Have you seen a bear?
In Term 3 we are eager to explore the question "Have you seen a bear?"
We are going to continue to develop our love of reading by listening to and retelling the classic tale of 'Goldilock and the Three Bears.' We'll get to make and taste our own porridge and experience what it is like to live in the 3 Bears Cottage in our newly developed role play area.
We will then have great fun reading 'We're Going on a Bear Hunt.' We'll be making binoculars and putting on our boots and coats as we go in search of our very own bear. We'll work together to recall and sequence the main things that happen in the story and become artist when we use our own choice of technique to create a bear picture.
Using non-fiction books, we'll also be able to find out facts about real life bears and answer questions such as 'Where do bears live?' and 'What do bears eat?'
The children will begin to develop their phonic knowledge as we start to listen to sounds in words that are familiar to them. This will include the initial sound of their name and also finding and matching objects to their initial sounds.
We will continue to build upon our Personal, Social, Emotional development through our scheme of work Jigsaw, this term we are focussing on our Dreams and goals.
Development Matters for Term 3
The Development Matters from the prime areas that we will be focusing on are:
Communication and Language:
Understand ‘why’ questions.
Enjoy listening to longer stories and can remember much of what happens.
Personal, Social and Emotional Development:
Select and use activities and resources, with help when needed. This helps them to achieve a goal they have chosen, or one which is suggested to them.
Play with one or more other children, extending and elaborating play ideas.
Do not always need an adult to remind them of a rule.
Begin to understand how others might be feeling.
Continue to develop their movement, balancing, riding and ball skills.
Go up stairs or steps, or climb apparatus, using alternate feet.
Skip, hop, stand on one leg and hold a pose for a game like musical statues.
Choose the right resources to carry out their own plan. For example, choosing a spade to enlarge a small hole they dug with a trowel.
Development Matters from the specific areas we will also be considering are:
Understand that print can have different purposes.
Know that we read English text from left to right and from top to bottom.
Can name the different parts of a book.
Add some marks to their drawings which they give meaning to
Begin to form letter like shapes.
Say one number for each item in order: 1,2,3,4,5.
Show ‘finger numbers’ up to 5.
Understand position through words alone – for example, “The bag is under the table,” – with no pointing.
Describe a familiar route.
Discuss routes and locations using words like ‘in front of’ and ‘behind’.
Understanding the World:
Explore collections of materials with similar and/or different properties.
Talk about the differences between materials and changes they notice.
Expressive Arts and Design :
Take part in simple pretend play, using an object to represent something else even though they are not similar.
Explore different materials freely, in order to develop their ideas about how to use them and what to make.
Join different materials and explore different textures.
Remember and sing entire songs.
Play instruments with increasing control to express their feelings and ideas.