Week beginning: 01/11/24 Subject:Understanding the world Theme :Family friends and me CLASS: LKG Cambridge (Miftah)

Learning Objectives Success Activities Resources

Criteria (see notes below re: differentiation

achievement
Frame-work

Evidence of
details, etc)
W: whole class; G: group; I: individual.
Timing

Description W/G/I
Ref:

10min Family tree

s 2UWp. Begin to recognise some Students will be able to Opening : diagram/Flash
01 relationships in their close family recognise and explain card
relationships within Begin with a story
their close family, such I
about a family
as identifying that gathering, asking
Grandma is Mum’s students to share their
mum. own experiences.

25 Pose the question: I

mins Record
"Who is in your
specific
family?" to engage
students and get them instances
thinking about their where the
10min own family W child
s relationships. demonstrat
es
Activity : Explain the
concept of family
understandi
relationships using a ng (e.g.,
family tree diagram as when they
a visual aid. correctly
exchange a
Closing: Have a few I
 students share their coin for an
family trees with the item).
class.
Board,Marker

10min 2UWp. Talk about how the likes and Opening Begin with a W
utes 02 dislikes of members of their close question: "What is your
family,their wider family and their The child listens to favourite food? Does
peers are similar to and different
from their own and how they do
others’ likes and anyone in your family
dislikes, showing an like the same food?" Have the
things in similar and different ways
understanding that child create
Activity
family members simple
and friends may Use a large chart to I drawings of
have different illustrate the concept, their family
preferences. labelling sections for or friends
"My Likes," "Family with
20min
s Likes," and "Friends' symbols of
Likes."
likes and
W
Closing : Gather dislikes
. students and have (e.g., a
10min each share one picture of a
s similarity and one sibling with
difference they a toy they
discovered about their
likes and dislikes like). This
compared to their visual
family or friends. representati
on can
serve as
 evidence of
their
10min understandi
s ng.

20min
utes

10min
s
10min
20min
s

10min
s

Organisation: details of differentiation / groups / adult role (linked to activities) Notes / extension opportunities / homework
Higher achievers will be Observe each child’s responses and
Low achievers will be participation during group
discussions. High achievers will often
offer detailed answers and show
curiosity, while low achievers may
require prompting or struggle with
descriptive language.