CONTINIOUS PROVISION PLAN WEEK BEGINNING;…………30..11.15……………..
Area / Activities /EnhancementsRole of The Adult / What do we want the children to learn
(Development Matters ) / Observations
Role Play / Adults to encourage the children to play in the role play areataking on roles and acting out their experiences
Adults to encourage the children to dress and undress independently when using costumes etc adults to encourage the children to fasten fastenings put on hats etc
Encourage the children to use the mark making tools to make shopping lists, take orders in the café or leave notes for family members etc
Adults to encourage the children to introduce a narrative into their play with peers.
Adults to encourage the children to play alongside others engaged in the same theme
Adults to encourage the children to use language to develop and enrich their play and learning / Being imaginative –22-36 months
Begin to make believe by pretending
Uses available resources to create props to support role-play
Being imaginative 30-50 months
Engage in imaginative and role play based on own first hand experiences
Being imaginative 40-60 months
Introduces a storyline or narrative into their play.
Plays alongside other children who are engaged in the same theme
Understanding the world –people and communities 30-50 months shows an interest in different occupations and ways of life
Health and self care 22-36 months
Helps with clothing, e.g. puts on hat, unzips zipper on jacket,
Takes off unbuttoned shirt.
Beginning to be independent in self-care, but still often needsadult support.
Moving and Handling 30-50 months
Holds pencil between thumb and two fingers, no longer using whole-hand grasp.
Holds pencil near point between first two fingers and thumb and uses it with good control.
Writing 40-60 months
Gives meaning to marks they make as they draw, write and paint
Speaking 22-36 months
Uses language as a powerful means of widening contacts
sharing feelings, experiences and thoughts.
30-50 months
Builds up vocabulary that reflects the breadth of their
Experiences. / All Groups
Book Area / Adults to read to children and encourage them to discuss the text, look at the print and the picturesand share the stories with others.
Adults to ask the children a series of open ended questions and encourage discussion and attentive listening.
Adults to encourage the children to look at books independently and use them correctly / Reading 22-36 months
Has some favourite stories rhymes poems or jingles
Repeats words or phrases from familiar stories.
Fills in the missing word or phrase in a known rhyme, story orgame, e.g. ‘Humpty Dumpty sat on a ……..
30-50 months
Knows information can be relayed in the form of print
Show an interest in illustrations and print in books
Enjoy listening and joining in with stories in small groups and one to one.
Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
Beginning to be aware of the way stories are structured.
Suggests how the story might end.
Listens to stories with increasing attention and recall.
Describes main story settings, events and principal characters.
Looks at books independently.
Handles books carefully.
Knows information can be relayed in the form of print.
Holds books the correct way up and turns pages.
Knows that print carries meaning and, in English, is read fromleft to right and top to bottom.
40 -60 months
Enjoys an increasing range of books.
Knows that information can be retrieved from books. / All groups
Writing /Mark Making / Explore various mark making materials. Adults to encourage the children to make marks using the equipment available. Adults to provide the children with various familiar words such as their own name and encourage them to hold a pencil effectively to begin to scribe familiar letters and words.
Adults to encourage the children to mark make for various reasons such as making shopping lists, writing letters etc / Writing 22-36 months
Distinguish between the different marks they make
Writing 30-50 months
Sometimes give meanings to the marks they make
40-60 months Gives meaning to marks they make as they draw and write / Writes own name
Moving and Handling 30-50 months
Holds pencil between thumb and two fingers, no longer sing whole-hand grasp.
Holds pencil near point between first two fingers and thumb and uses it with good control.
Can copy some letters, e.g. letters from their name
40-60 months
Begins to form recognisable letters
Shows a preference for a dominant hand.
Begins to use anticlockwise movement and retrace vertical lines.
Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed / All groups
Expressive arts and design / Encourage the children to use various media and materials and tools and techniques safely and competently.
Encourage the children to make their own models andcreations using various materials provided.
Cutting and sticking materials –adults to encourage the children to develop their cutting and manipulative skills and encourage the children to test out various items that are suitable for sticking i.esellotape, prit stick PVA glue
Adults to encourage the children to explore what happens when they mix colours. Adults to also encourage the children to notice what happens when they mix various media such as mixing sand and paint. / Expressive arts and design –exploring media and materials 30-50 months
Realises tools can be used for a purpose
40-60 months
Selects appropriate resources and adapts work where necessary
Selects tools and techniques needed to shape assemble and join materials they are using
Uses simple tools and techniques competently and appropriately
Creates with a purpose in mind using a variety of resources
Explore what happens when they mix colours.
Explores colour and how colours can be changed.
Experiments to create different textures.
Being imaginative 40-60 months
Create simple representations of events people or objects
Moving and handling 30-50 months
Uses one-handed tools and equipment, e.g. makes snips in paper with child scissors.
Writing 22-36 months
Distinguish between the different marks they make
30-50 Months
Sometimes gives meaning to marks as they draw and
paint.
40-60 months
Gives meaning to marks they make as they draw, write and paint. / All Groups
Green group JHR EW CT 23.11.15 RL GG 26.11.15
Water / Emptying and filling various containers –adults to encourage the children to fill and pour and empty. To count how many cups it takes to fill a bucket etc.
Explore and investigate water and flow
Provide a variety of open ended resources measuring jugs, bottles, cups funnels, tubes etc
Adults to encourage the children to explore quantities and measure.
Adults to encourage the children to notice changes and think about cause and effect
Adults to encourage the children to notice how things work for example how the water makes the water wheel go round. / Mathematics -Numbers – 22-36 months
Begin to make comparisons between quantities
40-60+ months numbers
Begins to identify own mathematical problems based on own interests and fascinations
Shape space and measure 40-60 months =
Orders items by weight or capacity
Understanding the world-the world 30-50 months
Talks about why things happen and why things work. / All groups
Construction / Adults to encourage the children to design, build and construct their own constructions using the various construction materials available. Encourage the children to observe and discuss shapes and their properties.
Adults to encourage the children to assemble and join construction materials etc.
Encourage the children to mark make in this area using the white boards and clipboards available.
Encourage the children to follow instructions to build things.
Adults to encourage the children to create simple structures and arrangements and to sort out blocks into categories.
Adults to encourage the children to explore shape further through block play.
Adults to encourage and observe how the children interact with one another during block play sessions / Mathematics -Shape space and measures 30-50 months
Shows an interest in shape by sustained construction activity or by talking about shapes or arrangements.
Shows an interest in shape and space by playing with shapes or making arrangements with objects
Beginning to talk about the shapes of everyday objects,e.g. ‘round’ and ‘tall’.
Number 22-36 months
Uses some language of quantities, such as ‘more’ and ‘a lot’.
Expressive arts and design –exploring media and materials 30-50 months
Uses various construction materials
Beginning to construct making enclosures and creating spaces.
Joins construction pieces together to build and balance
Expressive arts and design -Exploring and using media and materials
40-60+ months
Constructs with a purpose in mind using a variety of resources
Selects appropriate resources and adapts work where necessary
Selects tools and techniques needed to shape assemble and join materials they are using.
Literacy -Writing 22-36 months
Distinguish between the different marks they make
Making relationships 30-50 months
Keeps play going by responding to what others are saying or
doing.
Demonstrates friendly behaviour, initiating conversations and
forming good relationships with peers and familiar adults / All groups
Blue group MR 24.11.15 JT 25.11.15 RD 26.11.15
Red group observation whole group 23.11.15
Small World / Adults to encourage the children to engage in imaginative play using the variety of resources available.
Adults to encourage the children to make up story lines and introduce narratives into their play. Encourage the children to take on and act roles etc that reflect their own experiences. / Expressive arts and design –being imaginative 22-36 months
Beginning to make-believe by pretending.
30-50 months
Engages in imaginative role-play based on own first-hand
Experiences.
Builds stories around toys, e.g. farm animals needing rescue from an armchair ‘cliff’.
Uses available resources to create props to support role-play.
40 -60 months
Introduces a storyline or narrative into their play.
Plays alongside other children who are engaged in the same theme.
Plays cooperatively as part of a group to develop and act out a narrative.
. / All groups
Mathematics / Adults to encourage the children to use the maths table and count and sort a variety of objects
Encourage the children to use number language and recognition.
Engage in mathematical play and problem solving discussions.
Encourage the children to notice and recreate patterns. / Mathematics- numbers22-36months
Recites some number names in sequence
30-50 months Numbers
Use some number names accurately in their play
Show an interest in number problems
Shows an interest in numbers in their environment
Sort according to their own function
Sometimes matches number and quantity correctly
40-60 months numbers
Recognises numerals 1-5
Counts up to 3 or 4 objects saying a number name for each item
Counts objects to ten and beginning to count beyond ten
Counts out up to six objects from a larger group
Mathematics -Shape space and measure 22-36 months
Beginning to categorise objects according to properties such as shape or size.
Begins to use the language of size.
40-60 months
Orders two or three items by length or height
Shape space and measure 22-36 months
Notices simple shapes and patterns in pictures. / All groups
Music / Explore a variety musical instruments –adults to encourage the children to play the instruments and explore the sounds they make. Adults to encourage the children to move their bodies to music
Play a variety of songs and encourage the children to move and dance.
Pretend they are in the band etc
Adults to encourage the children to dance and sing along to their favourite songs or jingles / Expressive arts and design - exploring and using media and materials 22-36 months
Create sounds by banging tapping shaking etc
30-50 months
Imitates movement in response to music
Beginning to move rhythmically
40-60 months exploring and using media and materials
Explore the different sounds of instruments / All groups
Physical / Adults to encourage the children to observe the effects of exercise on their bodies, Adults to encourage the children to use the variety of physical equipment available.
Encourage the children to take turns and share the equipment etc
Adults to encourage the children to use the equipment safely and appropriately. / Managing feelings and behaviour 16-26 months
Beginning to learn that some things are theirs some things are shared and some things belong to other people.
30-50 monthsmoving and handling
Move freely with pleasure and confidence in a range of ways.
40-60 months
Experiments with different ways of moving. / All groups
Jigsaw Table / Variety of small and large table/ floor jigsaws –adults to encourage the children to fit the shapes and join the pieces together / 16-26 months shape space and measure
Attempts sometimes successfully to fit shapes into spaces and inset boards or jigsaw puzzles / All groups
End of session circle time /going home circle / Adults to encourage the children to dress themselves in their outdoor clothing and attempt to or practise fastening up their coats etc, Adults to praise their efforts and achievements. / Health and self care 22-36 months
Helps with clothing eg puts on hat unzips zipper on coat
30-50 months
Dresses with help e.g puts arms in open fronted coat and pulls up zipper once it is fastened at the bottom / All groups
Key person time
Activity / Resources/ Role of the Adult / What do we want the children to learn / ObservationsChristmas rhyming / Adults to encourage the children to look at rhyming words in their Christmas songs and jingles that they have been practicing / Reading 30-50 months
Enjoys rhyming and rhythmic activities.
Shows awareness of rhyme and alliteration.
Recognises rhythm in spoken words. Listens to and joins in with stories and poems, one-to-one and also in small groups.
Joins in with repeated refrains and anticipates key events and
phrases in rhymes and stories
40-60 months
Continues a rhyming string / Blue group EC LC MD PC 24.11.15
Toddler Talk activities / Adults to encourage the children to engage in the activity developing language and listening skills / Making relationships 30-50 months
Demonstrates friendly behaviour, initiating conversations and forming good relationships with peers and familiar adults.
Self confidence and self awareness 30-50 months
Confident to talk to other children when playing / Red group whole group
Chatting with children activities – preparing for Christmas / Adults to encourage the children to engage in chatting with children activities / .Speaking 30-50 months
Builds up vocabulary that reflects the breadth of their experiences
People and communities 30-50 months
Recognises and describes special times or events for family or friends. / Green group whole group
OUTDOOR PLAY
Activities / Resources /Role of the Adult / What do we want the children to learn / ObservationsOutdoor freeplay / Adults to encourage the children to play together cooperatively / Moving and handling 30-50 months
Moves freely and with pleasure and confidence in a range of ways, such as
slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping / Red group
Christmas walk along / Adults to encourage the children tolook at and notice various decorations etc displayed around the village. / The world 22-36 months
Notices detailed features of objects in their environment
30-50 months
Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
Can talk about some of the things they have observed such as plants, animals, natural and found objects.
People and communities 30-50 months
Recognises and describes special times or events for family or friends. / Blue group SS 23.11.15 and whole group
Outdoor relay races =experiment with different ways of moving –running hopping walking backwards etc / .adults to encourage the children to have races experimenting with different ways of moving their bodies. / Moving and handling 30-50 months
Moves freely and with pleasure and confidence in a range of ways, such as
slithering, shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping
40-60 months
Experiments with different ways of moving. / Green group
Quiet Room continuous provision plan
Activities/Enhancements(Role of the Adult: What adults could do/What adults could provide) / What do we want the children to learn?
(Development Matters: Observing what a child is learning) / Observations
Quiet and Resting Area / Enabling Environments
The Learning Environment: Provide a safe, secure space for children, provide a place for rest. / All groups
Technology / Provide, and encourage children to operate, technological toysincluding walkie talkies and Bee-bots. Support children in exploring the control technology of toys.
Encourage positional language when using Bee-bots.
Provide laptop with various computer programs, tablets and printer.
Support and extend the skills children develop; for example teach and encourage children to click on different icons in a computer program and use the touch screen on tablets. / Technology 22-36 months Seeks to acquire basic skills in turning on and operating some ICT equipment.
30-50 monthsShows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images / Knows that information can be retrieved from computers.
40-60 months Completes a simple program on a computer.
Shape, space and measure 30-50 months Uses positional language. / All groupsincluding
CM 23.11.15
(See Green group file)
Malleable / Messy Play / Activities from continuous provision
includingplaydough, gloop, foam etc. for sensoryexperiences and mark making.
Encourage mark making with hands and tools.
Support children’s responses to different textures and introduce vocabulary to enable children to talk about their experiences.
Encourage children to create their own textures with materials available, for example by thickening gloop.
Provide playdough mats, including letter and number mats. / Exploring and using media and materials 22-36months Experiments with marks.
30-50months Beginning to be interested in and describe the texture of things.
Moving and Handling30-50 months Uses one handed tools and equipment.
40-60 months Handles malleable materials with increasing control.
Writing 22-36 months Distinguishes between the different marks they make.
30-50 months Ascribes meaning to marks that they see in different places. / All groups
Mathematics / Activities from continuous provision,
includingnumber recognition and counting activities within 10 and beyond using number flash cards and a choice of counters from the Maths Trolley.
Model and encourage use of mathematical language
Exploration of shape, space and measures.
Demonstrate the language for shape, position andmeasures in discussions.
Encourage children to talk about the shapes they see and use. / Numbers 22-36 months Selects a small number of objects from a group when asked.
30-50 months Uses some number names accurately in play / Sometimes matches numeral and quantity correctly / Shows an interest in representing numbers.
40-60 months Counts up to 3 or 4 objects by saying one number name for each item/ Selects the correct numeral to represent 1 to 5 then 1 to 10 objects.
Shape, space and measure 22-36 months Beginning to categorise objects according to shape and size.
30-50 months Uses positional language / Uses shapes appropriately for tasks. / Beginning to talk about the shapes of everyday objects, e.g. ‘round’, ‘tall’, ‘long’.
40-60 months Beginning to use mathematical names for ‘solid’ 3D shapes and ‘flat’ 2D shapes and mathematical terms to describe shapes / Orders two or three items by length or height. / All groupsincluding
OT 23.11.15
(See Blue group file)
The World:
Investigation Area / Provide collections of natural materials and objects for observation and discussion.
Introduce vocabulary to enable children to talk about their observations and to ask questions.
Blue group: Make ice. Observe and talk about changes as water freezes and ice melts. / The World 22-36 months Notices detailed features of objects in their environment.
30-50 months Developing an understanding of growth, decay and changes over time. / Talks about why things happen and how things work.
40-60 months Looks closely at similarities, differences, patterns and change. / All groupsincluding
SR AH EC SS IS BB EMA FB all 23.11.15
(See Blue group file)
Writing/Mark Making / Provide open ended mark making resources in all areas. Notice and encourage the marks children make and the meanings that they give to them. / Moving and Handling 30-50 months Holds pencil between thumb and two fingers.
Writing 22-36 months Distinguishes between the different marks they make.
30-50 months Sometimes gives meaning to marks. 40-60 months Uses some clearly identifiable letters to communicate meaning / Writes own name. / All groups
Flexible Area
Small world play
Puzzles, games and jigsaws
Role Play / Provide a variety of small world play scenarios according to children’s interests.
Provide a range of jigsaws, puzzles and table top games, including board games, for children to choose from.
Green group: Firefighter Role Play
Build a fire engine(SK)encourage( CE ) to take on various roles during role play / The World 22-36 months Enjoys playing with small world models.
Being imaginative 30-50 months Builds stories around toys.
Shape space and measure 22-36 months Notices simple shapes and patterns in pictures.
Making relationships 30-50 months Keeps play going by responding to what others are saying or doing.
Numbers 40-60 months Counts objects or actions which cannot be moved (board games).
Exploring and using media and materials 30-50 months Beginning to construct, stacking blocks vertically and horizontally, making enclosures and creating spaces.
40-60 months Constructs with a purpose in mind, using a variety of resources.
Being imaginative 30-50 months Uses available resources to create props to support role play.
40-60 months Introduces a storyline into their play / Plays alongside other children who are engaged in the same theme. / All groups
All groups
SFK 24.11.15
CE 23.11.15
(See Green group file)
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