Welcome to the Spring Term. We hope that you have had a fantastic Christmas and a very Happy New Year. Below is our new overview for the Spring Term and our first topic is Superheroes! Our classrooms have been adapted to include a ‘Superhero Rescue Centre’ and a ‘Supertato Supermarket’ role play area.
Gymnastics work based on mats and moving like a superhero. Children should help to transport and store equipment safely as part of their health & self-care development.
Dance work based on the superhero theme using The Superman Song music. Invite the children to pretend to be a superhero. Practise hovering, swerving, swooping and hurtling & flying a supersonic jet over the mountains. Build from working individually to working in pairs.
Please ensure that all items of clothing are named clearly to avoid any mix ups.
We will continue to learn our single sounds in preparation for reading through the scheme Read Write Inc. As well as blending and segmenting of CVC (consonant, vowel, consonant) words (cat, pin, tap) we will be moving onto CCVC sounds (snap, frog, bran). The children will also begin to read more red words (words that cannot be sounded out phonetically like ‘he’, ‘we’ and ‘she’)
We will work on the consonant digraphs (sh, ch, th) as well as long vowel phonemes like ‘oa’, ‘ai’ and ‘ee’.
Please continue to support your child in recognising and writing their first name and surname.
Personal, Social and Emotional Development
The children will think of ways they could be superheroes. Who would they help? What would they do? How could they be helpful towards others?
We will discuss superhero actions in order to emphasise the difference between real actions and pretend ones and decide how some dangerous actions could be safely represented through pretend play & movement.
Do all superheroes have superpowers? Do some have gadgets or special skills and knowledge? Who might be like a superhero in our community?
Communication and Language
Charlie’s Superhero Underpants
Discuss the use of superhero words. For example, POW! KERZAP! SPLAT!
Make a list of rhyming words used in the story.
Describe the different places and creatures Charlie meets. For example,
steep and snowy hillside /huge and hairy creature/soft and slippery mud
Who is special to us and why? Who is our superhero?
We will be discussing in more detail about features of a book such as whether it is fiction or non-fiction, whether it rhymes, who the author is and what a blurb is. We will also be sequencing stories into beginning, middle and end.
We will introduce a listening game where one child is blindfolded in the middle of a circle. The children in the circle take it in turns to say 'It's only me …’ (chosen superhero) in squeaky or gruff voice. The blindfolded child guesses who was speaking/where in the room the child was.
Say and use number names in order to 20 and beyond in familiar contexts e.g. number rhymes, songs and stories. Count back from 10.
Count reliably a number of objects/ claps or hops up to 12.
Order a set of numbers 1- 10/ 1-20.
Relate addition to combining two groups. Separate (partition) a given number of objects into two groups.
Relate subtraction to taking away, counting how many left.
Solve puzzles using secret codes.
Following our autumn term focus on 2D shape, we will be moving onto 3D shapes this term where the children will learn a very addictive (you may find it annoying!) song. The shapes we will learn are cube, cuboid, sphere, cylinder, cone and pyramid.
We will extend the children’s mathematical vocabulary by looking at weight and using terms such as heavier, lighter and balanced.
Expressive Arts and Design
Understanding the World
We will be going into detail about healthy and unhealthy lifestyles and debating what it takes to be healthy.
We will continue to teach children about resilience and looking at our key words for the foundation year:
Of course, this term there will be a big push on writing. We will be making phonetically plausible attempts at writing 3 and 4 letter words within our work. We will be writing captions and labels as well as understanding the basic structure of sentences (capital letters, full, stops, finger spaces and written on the line).
We will be encouraging the children to use their new digraph sounds as well as the red words that they have learnt within their writing.
Any support from home in writing is always appreciated and extremely beneficial to the children’s development in writing.
Thank you once again for your continued support.
The Foundation team J