LEARNING STATEMENTS EY1
BLOCK 3 : Food and things we grow
Week 4 : 6-12 November 2024
Area Activity 1: How and why? Activity 2: Lemon time Activity 3: Books and jigsaws
Communication, 1CLc.05 Enjoy and begin to listen 1CLc.02 Listen to others when 1CLc.23 Handle books and other
Language and attentively to stories, to show conversations and discussions printed material with interest,
Literacy: The Last appreciation of spoken language interest them. including choosing favourite books
Lemon that does not include rhythm and with pictures, and looking at and
rhyme (prose). • To support the child, accompany commenting on pictures.
routine talk with gestures and
• To support the child, read short, actions, and initiate simple To support the child, provide
simple stories accompanied by conversations regularly as they play. them with access to books in
pictures, actions and puppets to their home language and
engage them in the story and help • By the end of EY1, the child may representing their culture as
them to follow it. only respond using gestures, actions
well as books in English to
and a small range of simple words,
• By the end of EY1, the child may for example, waving in response to generate more interest.
only enjoy listening to stories Goodbye at the end of the day, or
when they can build responding to the question Are you By the end of EY1, the child
understanding of the text by being cold? (accompanied by shivering), by may only comment by
actively engaged, for example, by saying Yes. pointing to part of a picture
doing actions while saying
and using simple words or
particular words. • 1CLc.18 Use a range of their home language.
appropriate vocabulary to describe
objects and people that are of
particular importance to them, to 1CLc.24 Behave like a reader when
describe their experiences and to listening to stories and imitating
express ideas. reading of books, including:
• To support the child, model using holding a book the right way
simple words to describe pictures to round
support their descriptions of people
and objects. Also, model using simple turning pages
language of position to describe
people and objects (e.g., on, in).
showing the direction in which
• By the end of EY1, the child may text is read by pretending to
only describe people and objects follow text with their finger
using gestures and single words (left to right and top to bottom
(e.g., red, tall, soft).
in English)
showing that one spoken word
corresponds with one written
word by pretending to follow
text with their finger.
1CLc.27 Show interest in text and
images in printed material and in the
environment, making connections
with their own knowledge and
experience.
By the end of EY1, the child
may only express connections
using their home language,
for example, explaining in
their home language where
they have seen an everyday
logo before.
Mathematics: Object Activity 1: Missing toy Activity 2: Which blocks? Activity 3: Find my fish
Characteristics 1Mh.02 Take objects with the 1Mh.02 Take objects with the same 1Mh.02 Take objects with the same
same characteristic from a characteristic from a collection (e.g., characteristic from a collection (e.g.,
collection (e.g., objects with the objects with the same colour) and objects with the same colour) and
same colour) and talk about what talk about what they are doing. talk about what they are doing.
they are doing.
1Mh.01 Describe characteristics of an 1Mh.01 Describe characteristics of
1Mh.01 Describe characteristics of object, including those linked to an object, including those linked to
an object, including those linked to counting, for example, The giraffe counting, for example, The giraffe
counting, for example, The giraffe has four legs.,The bicycle has two has four legs.,The bicycle has two
has four legs.,The bicycle has two wheels. wheels.
wheels.
Let’s Explore: Food Activity 1: What’s healthy? Activity 2: Visiting a kitchen Activity 3: Is this food safe?
safety 1PS.23 Recognise that eating 1PD.15 Show recognition that 1PS.16 Talk confidently to peers
certain foods, such as fruit, helps equipment and space need to be when playing in a group.
them to stay well. used safely by following safety rules.
1PS.23 Recognise that eating
1UWs.12 Recognise that electricity certain foods, such as fruit, helps
can be dangerous, and behave safely them to stay well.
around it.
1PS.26 Manage handwashing and
drying mostly by themselves.
Phonics Reviewing Letter sounds a – h and
introduced to i and j
LEARNING STATEMENTS EY2
BLOCK 3 : Working and playing together
Week 4 : 6-12 November 2024
Area Activity 1: Share the story Activity 2: Exploring key Activity 3: Robot chant
concepts and vocabulary
Communication, 2CL.ESLc.04 Enjoy and begin to 2CL.ESLc.14 Show understanding of 2CL.ESLc.32 Begin to use
Language and listen attentively to short, simple simple words with the support of intonation to make their meaning
Literacy: Gappu stories, accompanied by pictures, pictures, objects, sounds or actions, clear, for example, for statements
Can’t Dance to show appreciation of spoken for example, by pointing to the and questions.
language that does not include picture of a cat when you say It is a
rhythm and rhyme (prose). cat. 2CL.ESLc.18 Use with to indicate
accompaniment, for example, With
2CL.ESLc.07 Show understanding 2CL.ESLc.39 Incorporate writing as friends.
of some specific information and part of their role-play (e.g.,
detail of short, simple talk with the messages, appointments, shopping 2CL.ESLc.29 Use common singular
support of pictures, objects, lists), in the form of pictures with and plural nouns for friends and
sounds or actions. simple words with some recognisable family to say what things
letters. or people are, for example, My
2CL.ESLc.31 Talk about activities brother, My brothers.
they like, using like + verb + ing,
for example, I like drawing.
Mathematics: Activity 1: Dominoes Activity 2: Hungarian five frame Activity 3: Domino totals
Recognising and 2Mn.16 Begin to recognise, 2Mn.16 Begin to recognise, without 2Mn.16 Begin to recognise, without
grouping quantities without counting, familiar counting, familiar patterns, counting, familiar patterns,
patterns, arrangements and arrangements and representations of arrangements and representations
representations of numbers up to numbers up to 10 (e.g., patterns of of numbers up to 10 (e.g., patterns
10 (e.g., patterns of fingers, fingers, dominoes, tally marks, of fingers, dominoes, tally marks,
dominoes, tally marks, rectangular rectangular arrays), using rectangular arrays), using
arrays), using understanding of understanding of composing and understanding of composing and
composing and decomposing, for decomposing, for example, recognise decomposing, for example,
example, recognise the two the two groups of 5 on a double 5 recognise the two groups of 5 on a
groups of 5 on a double 5 domino domino as making 10. double 5 domino as making 10.
as making 10.
Let’s Explore: Activity 1: Looking at Activity 2: Make a puppet Activity 3: Make a puppet play
Imaginative play imaginary worlds
2CEa.02 Respond to still and 2CEa.01 Respond to natural, made 2CEdr.03 Explore a fantasy place or
moving images individually and and imaginary worlds through play world of their own creation,
collaboratively through and by making art and design, for introducing characters and some
imaginative ideas and play, for example, visit a forest and then narrative into their play.
example, individually look at collaborate to paint or construct their
photographs, illustrations and own miniature forest. 2CEm.13 Provide and apply sound
videos clips of the moon and then effects and other musical ideas
collaborate to create a pretend 2CEa.07 Share their art and design independently to accompany
spacecraft for a visit to the moon. with others and respond to others’ a range of stimuli (e.g., story, song,
work, for example, ask peers drama), exploring musical elements
questions about what they have such as different dynamics
made and make suggestions about (loudness).
what they might try next.
2CEdr.04 Begin to take on the role
of a character through the way they
speak and move to enact
a scene from a familiar story as part
of a group.
Phonics Letter sounds a – m, introduce to
letter n and o
LEARNING STATEMENTS EY3
BLOCK 3 : Caring for ourselves and the world
Week 4 : 6-12 November 2024
Area Activity 1: Listen to a story Activity 2: Explore new language Activity 3: Play a Pelmanism
game
Communication, 3CL.ESLc.34 Enjoy listening to 3CL.ESLc.02 Take turns when 3CL.ESLc.01 Listen and respond
Language and different types of short, simple speaking with others in short, simple appropriately using simple words
Literacy: Maya and texts and respond by using simple exchanges, including during play and and phrases in everyday situations
the Wise Mountain words and phrases. everyday situations. and during simple conversations, for
example, answering questions about
3CL.ESLc.16 Ask simple 3CL.ESLc.06 Show understanding of their play and everyday life.
questions about classroom short, simple instructions by
activities and personal responding appropriately. 3CL.ESLc.35 Recognise the
information, for example, ‘Can you relationship between phrases,
swim?’, ‘Where is the teacher?’. 3CL.ESLc.07 Show understanding of sentences and images on the page
some specific information and detail or screen to support meaning, for
3CL.ESLc.08 Show understanding of short, simple talk. example, ‘The stars are shining’.
of short, simple questions about
their home and school experiences
(e.g. What is on the chair?’), and
respond using simple words and
phrases.
Mathematics: Activity 1: Cookie take away Activity 2: What’s the difference? Activity 3: How shall I subtract?
Subtraction 3Mn.09 Add and subtract whole 3Mn.09 Add and subtract whole 3Mn.09 Add and subtract whole
numbers (where the answer is numbers (where the answer is from 0 numbers (where the answer is from
from 0 to 20) and talk about their to 20) and talk about their strategies. 0 to 20) and talk about their
strategies. strategies.
3Mn.11 Begin to use +, − and =
3Mn.11 Begin to use +, − and = symbols to record additions and 3Mn.11 Begin to use +, − and =
symbols to record additions and subtractions. symbols to record additions and
subtractions. subtractions.
3Mn.08 Recognise counting back
3Mn.08 Recognise counting back from the larger number, and finding 3Mn.08 Recognise counting back
from the larger number, and the difference, as subtraction from the larger number, and finding
finding the difference, as strategies. the difference, as subtraction
subtraction strategies. strategies.
Let’s Explore: Caring Activity 1: Community walk Activity 2: My community map Activity 3: Community
for our community presentation
3CEa.01 Gather, record and 3UWp.09 Recognise that symbols on 3UWd.02 Open and save
respond to experiences and visual plans can be used to represent documents. 3UWd.03 Enter familiar
information from natural and landmarks in outdoor environments. words using a physical or digital
made sources, for example, make keyboard, including using Shift and
a collection of textures from 3UWp.10 Draw simple plans (with Caps Lock for capital letters.
outside surfaces using plasticine symbols), for example, to represent
impressions and printing. immediate indoor or outdoor
environments, or a class model of a
3PS.25 Show an understanding of village.
the need for safety in new
situations, and begin to manage 3UWp.08 Begin to use common
risks to themselves and others, for geographical terms to describe
example, when using new immediate or familiar outdoor
equipment or tools. environments, for example, road,
river, forest, sea, field.
3UWp.08 Begin to use common
geographical terms to describe
immediate or familiar outdoor
environments, for example, road,
river, forest, sea, field.
Phonics Reviewing three letters word
Bahasa Indonesia Menulis huruf f dan g
ICT How to switch on and off a digital
device (computer)
