LEARNING ENVIRONMENT THE BIG PICTURE/LEARNING OUTCOMES P.

E/PHYSICAL DEVELOPMENT &

~The WALT board ~To establish a simple definition of the term 'being MOVEMENT
~Class code healthy' ~Playing team games with balls, hoops, beanbags and frogs
~Big Book ~To create a display entitled 'Being Healthy!'
~Dancing to music in order to raise heart beat
~Shop role play area
~To explain the background to the Balance of Good
~Play food & realistic items ~Brainstorming for the different types of games and
~Library books Health and the foods that are in each of the five
activities that can be played in the playground
~Class display food groups

~Know where our food comes from

~To introduce the concept of energy and activity.

RELIGION
~Alive-O 3 Jesus the Sharer
of Bread
~Giving thanks to God for
the food we eat
MATHEMATICS & NUMERACY
~Making sandwiches in pairs,
calculating the food amounts needed
~Counting the number of beats our
heart takes before & after exercise
~Create a price list of foods
~Role-play in the supermarket buying
goods and giving back change
~Looking for 2D/3D shapes in fruit
and vegetables
~Programme Beebot to go to the
correct 2D shape
~ Play with shapes to copy, continue
and create patterns
THINKING SKILLS
Decision making: explain methods, opinions and reasons
for making choices
Managing information: recording information in a
variety of formats
Being creative: experiment and investigate ‘real
life’ issues
Working with others: turn taking, sharing and co-
operating
~Self-management: check work regularly
To show how being physically active can make you PERSONAL DEVELOPMENT AND MUTUAL
feel positive, bright and happy while having fun. UNDERSTANDING
Share, learn new ideas and rules from each other
ASSESSMENT FOR LEARNING through circle time sessions on:
Topic Food (P.3) REVIEW AND REFLECTION
Observation ~Keeping healthy
Positive feedback ~Healthy choices
Date March/April Using the Learning Board when stuck
or to reinforce L.I ~Keeping safe
Level of concentration/interest
Quality of recording
THE ARTS
Use of questions
~Creating favourite meal using junk materials
Use of success criteria
~Designing a menu for the classroom café
~Making marbled eggs
LANGUAGE & LITERACY ~Making play dough
~Read and discuss poems about food ~Make shape collage pictures
~Compose food poems using class texts as starting ~potato printing
points ~Drawing fruit & veg from observation
~Make favourite food lists and practise separating ~Make potato ‘people’
items with a comma ~Make symmetrical kites
~Talk about different foods and investigate where
they come from THE WORLD AROUND US
~Survey on favourite food poems ~Locate the different places that our foods come from
~Write a food menu for the class café ~Read and discuss our digestive system. Keep ‘cyber Ben’’
~Discuss digestion and the importance of healthy (www.bbc.co.uk/scienceclips) alive by making sure he has a balanced
eating for life lifestyle
~Look at non-fiction texts on food, diet and ~Make a database using ‘Pick a Picture’ of classes favourite foods
exercise ~Find out if the food we eat today differs from our grandparents
~List foods in alphabetical order ~Shopping, now and then: Looking at and discussing pictures, dvd’s,
~Construct a flow chart for ‘making tea’ books. Listening to real life experiences from children’s own families
~Describe foods using interesting adjectives ~Make a healthy/ not healthy lunchbox
~Collect food labels from packets and tins