different pots with a picture and the name of a 2D shape. Try to throw plastic 2D shapes into the correct pot.

2D shapes around us page 14

When your child is matching the objects, encourage them to trace around the shapes with their finger to get a feel for each one.

2D, circle, triangle, rectangle, square

Help your child make some sandwiches and use cutters to cut them into different 2D shapes.

2D-shape patterns page 15

To help them spot the pattern, encourage your child to point to each shape and say the shape name out loud.

Tell your child to draw a dot or keep one finger on the side where they start counting. This will help them count the number of sides accurately.

pattern, sequence, repeat, before, after

Make 2D-shape potato-print patterns together, with two or three different shapes repeating. Try different colours as well, for more complicated patterns.

Cut out lots of squares of different sizes for your child to create a design or picture.

Red and yellow page 5

How many sides? page 16

red, yellow, blue, black, white

side, long, short, count, how many?

Education Endowment Fund Early Years Toolkit

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“ Parental engagement in early years education is consistently associated with children’s subsequent academic success.

On average, parental engagement programmes evaluated to date have led to a positive impact of approximately four additional months’ progress over the course of a year.”

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A selection of key vocabulary highlighted for parents to use with their child when working through each page

Parent partnerships Get Set Early Years has been carefully designed to help parents support their children’s learning away from school, particularly their language and communication development, by providing fun activities and helpful tips that reinforce classroom teaching. It also gives parents a clear understanding of what topics and vocabulary their children are learning in school, as well as an idea of the expectations for children at this age.

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Nursery rhymes

Literacy Teacher’s Guide Example

Order the pictures and retell the nursery rhyme.

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From: Get Set Literacy Teacher’s Guide © Schofield & Sims Ltd, 2018. This page may be photocopied after purchase.

Nursery rhymes

Literacy Teacher’s Guide Example

Get set As a class, make a nursery rhyme display table. Ask the children to bring in their favourite items that are related to nursery rhymes (for example, nursery rhyme books or toys, pictures of the children dressed as a character, objects that feature in nursery rhymes). Use this display to talk through the children’s favourite nursery rhymes. In pairs, the children tell each other about and play with their items. Sing the rhymes together as often as possible.

Talking points: Which is your favourite nursery rhyme character and why? Where do you think nursery rhymes come from? My favourite nursery rhyme is ‘Jack and Jill’.

Term 1: Reading

Learning objective: The children listen to and respond to a range of stories.

Key vocabulary: nursery rhyme, story, favourite, rhyme, say, sing, learn, action, character, object, order, lost, sheep, find, help, spider, up, down, rain, sun, cow, moon, dog, dish, spoon, hill, water, wall, fall, frightened, mouse, clock Further vocabulary: rhythm, beat, pattern, spout, fiddle, fetch, pail, crown, tumbling, tuffet, curds, whey

Have some wooden spoons for the children to decorate as their favourite nursery rhyme character. On one side the children draw the face of their character and on the other an adult scribes the name of the nursery rhyme. The children share what they have made and place their spoons in the role-play area for the whole class to play with.

Talking points: What does your character wear? Do you think you’d wear clothes like this? How old do you think your character is? I think nursery rhyme characters are always happy.

Lay out some pictures and objects related to different nursery rhymes. Ask the children to group the objects for each nursery rhyme and to explain what they have done.

Talking points: How do you know where each picture/object goes? What part of the nursery rhyme tells you this object belongs here? What other pictures/objects could you add for this nursery rhyme? I don’t think this picture/ object goes with any nursery rhymes.

Go Read and sing the nursery rhyme ‘Hey Diddle Diddle’ together and act out the actions (playing the fiddle, jumping over the moon, laughing, running) as you sing. Provide the children with the cut-out pictures from the photocopiable activity sheet, which they sort into the correct order. The children then retell the rhyme.

Working towards: The children can order some of the pictures correctly, with support.

Working beyond: The children can confidently retell the nursery rhyme using props to represent characters from the rhyme.

Finishing line: Make a list of all the nursery rhymes that the children have heard of, and leave it as a scribing wall. The children add illustrations to the wall throughout the school day.

Cross-curricular links P

Personal, social and emotional development: Through talking about and playing with their items from home, the children play cooperatively, taking turns with others.

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Expressive arts and design: Through making the wooden spoon characters, the children safely use and explore a variety of materials, tools and techniques.

Home link Activity book: Reading and Rhyme pages 8 to 11

Get Set Literacy

Teacher’s Guide

1911

Little Bo Beep

Reading and Rhyme Activity Book Example

Help Little Bo Peep to find her sheep. Draw a ring around all the sheep you can see.

Draw over the dots and colour the sheep.

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Phonics Activity Book Example

The ‘oa’ sound

Read the ‘oa’ words on the boat. Write some ‘oa’ words of your own.

road soap boat Write the ‘oa’ words into the crossword. Use the pictures to help.

toad goat loaf foam

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Sequencing forwards

Mathematics Teacher’s Guide Example

Put the aliens in order from 1 to 10.

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From: Get Set Mathematics Teacher’s Guide © Schofield & Sims Ltd, 2018. This page may be photocopied after purchase.

Sequencing forwards

Mathematics Teacher’s Guide Example

Get set Make a set of large wooden spoons with the numbers 0 to 10 on one side and corresponding dots on the other and place them in a pot of sand or equivalent. Ask the children to pull the spoons out of the pot one by one and place them in order on the carpet. They may use the number or the dots, or ask a friend if they need help.

Talking points: What number is this? How do you know? Will it go nearer the beginning or the end of the line? I wonder what other things come in sequences, apart from numbers.

Term 1: Numbers

Learning objective: The children place the numbers 0 to 10 in order.

Key vocabulary: number, zero, one, two, three, four, five, six, seven, eight, nine, ten, sequence, forwards, on, up, count, count on, count up to, order, then, next, follow, missing, continue, carry on, before, after, what comes next?, number line, number track, bigger, biggest Further vocabulary: first, second, third, last, greater, greatest

In small groups, the children take turns to fish out the magnetic numbers 0 to 10 from a water bowl to collect and place in order. Once all the groups have finished, you could start the activity again and see which group is the fastest.

Talking points: How will you make sure the numbers are in order? Does your number come before or after your friend’s number? I wonder what would happen if we didn’t have the number 5.

Play a game of ‘Odd one out’. Set up eleven different number lines for the children to explore (for example, using puzzle pieces, magnetic numbers, number cards). Have an additional incorrect number placed in each number line for the children to find and bring to the carpet. The odd-one-out numbers should be 0 to 10 so that, when all of them are found, the children can order the numbers to make a final number line.

Talking points: Which number is not right in this sequence? How do you know? What could we do with the leftover numbers? Sometimes when I’m counting to 10, I forget and miss a number out.

Go Provide the children with the cut-out cards from the photocopiable activity sheet. Each alien has a different number of eyes that corresponds with the number on their body. The children use this information to sequence the alien cards from 1 to 10.

Working towards: The children can sequence the aliens from 1 to 5.

Working beyond: The children can cut out their own aliens and, having sequenced them from 1 to 10, can say what numbers come next.

Finishing line: The children work together to sort all of their aliens into teams according to the number of eyes they have. They then work in groups to design a planet for one of the alien teams.

Cross-curricular links P S

Personal, social and emotional development: Through engaging in the wooden-spoon number activity, the children work as part of a group, and understand and follow the rules.

Understanding the world: Through designing planets for the aliens, the children talk about how environments might vary from one another.

Home link Activity book: Counting pages 14 and 15

Get Set Mathematics

Teacher’s Guide

2515

Counting Activity Book Example

Sequencing to 5 Draw the dice in the right order up to 5.

Follow the numbers in the right order to help the dog find her dinner.

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Long and short

Space and Measure Activity Book Example

Draw a ring around the shorter vehicle in each pair.

Draw over the tails on the animals. Draw a ring around the animal that has the longest tail.

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In the kitchen

Understanding the World Teacher’s Guide Example

Look at the picture of a kitchen. Colour the objects that belong. Cross out the objects that do not belong.

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From: Get Set Understanding the World Teacher’s Guide © Schofield & Sims Ltd, 2018. This page may be photocopied after purchase.

In the kitchen

Understanding the World Teacher’s Guide Example

Learning objective: The children select and use technology for the kitchen.

Key vocabulary: home, cook, hot, cold, fruit, dairy, meat, technology, cooker, oven, microwave, blender, toaster, kettle, fridge, freezer, cupboard, bake, mix, gingerbread man, cake, ingredients, flour, egg, sugar, butter, dough, knife, fork, spoon, kitchen, dining room, living room, television, bedroom, hairdryer, bathroom, scales, shower, electric toothbrush Further vocabulary: knead, tray, temperature, degrees, cutlery

Get set

If your school has cooking facilities, make batches of gingerbread men with the children. Work with small groups, one at a time, to mix the ingredients, make the dough and shape it into gingerbread men. If there are no cooking facilities, the children use play dough to pretend to make gingerbread men.

Talking points: What ingredients will we need to make our dough? What do you think we should use to mix it?

How does the dough feel before it’s been cooked? What will happen to the dough in the oven? How does the dough feel after it’s been cooked? What do our gingerbread men smell/taste like? I think all food needs to be cooked.

Create a role-play kitchen area for the children to explore (for example, with cooker, pans, plates, cutlery, rolling pin, pretend food, chef’s hat, oven gloves, mixing spoons). This activity can also be done outside as a fun alternative: the children create a mud kitchen, cooking mud pies, herb soups and flower cakes, using plant pots and watering cans as kitchen utensils.

Talking points: What will you be making in your kitchen today? What ingredients will you use? What utensils will you need to help you cook? How does cooking change food? I would like to order a pie with extra baked beans please.

Term 2: Technology

Read or tell the fairy tale ‘The Gingerbread Man’. Introduce some of the simple, decodable words from the story for the children to read, by writing them on the whiteboard. Focus particularly on the beginning of the story, asking the children questions about how the Gingerbread Man would have been made and what would have been needed to make him.

Talking points: How do the old man and woman make the Gingerbread Man? What ingredients do you think they’d use? What technology would they use? How would he change in the oven? What do you think he’d taste like?

My favourite cake is ginger cake.

Go Using the photocopiable activity sheet, the children identify and colour the objects that belong in the kitchen and cross out the objects that belong in other rooms of the house.

Working towards: With help, the children can identify and colour some kitchen objects and can identify a few objects which do not belong in the kitchen.

Working beyond: The children can name and explain the uses of the kitchen and non-kitchen objects. They can also suggest what rooms the non-kitchen objects belong in.

Finishing line: Provide every child with a paper plate, a plastic knife and fork, and some play dough. Allow the children to develop their cutting skills with cutlery by trying to cut up the play dough into small pieces.

Cross- curricular links P S

Physical development: Through engaging in the role-play kitchen and by practising using a knife and fork, the children show good control and coordination in large and small movements.

Literacy: Through reading some of the words in ‘The Gingerbread Man’, the children use phonic knowledge to decode regular words and read them aloud accurately.

Home link Activity book: Technology pages 12 to 15 Get Set Understanding the World

Teacher’s Guide

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Kitchen stories

Technology Activity Book Example

Describe the technology for your adult to guess.

Order the pictures to tell the baking story. Write a number from 1 to 4 beside each picture.

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Hot and cold places

The World Activity Book Example

Draw a ring around the odd ones out.

Draw lines to match the animals to their habitat.

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Schofield & Sims • Get Set Early Years

Handwriting chart

Downloadable Resource Example

a b c d e f g h i j k l m n o p q r s t u 0123456789 22

For use with Schofield & Sims Get Set Early Years © Schofield & Sims Ltd, 2018.

Schofield & Sims • Get Set Early Years Downloadable Resource Example

Learning diary Name of child:

Date:

Teacher In school, your child has been learning:

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Your child learnt about this in the following ways:

We made the following observations of your child’s progress:

Suggestions for continuing your child’s learning at home:

Parent or carer Please tell us about your child’s current interests and any recent experiences they have had (for example, visits, holidays, celebrations).

Please tell us about any achievements or ‘wow moments’ that you have observed in your child’s learning and development.

For use with Schofield & Sims Get Set Early Years © Schofield & Sims Ltd, 2018.

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