Laleham Gap School
Opal Class - Termly Learning 2026-2027
|
Opal Cycle A |
Term 1 7 weeks |
Term 2 8 weeks |
Term 3 6 weeks |
Term 4 6 weeks |
Term 5 5 weeks |
Term 6 7 weeks |
| Theme | 
Do you want to be friends? Physical Education |
What’s that sound? Understanding the World |
Are we there yet? Understanding the World |
Do dragons exist? Literacy |
How high can I jump? Physical Development |
What can you see in summer? Understanding the World |
|
Memorable Experiences/ Learning outside the classroom links |
Friendship scenarios Outdoor learning environment to reflect all areas of learning as in daily planners |
Silent Disco/Classroom disco party and lights Outdoor learning environment to reflect all areas of learning as in daily planners |
Imaginary Journeys - on the train on the airplane class-based role play and virtual experience. Outdoor learning environment to reflect all areas of learning as in daily planners. Park visit linked to active listening skills and Philosophy Thinking Moves. |
Walmer Castle visit (If suitable) Make cardboard giant castle if on site. Outdoor learning environment to reflect all areas of learning as in daily planners. Walmer castle visit linked to active listening skills |
Park Trip Park trips, design your own sports day. |
Beach Trip Beach trips, create a beach in our outside area. |
|
Communication and Language |
Language Through Colour (Who/Where) and individual Communication and Interaction Provision Plan Targets |
Language Through Colour (Who/Where) and individual Communication and Interaction Provision Plan Targets |
Language Through Colour (Who/Where/what doing/when/what) and individual Communication and Interaction Provision Plan Targets |
Language Through Colour (Who/Where/what doing/when/what) and individual Communication and Interaction Provision Plan Targets |
Language Through Colour (Who/Where/what doing/when/what) and individual Communication and Interaction Provision Plan Target |
Language Through Colour (Who/Where/what doing/when/what) and individual Communication and Interaction Provision Plan Targets |
|
Personal, Social and Emotional Development |
Active listening skills |
Active listening skills |
Active listening skills |
Active listening skills |
Philosophy Thinking Moves - Thinking back Good practices in eating, exercise and sleeping. |
Philosophy Thinking Moves - Thinking back Good practices in eating, exercise and sleeping. |
|
Understanding the World |
2Simple Games, learning games and turn taking How are we the same and how are we different? Observing others and the world around us - making comments and observations. |
Making and changing sounds |
Different countries and cultures - how are they the same and how are they different? Being safe - road safety changes in the world around us - seasons and weather. |
Castle people Weeks 1-3 and castle animals weeks 4-6 investigation |
Healthy food choices and diet - food likes and dislikes. Food tasting from around the world and trying new things. |
Healthy food choices and diet - food likes and dislikes. Food tasting from around the world and trying new things. |
|
Expressive Arts & Design |
Mark making - gross and fine motor -what and who can we draw? Make a big me - what can I tell you about me? what can I include in my self collage/artwork? |
Making instruments. Decorating, designing and planning. |
Exploring and using media and materials; Being imaginative Large Group artwork |
Create a dragon and castle using cardboard/junk modelling/colour mixing for decoration. |
Moving in different ways to music. Linking music to emotions Create your own dance or movement sequence. |
Moving in different ways to music. Linking music to emotions Create your own dance or movement sequence. |
|
English |
Sound games - Phase 1 listening and attention focus Phase 2 sat pin m d g and initial/final sounds blending and segmenting Recognising our names |
Gross and fine motor skills, clever hands and Phase 1/2 learning as per differentiation. Name recognition and writing. Mark making/writing initial sounds |
Daily writing interventions Reading; Writing Twinkl Phonics Program at individual/group level Sentence level with tricky words where applicable. |
Gross and fine motor skills, clever hands and Phase 1/2 learning as per differentiation. Name recognition and writing. Mark making/writing initial sounds |
Daily writing interventions Reading; Writing Twinkl Phonics Program at individual/group level Sentence level with tricky words where applicable. |
Daily writing interventions Reading; Writing Daily Literacy play challenges |
|
English Text |
Have You Filled a Bucket Today? Lost and Found Colin and Lee, Carrot and Pea Mr Big Nursery Rhymes/Action Rhymes Shark in The Park A Day of rhymes ~Pooley Pip and Posy: The New Friend The Lion and the Mouse |
Noisy Farm – Campbell The Quiet Book The Loud Book – Underwood Peace at Last – Murphy The Very Quiet Cricket - Carle Nursery Rhymes/Action Rhymes Noisy Poems – Bennet The Musical Life of Gustav Mole – Meyrick The Noisy Noisy Farm – Stansby The Listening Walk – Showers Noisy Orchestra (Noisy Books) – Taplin |
We're Going on a Bear Hunt The Great Balloon Hullaballoo Mr Gumpy’s Outing The Ultimate Book of Vehicles Children's Picture Atlas On a car journey: What can you spot? -I Spy Nursery Rhymes/Action Rhymes Tip, tip, Dig,Dig - Garcia Duck in The Truck – Alborough Seaside Poems - Bennett Mr Gumpy’s Motor Car. The Snail and the Whale At the airport: What can you spot? |
Non-Fiction animal texts to contrast with Fiction key texts below George and the Dragon - Wormell A Dragon in the Classroom - poem The Pet - poem Tony Bradman |
Kicking a Ball Allan Ahlberg The Rabbit and the Turtle (Aesop's Fables) Eric Carle The Sports Day Nick Butterworth and Mick Inkpen Mr. Men Sports Day Roger Hargreaves It’s Sports Day (Schoolies) Roger Priddy Peppa Pig: Peppa’s Gym Class Peppa Pig: Daddy Pig’s Fun Run Topsy and Tim Sports Day Jean and Gareth Adamson |
Summer is Here! Heidi Pross Gray What Can You See in Summer? (Seasons) Sian Smith Guess How Much I Love You in the Summer Sam McBratney Summer Days and Nights Wong Herbert Yee Poems about Seasons Brian Moses Planting a Rainbow Lois Ehlert Pop-up Garden (Usborne) Fiona Watt |
|
Maths White Rose Maths
|
Numbers; Shape, space and measures Number recognition and counting objects Shape Recognition 2-D Ordering and sorting by size/length/weight etc. Making 2-5 in different ways 2/3 step patterns |
Numbers; Shape, space and measures Number recognition and counting objects Shape Recognition 2-D Ordering and sorting by size/length/weight etc. Making 2-6 in different ways patterns in sound |
Number formation Following/creating/correcting patterns More and Less 1/2/3/4 more and less with practical problems, songs, role play and number lines. |
Comparative language investigations through daily play challenges. Castle Wall counting activities and gold coins in jar investigation and number focus. More and Less 1/2/3/4 more and less with practical problems, songs, role play and number lines. |
Concepts of addition and subtraction |
Number formation Following/creating/correcting patterns Sharing, doubling and halving Number bonds to 10 |
|
Music |
In group starting and stopping together |
Christmas performance preparation |
Musical elements. Loud and quiet. Fast and slow.
|
Recognising pitch. High and low |
Recognising rhythms. Being able to speak and play rhythms |
Sing and sign |
|
L4L |
My World: Class and School Charter; Vote for School Council rep.
Belonging to a family
Same and Different: making friends
|
Being Me: feeling special, safe and part of a class; introduction to rights and responsibilities. Anti-bullying: Understanding what bullying is and knowing what to do. Explore Christianity 1 What is Christmas? Christmas traditions and gift giving. |
It’s My Body: Clean as a whistle Can I eat it? I can choose
|
Sparkle and Shine! (Everyone can sparkle) We are all Unique. Superhero Me (Fun exploring superheroes and our own super strengths) Explore Christianity 2 (Link to Easter –collaboration with QRBC)
|
Stay calm and ask for help Caring for others
|
Introduction to Life Cycles and change. preparing for transition to new class Safety first: Staying safe around strangers Safe secrets and surprises People who can help
|
|
Computing |
Exploring games / toys Using buttons for control |
Exploring Images Creating new images |
Keeping safe online What is personal information |
Exploring Sounds Selections to make sounds |
Exploring real technology Using real equipment |
Exploring control technology Simple programming onscreen |
Cycle B
|
Opal Cycle B 2026/2027 |
Term 1 7 weeks |
Term 2 8 weeks |
Term 3 6 weeks |
Term 4 6 weeks |
Term 5 5 weeks |
Term 6 7 weeks |
|
Do you want to be friends? Physical Education |
Will you read me a story? Literacy |
How does that building stay up? Understanding the World |
Why don’t snakes have legs? Understanding the World |
Understanding the World |
Who lives in a rock pool? Understanding the World |
|
|
Memorable Experiences/ Learning outside the classroom links |
Friendship scenarios Outdoor learning environment to reflect all areas of learning as in daily planners
|
Fairy tales picnic Outdoor learning environment to reflect all areas of learning as in daily planners |
Role Play Building Site Bus tour of new builds around Laleham Gap School to look and take pictures. |
Zoo visit if suitable Outdoor learning environment to reflect all areas of learning as in daily planners. Park visit linked to active listening skills and Philosophy Thinking Moves. |
Outdoor learning environment to reflect all areas of learning as in daily planners. Zoo visit linked to active listening skills and Topic learning. |
Seashore visit Outdoor learning environment to reflect all areas of learning as in daily planners Beach School |
|
Communication and Language |
Active Listening Skills Turn Taking Focus Language Through Colour (Who/Where) and individual Communication and Interaction Provision Plan Targets |
Active Listening Skills Turn Taking Focus Language Through Colour (Who/Where/what doing) and individual Communication and Interaction Provision Plan Targets |
Language Through Colour (Who/Where/what doing/when/what) and individual Communication and Interaction Provision Plan Targets |
Language Through Colour (Who/Where/what doing/when/what) and individual Communication and Interaction Provision Plan Targets |
Language Through Colour (Who/Where/what doing/when/what) and individual Communication and Interaction Provision Plan Targets |
Active Listening Skills Thinking Back - Philosophy thinking moves. Language Through Colour (Who/Where/what doing/what/when) why and how questions Individual Communication and Interaction Provision Plan Targets |
|
Personal, Social and Emotional Development |
Self-confidence and self-awareness; Managing feelings and behaviour; Making relationships Who's in our class? Name and features games. |
Managing feelings and behaviour; Making relationships Family members, LTC who linked learning. |
Self-confidence and self-awareness; Managing feelings and behaviour; Making relationships Who's in our class? Name and features games. |
elf-confidence and self-awareness; Managing feelings and behaviour; Making relationships |
Self-confidence and self-awareness; Managing feelings and behaviour; Making relationships |
Self-confidence and self-awareness; Managing feelings and behaviour; Making relationships/ Philosophy thinking moves, social situations rehearsals. |
|
Understanding the World |
People and communities; The world; Technology |
People and communities; The world; Technology |
Different countries and cultures - how are they the same and how are they different? Being safe - road safety changes in the world around us - seasons and weather. |
Healthy food choices and diet - food likes and dislikes. Food tasting from around the world and trying new things. |
Healthy food choices and diet - food likes and dislikes. Food tasting from around the world and trying new things. |
People and communities; The world; Technology Different environments/making and verbalising basic features different environments and cultures around the world. |
|
Expressive Arts & Design |
Mark making - gross and fine motor -what and who can we draw? Mark making - gross and fine motor -what and who can we draw? Make a big me - what can I tell you about me? what can I include in my self collage/artwork? |
Exploring and using media and materials; Being imaginative |
Exploring and using media and materials; Being imaginative Large Group artwork |
Moving in different ways to music/like different animals. Linking music to emotions Create your own dance or movement sequence |
Moving in different ways to music. Linking music to emotions Create your own dance or movement sequence. |
Sounds around us - making and manipulating sound |
|
English |
Sound games - Phase 1 listening and attention focus Phase 2 satpinmdg and initial/final sounds blending and segmenting Recognising our names |
Gross and fine motor skills, clever hands and Phase 1/2 learning as per differentiation. Name recognition and writing. Mark making/writing initial sounds |
Daily writing interventions Reading; Writing Twinkl Phonics Program at individual/group level Sentence level with tricky words where applicable. |
Gross and fine motor skills, clever hands and Phase 1/2 learning as per differentiation. Name recognition and writing. Mark making/writing initial sounds |
Daily writing interventions Reading; Writing Twinkl Phonics Program at individual/group level Sentence level with tricky words where applicable. |
Daily writing interventions Reading; Writing Daily Literacy play challenges |
|
English Text |
Funnybones Nursery Rhymes Starting School (Ahlberg) Monkey and Me Nursery Rhymes/Action Rhymes Mrs Wobble The Waitress Mr Tick The Teacher My Mum My Dad Can’t You sleep Little Bear Master Tracks Train Duck in the Truck |
Enormous Turnip Cinderella Goldilocks & the three bears Red Riding Hood Gingerbread Man Jack and the Beanstalk Nursery Rhymes/Action Rhymes Mr Doodle had a Poodle – Moncure A Day of rhymes ~Poole |
Three Little Pigs Billy Goats Gruff Squash and a Squeeze - Julia Donaldson A House in the Woods - Inga Moore |
Blue Chameleon Emily Gravett Reptiles (Usborne Beginners) Catriona Clarke Snakes (Froglets Learners) Annabelle Lynch Rumble in the Jungle Giles Andreae The Snake Hotel Brian Moses The Mixed-Up Chameleon Eric Carle Shapes With Snakes (AniMaths) Tracey Steffora Snakes (Usborne Discovery) Rachel Firth The Selfish Crocodile Faustin Charles |
|
The snail and The Whale – Donaldson At the Beach – Harvey Rainbow Fish On the Seashore - Milborne At the Beach - Owen Nursery Rhymes/Action Rhymes Seaside Poems – Bennett The shark in The Dark - Bently First Book of the Seashore (RSPB) Come away from the water, Shirley – Burningham Exploring Rock Pools – McDougall Sally and the Limpet – James |
|
Maths White Rose Maths
|
Numbers; Shape, space and measures Number recognition and counting objects Shape Recognition 2-D Ordering and sorting by size/length/weight etc. Making 4/5 in different ways More and less -shape space and measure
|
Numbers; Shape, space and measures Number recognition and counting objects Shape Recognition 2-D Ordering and sorting by size/length/weight etc. Making 2-6 in different ways patterns in sound |
Number formation Following/creating/correcting patterns More and Less 1/2/3/4 more and less with practical problems, songs, role play and number lines. |
Comparative language investigations through daily play challenges. Castle Wall counting activities and gold coins in jar investigation and number focus. More and Less 1/2/3/4 more and less with practical problems, songs, role play and number lines. |
Concepts of addition and subtraction |
Number formation Following/creating/correcting patterns Sharing, doubling and halving Number bonds to 10 |
|
Music |
In group starting and stopping together |
Christmas performance preparation |
Musical elements. Loud and quiet. Fast and slow. |
Recognising pitch. High and low |
Recognising rhythms. Being able to speak and play rhythms |
Sing and sign |
|
L4L |
Different types of families. Trust and boundaries between people. Gender Diversity Recognising but accepting differences. My World: Class and School Charter; Vote for School Council rep.
|
Being Me: Hopes and fears; rights and responsibilities; rewards and consequences; choices. Anti-bullying: Recognising right and wrong in behaviour
|
It’s My Body: My body, my business Active and Asleep Happy, Healthy Food
|
‘Around the World with Max and Lemon’ Similar but not the same We are all unique Being a good friend
|
Who are First Aiders? Diverse Britain: My School My Community My Neighbourhood
|
Introduction to Life Cycles and change. preparing for transition to new class Safety first: Keeping safe Staying safe at home Staying safe outside
|
|
Computing |
Exploring games / toys (Using buttons for control) |
Exploring images (Creating new images) |
Keeping Safe Online (What is personal information) |
Exploring Sounds (Selections to make sounds) |
Exploring real technology (Using real equipment) |
Exploring control technology (Simple Programming on screen) |
What is a shadow? 