EARLY YEARS FOUNDATION STAGE PLANNING.

KG1 Bumblebee
WK BEGINNING: 2nd week

TERM 1

Theme: All
About Me
(Family)
PERSONAL SOCIAL
AND EMOTIONAL
DEVELOPMENT.
MAKING
RELATIONSHIPS
Seeks out others to
share experiences.
Shows affection and
concern for people
who are special to
them.
May form a special
friendship with
another child.
(22-36 months)
SELF CONFIDENCE
Expresses own
preferences and
interests.
(22-36 months)
Can select and use
activities and
resources with help.
Shows confidence in
asking adults for help.
(30-50 months)

CELESTE NARVAEZ

14.09.2014

LEARNING INTENTIONS, GOALS OR OBJECTIVES

COMMUNICATION AND
LANGUAGE.
LISTENING AND
ATTENTION
30-50 months:

Listens with interest to

the noises adults make
when they read stories.
Recognises and
responds to many
familiar sounds, e.g.
turning to a knock on
the door, looking at or
going to the door.
Shows interest in play
with sounds, songs and
rhymes.
Single channelled
attention. Can shift to a
different task if
attention fully obtained
using childs name
helps focus.
Listens to others one to
one or in small groups,
when conversation
interests them

LITERACY.

MATHEMATICS.

READING
Has some favourite
stories, rhymes, songs,
poems or jingles.

NUMBERS
Selects a small number
of objects from a group
when asked, for
example, please give
me one, please give
me two.

Repeats words or
phrases from familiar
stories.
Fills in the missing
word or phrase in a
known rhyme,
Story or game, e.g.
Humpty Dumpty sat
on a.... (22-36 months)
WRITING
Distinguishes between
the different marks
they make.
(22-36 months)
.READERS

WRITERS
WORKSHOP
Non Fiction
Teaching
Points
Readers know that
every story has a
main character.
Readers think about
people.

Recites some number

names in sequence
Creates and
experiments with
symbols and marks
representing ideas of
number.
Begins to make
comparisons between
quantities.
(22-36 months)
Shows an interest in
numerals in the
environment. (30-50
months)
SHAPES & SPACE
Notices simple shapes
and patterns in
pictures.
Beginning to
categorize objects
according to properties
such as shape or size.
Anticipates specific
time-based events

UNDERSTANDING
THE WORLD.

PHYSICAL
DEVELOPMENT.

EXPRESSIVE ART &

DESIGN.

PEOPLE &
COMMUNITIES
Has a sense of own
immediate family and
relations.

MOVING AND
HANDLING
Imitates drawing
simple shapes
such as circles
and lines.

EXPLORING & USING

MEDIA AND
MATERIALS

In pretend play,
imitates everyday
actions and events
from own family and
cultural background,
e.g. making and
drinking tea.
Beginning to have their
own friends.
Learns that they have
similarities and
differences that
connect them to, and
distinguish them from
others. (22-50 months)
Shows interest in the
lives of people who are
familiar to them.
Recognises and
describes special times
or events for family or
friends. (30-50 months)

May be beginning
to show
preference for
dominant hand.
Holds pencil near
point between
first two fingers
and thumb and
uses it with good
Control.
Uses one-handed
tools and
equipment, e.g.
makes snips in
paper with child
Scissors.
HEALTH AND
SELF-CARE
Feeds self

Joins in singing
favourite songs.
Creates sounds by
banging, shaking,
tapping or blowing.
Shows an interest in
the way musical
instruments sound.
Experiments with
blocks, colours and
marks.
Sings a few familiar
songs.
Beginning to move
rhythmically.
Imitates movement
in response to
music.
Taps out simple
repeated rhythms.

MANGAING
FEELINGS &
BEHAVIOUR
Seeks comfort from
familiar adults when
needed.
Can express their
own feelings such as
sad, happy, cross,
scared, and worried.
Responds to the
feelings and wishes of
others.
Aware that some
actions can hurt or
harm others.
Tries to help or give
comfort when others
are distressed.
Shows understanding
and cooperates with
some boundaries and
routines.
Can inhibit own
actions/behaviours,
e.g. stop themselves
from doing something
they shouldnt do.
Growing ability to
distract self when
upset, e.g. by
engaging in a new
play activity. (22-36

Listens to stories with

increasing attention
and recall.
Is able to follow
directions (if not
intently focused on own
choice of activity).
UNDERSTANDING
Identifies action words
by pointing to the right
picture,
e.g., Whos jumping?
Understands more
complex sentences,
e.g. Put your toys
away and then well
read a book.
Understands who,
what, where in
simple questions
(E.g. Whos that/can?
Whats that? Where
is.?).
Developing
understanding of
simple concepts (e.g.
big/little
Understands use of
objects (e.g. What do
we use to cut
things?)
Responds to simple
instructions, e.g. to get
or put away an object.
SPEAKING

Readers think about

places.
Readers think about
objects.
Readers think about
events.
What does this tell
about the character?

such as mealtimes or
home time.
(22-36 months)
Shows an interest in
shape and space by
playing with shapes or
making arrangements
with objects. (30-50
months)

THE WORLD

Enjoys playing with

small-world models
such as a farm, a
garage, or a train
track.
Notices detailed
features of objects in
their environment
(22 36 months)
Comments and asks
questions about
aspects of their
familiar world such
as the place where
they live or the
natural world.
Talks about why
things happen and
how things work.
Shows care and
concern for living
things and the
environment. (30-50
months)
TECHNOLOGY /ICT

Seeks to acquire
basic skills in turning
on and operating
some ICT
equipment.
Operates
mechanical toys,
e.g. turns the knob
on a wind-up toy or
pulls back on a
friction car.

competently with
spoon.
Clearly
communicates
their need for
potty or toilet.

Uses various
construction
materials.

Helps with
clothing, e.g.
puts on hat,
unzips zipper on
jacket,
takes off
unbuttoned shirt.

BEING IMAGINATIVE

Gains more bowel

and bladder
control and can
attend to
toileting needs
most of the time
themselves

Beginning to makebelieve by
pretending.

Realises tools can be

used for a purpose.

Beginning to use
representation to
communicate, e.g.
drawing
a line and saying
Thats me.

Developing
preferences for
forms of expression.
Creates movement
in response to
music.
Notices what adults
do, imitating what is
observed and then
doing it
spontaneously when
the adult is not
there.
Engages in
imaginative role-play
based on own firsthand
Experiences.
Uses available

months)

Uses language as a
powerful means of
widening contacts,
sharing feelings,
experiences and
thoughts.
Holds a conversation,
jumping from topic to
topic.
Learns new words very
rapidly and is able to
use them in
communicating.
Uses gestures,
sometimes with limited
talk, e.g. reaches
toward toy, saying I
have it.
Uses a variety of
questions (e.g. what,
where, who).
Uses simple sentences
(e.g. Mummy gonna
work.)
Beginning to use word
endings (e.g. going,
cats).
Uses talk in pretending
that objects stand for
something else in play,
e,g, This box is my
castle.

(22 36 months)
Knows how to
operate simple
equipment, e.g.
turns on CD player
and uses remote
control.
Shows an interest in
technological toys
with knobs or
pulleys, or real
objects such as
cameras or mobile
phones.
(30-50 months)
Knows that
information can be
retrieved from
computers
(30-50 months )
.

resources to create
props to support
role-play.
Captures
experiences and
responses with a
range of media,
such as music,
dance and paint and
other materials or
words.

PSED
Show them the
labels with their
names and
encourage they
start to recognise
their names.
(link to Cl)
Introduce the school
and our routine. The
school starts at

CL
Start to recognise
their names. What
names begin with
the letter A?
(link to L)
Good morning
song and bye song
during circle time
(At 7:15 and 1:30).
Encourage children
use hello, good

L
Letter of the
week: A. Teach
them some
words which
begin for the
letter A. (apple,
ant, arm,
alligator,
airplane...)
Look if some

UTW

PD

EAD

Number of the
week: 0
Show the children
that 0 means
nothing.

Encourage the
children start to
speak about their
lives and families.
Show them photos
or videos about
families in other
countries.

Talk about the

importance of
washing hands
before eating or
after use the
toilet.
Song: wash
your hands.
Wash, wash
your hands.
Play our handy

Colour of the
week: red

Sing the five little

monkeys song,
and encourage the
children use the
fingers for count.

Our class is
Bumblebee.

Talk about red

things. Tomatoes,
crayons.../ Draw
and paint red
circle and red
number 0. (Link to
maths)

7:15; we have the

circle time and
register. During the
register encourage
the children says:
Im here, present or
raise their hands.
Play with them on
the carpet. My
name is... and with
my (hands/feed....) I
can...
Encourage the
children use
different options.
(link to Pd)
Talk about our
family: Do you have
brothers or sister?
Play time:
encourage the
children play
together. Teach
them the
importance of share
with others.
(link to UTW)

morning, bye
bye
(link to EAD)
Watch a video
about the family
(Mr. Tumble) and
learn new
vocabulary
(mother, father,
sister, brother...)
Use finger to enjoy
practising early
hand writing hand
writing patterns in
trays of salt.
(link to L)
Ask simple
questions using
Can.
Can you jump? Try
the children
imitate actions.
Prepare a feely
bag of objects fund
in the classroom.
Ask children to
take turns. Every
child will take an
object and we will
speak about size,
colours of the
object.

student has a
name that
beginning for the
letter A.
Workbook:
Colour
a letter
A and stick red
stickers in apple.
What a video
about the letter
A.
http://www.youtu
be.com/watch?
v=lL_wtHdwo2A
(link to Cl)
Colouring ants
eating apples.
(link to PD)
All by Myself
Best Friends
Today is Monday
Go away
The feelings book

http://www.youtub
e.com/watch?
v=2gBXffuUXtA
(link to EAD)
Compare our
hands sizes.
(link to UTW)
Workbook: Colour
a number 0
Shape of the
week: Square
(make a red
square)
(link to EAD)
Raintree Books
Finding
Shapes
Square
Five little
ducks.

What a video
about the
Bumblebees and
teach them that
insects work very
hard every day.
Colour a picture
about our family.
Try the children
understand that
the school is
funny. And if they
are sad in the
morning because
mummy or
daddies are here,
they dont have to
feel sad, because
their parents
always come back
after the school.

game. Rub and

scrub, scrub
and rub *.
Germs go down
the drain.
Repeat* Dirt
goes down the
drain.
Play Simon
says
emphasising
the names of
class (table,
chair, door)
(link to CL)
Encourage the
children play
with
constructions
toys with small
pieces. In that
way they will
improve their
fine motor
skills.
Play with play
dough or safety
scissors.

What happened
when the music
stop....
Dance with the
music. Stop
dancing when the
music stop / start
to dance when
music sounds.
(Link to literacy).
Try the children
imitate the
teacher
movements or
actions.
Nursery rhymes:

Twinkle Twinkle
Little Star
http://www.youtube.
com/watch?
v=yCjJyiqpAuU

EVALUATION OF ACTIVITIES

CHILD INITATED LEARNING