Personal, Social and Emotional Development / Communication and Language / Physical Development
Developing children’s motivation to learn by ensuring that their interests are linked to planning.
Resources to promote co-operative play – e.g. wheeled toys, bats and balls, balancing beams during leap into life, board games.
Children to share resources in outdoor area.
Encourage the children to share their ideas and games with each other during each activity – outside area and playground.
Turn taking board games and activities.
Visual time table to be introduced.
Circle time: Discuss the moral implications/messages in the stories. How do the characters feel? Why? Character hot seating.
Introduce the story of the enormous Turnip.
Refer back to ‘Oliver’s vegetables’.
Share and explore own interpretations and understandings of the stories.
Build friendships and relationships with certain friendship groups.
Starts of the week to be given to thoughtful friends as well as for academic reasons. / To adapt and develop further home corner provision.
Set up home corner with the children – small world area?
Provide the children with puppets from the story of the Enormous Turnip – role play/ rein acting the story/ story sequencing.
Build up familiarity with books and songs.
Encourage descriptive language- linked to story.
Teach the children new songs and nursery rhymes to match each theme.
To play alongside children in the role play areas to encourage mark making and writing.
Opportunities for large scale mark making outside – paint and chalk, water and paint brushes etc.
Encourage children to participate in a range of activities in the setting developing the ability to discuss what they are doing.
Re-enact stories using puppets, dressing up & props. Hot seat characters/Freeze frames?
‘I am good at…’ / Leap into Life sessions to include lots of climbing, jumping and balancing.
Children to do lots of physical role play and acting – during leap into life sessions.
Act out the story of The enormous Turnip.
Use the outdoor equipment in the playground now that the grounds are dry.
Use the field for different running games.
Concentrate on ball skills – kicking, throwing and catching. Encourage the children to move with good control.
Remind children of the importance of treating our bodies properly and using them carefully.
Opportunities to develop sand, ice, water and malleable play, balloons, magic water bottles – outdoor area now that is it warmer!
Concentrate on scissor control again= - Make split-pin character pin puppets, cut cardboard and other tricky resources.
Make puppets & masks using a variety of materials from stories.
Circle time: After PE discuss how our bodies feel. Why? Discuss heart rates and fitness/ health.
Literacy / Understanding of the world / Expressive Art and Design / Mathematics
Continue Phase 3 Letters and Sounds.
Diagraphs- Teach group work from recent assessments.
Focus on the Enormous Turnip.
Encourage children to join in repeated parts.
Sequencing the story. Hot seating of characters. Look at another version of the same story and compare.
Acting with puppets and masks.
Rewriting the story.
Writing descriptive words.
Make story maps to show story and use to retell story.
Writing a simple story.
Reading/writing simple captions and sentences.
Compare different versions of the same story. Encourage Children to share own knowledge of stories by retelling stories.
Using time connectives in writing.
Can the children follow a story with no pictures? /
Encourage children’s curiosity.
Study the new season- discuss change in temperature, lighter evenings and plant growth.Introduce caterpillars to the class- watch the life cycle take place.
Adults to model asking questions about why things happen.
Use the computer and books to find out information about spring/summer.
How to be safe when strangers are around.
Provide problem solving opportunities.Opportunities for using ICT – computer, digital camera, CD player, programmable toys/ Beebots.
Lots of pictures and photographs to be provided to the children about: fictional stories and traditional tales.
Encourage the children to create marks, pictures, drama about them.
Acting out stories in the hall.
Nonsense jokes. / Make props to act out number rhymes.
Use puppets to act out number rhymes and number problems.
Malleable play in the outdoor area.
Encourage the use of role play- picnics, phone conversations etc. Add new coloured Playdough each week to keep the children interested and excited.
Provide lots of colouring pages and clip boards for the children to colour in as they wish. Provide a variety of pens, crayons, pencils, chalks etc.
Lots of work in the recycling zone- encourage the children to be as creative as they can.
Children to use scissors, glue, masking tape, selotape, blutack and string.
Make different cuts, slits, holes. Make houses, castles, bridges…etc…
Musical instruments to accompany stories.
Create a musical story to accompany the enormous turnip. Match instrumental sounds to the different actions. /
Introduce numbers as labels in the outside area – e.g. numbers and word labels on the different objects.
Lots of number recognition work to be done; 1-20. Visually recognised AND writing the numbers.
Provide the children with many different numbered objects for them to count and organise as they wish Order events in stories using time specific words e.g. first, before, next etc.Check understanding of addition before going onto subtraction.
Number bonds to 10.
Shape hunt outside: Use cameras/clipboards- 2D and 3D shapes.
Encourage the children to sort different objects and materials into different groups- finding them in the sand/water and sorting them- colours, shapes, size, personal choice etc
Counting & Numeracy based songs.
Displays / Assessment
Enormous turnip display: add labels, pictures and photos of the children rein acting the story and using the puppets.
Caterpillar life cycle display.
Outdoor area display – how to use it correctly. / Ensure all assessments and observations are linked to future planning.
Teach Phonics according to recent assessments in theit Letters and Sounds books.
Narrative observation and discussions with child to be completed for all children. Formal and informal observations to be carried out on children. Note down any children of concern and focus on improving these skills wherever possible.
Photographs to be taken of children completing tasks and different structures etc that they create.
Mrs Coker to note down quotes and observations on their planning boards daily.