Activities•Explore a range of foods using the senses•Sensory play- explore foods in their raw cooked form flour, balls, rice, pasta, spaghetti, cornflakes, noodles•Cookery- milk shakes, fruit salad, smoothies, gingerbread men, apple/banana flap jacks, Chinese noodles, pancakes, fruit kebabs (caterpillars), •Tasting Chinese foods for Chinese new year•Banana cookery- Year of the monkey•Tasting pancake toppings•Tasting traditional Welsh food•Where does our food come from? – Foods & farms•Tasting produce from the farm – egg, cheese, milk, yoghurt, butter- matching to animals•Tasting exotic fruit – Where do they come from?•Playdough jungle & caterpillars•Exploring eggsVisits•Super market•Cafe

ICT RE/SMSC

Welsh/Curriculum Cymreig•Song:Tywydd (Cyw)•Tasting Welsh food

Thinking Skills

Topic: Food & Celebrations Area: Knowledge & Understanding of the World

Class: Yellow Date:04/01/16

• iPad photographs of cookery e.g. to sequence, favourite fruit, pancake toppings

• Help Kidz Learn: Cause & effect stories

ICT Skills

•Experiment with new learning opportunities including ICT•To develop gross and fine motor skills through ICT activities•To see links between cause an effect

RE/SMSC Skills

•To express and communicate different feelings and emotions•To concentrate for lengthening periods•To ask for assistance when needed

Welsh/Curriculum Cymreig Skills

•To view an listen carefully to a variety of visual and audio-visual stimuli•To listen to familiar and unfamiliar voices

Thinking Skills

Class: Yellow Date: 04/01/16

Topic: Food & Celebrations Area: Knowledge & Understanding of the World

:

Foundation Phase Skills•To explore and experiment with natural and man made resources-leaves, compost, sand, flour, noodles, eggs•To begin to think about what might happen if…•To begin to listen to others’ ideas•To begin to learn about where their locality is•To begin to recognise differences between their own locality and localities in different parts of the world.•To sequence events, routines and changes e.g. in a journey to school, in a story•To recognise that there are reasons for and consequences of, some actions•To look at different representations of the past e.g. different books/pictures/ICT sources about the same person or event.

LNF TargetsOracy•To give a symbol/picture as a ‘token’ for a desired item/activity with support (doesn’t distinguish representation) (A Steps) (S.B)•To use a few very familiar words/signs or symbols (A Steps) (L.E)•To use single words/signs/ symbols and some two-part phrases, e.g. to signal repetition or recurrence (B Steps) (C.B, P.C)•To make an attempt at representing things/animals/ etc. in structured role-play activities (C Steps) (S.H)•To begin to imitate real life and make believe experiences within role play (Nursery) (H.B)•To talk about, in simple terms, drawings, models and movements (Nursery) (L.S)Using Number skills•To develop shared attention (RfL 40) (L.E, S.B)•With support point to an object or vocalise at an appropriate moment to indicate a number when an adult is counting (A Steps) (C.B, P.C)•To compare and order numbers to at least 10 (Nursery) (L.S)•To use ‘counting on’ strategies to add 2 collections, starting with the larger number, e.g. 8 + 5.(Year 1)(H.B)•To read and write numbers to at least 20 (Year 1) (S.H)

• To develop an awareness of and be able to distinguish between natural and man made materials.

• To begin to sort everyday materials into groups using their senses.