Cambridge Early Years Executive Preview 3

Cambridge Early Years

Multi-component sample - Year 3 Term A

Alison

Borthwick, Gill Budgell, Kathryn Harper, Philippa Hines, Claire Medwell, Cherri Moseley & Elly Schottman

Dear Practitioner,

SAMPLE

Welcome to Cambridge Early Years!

Cambridge Early Years is our new programme for 3 to 6 year olds. It gives young learners the best start in life, helping them to meet key early milestones and thrive in and outside of school. This ground-breaking programme includes everything you need for high-quality learning: a holistic, balanced curriculum, engaging classroom resources, professional development and assessment approaches to help you measure your learners’ progress.

This executive preview will help you understand how our teaching resources and learner’s books work together to support you with your early years teaching.

In creating these resources, we have taken time to speak to early years practitioners from schools all over the world, asking questions and listening carefully to their experiences and challenges. From building an inspiring early years setting, to teaching children from diverse backgrounds and language abilities – our resources support the needs and challenges that practitioners face in the early years classroom.

The teaching resources are the core resources for Cambridge Early Years and provide activities and additional digital downloadables for all of the curriculum areas. They cover Mathematics, Communication and Language (CL), and within the Let’s Explore strand, Creative Expression, Personal, Social and Emotional Development, Physical Development and Understanding the World Each of the teaching resources for Years 1, 2 and 3 provides a wide range of engaging activities which are all aligned with the curriculum’s learning statements.

The learner’s books provide stories and activities that support the early years curriculum areas and work best when used in conjunction with the teaching resources. At Early Years 2 and Early Years 3, the learner’s books are split into subject areas: Mathematics, Communication and Language (for English as a First Language), Communication and Language (for English as a Second Language), and Let’s Explore, whereas our Cambridge Early Years 1 learner’s books cover a variety of subject areas.

Please take five minutes to find out how our resources support you and your learners. To view the full series, you can visit our website or speak to your local team

cambridge.org/education/find-your-sales-consultant cambridge.org/education/early-years

You can also find out more about becoming a Cambridge Early Years centre on our website: cambridgeinternational.org/earlyyears

Best wishes,

Bridget McHugh

Commissioning Editor for Cambridge Early Years

Cambridge Early Years 3A SAMPLE

Claire

Communication and Language for English as a Second Language

Note to parents and practitioners

This Learner’s Book provides activities to support the first term of ESL Communication and Language for Cambridge Early Years 3.

Activities can be used at school or at home. Children will need support from an adult. Additional guidance about activities can be found in the For practitioners boxes.

Stories are provided for children to enjoy looking at and listening to. Children are not expected to be able to read the stories themselves.

Children will encounter the following characters within this book. You could ask children to point to the characters when they see them on the pages, and say their names.

The Learner’s Book activities support the Teaching Resource activities. The Teaching Resource provides step-by-step coverage of the Cambridge Early Years curriculum and guidance on how the Learner’s Book activities develop the curriculum learning statements.

Hi, my name is Rafi.

Hi, my name is Kiho.

Hi, my name is Mia.

Find us on the front covers doing lots of fun activities.

Hi, my name is Gemi.

Block 1

Places near and far

What is my job? What is my job?

Do you know? Do you know?

I teach you new things, I teach you new things.

Who am I? Who am I? (Teacher!)

What is my job? What is my job?

Do you know? Do you know?

I care for animals, I care for animals.

Who am I? Who am I? (Vet!)

What is my job? What is my job?

Do you know? Do you know?

I make you better, I make you better.

Who am I? Who am I? (Doctor!)

What is my job? What is my job?

Do you know? Do you know?

I grow your food, I grow your food.

Who am I? Who am I? (Farmer!)

What Is My Job? (Sung to the tune of Frère Jacques)

In the school

Match.

Match the school helpers to the objects.

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For practitioners

Invite children to identify the school helpers they can see in the pictures and to match them to the objects they use in their job.

Where is the…?

Colour and say.

Find and name the animals from the story. Colour them in.

SAMPLE

Children trace, say and colour the animals from the story. As they explore the

I like to sleep in trees! What else do you use trees for?

For practitioners

SAMPLE

Children find and name the animals from the story and then colour them in. As they explore the picture, ask questions about the position of the animals, e.g., Where’s the bird? It’s here/there. Point to Gemi and help children to use the internet to answer this question.

Cambridge Early Years

Communication and Language for English as a First Language

Learner’s Book 3A

Gill Budgell

Note to parents and practitioners

This Learner’s Book provides activities to support the first term of FLE Communication and Language for Cambridge Early Years 3.

Activities can be used at school or at home. Children will need support from an adult. Additional guidance about activities can be found in the For practitioners boxes.

Stories are provided for children to enjoy looking at and listening to. Children are not expected to be able to read the stories themselves.

Children will encounter the following characters within this book. You could ask children to point to the characters when they see them on the pages, and say their names.

The Learner’s Book activities support the Teaching Resource activities. The Teaching Resource provides step-by-step coverage of the Cambridge Early Years curriculum and guidance on how the Learner’s Book activities develop the curriculum learning statements.

Hi, my name is Rafi.

Hi, my name is Kiho.

Hi, my name is Mia.

Find us on the front covers doing lots of fun activities.

Hi, my name is Gemi.

Block 1

Places near and far

Bubbles by

James Carter

Red bubble

Yellow bubble

Orange bubble blue

Pink bubble

Purple bubble

Rainbow bubble too

This bubble

Big bubble

Shiny and round

Float bubble

Fly bubble

Rise from the ground

Up bubble

Up bubble

Up so high

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Go bubble

Go bubble

Gone –Bye bye!

Bubbles

Listen and colour.

Listen to the poem. Colour in the bubbles to match the colours you hear.

1

2

5

For practitioners

3 4

SAMPLE

Recite and read the first part of the poem. Tell children they need to listen and colour in the bubbles to match the colours they hear in the poem. e.g., red, yellow, orange, pink, purple, rainbow. Some children may wish to draw more bubbles on the page.

The party food

Match.

Match the labels to the party food.

5 gyoza dumplings

10 ravioli dumplings

9 pelmeni dumplings

3 wu-gok dumplings

4 fufu ball dumplings

6 golden boureka dumplings

7 tamale dumplings

1 samosa dumpling

2 apple dumplings

SAMPLE

8 shish barak dumplings

For practitioners

Children match the labels to the food items in the picture, using their finger or a pencil. Encourage them to refer back to the story pages to help reinforce the link between the pictures and text on the page, rather than relying solely on counting.

I like to eat

Draw and say.

I like to eat bugs!

Draw things you like to eat at a party.

Say their names. Describe them. Try to write the words.

SAMPLE

For practitioners

Children talk about and draw things they like to eat at a party. Encourage them to use the adjectives from the book to link new meanings to those they know, e.g., spicy, doughy, sweet, crunchy, soft. Support those who want to caption their pictures, e.g., sweet grapes.

3A

Note to parents and practitioners

This Learner’s Book provides activities to support the first term of Let’s Explore for Cambridge Early Years 3.

Activities can be used at school or at home. Children will need support from an adult. Additional guidance about activities can be found in the For practitioners boxes.

Some activities use stickers. The stickers can be found in the section in the middle of this book.

Stories are provided for children to enjoy looking at and listening to. Children are not expected to be able to read the stories themselves.

Children will encounter the following characters within this book. You could ask children to point to the characters when they see them on the pages, and say their names.

The Learner’s Book activities support the Teaching Resource activities. The Teaching Resource provides step-by-step coverage of the Cambridge Early Years curriculum and guidance on how the Learner’s Book activities develop the curriculum learning statements.

Hi, my name is Mia.

Find us on the front covers doing lots of fun activities.

Hi, my name is Gemi.

Hi, my name is Rafi.

Hi, my name is Kiho.

1, 2, 3

Where can I be?

Can you see me Hanging from the ?

SAMPLE

For practitioners

Children explore the picture and discuss what they can see. Children stick the matching pictures in place, e.g., football to team. Talk about what the people are doing in the picture. Ask What events do you celebrate in your community? Encourage children to find Kiho in the picture by finishing the rhyme aloud.

Making festival food

Match.

I’m preparing fruits.

3

The tomatoes are rolling away!

2

Taj and Kai are making food for their festival. How do they need to be careful?

I don’t know how to hold this knife.

Hold the knife in your writing hand.

Hold the food in place!

For practitioners

4

My brother is funny!

Keep your eyes on the food!

Use a cutting board.

SAMPLE

Children look at the pictures. Read aloud the speech bubbles for them. Discuss what the risk might be in each picture. Children then write in the number of the risk next to how Taj and Kai should be careful. If necessary, talk about the different warnings if they are unfamiliar.

1

Where do they grow?

Match.

Above the ground

Under the ground

Onion Mangoes

Peas

SAMPLE

For practitioners

Read the coloured labels with children and help them identify the photos. Explain the task. Encourage children to work together to decide where each food item grows and draw a line between the picture and the correct label.

Tomato Potato Cherries

Note to parents and practitioners

This Learner’s Book provides activities to support the first term of Maths for Cambridge Early Years 3.

Activities can be used at school or at home. Children will need support from an adult. Additional guidance about activities can be found in the For practitioners boxes.

Children will encounter the following characters within this book. You could ask children to point to the characters when they see them on the pages, and say their names.

The Learner’s Book activities support the Teaching Resource activities. The Teaching Resource provides step-by-step coverage of the Cambridge Early Years curriculum and guidance on how the Learner’s Book activities develop the curriculum learning statements.

Hi, my name is Kiho.

Hi, my name is Rafi.

Hi, my name is Mia. Find us on the front covers doing lots of fun activities.

Hi, my name is Gemi.

How many dumplings on each plate?

Count and write.

Cross out each dumpling as you count it.

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For practitioners

Children count the number of dumplings on plate 1 and write the answer. Do the same for plate 2. Children should recognise that the number remains the same even when the objects are rearranged. Challenge children to arrange 10 (modelling clay) dumplings in different ways.

Plate 1

Plate 2

Using a measuring strip

Measure and write.

Cut out the measuring strips.

Measure each object with both measuring strips.

Line up the beginning of the measuring strip with one end of the object. Read and record the number closest to the other end of the object.

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SAMPLE

For practitioners

Cut out the 2 measuring strips. Support children to use the measuring strips correctly. Some may fi nd it easier to measure both animals with 1 measuring strip fi rst, then repeat with the other measuring strip. Ask children How many paperclips did you need to measure the fish? How many pencil sharpeners? Why do you think there is a difference?

Alison Borthwick, Gill Budgell, Kathryn Harper, Philippa Hines, Claire Medwell, Cherri Moseley & Elly Schottman

Block 1 Places near and far

In FLE Communication and Language, we will focus on texts about family and community celebrations, and how people in our wider community can share valuable experiences. Children will be given the chance to follow instructions and to create, imagine and write their own words or phrases. They will also be reminded about the purpose of different texts, such as sequence and instruction. They will continue to explore language to imagine and recreate, and increasingly gain confidence in wanting to write simple sentences.

In ESL Communication and Language we will focus on communities – the people who form them and their importance to our lives. Children will begin by exploring the relationship between words and images on the page and understanding of short, simple instructions. They will then consolidate new language and concepts around communities and jobs, experimenting with language to ask simple questions and show opinions.

In Mathematics, we will start by counting forwards and backwards from 0 to 20, including looking for patterns in the

SAMPLE

numbers and counting forwards and backwards from different starting points. Children will extend their reading of numerals up to 20. They will explore counting up to at least 20 objects and will recognise that when objects are rearranged, the total remains unchanged. Children will learn what an estimate is and have a go at estimating different quantities. Finally, children will begin to explore the addition strategies of counting on and counting on from the larger number and the subtraction strategies of counting back and finding the difference.

In Let’s Explore, we will learn about communities. We will explore our classroom community, and learn about a school in another country by researching online, as well as learning about flags, and creating our own to represent our classroom. We will also explore different kinds of clothing linked to communities and spirituality. We will learn how clothes are made and will also look at traditional patterned clothes, using these for inspiration as we will craft scarves. We will also explore music and dance from our local community and beyond, and will learn about festivals in relation to spiritual communities, as well as focusing on friendships through a short story and making friendship bracelets.

FLE Communication and Language

Week 1: Dumpling Day

In FLE Communication and Language this week, we will enjoy a charming story about a community coming together with respect, fun and delicious food. Children will explore engaging vocabulary and new meanings. Children will also listen attentively and respond with comments and questions before playing language games and reusing story language in planning their own party settings.

Continuous provision and guided play

• Role-play area: Ensure the Role-play area is wellstocked for child-led retellings to encourage children to speak audibly, accurately and coherently about their learning. They may dress up and retell or reimagine some of the specific food and names of different helpers in different languages as shown in the first text.

• Art area: Provide a kitchen to inspire children to create their own model dumplings, and support them to use the language of sequence and instruction for ‘baking’ their dumplings. Encourage children to describe what type of dumpling it is and when it is going to be eaten. For example, a sweet dumpling for a party

• Outside area: If you have a mud kitchen, children may explore making dumplings of their own. Ask questions as they play and encourage children to respond with relevant comments, questions or actions.

• Working wall: Begin a Working wall where children can revisit parts of the text explored and display their work; and pr actitioners can keep learning statements explicit.

Safety tip

Although not an activity outlined here, if you have kitchen facilities and intend to cook dumplings with the children for tasting, check class information or with parent(s)/carer(s) regarding any food allergies.

ActivityOutline of learning content

1 Listen and ask Show good listening and explore how to improve understanding, e.g., responding to discussion and questions, and by asking questions about the text and pictures.

SAMPLE

Spontaneous teachable moments

Look out for opportunities where you can ask children to show they are ready to listen and learn. You may choose to use the Story Time song.

2 Spin itPlay a game to rehearse the unusual vocabulary in the book. Use descriptions to link the book content with our own experiences and understanding.

3 Plan a partyPlan a pretend party and make party food in the Role-play area and/or outside. Use accessible resources to have a go at writing lists and food labels.

Activity 1: Listen and ask

Learning statements

• 3CL.FLEc.05 Sustain attentive listening, showing some understanding of the overall conversation or discussion by responding to what they hear with some relevant utterances, comments and questions.

• 3CL.FLEc.22 Make decisions about which strategies will help to clarify understanding of stories and non-fiction texts, for example, using picture cues, asking questions.

Resources

Story (Dumpling Day); FLE Activity sheet 3.1.1.1: Speech bubble; FLE Activity sheet 3.1.1.2: Question mark

Activity guidance

Sing the Story Time song to alert children to story time, and to settle them ready for listening.

• Show children the book cover, in print or online, and ask What is the title of this story? Dumpling Day? What is a dumpling? Has anyone eaten a dumpling?

• Take your lead from children’s experiences shared at this point.

• Ask children to predict what is going to happen in the story, explaining how they know with reference to the front cover.

• Tell children that the book is about a group of neighbours who get together to share their love of food and partying.

• Read the story aloud, and point to key items as they are mentioned in the story to help children to follow the story and support attention. Take time to model for children how you may read words that are unfamiliar to you –or rehearse!

• Encourage children to show good listening and then understanding by responding to discussion and questions about the text when you pause. Responses may be facial expressions, gestures, and posture, voiced sounds, comments, sentences and further questions.

• Read the story again, and this time, explain that you are going to pause at cer tain points and choose someone to pick a card – if a child picks the speech bubble card, they will try to say something about the story. If they pick the question mark card, they will try to ask a question about the words or the pictures.

• At the end of the reading aloud, and if children are still engaged, ask How can we work out the answer s to these questions?:

• How many families? (10) e.g., we count numbers.

• What are they doing? (planning for a party) e .g., we go to the first and/or last spread to look at the people and the party.

• Are they all making the same thing? Why not? e.g., we refer to the different names for similar things (dumplings).

Listen and observe

Support:

• If children are struggling to listen attentively and show understanding of the story or discussion:

• Bring them closer to ensure they can see the pictures.

• Stop to engage all children with a simple strategy, e.g., thumbs up if you would like to eat this dumpling, thumbs down if you do not. Repeat with different strategies.

• Choose children who appear to be struggling to pick a card, or invite them to comment/answer questions about the text.

Challenge:

Activity 2: Spin it

Learning statements

• 3CL.FLEc.14 Speak audibly, accurately and coherently, using relevant information to make themselves understood.

• 3CL.FLEc.28 Discuss the meaning of words they read, linking new meanings to those they already know.

Resources

Role-play area props geared to the story retelling, including masks, modelling clay for dumplings, etc; FLE Activity sheet 3.1.1.3: Number spinner; a pencil to push through the centre of the spinner (to ensure the spinner spins).

Activity guidance

• Use FLE Activity sheet 3.1.1.3 to make a simple spinner with numbers 1–10.

• Invite children to play a game to rehearse the names of the dumplings in the book, and to link the adjectives used to describe foods they know. This game allows you to check understanding, and allows children to practise pronouncing the words audibly and accurately.

• Ask children to take turns to spin the spinner(s) and match the number on their spinner to the dumpling in the book. Support them with some shared reading, and ask them to say the name.

• Encourage them to describe what type of dumpling it is, e.g., spicy, doughy, sweet, crunchy, soft, crispy, puff pastry, warm, tangy, pop out, bursting with cheese (cheesy).

• Ask What does ‘warm’ mean? How does it feel to eat something crunchy? How is this different to when you eat something soft?

• For a bonus point or extra clap, ask children to think of something else that can be described with the same word as their dumpling, e.g., My dumpling is spicy, and a curry may be spicy; my dumpling is sweet, and a cake may be sweet; my dumpling is crunchy, and crisps or chips may be crunchy.

SAMPLE

• If children are listening attentively and displaying a range of strategies to understand the text, ask them to explain, e.g., Well done! How did you work out that answer? Or What makes you think that? How do you know?

Week 1: FLE Communication and Language

Listen and observe

Support:

• If children are struggling to say the words that may be unfamiliar to them, use other children as models and work as a group. Use the ‘I do, We do, You do’ strategy to model the words for them. Make it fun, as these are challenging words in some cases.

Challenge:

• If children are speaking the words and understanding well, see the end story page , which explains the names of the different cooking helpers in the book, e.g., ‘Didi’ means ‘older sister’ in Hindi. After each dumpling name, ask Who is the cook or helper on that page? Children will need access to the book.

Activity 3: Plan a party

Learning statements

• 3CL.FLEc.03 Apply elements of the spoken and recorded language they hear to their own speech.

• 3CL.FLEc.31 Show understanding when talking with others about what they have read, including linking content to their own experiences.

Resources

Kitchen or party Role-play area inside or outside; a mud kitchen if available; modelling clay; small world pretend food items, plates, cups, cutlery; a picnic rug or cloth; writing resources for children to write their party lists or draw their plans.

Safety tip

Ensure any equipment used by children has been safety checked for their use, and that children are supported to use it safely.

Activity guidance

• Invite children to plan a pretend party and make party food in the Role-play area and/or outside.

• Be sensitive to those who may have limited party experience or for whom it is culturally inappropr iate. It may be preferable to invite some children to plan a dinner for their family instead.

SAMPLE

• Children may choose to make party food using modelling clay or mud, or use pretend food in the Role-play area.

• Encourage each child to state what they are contributing (what are they making for the party?), describe it and where possible to write or scribe a label.

• Encourage children to draw on their own experiences of parties when thinking about what they will contribute –pose questions such as Have you ever been to a par ty? What was at the party?

• Skilful interventions may well enable spontaneous teachable moments to ensure children are applying elements of the story language, e.g., Why are you making X for the party? Is it like a dumpling? Why? How? Will it be crunchy?

• Ensure writing resources are available for children to write lists and food labels if they wish. Encourage wr iting if children are confident to have a go.

• If time allows, children could talk about their party plan with others within or visiting the class, and/or to set it out and invite others to view and par ticipate.

Listen and observe

Support:

• If children are finding it difficult to link the content to their own experiences, ensure they are working in a group that will be supportive. See skilful intervention suggestions above which may be tailored to support specific children.

Challenge:

• If children are engaged and confidently using the language of the story, challenge them to also think about the number element of the story. Are they able to chant X dumplings before, then we add one more. How many dumplings now?, and then shout out the new dumpling number?

ESL Communication and Language

Week 1: The Umbrella Tree

In ESL Communication and Language this week, we will explore a beautiful story about friendship, and how being generous leads to lots of wonderful things. Children will listen attentively and respond with comments and questions before playing language games to explore new vocabulary.

Continuous provision and guided play

• Role-play area: Enhance the Role-play areas with resources linked to jobs and the local community. As children play, model using short, simple talk for children to mimic and attempt themselves, e.g., I am a gardener; I am planting flowers. What do you do?

I am a vet. Do you need help?

• Library/reading area: Enhance the Library/reading area with stories and texts about friendship and communities for children to explore independently. As they explore and observe, ask questions, encouraging them to recognise the relationship between phrases, sentences and images on the page. For example, say a phrase that is about a picture (e.g., a phrase about a cat when there is a picture of a cat), and move your finger under the words as you speak. Then ask children to point to the corresponding picture (e.g., the cat).

• Writing/mark-making area: Enhance the Writing/ mark-making area with resources to support an increasing skill in writing for specific purposes, e.g., writing names or signs. When performing activities such as making their own umbrella tree, children can write their own names on their work.

• Art area: Enhance the art area with crayons, paints and pencils so children can experiment making their own artwor k around the theme of friendship and trees. This area will support children’s learning from Activity 3. Encourage children to use descriptive language as they talk about their art, and model expressing ideas and sharing opinions.

Spontaneous teachable moments

When children are playing with peers, encourage them to talk about how they can play nicely with others and show respect, e.g., sharing with others, including people so no one is left out, being friendly, giving compliments. For example, Can Child A play with you? That’s really nice sharing, well done. Child B have you had a go?

Activity Outline of learning content

1 Reading togetherShow good listening, and enjoy a story about an umbrella tree.

2 Exploring vocabulary and key language

Begin to show understanding of key characters and descriptors by holding up flashcards in response to questions about the story.

3 Make an umbrella tree Show understanding of short, simple instr uctions by making umbrella trees.

Activity 1: Reading together

Learning statements

• 3CL.ESLc.04 Enjoy and listen attentively to short, simple stories, to show appreciation of spoken language that does not include rhythm and rhyme (prose), and respond with short relevant comments.

• 3CL.ESLc.02 Take turns when speaking with others in short, simple exchanges, including during play and everyday situations.

• 3CL.ESLc.34 Enjoy listening to different types of short, simple texts and respond by using simple words and phrases.

Resources

Story (The Umbrella Tree); ESL Activity sheet 3.1.1.1: Umbrella tree.

Key vocabulary

tree, sun, wind, storms, bird, chameleon, meerkat, aardvark, cheetah, giraffe

What a beautiful tree you are!

Can I … sleep, make (my nest), rest, live here, play here?

Activity guidance

Sing the Story Time song to alert children to story time, and to settle them ready for listening.

• Show children ESL Activity sheet 3.1.1.1, which is a photo of an African acacia tree in the savannah (an umbrella tree). Ask children to descr ibe what they can see. Children may say This is a tree. The tree is tall. The tree is green. Ask Do trees like this grow in our community? Support and correct children as necessary.

• Read the title of the story to the children, pointing to each word as you do so. Mime opening an umbrella to help convey the similarity between the shape of the tree’s canopy.

• Ask children What do you think the story is about? Accept answers in both home and second language . Praise children for their contributions.

• Read the story aloud with children, and encourage children to show good listening and then understanding by responding using simple words and phrases, e.g., Point to the bird. What colour is the bird? Show me the tallest animal. Point to an animal you don’t know. Introduce them. Point and say This is a meerkat. This is a chameleon. This is an aardvark

• At the end of the reading aloud, ask children if they enjoyed the story. They may respond with a simple yes/no answer.

• If still engaged, encourage children to take turns as they engage in simple conver sation about their favourite animals. Ask What’s your favourite animal? If children just answer with the animal, include the follow up question Why?, to build on EY2 learning around ‘why’ questions. Some may respond using simple phrases, e.g., I like the bird. It’s purple, red and blue.

Listen and observe

Support:

• If children are having difficulty keeping still, ask them if they would like to be the pr actitioner’s helper during story time, e.g., the page turner or the pointer.

Challenge:

• If children have enjoyed the story and offered personal responses to your questions, have the story available in the Library/reading area for children to explore independently. Encourage them to talk about the animal guests, and select those they like best or the ones they would like to find out more about.

Week 1: ESL Communication and Language

Activity 2: Exploring vocabulary and key language

Learning statements

• 3CL.ESLc.28 Describe the locations of objects and people (e.g., using near, next to, here/there), for example, It is near the door. It is here/there.

• 3CL.ESLc.07 Show understanding of some specific information and detail of short, simple talk.

Resources

Story (The Umbrella Tree); large piece of paper; ESL Activity sheet 3.1.1.2: Animal character cards; a decorative vocabulary bag or box to put the flashcards inside.

Key vocabulary

bird, cheetah, giraffe, aardvark, meerkat, chameleon

It’s little, tall, fast, big. It’s got big eyes! It’s got pointy ears. It’s spotty! It’s purple. It’s green. Where is the (cheetah)?

It’s here/there. It’s (under, near) the tree.

Activity guidance

Sing the Hello song to get children’s attention and encourage them to join in.

• Draw a big umbrella tree on a large piece of paper. Encourage children to guess what you are drawing. Ask children if they can remember any of the animals from the story. Tell them that the animals are all in the box/bag, and give it a shake.

• Play a flashcard game: Remove a flashcard from the bag or box, and describe each one, e.g., It’s little, tall, fast, big. It’s got big eyes! It’s got pointy ears.

• Encourage children to remove a flashcard and describe the animal. You could describe the animal and encour age children to mimic. Children will begin to recognise the relationship between the description and the image on the flashcard.

• Elicit the names of each animal, and lay out the flashcards when all have been picked. Ask Where’s the little bird? Encourage children to point to the correct flashcard.

• Describe where the flashcard is using location vocabulary, e.g., It is near/next to … , it is here/there. Ask for a volunteer to stick it on the tree. Repeat with the different animals, prompting children to say where each flashcard is.

• When all flashcards are on the tree, children can ask questions and respond using simple sentences to describe the location of the animals, e .g., Where is the cheetah? Under the tree. They may use other prepositions or simple words to describe location such as: here, there (EY2) and next to.

Listen and observe

Support:

• If children are having difficulty recognising the relationship between images and the phrases used to describe them, repeat the flashcard activity in small groups. Offer practitioner guidance to reinforce the correlation between descriptive talk and images.

Challenge:

• If children are confident in describing the relationship between images and phrases, ask them to provide the key descriptive language for each animal.

Activity 3: Make an umbrella tree

Learning statements

• 3CL.ESLc.06 Show understanding of short, simple instructions by responding appropriately.

• 3CL.ESLc.11 Show understanding of the main point of short, simple talk, including during play and everyday situations.

• 3CL.ESLc.27 Talk about their own and others’ possessions using simple sentences, for example, This is my book. This is her book.

Resources

ESL Activity sheet 3.1.1.3: Umbrella tree template.

Key vocabulary

This is my …

Activity guidance

• Pre-prepare your own umbrella tree using ESL Activity sheet 3.1.1.3, colour ing it in and drawing some special people, animals and important objects in your life under the tree.

• Children listen as you talk about your umbrella tree.

• Model using key language, e.g., Look, this is my (cat); This is my (brother) and this is his (hat); This is my (guitar). Ask children questions to show their understanding of your simple talk. e.g., What is my favourite instrument? What is my brother wearing?

• Hand out copies of ESL Activity sheet 3.1.1.3 and ask children to draw the people, animals and objects that are important to them. Use short, simple instructions to explain what children should do, and provide resources for children to colour and decorate their drawings.

• When children have made their umbrella trees, invite them to talk about their own and other s’ trees using simple sentences, e.g., This is my tree.

• Write each child’s name on their umbrella tree or have them write it themselves. Leave the trees for children to observe and talk about at their leisure.

Listen and observe

Support:

• If children are struggling to talk about the things they have drawn, encourage them to use gestures such as the heart sign to indicate the importance of these people, animals or objects. You could also say a simple sentence for children to copy.

Challenge:

• If children are speaking the words and understanding well, encour age them to use more descriptive language to talk about the things in their picture.

Mathematics

Week 1: Counting forwards and backwards from 0 to 20

In Mathematics this week, we will focus on counting forwards and backwards from and within 0 to 20 and beginning to read the numerals up to 20.

Continuous provision and guided play

• Whole setting:

• Include analogue toy clocks for children to play with to explore the numbers 1 to 12. Children could play ‘What’s the Time Mr Wolf?’ or you could teach children the rhyme Hickory Dickory Dock and invite children to show the o’clock times on their clocks; you could extend by saying the verses out of order.

• Leave out sets of 0–20 numeral cards (made using Mathematics Activity sheet 3.1.1.1) for children to play with or peg onto washing lines. After Activity 3, join children who are playing with the numeral cards – shuffle the cards; invite a child to take the top card and count forwards from that number to 20 and then back again to the start number.

• Provide simple games that include number tracks to 20, such as ‘Snakes and Ladders’.

Safety tip

Choose a suitable and safe place to attach washing lines, so that children will not run into them when playing. Keep string/cords out of reach of children to prevent strangling hazards and use child-safe pegs. However, place the lines so that children can reach it and access it from both sides (so it is not against the wall).

Spontaneous teachable moments

Start or join in with counting forwards and backwards from 0 to 20 when lining up, transitioning from one activity to another or when playing outside. You could ask children to pick a number to start counting from or choose a number they notice in the early years setting to start from. Note this is the first time children will have counted beyond 10, so they will need lots of practice.

ActivityOutline of learning content

1 Counting numbers 0 to 12

2 Two washing lines

Begin to learn to count from 0 to 12 forwards and backwards, while representing numbers on fingers.

Count from 1 to 12 forwards and backwards and then extend to 20, focusing on each number as one more than the previous number.

3 Ready, steady, count! Continue to lear n the counting numbers from 0 to 20, but extend to start counting at different numbers, other than 0 or 1.

Activity 1: Counting numbers 0 to 12

Learning statements

• 3Mn.01 Recognise and apply number patterns in whole numbers in the range 0 to at least 20, including:

• counting on in 1s

• counting back in 1s.

• 3Mn.06 Read and write numerals 0 to at least 20.

Resources

Analogue clock; pegs.

Prepare: Set up a washing line displaying the numbers 0 to 10, and prepare numeral cards 11 and 12 (created using Mathematics Activity sheet 3.1.1.1).

Key vocabulary

eleven, twelve

Activity guidance

• Count along the washing line from 0 to 10, forwards and backwards, with children representing each number on their fingers. When you reach 10, pause and wiggle all 10 fingers to emphasise 10.

• Now ask What other numbers do you know? Take suggestions and confirm we know 11 and 12 because these numbers appear on a clock. Bring out an analogue clock to show these numbers. Talk about what these two numbers mean: 11 is one more than 10 / is 10 and 1 more; 12 is one more than 11 / is 11 and one more.

• Now begin to count as a class from 0 to 12, with children using their fingers to represent each number; when you reach 10, pause, and ask children how they are going to represent 11. Take suggestions, but confirm we need to find a friend and use one of their fingers! Wait while children pair up and decide who is going to play which part (showing all 10 fingers or just one finger).

• Once children have organised themselves count forwards and backwards from 0 to 11, with children representing the numbers on their fingers in pairs. Add number 11 to the washing line.

• Now repeat for the number 12, pausing when you get to 11 to take suggestions from the children as to how to represent this number (as above one child shows all 10 fingers and their friend shows 2 fingers). Add number 12 to the washing line.

• Practise counting from 0 to 12, forwards and backwards, several times. Vary by using different voices, e.g., softly like a little bird or deeply like a koala.

Listen and observe

Support:

• Working with a small group, order the numbers 0 to 10 on the table. Count along from 0 to 10 forwards and backwards. Place 11 in order after 10 and practise saying 10, 11 a few times. Count from 0 to 11 forwards and backwards. Extend to 12 in the same way.

Challenge:

• Challenge children to count forwards and backwards from 0 to 12 with their eyes closed so they can’t see the washing line.

Activity 2: Two washing lines

Learning statements

• 3Mn.01 Recognise and apply number patterns in whole numbers in the range 0 to at least 20, including:

• counting on in 1s

• counting back in 1s.

• 3Mn.06 Read and write numerals 0 to at least 20.

• 1Mn.03 Recognise zero as none

Resources

Washing line displaying the numbers 0 to 12 (retained from Activity 1); a second washing line and pegs.

Prepare: Large 13–20 numeral cards (created using Mathematics Activity sheet 3.1.1.1).

Activity guidance

• Ensure the numbers 0 to 12 remain on the washing line from Activity 1. Count from 0 to 12 forwards and backwards so children can pr actise saying these numbers in order.

SAMPLE

Key vocabulary

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty, pattern

• Show children the number 13 and ask where you should hang it on the washing line. Confirm it is after number 12. Remind children If 11 is 10 and one more and 12 is 11 and one more, how can we describe 13? Confirm it is 12 and one more. As you peg 13 on the washing line, say the number and ask children to repeat it.

• Repeat for all the numbers up to 20. After each number is added to the washing line, count from 10 up to the new number, forwards and backwards, to practise saying the new numbers. Some children may find it tricky to say the ‘teen’ numbers, so take care to model the number names clearly and audibly.

• Now hang another washing line directly below the first one.

• Move 11 to hang below 1, 12 to hang below 2 and so on until all numbers from 1 to 10 have a number hanging directly below them. Ask children to tell you what is the same and what is different between the pairs of numbers (1 and 11, 2 and 12 and so on) and if they can spot any patterns. Do they notice the similarity of the order of the numbers on both washing lines? (Avoid talking about place value at this stage.)

• Point out that zero is the only number that does not have a number hung below it. Ask children to tell you what zero means (none, nothing).

• Remove the numbers 11 to 20 from the washing line. Shuffle them and invite a child to take a number and place it in the appropriate place on the lower washing line, with help from other children if they wish.

Listen and observe

Support:

• You may need to work with children over several short sessions to extend their counting range to at least 20, for example beginning with 0 to 15, then extending by two or three new number s in each session.

Challenge:

• If children can easily say the number names from 0 to 20 in order, use a puppet to count and make different mistakes for children to notice and correct, including:

• missing out a number

• saying the same number twice

• saying the numbers in the wrong order.

Week 1: Let’s Explore

Activity 3: Ready, steady, count!

Learning statements

• 3Mn.01 Recognise and apply number patterns in whole numbers in the range 0 to at least 20, including:

• counting on in 1s

• counting back in 1s.

• 3Mn.06 Read and write numerals 0 to at least 20.

Resources

Washing line displaying the numbers 0 to 20.

Prepare: Large 0–20 numeral cards (created using Mathematics Activity sheet 3.1.1.1).

Key vocabulary

eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty

Activity guidance

• Count forwards and backwards from 0 to 20, pointing to each number on the washing line as you say it. Remember to clear ly model each number name between 13 and 20 so children learn to say these numbers correctly.

• Ask a child to choose a number on the line; e.g., 7, and mar k it with another peg. Tell children we are going to start counting from this number. Count forwards (from 7) up to 20, pause and then count backwards to 7.

• Repeat, asking different children to choose which number to start counting from each time. Add var iety by counting in different voices, e.g., squeaky like a mouse, loud like a giant and so on.

• Children can then work in pairs or small groups with an ordered set of 0–20 numeral cards. They take it in turns to choose a start number to count to 20 from and back again.

Listen and observe

Support:

Challenge:

• Ask children to choose which number to start counting from and which number to stop at. For example, they could start counting at 5 but decide to stop at 13 and then count back down to 5 again.

SAMPLE

• Work with a small group and a set of 0 to 20 numeral cards. Set out the numbers 9, 10, 11, 12 and invite children to count along the numbers, forward and back. Add a number to each end of the row of numeral cards and repeat the counting. There is no need for children to be involved in the ordering of the teen numbers at this stage.

Let’s Explore

Week 1: Me and my communities

In Let’s Explore this week, we will explore what communities we are part of, focusing on the community of the classroom. We will explore a different school community in another country using an online map, as well as making flags for our classroom community.

Continuous provision and guided play

• Role-play area: In addition to the set-up for FLE/ESL Communication and Language , include basic classroom props so that children can role-play school environments. If children choose to play classrooms, while they play, you could remind them of the school they found in Activity 2 and encourage them to roleplay how they think the children there would act in their classrooms. What might be the same, what might not be the same?

• Library/reading area: Add factual and fictional books based on the cultures and traditions of the cohort and wider community. While the children are reading, you could ask them questions about similarities and differences.

• NEW Let’s Explore area: Include devices that connect to the internet that children could choose use to access online, interactive maps. You may need to support children in logging on using the password, reminding them of their importance. While they play on the devices, encourage children to identify where they live on the map. You’re almost there, Fadi, just a little closer to the sea. Well done! You could also encourage them to explore different countries on the map too. Do you know what country this is? It’s really far away from us. It’s somewhere where you might be able to see a kangaroo. Yes, that’s right, it’s Australia! What type of communities might they have here that could be the same as ours, or different?

Spontaneous teachable moments

If children are talking about differences or similarities between each other, such as things they do differently or similarly at home, draw their attention to how they may be similar or different because of the different communities they belong to. Encourage them to talk with pride in more detail about their families. Celebrate differences and similarities.

Activity Outline of learning content

1 Looking at my communities Slideshow of different communities.

2 Global schoolsUse online maps to find a different school community in another country.

3 Designing flagsLook at flags for different communities and make a classroom community flag.

Activity 1: Looking at my communities

Learning statements

• 3UWp.03 Show a sense of belonging to more than one community, for example, school, local community, religious community.

• 3PS.28 Show an understanding of spiritual and social traditions of their community, but also begin to develop a sense of global identity by showing respect for the similarities and differences between individuals within and beyond their community.

Resources

Let’s Explore Slideshow 3.1.1.1.

Activity guidance

• Tell the children we are going to be looking at communities. Ask them if they can remember the learning we did last year on communities. Can they give you an example of a place in their community? If they are struggling, explain what a community is, giving the example that their school and class is a community, and a place where they feel safe, supported and cared for.

• With small groups, look at the slideshow and read the text out for the children (or the children can read with you). As you read out the text, ask the children to look and listen for any possible communities that the children might belong to. Encourage the children to look for clues in the pictures –what clues do the clothing or the background of the pictures give us about the communities they belong to?

SAMPLE

• Ask children to think about the different types of communities they belong to. Are there any similarities between theirs and the children in the slideshow? Discuss as a group. Point out similarities among the group too. Noor has said that she is part of a reading club, and Nadia said this too! What other similarities of community do we have in our group?

• Ask children to look at any differences they might notice between their communities and those reflected in the slideshow Do their communities look different in your country, even if they might be the same?

• Focus on the Diwali slide and invite the children to compare it with festivals that they participate in. What do they do and which spiritual community do they belong to or know of (if any)?

Activity 2: Global schools

Learning statements

• 3PS.28 Show an understanding of spiritual and social traditions of their community, but also begin to develop a sense of global identity by showing respect for the similarities and differences between individuals within and beyond their community.

• 3UWd.01 Switch on a digital device and log on using a personal password, and say why passwords are useful.

• 3UWd.08 Recognise that online content is presented on interconnected websites and pages.

Resources

Devices that can connect to the internet.

Prepare: Load up a webpage on each device of an online, interactive map, as well as searching for a school in another country to yours that children can view.

Activity guidance

• In small groups, ask children to take it in turns to turn on their devices and log in using a simple password. Explain that passwords are useful to stop people you don’t know using the device and to keep information saved on the device safe.

• Using an online, interactive map, ask the children to help you find where the centre is on their devices. Explain that the website they are using is online, meaning they are connected to the internet. Point to the spot of the centre Our school is a tiny, tiny dot here.

• Then zoom out from there – indicating the town/city, region, country, world and even planet! Help children to recognise that we are part of the town/city, region, country and world. Each time we zoom out, we see a different community, and because people live in different countries, we are all part of different communities.

• Tell children that we are going to be finding a school in a different community to ours, in a different country. Show them where to find this on the map. Once children have found the centre , support them in using the device to look at pictures of this centre’s local area. Explain that by looking at pictures of the centre , we are again on the internet, and the map page is interconnected to the centre’s webpage where we can see more information. Ask children to think about their local area. What are the similarities and differences that they can identify between the two? Does this look like where we go to school? What is different? What is the same?

Activity 3: Designing flags

Learning statements

• 3CEa.05 Use verbal and visual communication to generate and develop ideas for creating art and design, for example, contribute ideas to a collaborative painting on the theme of flowers.

• 3CEa.08 Use a range of media, materials, tools, technologies and processes to create art and design with increasing confidence, working individually and collaboratively, for example, learn and practise the skill of using clay coils to make a simple pot.

Resources

Your country’s flag and other examples of flags; sticks; different types of fabric cut into small rectangles, such as fur, cloth, suede, etc.; feathers, cardboard, sequins, etc. for decorating flags.

SAMPLE

Activity guidance

• Show children the flag of your country either on a photo or a real flag. Explain that all countries use flags to visually represent their country and its identity, as well as being a representation of a type of community.

• If children have completed Activity 2, remind them of the school that they looked at online and say that because this school is in another country, they will have a different flag. Show more visual examples of other flags.

• Tell the children that they are going to make their own flags for their classroom community. They can work in pairs or small groups. Support the groups to plan their ideas collaboratively. Ask the children to look at the materials available to them for creating their flags. What do you think we should use to make our flag? What should we have on our flag? Addi suggests that we use feathers on our flag, but Lemta wants to use fabric. How can we use both of these ideas on our flag?

• Encourage the children to think about what symbol could best represent the classroom community. What about colours? What shape should the flag be?

• Go through the different fabrics and craft materials with the children, explaining that they can stick fabr ic on fabric or paint/colour the fabric. (You can also use paper if it’s easier.) You can help them cut fabric if they want a particular shape, otherwise they can use rectangular shapes that you cut out in advance.

• Let the children work, question and support as they work. If they feel they have made a mistake on their flag, allow them to try again with new materials, using their first try as a practice run. Encourage children to discuss in their pairs or small groups how they could improve upon their practice flag, either by discussing it or by offering visual examples to their group. Help them fasten the flag to the stick and display these around the classroom.

Home links

Customise the Home links letter for Week 1 as appropriate and send it home to families. Feel free to add other suggestions!

FLE Communication and Language

• Ask the child to talk to their parent(s)/carer(s) about dumplings and whether their family has their own favoured version. Encourage children to bring in recipes – or even samples!

• Ask parent(s)/carer(s) to share recipe books with the child for shared reading experiences to explore the different strategies for understanding the instructions.

• Encourage parent(s)/carer(s) to help the child list or draw five different types of another food type, e.g., pizza, sandwich, food that is rolled.

ESL Communication and Language

• Share the story The Umbrella Tree with parent(s)/carer(s) using an online platform, and encourage the child to talk about all the things they love and value at home.

• The child could bring to class photos or pictures of their special people, pets, items in their lives to share with the class.

Mathematics

• Ask parent(s)/carer(s) to count forwards and backwards with their child from 0 to 20 at any available moments.

Let’s Explore

• Encourage children to talk to their families about which community groups they are part of.

• Encourage children to talk to their families about their own spiritual communities, but also the spiritual communities of others around the world, particularly if they have family members living in other countries.

• Remind children of the importance of using a password on digital devices and to do this at home after switching them on.

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