Early Years Foundation Stage Planning Examples Pack -Reception -Reception/Year one January 2013

Early Years Foundation Stage (EYFS)

Planning Examples Pack

This pack has been put together by Wiltshire Early Learning and Development Team to support teachers in school, in planning for both a Reception class and a mixed Reception/Year one class.

It must be recognised that these are only examples collected from a range of teachers and internet websites. They are not prescriptive and Wiltshire ELD Team does not endorse the use of one particular example or format, but expects that any chosen planning formats will adhere to the requirements of the EYFS.

Electronic copies of this document and the individual blank planning templates can be found at:

1

Index of Contents General Guidance Page 3 Mixed age classes What should we consider? Page 4 A suggestion for a planning grid for mixed age classes Page 5 Recipe for long term planning for a mixed reception and key stage 1 class Page 6 Recipe for medium term planning for a mixed reception and key stage 1 class Examples of completed planning documents Page 8 Medium term planning for fictional reception class Page 9 Adult guided/focus activity planning sheet (completed example) Page 10 Coloured example weekly plan (completed example) Page 11 Provision plan reception (completed example) Page 12 Weekly environment plan for 2-5 year olds (completed example) Planning templates Page 13 EYFS medium term planning for children aged 2-5 Page 14 Weekly planning for phonic teaching Page 15 Short term planning; literacy reception Page 16 Short term planning; mathematics reception Page 17 Short term planning; phonics reception Page 18 Adult guided/focus activity planning sheet Page 19 Coloured example weekly plan Page 20 Provision plan reception Page 21 Weekly plan Page 24 Adult led and adult initiated experiences short term planning Page 26 Weekly environment plan for 2-5 year olds Page 27 Indoor and outdoor adult-initiated experiences Page 28 Continuous provision plan for older EYFS children Observation templates and challenge card templates Page 29 Planned observation sheet Page 31 Observation sheet Page 32 Challenge card - cloud Page 33 Challenge card - lightbulbs

2

Mixed age classes What should we consider?

Routines/training of children timing of sessions Organisation of the day flexibility with time/gaining time Use of the outdoors/outdoor play Continuous provision ensuring differentiation so that it offers challenges and takes

account of the interests of both Reception and Year 1 Children Use of adult time Having mixed groups dependent on ability The environment and how it is set up what can be done if there is little space? Role play area Ideas for independent tasks how to ensure children stay on task Extension of play activities through flexible use of resources, eg using small world

for recreating stories, small world in the construction area etc. Cross curricular links Opportunities for active learning Picking out key elements as appropriate

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

3

A Suggestion for a planning grid for mixed age classes

(This is not prescriptive, it is merely a suggested way of working. The teacher will be aware of what works best for both teacher and children in the class and what compliments the schools directive for ways of working)

Based on a session of 1 to 1.5 hours.

The 2/3 groups could be further differentiated in the direct teaching input and independent tasks.

Obviously, with younger children the routines will have to be established first, before this model will work.

TAs may become involved in any of these phases through the session. The teacher needs to be aware of the potential training needs in order to be able to carry this out successfully. Other adults for example volunteers may also be involved in the non directed teaching sessions, but will need support and direction in how to carry this out.

Whole class mental/oral or Intro

Group (15/20 mins) Group (15/20 mins)

Groups (15/20 mins)

Plenary

Group 1

Mathematics/Literacy Direct input from teacher.

Follow up Mathematics /Literacy tasks-independent.

Routine tasks Whole class

Group 2 Child initiated/routine/on- going activities

Mathematics /Literacy-Direct input from teacher

Follow up Numeracy/Literacy tasks-independent

Whole class

Group 3 Child initiated/routine/on-going activities.

Child initiated/routine/on-going activities.

Mathematics /Literacy direct teacher input with youngest children or most able who can follow up the next day.

Whole class

4

Rec

ipe

for l

ong

term

pla

nnin

g fo

r a m

ixed

rece

ptio

n an

d ke

y st

age

1 cl

ass

Ingr

edie

nts

Kn

owle

dge

of c

hild

dev

elop

men

t (ag

es a

nd s

tage

s) a

nd h

ow to

put

the

EYF

S Pr

inci

ples

into

pra

ctic

e;

H

igh

aspi

ratio

ns fo

r the

chi

ldre

n an

d fa

milie

s in

you

r com

mun

ity s

o th

at y

our l

ong

term

mee

ts th

eir n

eeds

;

Info

rmat

ion

from

par

ents

and

oth

er s

ettin

gs a

bout

the

child

ren

s in

tere

sts

and

prev

ious

exp

erie

nces

.

Met

hod

(Map

ping

out

pos

sibl

e le

arni

ng o

ppor

tuni

ties)

1.

Ann

ual r

evie

w a

nd e

valu

atio

n -

Wha

t is

wor

king

wel

l? W

hat d

o w

e ne

ed to

cha

nge?

2. F

rom

pas

t exp

erie

nce,

whi

ch b

road

them

es, u

nits

of w

ork,

sto

ries

and

expe

rienc

es e

nthu

se th

e ch

ildre

n an

d pr

oduc

e th

e m

ost p

ower

ful l

earn

ing?

Fi

nal c

heck

: Bro

ad?

Bal

ance

d? In

clus

ive

Bui

lds

on c

hild

ren

s pr

ior l

earn

ing?

Fle

xibl

e en

ough

to re

spon

d to

chi

ldre

ns

inte

rest

s?

Le

ts tr

y it

out a

nd re

view

our

new

long

term

pla

n at

the

end

of th

e ye

ar.

Th

ese

are

our r

esou

rce

boxe

s an

d to

pic

star

ting

poin

ts (T

ried

and

test

ed th

emes

and

uni

ts o

f wor

k)

Ada

pt th

is Q

CA

uni

t of w

ork

ch

ildre

n ha

ve a

goo

d un

ders

tand

ing

of h

ouse

s an

d ho

mes

in th

e lo

cal a

rea

ch

ange

to

gr

and

desi

gns

and

in

corp

orat

e m

useu

m v

isit

and

We

need

to p

lan

to d

evel

op

child

ren

s kn

owle

dge

and

unde

rsta

ndin

g of

wea

ther

and

se

ason

s as

a c

ontin

uous

uni

t of

wor

k an

d be

flex

ible

so

that

our

ro

le p

lay

can

resp

ond

to b

oys

in

tere

sts

(Per

haps

ada

pt g

arde

n ce

ntre

topi

c to

incl

ude

grai

n st

orag

e de

pot d

epen

ding

on

child

ren

s in

tere

sts?

)

Res

earc

h Po

lish

and

Port

ugue

se

cele

brat

ions

to m

ake

sure

this

uni

t ref

lect

s ou

r com

mun

ity

Ada

pt

settl

ing

in

pr

ogra

mm

e

build

on

pre

-sch

ool

child

ren

s fa

scin

atio

n w

ith

ear

thw

orks

set

up a

rcha

eolo

gy s

ite

and

labo

rato

ry -

Rem

embe

r to

add

who

le s

choo

l the

me

wee

k

(Thi

s ye

ar

its

Jam

bo A

fric

a)

Our

ove

rall

prov

isio

n is

wor

king

wel

l, bu

t we

need

to m

ake

sure

that

boy

s do

bet

ter i

n w

ritin

g, s

o w

e w

ill;

- im

plem

ent i

deas

from

writ

e-da

nce

and

pro

vide

wor

kmen

s to

olki

ts fo

r gra

phic

s;

- rev

iew

the

stor

ies

we

use

to in

trodu

ce th

emes

; - a

dapt

the

QC

A hi

stor

y un

its s

o th

at w

e in

clud

e m

ore

dram

a an

d ro

le-p

lay.

5

Rec

ipe

for m

ediu

m te

rm p

lann

ing

for a

mix

ed re

cept

ion

a

nd k

ey s

tage

1 c

lass

Ingr

edie

nts

Lo

ng T

erm

Pla

n;

M

ediu

m T

erm

Pla

ns fo

r any

topi

c st

artin

g po

ints

that

hav

e be

en p

artic

ular

ly s

ucce

ssfu

l in

the

past

;

Avai

labi

lity

of c

omm

unal

are

as e

.g. h

all,

ICT

suite

, lib

rary

etc

;

Tim

etab

le o

f who

le-s

choo

l eve

nts

such

as,

boo

k w

eek,

eco

-sch

ool w

eek,

spe

cial

them

ed w

eeks

(e.g

. Spo

rts /

DT)

;

Spec

ial e

vent

s ha

ppen

ing

natio

nally

or i

nter

natio

nally

(e.g

. Oly

mpi

c ga

mes

);

Dat

es o

f spe

cial

faith

and

cul

tura

l cel

ebra

tions

that

you

wan

t to

incl

ude

to s

how

con

side

ratio

n an

d re

spec

t to

child

ren

in y

our c

lass

. M

etho

d 1

.How

can

we

com

bine

the

units

of w

ork

and

topi

c st

artin

g po

ints

take

n fr

om th

e lo

ng te

rm to

ens

ure

a co

here

nt e

xper

ienc

e fo

r c

hild

ren?

2

. Whi

ch u

nits

of w

ork

from

the

Ren

ewed

Fra

mew

orks

for M

aths

and

Eng

lish

will

com

plem

ent t

he to

pic

star

ting

poin

ts?

We

know

that

thes

e to

pic

star

ting

poin

ts a

lway

s st

imul

ate

child

ren

s th

inki

ng a

nd re

sult

in g

ood

lear

ning

w

e ag

reed

to k

eep

them

in o

ur lo

ng te

rm p

lan

Aut

umn

term

nee

ds to

incl

ude:

H

arve

st c

eleb

ratio

n

W

orld

Boo

k D

ay

Chr

istm

as c

eleb

ratio

n

Sc

hool

Pan

tom

ime

Visi

t (T

his

year

Jac

k &

the

Bean

stal

k),

Who

le S

choo

l T

hem

e w

eek

Nov

1st

8

th

J

ambo

Afri

ca.

NC

His

tory

PoS

- fa

mou

s pe

rson

w

e co

uld

stud

y N

elso

n M

ande

la

Geo

grap

hy

our

con

trast

ing

loca

lity

will

be A

frica

B

o in

Sie

rra L

eone

(we

alre

ady

have

con

tact

s he

re)

Art

look

ing

at A

frica

n ar

t (G

ideo

n C

hido

ngo

sc

ulpt

or)

Mus

ic

int

rodu

ce c

hild

ren

to m

usic

by

The

Jam

bo B

oys

(n

eed

to li

aise

with

CM

S st

aff)

Mat

hs:

e.g

. Han

das S

urpr

ise

H

andl

ing

Dat

a

Lite

racy

: e

.g.

A s

tory

for

Kak

ulu

St

orie

s fr

om a

ran

ge o

f cu

ltur

es. U

nit

2

6

3.

M

ap o

ut th

e w

eeks

whe

n s

peci

al e

vent

s a

re ta

king

pla

ce d

urin

g th

e te

rm

Au

tum

n Te

rm

4.

W

hat a

re th

e an

ticip

ated

lear

ning

out

com

es fo

r thi

s te

rm?

a.

W

rite

dow

n th

e ex

pect

ed le

arni

ng o

utco

mes

in b

rief u

sing

the

EYFS

, Nat

iona

l Cur

ricul

um P

oS, R

enew

ed F

ram

ewor

ks;

b.

Sket

ch o

ut s

ome

poss

ible

act

iviti

es/e

xper

ienc

es y

ou m

ight

offe

r to

enab

le th

e ch

ildre

n to

ach

ieve

thes

e ou

tcom

es;

c.

Thin

k ab

out s

peci

al re

sour

ces

and

the

orga

nisa

tion

of s

pace

w

hich

spa

ces

mig

ht y

ou n

eed

to a

dapt

?;

d.

W

hat s

peci

al re

sour

ces

are

likel

y to

be

need

ed?

Who

will

be re

spon

sibl

e fo

r col

lect

ing

them

?

Fi

nal c

heck

s:

Bro

ad ?

Bal

ance

d? In

clus

ive

? B

uild

s on

chi

ldre

ns

prio

r lea

rnin

g?

Fle

xibl

e en

ough

to re

spon

d to

chi

ldre

ns

inte

rest

s?

Settl

ing

in to

pic

E

xcav

atio

ns a

nd

Eart

hwor

ks

(Bui

lds

on p

re-s

choo

l ch

ildre

ns

inte

rest

s)

Org

anis

e YR

bud

dies

W

orld

Bo

ok D

ay

4th O

ct

Bo

ok

Wee

k

Har

vest

17

th

Oct

ober

J

ambo

Af

rica

w

hole

sch

ool

18-2

2 N

ovem

ber

C

hris

tmas

N

ativ

ity th

eme

is jo

urne

ys

Dec

embe

r 10t

h

14th

Rem

ain

flexi

ble

Rem

embe

r thi

s is

onl

y a

sket

ch

chi

ldre

n w

ill in

fluen

ce y

our t

hink

ing

and

your

pla

nnin

g w

eek

by w

eek.

7

Med

ium

term

pla

nnin

g fo

r fic

tiona

l Rec

eptio

n C

lass

Sp

ring

term

Jan

-hal

f-ter

m, r

elat

ed th

eme

Set

tling

in

Mai

n fo

cus:

Set

tling

in

Dis

play

s: C

hild

ren

s ph

otog

raph

s, n

ames

Ti

dy-u

p bo

ard

and

visu

al ti

met

able

Ar

ea s

igns

and

how

to u

se th

em (f

or p

aren

ts a

s w

ell a

s ch

ildre

n)

Dis

play

s th

at s

how

rout

ines

D

ispl

ays

of c

hild

ren

s se

lf po

rtrai

ts fo

r wel

com

e bo

ard

Ass

essm

ent:

Nar

rativ

e ob

serv

atio

n &

disc

ussi

on w

ith p

aren

ts &

ch

ild to

be

com

plet

ed fo

r all

child

ren

by h

alf-t

erm

Pr

ovid

ing

appr

opria

te s

uppo

rt an

d di

ffere

ntia

tion

for

. (

child

ren

with

spe

cial

nee

ds, o

r EAL

)

Envi

ronm

ent a

nd R

esou

rces

: Li

sten

ing

and

resp

onsi

ve a

dults

O

rgan

isat

ion

insi

de a

nd o

ut o

f wor

ksho

p ar

eas

Res

ourc

es a

cces

sibl

e an

d la

belle

d U

se o

utsi

de to

pro

vide

/sup

port

all a

reas

of

lear

ning

Pers

onal

, Soc

ial a

nd E

mot

iona

l D

evel

opin

g in

depe

nden

ce in

usi

ng th

e pr

ovis

ion

Supp

ortin

g ch

ildre

n in

dev

elop

ing

liste

ning

&

atte

ntio

n sk

ills

Focu

s on

sel

f-hel

p sk

ills: d

ress

ing,

und

ress

ing,

us

ing

the

toile

t etc

Es

tabl

ish

rout

ines

for c

hild

ren

and

mak

e ex

plic

it D

evel

op re

latio

nshi

p w

ith p

aren

ts/c

arer

s H

elpi

ng c

hild

ren

and

pare

nts

to m

ake

frien

ds

Star

t to

deve

lop

prof

ile b

ooks

for n

ew c

hild

ren

and

use

regu

larly

as

focu

s ac

tivity

D

evel

op fa

milia

rity

of th

e sc

hool

env

ironm

ent /

st

aff

sm

all g

roup

tour

s of

the

scho

ol ta

king

ph

otos

of s

ome

key

peop

le e

.g. F

S st

aff,

head

te

ache

r, se

cret

ary,

pre

mis

e m

anag

er, c

ook

etc

O

ppor

tuni

ties

for o

lder

chi

ldre

n to

sup

port

youn

ger c

hild

ren

Phys

ical

Pr

ovid

e lo

ts o

f opp

ortu

nitie

s fo

r lar

ge, p

hysi

cal

mov

emen

t, e.

g. c

limbi

ng e

quip

men

t, w

heel

ed

toys

, bal

anci

ng e

quip

men

t, la

rge

cons

truct

ion

equi

pmen

t, ho

ops,

tyre

s et

c

Prov

ide

phys

ical

act

iviti

es w

hich

will

supp

ort

child

ren

s fri

ends

hips

/ co

-ope

ratio

n sk

ills, e

.g.

thro

win

g &

kick

ing

balls

to e

ach

othe

r, us

ing

larg

e bo

xes

to m

ake

a co

nstru

ctio

n to

geth

er e

tc

Ensu

re th

at c

hild

ren

sit a

s a

who

le g

roup

for n

o lo

nger

than

10

min

utes

at a

tim

e Ev

eryd

ay o

ppor

tuni

ties

for m

alle

able

, san

d an

d w

ater

pla

y

Com

mun

icat

ion

and

Lang

uage

O

ppor

tuni

ties

for c

hild

ren

to ta

lk w

ith a

dults

on

one-

to-o

ne a

nd s

mal

l gro

up b

asis

O

ppor

tuni

ties

for c

hild

ren

to s

hare

a s

tory

with

an

adu

lt on

one

-to o

ne o

r sm

all g

roup

bas

is

Begi

n to

est

ablis

h a

repe

rtoire

of r

hym

es a

nd

song

s an

d fa

vour

ite s

torie

s Sh

ort d

aily

pho

nics

ses

sion

to c

ontin

ue a

s pr

evio

us fo

r old

er S

epte

mbe

r chi

ldre

n Li

tera

cy

Enco

urag

ing

child

ren

to li

nk S

ound

s an

d Le

tters

and

beg

in to

read

and

writ

e. C

hild

ren

mus

t be

give

n ac

cess

to a

wid

e ra

nge

of

read

ing

mat

eria

l (bo

oks,

poe

ms

and

othe

r w

ritte

n m

ater

ials

) to

igni

te th

eir i

nter

est.

Mat

hem

atic

s Be

gin

to d

evel

op a

repe

rtoire

of n

umbe

r rhy

mes

an

d so

ngs

Focu

s on

rich

mat

hem

atic

al e

nviro

nmen

t, es

peci

ally

out

side

Fo

cus

on n

umbe

rs p

erso

nal t

o ch

ildre

n , t

heir

age,

hou

se n

umbe

r, te

leph

one,

sib

lings

age

etc

Expr

essi

ve A

rts

Enco

urag

e an

d su

ppor

t sm

all w

orld

and

role

pla

y

asse

ss c

hild

ren

s st

oryi

ng, i

nter

ests

and

co

ncer

ns in

thes

e ar

eas

Ensu

re w

orks

hop

area

s fo

r chi

ldre

n to

exp

ress

th

emse

lves

cre

ativ

ely

are

set u

p an

d ch

ildre

n kn

ow h

ow to

use

them

(pai

ntin

g, m

usic

, te

chno

logy

, mal

leab

le e

tc)

Und

erst

andi

ng th

e W

orld

Lo

cal t

rips

in s

mal

l gro

ups

to s

hops

, par

k et

c to

pr

ovid

e op

portu

nitie

s fo

r tal

k ab

out w

ho w

e ar

e, w

here

we

com

e fro

m a

nd to

get

to k

now

on

e an

othe

r. O

ppor

tuni

ties

for t

he c

hild

ren

to u

se a

wid

e ra

nge

of te

chno

logy

for s

peci

fic p

urpo

ses

Pare

nts:

invi

te p

aren

ts o

n lo

cal t

rips

to s

hops

, par

k et

c, i

nvite

par

ents

to s

tory

tim

e at

the

end

of th

e se

ssio

n

Plan

par

ent /

chi

ld b

reak

fast

mor

ning

a

im to

intro

duce

new

par

ents

to e

xist

ing

pare

nts

and

build

up

fam

iliarit

y of

set

ting

and

how

chi

ldre

n le

arn

thro

ugh

play

Ad

apte

d fr

om Is

lingt

on E

YFS

Team

(200

8)

8

Date:

Name of staff: Sue

Area of learning: Personal, social, emotional Communication and Language Learning intention: To develop vocabulary and use language to retell a familiar story Opportunities for assessment: Can Tyrone participate in the oral story telling by saying (or showing using the props) what happens next in the story? Can Issy & Ismail use their phonic knowledge of initial sounds to match the names of the owl baby characters (Mummy, Bill, Sarah, Percy) to the appropriate story props? Targeted children: Tyrone, Ismail, Issy Resources: Owl baby book, story sack, stick puppets and name labels for the owl babies Experience/activity: Adult to lead on retelling the story using props, pausing to allow children the opportunity to continue the story. After story retelling play matching game with owl baby name cards and props Adult input (including language to be introduced, questions to be asked): What do you think happens next? Who is your favourite owl baby and why? How do you think the owl babies are feeling? Vocab twigs, branches, nest, forest Differentiation (how will you adapt this activity to meet all childrens needs?): Tyrone allow him the opportunity to contribute to the repetitive parts of the story, e.g. I want my Mummy . Also allow Tyrone the opportunity to participate in the story telling through non verbal ways, e.g. using the stick puppets and props. Ismail & Issy to model more complex language and ask more open ended questions Evaluation to inform future planning (in addition to individual observations): Children were very animated hearing and participating in the story in small groups. They were very keen to make their own owl baby stick puppets to take and retell at home. Will set this activity up in the workshop area later this week

Adult guided/focus activity planning sheet (Inside and Outside)

Adapted from: Focus on Planning: Effective planning and assessment in the Foundation Stage Lewisham Early Years Advice and Resource Network Islington Early Years Foundation Stage Team 2008

9

Example Weekly Plan

Date: Monday Tuesday Wednesday Thursday Friday

Adult Initiated Special Activity or New Provision

Mix paints

Tuff Spot, dogs and biscuits

Spread crackers, cut and taste

avocado, tomato, peppers and cucumber

Tractor wheel printing

Digging the vegetable

patch Story role-play

Music

CD Player

animal soundtracks

Autumn

weather walk Croissants and hot chocolate

Continuous Provision

Malleable materials

Dough, activity

set

Clay, tools and

sponges

Cornflour and

water

Dough

and cutters

Dry

Paints

Sand Free choice

Dinosaurs

Tractors and

diggers

Wheels

Containers with

holes

Water

Boats and people

Green water and containers

Bubbles

Recycled materials

Free choice

Design and Tech Area

Building bricks

Farm and dolls house

Free choice

Train set

Wooden bricks

Information Technology

Tizzys Busy

Week

Fizzys Numbers

Musical Leaps and

Bounds

2Simple Paint

Alphabet Soup

Puzzles, toys, games

Quack Quack

game

People puzzles

Books and toys

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

And The Good

Brown Earth, by Kathy

Henderson, number rhymes

Handas Hen, by Eileen Browne,

music, number rhymes

Roaring Rockets, by Tony Mitton and Ant Parker, number rhymes

Food and drinks

Milk,apples

Milk, crackers,

tomato, avocado, cucumber

Milk carrots

Milk bananas

Hot chocolate croissants

Garden (activities vary according to the weather)

Spades, buckets, seeds and

dibbers Large sand tray

Large water equipment, aqua play

Push-along tractors Rakes, spades

Push-along tractors and

toys

Wheelbarrows, rakes, buckets,

sweeping brushes

Key

Green Activities planned in response to the childrens interests.

Blue Activities to ensure a balance across the curriculum.

10

Provision Plan Reception Term: Autumn 1 Teacher:

Area Provision Area of

Learning Assessment to inform planning

Writing Area Selection of papers and writing implements to introduce areas use

Number Area Rotation of rhyme time sack contents, shape feely bags, felt shape game, timed shape game, simple board games

Creative Area Selection of materials and tools available to introduce the areas use.

Exploration Area Nursery rhyme books, puzzle and selection of props/characters from nursery rhymes Can you tell a nursery rhyme using any of these things?

Construction Area Selection of construction available to introduce the areas use

Role Play Area Bakers shop linked to simple simon, 5 currant buns, pat-a-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 Nursery rhyme land to include; Jack and Jill, Humpty Dumpty, Mary Mary, Mulberry Bush and Little Miss Muffet.

Sand Glittter, shells and glass beads to make attractive for children to explore use.

Water Different coloured water and pouring apparatus to encourage exploration and use of area

Computer, IWB, ICT Introduce use of IWB and active Primary. Number every day (linked to ikeepbookmarks) and nursery rhyme games

Book Corner Old class books from last years class, selection of simple nursery rhymes and story books

Listening Station Nursery rhyme tapes and CDs

Outside Introduce use of shed and equipment. Large wall building equipment Play house: Hospital for Humpty Dumpty, Jack and Jill and other nursery rhyme characters

Story Time The listening walk Starting school stories Various nursery rhymes

11

Weekly Environment Plan for 2-5 year olds Week beginning: Area Mon - Wed Thursday - Friday Outdoors

Story/talk Props, objects

Small world dinosaurs and non-fiction books

Childrens dinosaur book Books about dinosaurs in tent

Mark making

Thick felt tips, crayons, colouring pencils Small home made books

Clipboards in block area White and blue chalks on blackboard easel outside

Construction and blocks

Different sized dinosaurs in block area

Duplo set

Large wooden blocks for parking bays for bikes. Making ramps for cars and trucks to travel down (Hamza) Rolling large trucks and cars down ramps which goes furthest?

Workshop

Junk modelling using cardboard boxes, fabrics, card, paper, and all making tools made available: masking tape, glue, scissors, staplers

Creative

Water colour: pallets and paint trays, small and medium size brushes,

Printing with cars and big trucks (use shallow trays)

Big easel. Use big blocks/fabric/dinosaurs/sticks/stones etc for mountain landscape (Josh)

Water

Exploring with a range of boats (including ones children have made) Can anyone make a plasticine boat that will float? (Marian; mon. a.m &p.m)

Small objects to drop into water (pebbles, buttons, plasticine in different shapes) and explore effects (Nuray)

Dropping larger objects in puddles and water tray. Buckets of water and decorators paintbrushes for painting walls

Sand

Damp sand + small dinosaurs:

Add boxes, twigs, leaves, stones, pebbles etc for dinosaur environment

Small World Play

Garage, train set and small cars; small dinosaurs (Josh & Hamza)

Bricks and buses, cars, on road mat

Role play/ Home corner / dressing up

Start making signs for parking bays for bikes.

Malleable/tactile

Corn flour and water builders tray, with spatulas and wooden spoons and sticks Clay

Playdough - add twigs and leaves

Clay on builders tray; wed-fri

Music

Take out small drums and shakers: use sticks on fence

ICT (put 5 minute sand timers in

computer area and clipboard for names)

Large physical development

Circle dances: Mulberry bush

12

EYFS

med

ium

term

pla

nnin

g ch

ildre

n ag

ed 2

-5

D

ate:

M

ain

focu

s:

Dis

play

s:

Ass

essm

ent:

Envi

ronm

ent a

nd R

esou

rces

:

Pers

onal

, Soc

ial a

nd E

mot

iona

l

Com

mun

icat

ion

and

Lang

uage

Lite

racy

Mat

hem

atic

s

Phys

ical

Dev

elop

men

t

Und

erst

andi

ng th

e W

orld

Ex

pres

sive

Art

s an

d D

esig

n

Pare

nts

A

dapt

ed fr

om Is

lingt

on E

YFS

Team

(200

8)

13

Adap

ted

from

CEA

@Is

lingt

on

Wee

kly

plan

ning

for p

honi

c te

achi

ng

KEY

Obj

ectiv

es:

Cla

ss:

Year

: Te

ache

r:

Dat

e:

This

wee

ks

phon

emes

Th

is w

eek

s H

FWs

R

evis

it/re

view

Te

ach

Prac

tise

Appl

y Pu

pil a

sses

smen

t with

in

sess

ion/

use

of s

uppo

rt

Eval

uatio

n of

ses

sion

Mon

day

Fo

cus

grp:

A

sses

s fo

cus:

Le

ad:

Tues

day

Fo

cus

grp:

A

sses

s fo

cus:

Le

ad:

Wed

nesd

ay

Fo

cus

grp:

A

sses

s fo

cus:

Le

ad:

Thur

sday

Fo

cus

grp:

A

sses

s fo

cus:

Le

ad:

Frid

ay

Fo

cus

grp:

A

sses

s fo

cus:

Le

ad:

14

Adapted from a Wiltshire school

Short term planning; literacy reception Teacher: Term: Week Beginning: Topic: Key learning outcomes: Links to

other areas: C of EL

Whole class activity: Teacher directed group activities: Differentiation of the activity for individual children/extension work: Resources: Key vocabulary:

Assessment opportunities: Evaluation/Next steps

15

Ada

pted

from

a W

iltsh

ire S

choo

l Sh

ort t

erm

pla

nnin

g; m

athe

mat

ics

rece

ptio

n Te

ache

r:

Term

: W

eek

begi

nnin

g:

K

ey L

earn

ing

Out

com

es

Vo

cabu

lary

LO fo

r Qui

ck

Mat

hs

Li

nks

to

othe

r are

as

C

of

EL

Teac

her

Dire

cted

Tas

ks

CT:

Teac

her

Initi

ated

Ta

sks

1 2 TA

:

3 EF

Ass

essm

ent

Focu

s C

T

Ass

essm

ent

Focu

s TA

Sess

ion

Teac

her I

nput

D

iffer

enta

tion

Plen

ary/

Cel

ebra

tion

Ass

essm

ent t

o in

form

pla

nnin

g 1

2

3

4

16

Adapted from a Wiltshire School

Short term planning; phonics reception Teacher: Term: Week beginning: Topic: Letters and Sounds Objective:

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:

Area of learning: Personal, social, emotional Physical Communication and Language Mathematics Literacy Expressive Arts and Design Understanding of the world Learning intention: Opportunities for assessment: Targeted children: Resources: Experience/activity: Adult input (including language to be introduced, questions to be asked): Differentiation (how will you adapt this activity to meet all childrens needs?): Evaluation to inform future planning (in addition to individual observations):

Adult guided/focus activity planning sheet (Inside and Outside)

Adapted from: Focus on Planning: Effective planning and assessment in the Foundation Stage Lewisham Early Years Advice and Resource Network Islington Early Years Foundation Stage Team 2008

18

Weekly Plan

Date: Monday Tuesday Wednesday Thursday Friday

Adult- initiated, special activity or new provision

Continuous Provision

Key

Green Activities planned in response to the childrens interests.

Blue Activities to ensure a balance across the curriculum.

19

Provision plan reception Term: Teacher:

Area Provision Area of

Learning Assessment to inform planning

Writing Area

Number Area

Creative Area

Exploration Area

Construction Area

Role Play Area

Small world

Sand

Water

Computer, IWB, ICT

Book Corner

Listening Station

Outside

Story Time

20

Ada

pted

from

a W

iltsh

ire S

choo

l W

eekl

y pl

an

M

onda

y Tu

esda

y W

edne

sday

Th

ursd

ay

Frid

ay

La

ngua

ge a

nd

Com

mun

icat

ion

M

athe

mat

ical

D

evel

opm

ent

U

nder

stan

ding

of

the

Wor

ld

Ex

pres

sive

Arts

an

d D

esig

n

Li

tera

cy

21

M

onda

y Tu

esda

y W

edne

sday

Th

ursd

ay

Frid

ay

E

valu

atio

n R

epor

t and

Way

For

war

d

Ph

ysic

al

Dev

elop

men

t

Pers

onal

&

Soci

al

Dev

elop

men

t

Bi

lingu

alis

m &

M

ulti-

cultu

ral

O

utdo

or P

lay

22

Lang

uage

and

C

omm

unic

atio

n

Mat

hem

atic

al

Dev

elop

men

t

Und

erst

andi

ng o

f th

e W

orld

Expr

essi

ve A

rts

and

Des

ign

Lite

racy

Phys

ical

D

evel

opm

ent

Pers

onal

& S

ocia

l D

evel

opm

ent

Hea

dtea

cher

/ co

-ord

inat

or

Com

men

ts

Out

door

Pla

y

23

Adult led & adult initiated experiences short term planning (birth to 5yrs)

Areas of Learning PSED CL Lit Maths UW CD PD

Information from Home / Summary of

Observations (Needs & Interests)

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 / Adult-Initiated / 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

Weekly Environment Plan for 2-5 year olds Week beginning: Area Mon - Wed Thursday - Friday Outdoors

Story/talk Props, objects

Mark making

Construction and blocks

Workshop

Creative

Water

Sand

Small World Play

Role play/ Home corner / dressing up

Malleable/tactile

Music

ICT

Large physical development

26

Indoor and outdoor adultinitiated experiences Independent play / workshop experiences which support

the planned adult-initiated learning experiences Date: Week no:

Personal, Social &

Emotional Develop-

ment

Communi- cation &

Language

Literacy Mathematics Understand-ing of the

World

Physical Develop-

ment

Creative Develop-

ment

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

Ada

pted

from

C

onti

nu

ous

pro

visi

on p

lan

for

old

er E

YFS

ch

ildre

n

W

eek

beg

inn

ing

:

G

rap

hic

s/ m

ark

mak

ing

are

a R

ole

pla

y B

ook

corn

er

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

Cre

ativ

e A

rea

Des

ign

ing

/ m

akin

g a

rea

Mal

leab

le p

lay

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

M

usi

c/ d

ance

are

a IC

T /

liste

nin

g c

orn

er

Inve

stig

atio

n a

rea/

inte

rest

tab

le

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

Sm

all w

orld

C

onst

ruct

ion

are

a P

uzz

les

and

gam

es

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

S

and

Wat

er

Sen

sory

are

a In

sid

e

Ou

tsid

e

Insi

de

Ou

tsid

e

Insi

de

Ou

tsid

e

Gre

en

Act

ivit

ies

pla

nn

ed in

res

pon

se t

o ch

ildre

ns

in

tere

sts

Blu

e

Act

ivit

ies

to e

nsu

re a

bal

ance

acr

oss

the

curr

icu

lum

28

Planned observation No. Childs name: Age (in months): Observer: SEN EAL Date: Time: Context (where, how)

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)

EAD (E&UM&M; BI)

Adapted From

Early Years Foundation Stage

29

General (continued)

Characteristics of Effective Learning Playing and Exploring (Engagement)

Active Learning (Motivation)

Creating and Thinking Critically (Thinking)

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).

Significant progress and achievements identified during the observation.

Learning priorities identified What next?

30

Observation Primary School:

Childs Name: Context: Date:

Observation Links to the Early Years Foundation

Stage

How did the adult support the learning:

Next Steps:

31

I am

.....

......

.

32

Nam

es:

Que

stio

n:

Pre

dict

ions

and

Rea

sons

: O

bser

vatio

ns a

nd R

esul

ts:

Was

that

wha

t we

expe

cted

?

33

Front-coverNew EYFS Planning Examples Pack01 Early Years Foundation Stage-Planning pack inside cover02 Index of Contents03 Mixed age classes - What should we consider04 A Suggestion for a planning grid for mixed age classes05 Recipe for long term planning mixed R KS1 classMethod (Mapping out possible learning opportunities)These are our resource boxes and topic starting points (Tried and tested themes and units of work)

06 Recipe for medium term planning mixed R KS1 classMethodAutumn Term

Final checks: Broad ? Balanced? Inclusive ? Builds on childrens prior learning?Flexible enough to respond to childrens interests?Settling in topic

08 Medium term planning for fictional reception classCommunication and LanguagePhysicalPersonal, Social and EmotionalLiteracyUnderstanding the WorldExpressive ArtsMathematicsLocal trips in small groups to shops, park etc to provide opportunities for talk about who we are, where we come from and to get to know one another.Ensure workshop areas for children to express themselves creatively are set up and children know how to use them (painting, music, technology, malleable etc)

09 adult-guided focus activity planning sheet (completed)Adult guided/focus activity planning sheet

10 Coloured example weekly plan (completed)11 Provision plan - reception (completed)12 Weekly environment plan for 2-5s (completed)13 EYFS medium term planning childre aged 2-5LiteracyCommunication and LanguagePersonal, Social and EmotionalUnderstanding the WorldPhysical DevelopmentMathematicsExpressive Arts and Design

14 Weekly planning for phonic teachingAdapted from CEA@IslingtonWeekly planning for phonic teaching

15 Short term planning; literacy reception16 Short term planning; mathematics reception17 Short term planning; phonics reception18 EYFS adult-guided focus activity reception blankAdult guided/focus activity planning sheet

19 Coloured example weekly plan20 Provision Plan - Reception21 Weekly Plan22 Adult led & Adult initiated experiences -Short term PlanningAreas of LearningRole of AdultFootnotes for Guidance / Reference

23 Weekly environment plan for 2-5 year olds24 Indoor and outdoor adult initiated experiencesRole Play / Home-Corner

25 continuous provision plan for older EYFS children26 Planned Observation SheetEarly Years Foundation Stage Planned observation No.L (R; W)M (N; SSM)UW (P&C; TW; T)EAD (E&UM&M; BI)General (continued)

Learning priorities identified What next?

27 Observation Sheet28 Challenge Card Cloud29 Challenge Card