Reception Transport: On the Move
My Journeys

How many different ways can you move on your own two feet? What do you wear on your feet for the journeys you make around and from your home? The learning in this introductory block starts from the children’s local journeys and includes lots of opportunities for expressive dramatic movement.

Session 1 Whose Shoes?

Objectives

Early Learning Goals

  • Count reliably with numbers from 1 to20, place them in order and say which number is 1 more or 1 less than a given number.
  • Show good control and co-ordination in large and small movements. Move confidently in a range of ways, safely negotiating space.
  • Express yourself effectively. Develop explanations by connecting ideas or events.
  • Use phonic knowledge to write words in ways which match their spoken sounds.

Planning and Activities

Develop a knowledge of numbers 1 to 10 and measuring and begin to work with numbers 11 to 20.

Teaching Outcomes:

  • To be secure in knowledge of numbers 1 to 10 and measuring.
  • To begin to work with numbers 11 to 20.
  • To make simple transport books.
  • To experiment with drama and movement.

Children will:

  • Consolidate counting from 1 to 10, 1 to 20.
  • Use the story ‘You Choose’ as a stimulus for creative movements and drama.
  • Use phonic knowledge to write a simple sentence in a transport book.

You Will Need

  • You Choose by Nick Sharratt
  • Alfie’s Feet by Shirley Hughes
  • A roll of paper
  • Paints
  • Old shoes
  • Bowl of water
  • Access to the computers/iPads
  • Magnifying glasses
  • Unifix cubes
  • Lego
  • Pens

Session 2 Follow Rosie’s Trail

Objectives

Early Learning Goals

  • Count reliably with numbers from 1 to20.
  • Show good control and co-ordination in large and small movements. Move confidently in a range of ways, safely negotiating space.
  • Listen attentively in a range of situations. Listen to stories, accurately anticipating key events, and respond to what is heard with relevant comments, questions or actions.
  • Use phonic knowledge to write words in ways which match their spoken sounds.
  • Represent ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Planning and Activities

Secure your knowledge of numbers 1 to 10 and begin to work with numbers 11 to 20.

Teaching Outcomes:

  • To be secure in knowledge of numbers 1 to 10.
  • To begin to work with numbers 11 to 20.
  • To use role/play and drama to re-create Rosie’s Walk.

Children will:

  • Use play to consolidate counting from 1 to 10, 1 to 20
  • Re-enact Rosie’s journey choosing their own resources
  • Enjoy the story Rosie’s Walk by Pat Hutchins

Provided Resources

  • See session 1 weblink and resources for numbers to print and maths ideas

You Will Need

  • Rosie’s Walk by Pat Hutchins
  • Fox costume - or use the mask provided
  • Obstacles for the re-enactment
  • Farm animals
  • Photocopy images from the story to use to make repeated patterns
  • 2d shapes and coloured beads
  • Construction toys
  • Playdough
  • Pipe cleaners
  • Coloured cards
  • Wooden blocks
  • Fox’s mask
  • Fox and hen teddies
  • Camera

Session 3 My Walking Journeys

Objectives

Early Learning Goals

  • Listen attentively in a range of situations. Listen to stories, accurately anticipating key events and respond to what is heard with relevant comments, questions or actions.
  • Express yourself effectively, showing awareness of listeners’ needs.
  • Use phonic knowledge to write words in ways which match their spoken sounds.
  • Be confident when speaking in a familiar group.
  • Talk about past and present events in your own life and in the lives of family members.

Planning and Activities

Gain confidence in talking about your own walking experiences.

Teaching Outcomes:

  • To talk with confidence about their own walking experiences.

Children will:

  • Use role-play to explore and extend their new learning.
  • Make a story map of a walking journey.
  • Express ideas and opinions in front of a group.

You Will Need

  • Walking boots
  • Large roll of paper
  • Photographs from session 2
  • Preposition word cards from session 2
  • Story picture cut-outs from session 2 and word mat
  • Plastic animals
  • Beebots
  • Mask resource from session 2
  • Alphabet cards
  • A collection of sticks

Session 4 Rosie’s Musical Feet

Objectives

Early Learning Goals

  • Show good control and co-ordination in large and small movements. Move confidently in a range of ways, safely negotiating space.
  • Use phonic knowledge to write words in ways which match their spoken sounds.
  • Sing songs, make music and dance, and experiment with ways of changing them. Safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.
  • Represent own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories.

Planning and Activities

Listen and respond to music and create musical instruments.

Teaching Outcomes:

  • To listen and respond to music.
  • To use descriptive vocabulary.
  • To create musical instruments by exploring a variety of materials and art techniques.
  • To present your work to an audience.

Children will:

  • Use art and design to explore and extend their new learning.
  • Experiment with musical instruments to create musical compositions.
  • Enjoy a celebration of your learning & present part of your work.

You Will Need

  • A selection of musical instruments and shoes available used for different purposes and sizes
  • PE kits
  • Access to the internet
  • Musical instruments
  • iPads
  • A roll of paper
  • Paints
  • Old shoes
  • Bowl of water
  • Playdough
  • 10 pairs of socks
  • Pens