Early Years Foundation Stage (Reception) - Is the forest a good place to be? Summer Term 2019

Overarching Key Question:  Is the forest a good place to be?

Year Group:          Reception                                                                                                                              Teaching Staff: Mrs Hicks, Miss Wescott, Miss Whitfield


22nd April (B/H)

29th April

6th May (B/H)

13th May

20th May

Key Questions:

What is a forest and how does it make us feel?


(Our feeling about a forest)


Is the forest sometimes a bad place?


(Negative perspectives of the forest)


Curriculum Content:

UW(TW)EXP-Talks about features of their environment and how they vary from one another. They make observations of animals and plants.

 CL(LA)EXC- To follow a story without pictures or props

EAD(BI)EXP -Represent their own ideas thoughts and feelings.

PSED(MFB)EXP/EXC-Adapt behaviour to a new environment.

Work in a group to achieve a planned effect

PSED(SCSA) EXP – Confident to try new experiences.

PD(MH)EXP - Safely negotiate space and handle equipment carefully

CL(U) EXC- Children can express views about characters in a stories and answer questions about why things happened.

EXP – Children answer how and why questions about their experiences.

CL(S) EXC – Recount experiences and imagine possibilities, explaining and justifying.

PSED(MR) EXC – Understanding someone else’s point of view can be different from theirs. (Exp) show sensitivity to others’ needs and feelings.

L(R)EXC – Describe the main events in simple stories they have read.

L(W) EXC – Uses key features of narratives in their writing.

M(SSM) EXC – compare and order objects, and use everyday language to talk about size, weight and capacity.

UW(TW) – They talk about features of their own immediate environment and how they might vary from one another. They make observations of animals and plants.



Characteristics of learning.


Problem solving


PSED(SCSA) EXC – Can talk about the plans they have made to carry out activities and what they might change if they were to repeat them.


Walk through the forest on IWB when children come in, however, the screen is covered up. From just the sounds elicit from children what they think it is.


Trip to Redwood centre.

Red Riding Hood

Letter from Red Riding hood, stuck at Grandma’s house.

Bad stories of the forest.

Hansel and Gretel- finding the house .




Respond to the sounds of the forest by creating their own pictures of what they think it will look like.


Trip to the Redwood centre to learn what it’s like to be in the forest.


Follow up activities for the following week to respond to their experiences and interests.


Begin to share stories about the forest


Children need to make traps because she’s scared to leave.


Description of the tree that she’s hiding in. children need to decipher which tree it is from the description.


Explore capacity through different sized containers.



About forest, people go in. what happens end.


Forest School


Problem Solving.

Children locked in the witches house, they have items that they love which they need to get out through a small window, plus their clothing is big and bulky so they need to find a way get items out of the window. (bucket of pebbles to help find way if get lost, large teddy, sleeping bag, large pillow (inflatable),

Shapes pebbles, stones.


Continue story writing.






3rd June

10th June

17th June

Data Due in.

24th June


8th July

15th July

Key Questions:

Is the forest sometimes a good place?


Bears perspective of the wood being a good place which needs protecting. 


What we use wood for, explore explotation.


How can we make the forest a better place to be?


Protection of the forest?


Visit nature reserve to look after it?



Curriculum Content:

CL(S)EXC Imagine possibilities.

UW(TW) EXC– Children know the living environment are affected by human activity.

UW(TW) EXC– They know the properties of some materials and the purpose they are used for.


UW(TW) EXC-Children can describe some actions that people do to maintain the area. 



Respect for environment.

Awareness of difference of perspective.


Big Bear Hug (Nicholas Oldland)

Fictional story.


Visitor- Saying that they need help in their forest.  Showing pictures of animals hurt in rubbish etc. What can we do about it/ how can we respond?



Investigate the record holding trees e.g. tallest, oldest etc


Response from the woodcutter talking about what he was going to use the wood for. Explore properties of materials and floating and sinking.


Recycled paper.

(Run out of paper and money)

Tip recycle bin up, what we going to do?


Lead someone up to a tree, can we find them again.




Useful Links:

Video of Yellow stone with the Wolves managing deer population.