Professional Documents
Culture Documents
Index of Contents
General Guidance
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Planning templates
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Literacy Tips
Remember big books started in the Early Years!
Be confident to differentiate texts accordingly
Use different starting points
It may not be appropriate for the youngest children to take part in all of a whole class
session
Ensure that the Reception children have a share of teacher time
All children will benefit from active learning. It creates resentment if older children
never have the opportunity to work/play in other areas of the environment
Some play activities can be extended in other areas for the rest of the day. There is
no need to pack away each time
Involve Year R progressively throughout the year
Mathematics
Group the children by ability
Use all the time appropriately
Consider the medium term plan
Consider the whole class input
Try not to introduce too many themes in one week
Group (15/20
mins)
Groups (15/20
mins)
Plenary
Mathematics/Literacy Follow up
Direct input from
Mathematics
teacher.
/Literacy tasksindependent.
Routine tasks
Whole
class
Group 2
Child
initiated/routine/ongoing activities
Mathematics
/Literacy-Direct
input from teacher
Follow up
Whole
Numeracy/Literacy class
tasks-independent
Group 3
Child
initiated/routine/ongoing activities.
Child
Mathematics
initiated/routine/on- /Literacy direct
going activities.
teacher input with
youngest children
or most able who
can follow up the
next day.
Whole
class
Recipe for long term planning for a mixed reception and key stage 1 class
Ingredients
Knowledge of child development (ages and stages) and how to put the EYFS Principles into practice;
High aspirations for the children and families in your community so that your long term meets their needs;
Information from parents and other settings about the childrens interests and previous experiences.
Adapt settling in
programme build
on pre-school
childrens
fascination with
earthworks set
up archaeology site
and laboratory -
Remember to add
whole school theme
week (This year
its Jambo Africa)
These are our resource boxes and topic starting points (Tried and tested themes and units of work)
Final check: Broad? Balanced? Inclusive Builds on childrens prior learning? Flexible enough to respond to childrens interests?
Lets try it out and review our new long term plan at the end of the year.
Method
1.How can we combine the units of work and topic starting points taken from the long term to ensure a coherent experience for
children?
Harvest celebration
World Book Day
Christmas celebration
School Pantomime Visit (This year Jack & the Beanstalk),
Whole School Theme week Nov 1st 8th Jambo Africa.
NC History PoS - famous person we could study Nelson Mandela
Geography our contrasting locality will be Africa Bo in Sierra Leone (we already have contacts here)
Art looking at African art (Gideon Chidongo sculptor)
Music introduce children to music by The Jambo Boys (need to liaise with CMS staff)
2. Which units of work from the Renewed Frameworks for Maths and English will complement the topic starting points?
Maths: e.g.
Handling Data
e.g.
Stories from a range of cultures. Unit 2
3.
Map out the weeks when special events are taking place during the term
Autumn Term
Settling in topic
Excavations and
Earthworks (Builds
on pre-school
childrens interests)
Organise YR buddies
4.
World
Book Day
th
4 Oct
Harvest
th
17
October
Book
Week
Jambo
Africa
whole school
18-22
November
Christmas
Nativity theme
is journeys
th
December 10
14th
a.
b.
c.
d.
Write down the expected learning outcomes in brief using the EYFS, National Curriculum PoS, Renewed Frameworks;
Sketch out some possible activities/experiences you might offer to enable the children to achieve these outcomes;
Think about special resources and the organisation of space which spaces might you need to adapt?;
What special resources are likely to be needed? Who will be responsible for collecting them?
Remain flexible
Remember this is only a sketch children will influence your thinking and your planning week by week.
Final checks:
Assessment:
Narrative observation & discussion with parents &
child to be completed for all children by half-term
Providing appropriate support and differentiation
for . (children with special needs, or EAL)
Physical
Provide lots of opportunities for large, physical
movement, e.g. climbing equipment, wheeled
toys, balancing equipment, large construction
equipment, hoops, tyres etc
Provide physical activities which will support
childrens friendships / co-operation skills, e.g.
throwing & kicking balls to each other, using large
boxes to make a construction together etc
Ensure that children sit as a whole group for no
longer than 10 minutes at a time
Everyday opportunities for malleable, sand and
water play
Expressive Arts
Understanding the World
Encourage and support small world and role play
Local trips in small groups to shops, park etc to
assess childrens storying, interests and
provide opportunities for talk about who we
concerns in these areas
are, where we come from and to get to know
Ensure workshop areas for children to express
one another.
themselves creatively are set up and children
Opportunities for the children to use a wide
know how to use them (painting, music,
range of technology for specific purposes
technology, malleable etc)
Parents: invite parents on local trips to shops, park etc, invite parents to story time at the end of the session
Plan parent / child breakfast morning aim to introduce new parents to existing parents and build up familiarity of setting and how children learn
through play
Adapted from Islington EYFS Team (2008)
Date:
Monday
Adult
Initiated
Special
Activity or
New
Provision
Mix paints
Tuff Spot, dogs
and biscuits
Tuesday
Spread crackers,
cut and taste
avocado, tomato,
peppers and
cucumber
Tractor wheel
printing
Wednesday
Thursday
Friday
Digging the
vegetable
patch
Music
Autumn
weather walk
CD Player
animal
soundtracks
Croissants and
hot chocolate
Story role-play
Continuous Provision
Malleable
materials
Dough, activity
set
Cornflour and
water
Dough
and cutters
Dry
Paints
Free choice
Dinosaurs
Tractors and
diggers
Wheels
Containers with
holes
Boats and
people
Bubbles
Recycled
materials
Free
choice
Design and
Tech Area
Building bricks
Free choice
Train set
Wooden bricks
Information
Technology
Tizzys Busy
Week
Fizzys Numbers
2Simple Paint
Alphabet Soup
Puzzles,
toys, games
Quack Quack
game
People puzzles
Cobble Road
maths game
Magnetic letters
Stories and
group times
Little Farmer
Joe, by Ian
Whybrow and
Christian
Birmingham,
number rhymes
Webster J Duck,
by Martin
Waddell and
David Parkings,
number rhymes
Handas Hen, by
Eileen Browne,
music,
number rhymes
Roaring Rockets,
by Tony Mitton
and Ant Parker,
number rhymes
Milk,apples
Milk, crackers,
tomato, avocado,
cucumber
Milk carrots
Milk bananas
Hot chocolate
croissants
Spades, buckets,
seeds and
dibbers
Large sand tray
Large water
equipment,
aqua play
Sand
Water
Food and
drinks
Garden
(activities vary
according to
the weather)
Push-along
tractors
Rakes, spades
Push-along
tractors and
toys
Wheelbarrows,
rakes, buckets,
sweeping brushes
Key
Green
Blue
10
Provision
Area of
Learning
Writing Area
Number Area
Creative Area
Exploration Area
Construction Area
Bakers shop linked to simple simon, 5 currant buns, pata-cake etc to include:
Cooking utensils that could be used for baking in a bakers
shop, copies of rhymes/posters, salt-dough buns with
different numbers painted on the bottom or different
numbers of currants on, salt-dough biscuits of different
shapes and sizes, selection of plate sizes, till and money,
laminated giant pennies, microwave and oven (to be made),
recipe book with instructional writing, pretend ingredient
jars, aprons/costumes, paper bags.
Small world
Sand
Water
Book Corner
Listening Station
Outside
Story Time
11
Assessment to
inform planning
Thursday - Friday
Outdoors
Mark making
Construction
and blocks
Story/talk
Props, objects
Workshop
Creative
Duplo set
Water
Sand
Small World
Play
Music
ICT
Big easel.
Use big
blocks/fabric/dinosaurs/sticks/s
tones etc for mountain
landscape (Josh)
Dropping larger objects in
puddles and water tray.
Buckets of water and
decorators paintbrushes for
painting walls
Role play/
Home corner /
dressing up
Malleable/tactile
Large physical
development
12
13
Parents
Physical Development
Mathematics
Assessment:
Main focus:
Displays:
Date:
Literacy
14
Friday
Thursday
Wednesday
Tuesday
Monday
Class:
Year:
Teacher:
KEY Objectives:
Revisit/review
Teach
Date:
Practise
Apply
Lead:
Assess focus:
Focus grp:
Lead:
Assess focus:
Focus grp:
Lead:
Assess focus:
Focus grp:
Lead:
Assess focus:
Focus grp:
Lead:
Assess focus:
Evaluation of session
Links to
other areas:
C of EL
Resources:
Key vocabulary:
Assessment opportunities:
Evaluation/Next steps
15
16
Session
Assessment
Focus CT
Teacher
Directed Tasks
Key Learning
Outcomes
LO for Quick
Maths
Teacher:
Term:
Week beginning:
TA:
CT:
Teacher Input
1
2
3
EF
Differentation
Assessment
Focus TA
Teacher
Initiated
Tasks
Links to
other areas
Vocabulary
C of
EL
Plenary/Celebration
Assessment to
inform planning
Phase
Monday
(Review)
Tuesday
Wednesday
(PE)
Thursday
(PE)
Friday
(Welly Walk)
Letters and Sounds Objective:
Phase
Monday
(Review)
Tuesday
Wednesday
(PE)
Thursday
(PE)
Friday
(Welly Walk)
17
Date:
Name of staff:
Physical
Mathematics
Expressive Arts and Design
Learning intention:
Opportunities for assessment:
Targeted children:
Resources:
Experience/activity:
Differentiation (how will you adapt this activity to meet all childrens needs?):
18
Weekly Plan
Date:
Monday
Tuesday
Wednesday
Thursday
Adultinitiated,
special
activity
or new
provision
Continuous Provision
Key
Green
Blue
19
Friday
Provision
Area of
Learning
Writing Area
Number Area
Creative Area
Exploration Area
Construction Area
Small world
Sand
Water
Book Corner
Listening Station
Outside
Story Time
20
Assessment to
inform planning
21
Literacy
Expressive Arts
and Design
Understanding
of the World
Mathematical
Development
Language and
Communication
Monday
Tuesday
Wednesday
Weekly plan
Thursday
Friday
22
Outdoor Play
Bilingualism &
Multi-cultural
Personal &
Social
Development
Physical
Development
Monday
Wednesday
Tuesday
Thursday
Friday
23
Headteacher/
co-ordinator
Comments
Outdoor Play
Physical
Development
Literacy
Expressive Arts
and Design
Understanding of
the World
Mathematical
Development
Language and
Communication
Adult led & adult initiated experiences short term planning (birth to 5yrs)
Areas of Learning
PSED
CL
Lit
Maths
UW
CD
PD
EYFS Development
Matters /
Learning Intention
Whole Group / Class
Shared Experience
(FS1 & FS2 /
Nursery & Reception)
Differentiation
(Individual and / or Group
Support & Challenge)
Role of Adult
(During
Child-Initiated / AdultInitiated / Adult-Led
Experiences)
- Vocabulary
- Key Open-Ended
Questions
- Resources
Possible adult-led & adult-initiated experiences in the workshops / learning areas:
Role Play
Sand
Water
Sensory / Messy
Play
Construction
24
Small World
Malleable
Painting / Collage
Printing
Model Making
Mark-making
Books & Stories
Games / Discovery
ICT
Music
Evaluation
(Supported by
Observations)
NB: The learning intention / development matters can be met anywhere within the indoor/outdoor learning environment
Footnotes for Guidance / Reference
Planning needs to be flexible and a working document
Daily routines may be used to meet the planned learning intentions / development matters
The EYFS requires providers to ensure a balance of child-initiated and adult-led play based activities
There should be an adult focused activity for each area of learning
Symbols or colours may also be used to indicate adult-led and adult-initiated experiences in the workshop /
learning areas
A proportion of blank boxes promotes a balance between child-initiated and adult-initiated /led experiences
Child initiated activity - a self initiated activity wholly decided upon by the child and is the result of their own
motivation to explore a project or express an idea. The child takes total ownership of the activity and may change
it to a different purpose than originally intended by an adult
Adult initiated activity - an activity planned by an adult that focuses on a specific learning intention that the child
may complete independently or with adult support. Children can have free access or they may be directed
particularly if they will benefit from the experience
Adult led activity an activity planned, structured and delivered by an adult to a child or group of children. It
focuses on the direct teaching of skills and knowledge with a specific learning intention in mind
Adapted from
25
Construction
and blocks
Workshop
Creative
Water
Sand
Small World
Play
Role play/
Home corner /
dressing up
Malleable/tactile
Music
ICT
Large physical
development
26
Communication &
Language
Literacy
Mathematics
Understanding of the
World
Physical
Development
Role Play /
Home-Corner
Sand
Water
Construction
Small World
Malleable
Painting
Collage
Printing
Model
Making
Sensory /
Exploration &
Investigation
Messy Play
Mark-making
Books &
Stories
ICT
NB: Ensure there is a balance of adult guided and child initiated experiences across all 6 areas of learning
Adapted from
27
Creative
Development
28
Inside
Sand
Outside
Inside
Malleable play
Outside
Outside
Inside
Inside
Sensory area
Outside
Inside
Inside
Book corner
Water
Outside
Inside
Inside
Inside
Construction area
Outside
Inside
Small world
Outside
Outside
Creative Area
Outside
Inside
Outside
Role play
Inside
Week beginning:
Graphics/ mark making area
Adapted from
Adapted From
Planned observation
Childs name:
SEN
Context (where, how)
Observer:
Date:
Time:
Adult involvement:
yes
no
OBSERVATION: What did you find out about the childs learning across any of the 3 prime
areas and 4 specific areas of learning? What was significant for the child?
GENERAL
PSED (MR; SC&SA; MF&B)
PD (M&H; H&SC)
CL(L&A; U; S)
L (R; W)
M (N; SSM)
UW (P&C; TW; T)
29
General (continued)
Childs Response (verbal and / or non-verbal (try to make time to inform the child about
the observation. Consider showing the child a photograph of his / her play that was observed
and capture his / her response).
30
Observation
Primary School:
Childs Name:
Context:
Date:
Observation
Next Steps:
31
32
I am ............
33
Question:
Names: