Prime Area: Personal, Social and Emotional Development (PSED)
(Circle time) Discuss the choices and actions of the
Prime Area: Communication and Language (CL) (Focuses: Listens to stories with increasing attention and recall; Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories)
characters. For example, Goldilocks went into a stranger’s house. Was that a good idea? Why not?
Should she have gone into someone’s house without their permission? Talk about the importance of saying sorry. Discuss how the bears felt/reacted
to what Goldilocks did. Why? How would you feel? What do you think Goldilocks should say to the
In Key Worker groups we will go to our KW area to listen to the story and join in with the refrains. We will then try to remember what happened in the story. More abled children activity - to try to sequence the events of the story (For other activities see Literacy)
Prime Area: Physical Development (PD) (Uses simple tools to effect changes to materials; Handles tools, objects, construction and malleable materials safely and with increasing control; Eats a healthy range of foodstuffs and understands need for variety in food.) Healthy eating – discuss why porridge is a healthy food. Talk about other foods that are healthy or unhealthy. Can the children think of examples? Making porridge Mark making in porridge oats Goldilocks pencil control sheets
three Bears and why?
Specific Area: Expressive Arts and Design (EAD) (Focuses: Explores colour and how colours can be changed; Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects; Experiments to create different textures; Manipulates materials to achieve a planned effect.)
Making shape pictures based on the three bears cottage
Using junk modelling equipment to make new beds and chairs for baby bear
Decorating bear cut outs using fabrics and felts for collaborative display
Goldilocks colouring sheets in the mark making area
Nursery 2016/2017 Spring 1 Key text: Goldilocks & The Three Bears (30 - 50 months and 40 - 60+ months)
Specific Area: Literacy (Focuses: Shows awareness of rhyme and alliteration; Listens to and joins in with stories and poems, one-to-one and also in small groups; Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories; Listens to stories with increasing attention and recall; Describes main story settings, events and principal characters) Sequencing the story in the reading corner
Writing a letter from Goldilocks to say sorry to the bears
Drawing wanted posters by the bears to find the porridge thief
Specific Area: Mathematics (M)
(see also Communication and Language and Phonics)
(Focuses: Knows that numbers identify how many objects are in a set; Recognises numerals 1 to 5; Sometimes matches numeral and quantity correctly; Shows an interest in
Specific Area: Understanding the World (UW)
(Focuses: Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family; Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world)
Exploring wet and dry porridge oats
Making and tasting hot and cold porridge and describing
numerals in the environment; Compares two groups of objects, saying when they have the same number.)
Nature walks to find objects in the local environment
amount in the bowl.
Number ordering and missing number games using goldilocks themed numbers
Choosing items from sound bags and placing into piles with the same initial sound
correct language to describe the
Finding out about different kinds of bears and their habitats
Using oats to learn about capacity by
Guided Phonics – sorting items from Goldilocks into alliterative piles
filling and emptying bowls and using the
the taste
Ordering items from the story by size (spoons, bowls, bears)
Phase 1 Phonics (Aspect 5 – Alitteration)
Playing ‘I spy’ – naming children in the class and objects that can be seen in the classroom.