Term 1 Week 1


Much of this week will be taken up with baseline assessment, which should be carried out according to departmental regulations. Contact your local education authority for more information.


Core concepts covered By the end of this week learners need to have covered the following core concepts: • Days of the week


• Months of the year (January, February) • Weather recording • Sequences of time • Count forwards from 0 to 5 • Numbers 1 and 0 • More and less.


Introduction


Put up a calendar in the classroom. Spend fi ve minutes each day going through the different days of the week. Write each day’s name on the board and get learners to say the names aloud. The focus this week is on the months January and February. Write learners’ birthdays on the calendar.


Put up a weather recording chart in the classroom. Learners must assist in updating it on a daily basis. Have weather symbols to use on the chart (for example, a sun, clouds with the sun peering out behind it, rain, lightning). Encourage learners to use words such as ‘hot’, ‘cold’, ‘rainy’, ‘cloudy’, ‘thunder and lightning’.


Counting (number range 0–5) 5–10 minutes daily Count from 0 to 5. Check learners’ ability to count verbally to fi ve.


Have pictures with fi ve items on each one. Learners should estimate how many and then physically count the different items in the picture (for example, fl owers).


Concept development: Sequences of time Teacher-guided activities


Teacher-guided activities are most effective with a small group of learners (6–10 learners), either on the mat or at their tables. Use small group activities to revise counting and estimation. Repeat teacher-guided activities with all groups in the class. If time allows, repeat these activities with each group twice.


Seasons: Get learners to work in pairs to develop sharing and communication skills, their social responsibilities and broaden their concept of the passage of time with the different seasons. Show pictures that represent the different seasons. Learners should discuss the pictures and the weather in each one. What would they wear? What activities can learners do in each season? Ensure learners understand that the seasons follow a set sequence.


Yesterday, today, tomorrow: Ask learners what they did yesterday. What are they doing today? What are they going to do tomorrow? Ensure learners know that yesterday is in the past, and tomorrow is the future.


Vocabulary


count sunny warm cold wet spring summer autumn winter yesterday today tomorrow


Tip


Each learner must be given the opportunity to view, comment and refl ect on the content of the pictures.


Resources


Term opener (LB p. 6), pictures of items used in summer, number cards 1−10, old magazines, calendar, birthday chart, weather recording chart


Term 1, Week 1


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