The document contains the daily schedule and lesson plans for Rowdown Primary School for the week beginning September 23rd. On Mondays, the morning consists of independent activities, phonics, and literacy focusing on storytelling. Numeracy focuses on addition. Afternoon activities include science on senses, handwriting practice, and free play stations. Similar schedules are provided for the rest of the week with lessons in literacy, numeracy, science, PE, PSHE and history.

1. Rowdown Primary School
WB: 23rd September 2013 – Monet/Picasso
8:45-9:05 9:00-
9:30
9:30-10:15 10:50-
11:00
11:00-12:00 13:00-13:50 14:05-
14:45
Independent
Activities
M
o
n
Early work
5 a day
Register
Phonics
Groups
Whole class Literacy:
L.O: Use language to
imagine and recreate roles
and experiences.
Read the story Brown Bear,
Brown Bear...
(Book has been scanned to
use on the IWB)
The children could clap out
the rhythm as the story is
told.
What is the repeated
pattern we hear in the
story? We are going to
think of our own animals and
their colour. In talking
partners chn to think of an
animal (2mins). Ask for some
ideas and draw an animal on
wb, e.g. yellow bee.
Ask different children to
say what they see. Clapping
together and each child
takes turns to say: “I can
see………”
Focus: T: Kung Fu
TA
Group writing activity.
Writing frame – Brown
Bear… Chn to fill in blank
spaces with their choice of
an animal.
Calm
time
with
milk.
Show
and
Tell.
Whole class Numeracy:
Number of the day: 14
Count to 14 and back. Put apples
10 11 12 13 14 on board in wrong
order. Children to rearrange.
L.O: To understand addition as
combining groups of objects
and to be able to record as a
number sentence.
Use toyshop on IWB. Pretend to
buy e.g. 5 cars and 4 teddies.
How many toys altogether?
Record as number sentence.
Work through egs. Chn come and
write numbers sentences on
board.
This could be done with the
IWB or use toys instead.
Whole class Science:
L.O: To be able to
understand and identify the
five different senses.
Play ‘point to your………..eyes,
ears etc’
‘What do we do with
our……..eyes, ears etc?’
Do all 5 senses and then ask
chn if anyone knows what the
collective name is for these.
Introduce and explain the idea
of Senses.
Show some pictures of the
different senses on the IWB.
Can the chn identify the sense
and match the correct word
(drag and drop activity).
Show different pictures of
certain dangers. Can the chn
identify which senses they
would use to help them
recognise the danger.
Chn go to tables to take part in
a carousel of sensory
activities. One sense per table.
14:05-
14:20
H.writing
Practise:
‘o’
14:20-
14:45
Continue
with
senses
carousel.
Feely
Boxes.
Sound
Quiz.
Tasting
flavoured
crisps.
Where’s
Wally.
Different
Scents.
Plenary
Squeak
Piggy
Squeak.
Table 1:
Animal masks
Table 2:
Clay toy making
Table 3:
Computers –Lexia
Reading Corner:
Dressing up
Carpet Area:
Construction blocks
Outside Area:
Hoops
Rubber rings
Skipping ropes
Connect four
Whiteboard

2. T
u
e
s
Early work
5 a day
Register
Phonics
Groups
Whole class Literacy:
L.O: To be able to listen
with enjoyment to stories,
songs, rhymes and poems,
sustain attentive listening
and respond with relevant
comments, questions and
actions.
Read My Friend Bear.
Book will be scanned to use
on the IWB
Why does the bear feel sad?
What does being lonely
mean? Why are the bear and
Eddy glad to be friends?
What do you like to do with
your friends?
Focus: T (Children in their
numeracy groups)
Use object cards to practise
combining groups of objects.
E.g. 4 socks + 3 balls. How
many objects altogether?
Reinforce vocab ‘add’ ‘plus’
‘altogether’. Support children
in writing a number sentence
in numeracy books.
Less able: continue Wave 3
materials – reliably counting
small groups of objects.
TA
Sponge painting/tissue paper
the woods scene.
Calm
time
with
milk.
Show
and
Tell
Whole class Numeracy:
Number of the day: 15
Put numbers 5 to15 on counting
stick and count aloud. Remove a
number and chn work out which
is missing.
L.O: To understand addition as
combining groups of objects.
Record as a number sentence.
Sit children round in a circle
with a WB and pen between two.
Show children 2 large dice. Can
use an interactive dice on the
Smart board.
Throw first die, how many
spots? Record number on wb.
Then throw again. Write
addition sign and second number.
How many spots altogether.
Check children have written
whole number sentence
correctly and work through
several examples.
Focus: T (Children in their
numeracy groups)
Use object cards to practise
combining groups of objects. E.g.
4 socks + 3 balls. How many
objects altogether? Reinforce
vocab ‘add’ ‘plus’ ‘altogether’.
Support children in writing a
number sentence in numeracy
books.
TA
Sponge painting/tissue paper
the woods scene.
PPA
RE/Music
14:05-
14:20
H.writing
practise:
‘o’
14:20-
14:45
RE/Music
Table 1:
Word match cards
Table 2:
Hama beads
Table 3:
Computers –Lexia
Reading Corner:
Dressing up
Carpet Area:
Construction blocks
Outside Area:
Hoops
Rubber rings
Skipping ropes
Connect four
Whiteboard

3. W
e
d
s
Early work
5 a day
Register
Phonics
Groups
Whole class Literacy:
L.O: To be able to sustain
attentive listening,
responding to what they
have heard by relevant
comments, questions or
actions.
Read (or show DVD story on
IWB) of Can’t You Sleep
Little Bear? Book to be
scanned Discuss what
happened in the story. What
was Little Bear Scared of?
How did Big Bear help him?
In talking partners chn to
discuss (3mins): What things
are you scared of and who
helps you when you are
scared? How do they help
you? Chn to feedback their
ideas.
Focus: T
Kung Fu maths belts. Assess
the chn and put up Kung Fu
belts on board and explain
that they need to aim for
their next target and
practice it.
TA
Individual Reading.
Calm
time
with
milk.
Show
and
Tell
Whole class Numeracy:
Number of the day: 16
Put numbers 6 to16 on counting
stick and count aloud. Remove a
number and chn work out which
is missing.
L.O: To understand addition as
combining groups of objects.
Record as a number sentence.
Use large ladybird. Count out 5
spots separately and say that
the ladybird needs 5 spots
altogether. Choose child to put
spots on each side. Count how
many spots on each side. Write
number sentence with children’s
help. Find a different way of
totalling 5 spots. Can we write a
different number sentence?
Whole Class PE:
L.O: To be able to work as a
team and show good listening.
Both classes to join together
in the garden for parachute
games.
14:05-
14:20
H.writing
practise:
‘g’
14:20-
14:45
Whole
class
PSHE/
Circle
time:
Rights and
responsibil
ities and
staying
safe.
Focus: T
Kung Fu
maths
TA
Individual
Reading.
Table 1:
Emotion craft
Table 2:
Hidden scary things
Table 3:
Computers –Lexia
Reading Corner:
Dressing up
Carpet Area:
Construction blocks
Outside Area:
Hoops
Rubber rings
Skipping ropes
Connect four
Whiteboard

4. T
h
u
r
s
Early work
5 a day
Register
Phonics
Groups
Whole class Literacy:
L.O: To understand the
elements of stories, such
as sequence of events.
Read the story This is the
Bear. Book will be scanned.
Ask the chn: What happened
first, next, after that, in the
end?
Show some pics from
different parts of the story
all jumbled up. Can the chn
help you to put them into the
correct order? Write on the
pics the words: First, Next,
Then, After that, Finally etc.
Focus T:
Sequence the story. Chn put
(pre-cut) words and pics
from sheet and stick them
on sugar paper in order. (LA
pictures, MA/HA pictures
and words)
TA
Continue with woodland pics
from Tuesday.
Calm
time
with
milk.
Show
and
Tell.
Science Day:
Forces in air – Outside company
in the hall
Whole Class Science:
TBP
Science
Cont…….
Table 1:
Jigsaws/colouring
Table 2:
Maths games
Table 3:
Computers –Lexia
Reading Corner:
Dressing up
Carpet Area:
Construction blocks
Outside Area:
Hoops
Rubber rings
Skipping ropes
Connect four
Whiteboard

5. F
r
i
Early work
5 a day
Register
Phonics
Group
Whole class Literacy:
L.O: Retell narratives in
the correct sequence,
drawing on the language
pattern of stories
Recap the story This is the
Bear. Write up on the WB
the words ‘first, next, after
that, in the end’ and explain
them. Ask some chn to come
up and retell the story in
their own words looking at
the sequence of pics they
made yesterday and the
words on the WB to help
them.
Focus T
Children work to complete
teddy bear pictogram. Then
sort bears and put them on
to the correct part of the
pictogram to find out which
is the favourite drink
amongst the teddy bears.
TA
Sequence the story. Chn put
(pre-cut) words and pics
from sheet and stick them
on sugar paper in order. (LA
pictures, MA/HA pictures
and words)
Calm
time
with
milk.
Show
and
Tell
Whole class Numeracy:
L.O: To be able to answer a
question using suitable
resources and present the
outcomes using a block graph.
Tell the children about the
teddy bear’s picnic. If we want
to take a drink to the picnic we
should find out which drink is
most popular in our class.
Discuss which drinks we could
choose from. Write ideas on
board then choose maximum of
5. Remind the chn of healthy
choices.
Ask children to choose their
favourite drink. Then show
children how to record
information in a block graph.
Give each child a card block and
one by one let them add it to
the block graph. Find out which
drink is the most popular.
Focus T:
Children work to complete teddy
bear pictogram. Then sort bears
and put them on to the correct
part of the pictogram to find
out which is the favourite drink
amongst the teddy bears.
TA
Sequence the story. Chn put
(pre-cut) words and pics from
sheet and stick them on sugar
paper in order. (LA pictures,
MA/HA pictures and words)
H.Writing practise:
‘o’ and ‘g’
Whole Class History:
The History of the Teddy
Bear.
14:05-
14:45
Golden
Time
Table 1:
Painting clay animals
Table 2:
Junk toy making
Table 3:
Computers –Lexia
Reading Corner:
Dressing up
Carpet Area:
Construction blocks
Outside Area:
Hoops
Rubber rings
Skipping ropes
Connect four
Whiteboard