[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-149350-en":3,"doc-seo-149350-105":30,"detail-sidebar-cat-0-en-105":90},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":4,"category_id":11,"category_name":12,"doc_title":13,"doc_description":14,"doc_content":15,"file_id":16,"file_url":17,"file_type":18,"file_size":19,"view_count":20,"is_deleted":4,"is_public":20,"is_downloadable":20,"audit_status":20,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":14,"update_tm":28,"read_time":29},149350,687197207639,"Asher","https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd",4,"Exam","Why is water wet? Summer-Year B","EYFS Spring Year B learning organiser for the theme “Why is water wet?” covering children’s prior knowledge and vocabulary around water, seaside life, and environmental issues such as pollution. It outlines intended knowledge by the end, including the purpose and importance of water, where water comes from, describing water quantities, and discussing seaside creatures’ survival needs. Learning targets span communication, personal and social development, maths, understanding of the world, technology skills, and physical and creative activities.","Why is water wet? Summer-Year B  \nPre-teach/Prior knowledge:  \nChildren will have engaged in water play at a setting or school.  \nChildren might have visited the seaside before.  \nChildren might have read books with a water theme.  \nVocabulary:  \n| Word | Meaning |  |\n| --- | --- | --- |\n| Summer | The warmest season that comes after Spring. |  |\n| Lighthouse | A tower containing a light to warn or guide ships at sea |  |\n| Pollution | Something that is harmful for humans, animals and plants. |  |\n| Earth | The planet that we live on, mostly made of water. |  |\n| Lake, river/sea/ ocean | Bodies of water. |  |\n| |  |  |\n\nWhat I’ll know by the end…  \n􀁸 The purpose of water and how important it is to us.  \n􀁸 Different places that water can come from or where  \nwe can get water.  \n􀁸 Use language to describe amounts of water  \n􀁸 Name and talk about the seaside and se creatures, including what they need to survive.  \n| Application of Knowledge:\u003Cbr>􀁸 Children extend their vocabulary. (CL-S)\u003Cbr>􀁸 Children will listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. (L, CL)\u003Cbr>􀁸 Children talk about the features of their own immediate environment and how environments might vary from one another. (UW-TW)\u003Cbr>􀁸 Children handle equipment and tools effectively. (PD-MH)\u003Cbr>􀁸 Children can hear rhyme and continue a rhyming string. (L)\u003Cbr>􀁸 Children can count reliably with numbers from 1-20 and are solving a range of problems. (M) |\n| --- |\n|  |\n| Can you fill a jug of water? Can you find objects that float and sink? Can you make a boat that floats? Can you think of somewhere that you might see water? |\n\nPersonal, Social and Emotional Development  \n􀁸 Confident to speak to others about own needs, wants, interests and opinions.  \n􀁸 Can describe self in positive terms and talk about abilities.  \n􀁸 Can select and use activities and resources with help.  \n􀁸 Explains own knowledge and understanding, and asks appropriate questions of others.  \n􀁸 Can usually adapt behaviour to different events, social situations and changes in routine.  \nCommunication and Language  \n􀁸 Children can listen to the ideas of others  \nChildren use vocabulary focused on object and people that are of particular importance to them.  \n􀁸 Children build up vocabulary that reflects the breadth of their experience.  \n􀁸 Children use talk in pretending that objects stand for something else in play  \n􀁸 Children begin to ask questions  \nEnglish  \n􀁸 Children will enjoy an increasing range of books.  \n􀁸 Children will use vocabulary and forms of speech that are increasingly influenced by their experiences of books.  \n􀁸 Children will use some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence.  \n􀁸 They will own name and other things such as labels, captions.  \n􀁸 Children will attempt to write short sentences in meaningful contexts.  \n􀁸 They write simple sentences , which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.  \nMaths  \n􀁸 In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.  \n􀁸 Records, using marks that they can interpret and explain.  \n􀁸 Begins to identify own mathematical problems based on own interests and fascinations.  \n􀁸 Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer.  \n􀁸 Uses familiar objects and common shapes to create and recreate patterns and build models.  \n􀁸 They solve problems, including doubling, halving and sharing.  \n􀁸 Orders two or three items by length or height.  \n􀁸 They recognise, create and describe patterns. They explore characteristics of everyday objects and shapes and use mathematical language to describe them.  \nIn Number Sense we have explored numbers to 20.  \nUnderstanding the World  \nPeople and the Community Skills:  \n􀁸 Children can talk about how t","cbCaikifZ1VBVppb","https://ap.wps.com/l/cbCaikifZ1VBVppb","pdf",496746,1,3,"English","en",105,"# Pre-teach / Prior knowledge\n# Vocabulary\n# What I’ll know by the end…\n# Application of Knowledge\n# Can you fill a jug of water?\n# Personal, Social and Emotional Development\n# Communication and Language\n# English\n# Maths\n# Understanding the World\n## People and the Community Skills\n## The World Skills\n## Understanding the World Technology Skills\n# Physical Development\n## Health and Self Care\n## Moving and Handling\n# Expressive Art and Design","[{\"question\":\"What is the purpose of the “Why is water wet?” topic in this EYFS plan?\",\"answer\":\"The plan focuses on why water matters and the role water plays in children’s lives, linking it to seaside environments and everyday experiences.\"},{\"question\":\"Which vocabulary terms do children learn in the water theme?\",\"answer\":\"Children work with words such as Summer, Lighthouse, Pollution, Earth, and lake/river/sea/ocean, using the meanings to support discussion.\"},{\"question\":\"How are children expected to apply knowledge during activities?\",\"answer\":\"Children extend vocabulary, listen to stories and respond, describe features of their environment, use tools effectively, and complete practical tasks such as floating and sinking and making boats.\"}]","Why is water wet? 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