Nursery Weekly Plan

Foundation Weekly Planning Sheet: Nursery Class

Date: 14/11/05 Theme: Festivals & Light and Dark Focus: night time rhymes Number: 6 Colour: blue Shape: cylinder/star letter: r
Key children
LK
Circle-group obs / Learning Intentions /

Monday

/ Tuesday / Wednesday
‘ /

Thursday

/ Friday / Comments and Evaluation
Personal, Social and Emotional
1-Continue to be interested, excited and motivated to learn.
2-Be confident to try new activities, initiate ideas and speak in a familiar group.
Maintain attention, concentrate, and sit quietly when appropriate ELG
Talk freely about their home and community-SS2 / Have a positive approach to new experiences (ss1)
Show confidence in linking up with others for support and guidance (ss2)
Initiate interactions with other people (ss3) / Ask children to think about jobs their parents/friends and others do. Are any of the jobs preformed at night, when others sleep? Share information books showing nurses, policemen, etc.. Talk about police wearing reflective material so they are seen in the dark. Let children explore role play costumes, do they notice reflective stripes? What are these for? / Read ‘Goodnight Owl’ encourage them to join in with the noises made by the birds and animals in the story. Why was Owl trying to sleep in the day? Explain that some animals are awake and lively at night, these are called nocturnal animals. Talk about other nocturnal animals, share reference books. Explore some of the things the animals do at night. Have children any ideas of things they could do to help Owl get to sleep in the noisy tree? / Musical instrument session. Explore musical instruments as a whole class group; take part in singing rhymes and songs, loud and soft. Can you make a quiet sound? Loud sound? / Join in with story on IWB… help the witch become friendly. Take turns to dress as witch and make expressions, can children join in with spell. What else could the witch put into her potion? Are all children joining in happily? / Circle time – what I like about the day/night.
Start…apples/pears,
Elmer likes the dark….can children tell Elmer what they like about the night time?
Finish with action rhymes.
Variety of free choice activities available for exploration / Bonjour, bonjour, everybody
Bonjour, bonjour, everybody
Bonjour, bonjour, everybody
So very glad to see you. Hello... Hello... Bonjour
Hello... Hello... Bonjour
You can say it once
You can say it again
It's almost as easy as counting to 10
Hello Hello Bonjour -MFL
Communication, Language and Literacy
10-Link sounds to letters, naming and sounding the letters of the alphabet.
R Mirror
Nocturnal animals… non fiction books, read books to children, ask them to name other animals that come out at night. Why do they come out at night? What sound do the animals make? What does cat begin with? / Ask simple questions, often in the form of ‘where’ or ‘what’ (ss3)
Extend vocabulary, especially by grouping and naming (ss3)
Confidently talk to people other than those who are well known to them (ss3)
Listen to stories with increasing interest and recall-SS2
Sustain attentive listening, responding to what they have heard by relevantcomments, questions or actions-ELG / Mat time- listen to sound r, link to words, can you name something beginning with r? model writing letter r(sky write)
Sound hoop game letters r and m. can children identify objects and put in correct sound hoop. What sound does it begin with model word e.g. rrrrobot
Sing night time rhymes.
Non-fiction books in mirror. / Playdough and letter printers. Can children print the letters of their names? What sound does your name begin with? Can you find the letter that makes that sound? Encourage children to identify the sound of their friends’ names. I spy with my little eye someone beginning with s……..who could it be? / Magnetic whiteboards and picture letter/word cards. Children to freely explore – can you find the letters of your name? Can you find your initial letter? Provide children’s name cards and support some children. Some children may find letters to make individual words.
Non fiction books related to nocturnal animals and night sky. / Listen and join in with night time rhymes e.g. twinkle, twinkle little star. I wish I may I wish I might—
Wish stars/ draw or write what they would wish for-decorate with glitter, stick on straw
Model, write wishes onto dark paper, encourage children to identify initial sound. / … recap on story of ‘Whatever Next’ ask children where Teddy went, how did he get there. What else is up in the sky? How would you travel there? If they went to the moon what would they like to do there? What would they take for a picnic. When we go on holiday we often send postcards, show examples. Give children a postcard to send/write to a friend.
Mathematics
Begin to use mathematical names for solid 3D and flat 2D shapes and mathematical terms to describe shapes-SS3 / Begin to talk about shapes of everyday objects (ss2)
2.Count reliably up to 10 everyday objects
ss-3 Find the total number of items in two groups by counting all of them
Count up to 3 or 4 objects by saying one number name for each item-ss3
Show curiosity and observation by talking about shapes, how they are the same or why some are different ss3 / Explore 3D shapes, what shapes can you see? Can children name any? Can you pass me 3 cubes and a cylinder? What could I build? How many faces has your shape got?
Can children name other objects the same shape e.g. can of coke.
ongoing / Explore 3D shapes, what shapes can you see? Can children name any? Can you pass me 3 cubes and a cylinder? What could I build? How many faces has your shape got?
Can children name other objects the same shape e.g. can of coke. / Using playdoh make 1 or 2 birthday cakes. How old are you? How many candles did you have on your birthday cake? Can you put the amount in? How old will you be next year? How many candles do you have altogether?
How old were you last year? Can you make a wish? Talk about other times we make wishes link to night time rhyme first star I see tonight.DH / Identify shape (triangle) is it a 2D shape or 3D? flat or solid? How many sides/faces does it have? Encourage children to count. Model how to stick together 2 traingles to make a star shape. Sing twinkle, twinkle, & first star I see tonight. Tell the children they are going to make wish stars, by sticking to triangles together. Model write wishes, in gold on dark paper. Some children may write wish on star, some may draw a picture of something they would like. Can any link to initial sound. SL / Draw some large shapes on the playground. The children move about until they hear a drum beat. This is the signal to stand in a shape. Repeat asking different questions each time or giving different instructions (e.g. there must be three people in each shape, there must be 8 hands in each shape).
Questions could include:
-How many people are in your shape? How could you count them? How could you check?
-Which shape has the most / fewest people in?SL
Knowledge and Understanding of the World
1-Select the tools and techniques they need to shape, assemble and join materials they are using.
Complete a simple program on the computer and /or perform simple functions on ICT apparatus-SS3 / 1-Investigate objects and materials by using all of their senses as appropriate.
Observe, find out about and identify features in the place they live and the natural world ELG / Ask children about bedrooms at home. Do they have a nightlight? Does it give enough light to see a book? Can they see everything in their rooms? Put small objects in box with a lid. Let children look through flap at one end, they won’t be able to see clearly, repeat this time letting natural light shine through. What can they see? Repeat with a torch did this help them to see? What other forms of light can they name? Let children explore in dark place with torches. SL / Explore night time animals-why do they come out at night? Can children give ideas? Look at non-fiction books to gather information together. Explore night time animals are they all the same? What is different? What animals have the children seen in our town, what they have seen in the local park. Has anyone seen a squirrel? What birds have they seen? / Junk modelling-using different sized boxes and recycle materials can children make/build a free choice model. Ask questions such as what shapes have you used? How did you fix it together? What is that you have made? What can it do? Encourage use of imagination-what did teddy make with his box in the story of Whatever Next? TammyP/H / Cookery- star biscuits. Make biscuits by, beating, whisking, mixing materials together to form a dough, squeeze, pinch, mould. Print out star shapes-observe change in materials when combining materials and after cooking. Count out teddies to weigh ingredients talk about what is seen and happening. DH / Explore non-fiction books on earth and moon. Discuss differences between the earth and moon. IWB observe space, what can the children see? / Light station – night time/ shapes and colours
Physical
ss-1 Respond to rhythm, music and story by means of gesture and movement
Engage in activities requiring careful hand-eye co-ordination-SS1
Go backwards and sideways as well as forwards
Experiment with different ways of moving-SS3
Explore malleable materials by patting, stroking, poking squeezing, pinching and twisting them
Manipulate materials to achieve a planned effect-SS3 / Persevere in repeating some actions/attempts when developing a new skill (ss2)
Manipulate materials to achieve a planned effect (ss3
Move in a range of ways, such as slithering shuffling, rolling, crawling, walking, running, jumping, skipping, sliding and hopping. Ss2
Observe the effects of activity on their bodies-ss2 / Scissor practise
Fine motor skills developed through decorating /cutting and manipulating materials
Ongoing throughout week-respond to music with hand actions
In groups make salt dough to create a star. Can children use hands/fingers to mix materials together. / Create owl hats, cut colour etc
Manipulate playdoh and other materials to create a desired effect, can children pinch, roll, squeeze, and squash, cut with scissors.
Explore water with whisks – can children whip up froth. What else is in the water? Can children find initial letters of own name or recognise other letters and link to sounds? / Hall Time
Take off shoes and socks/jumpers.
Warm up-head shoulders knees and toes, fast, slow. Find hoop of given colour. Explain some animals come out at night when others sleep. When tambourine is shaken they have to move like animal e.g. cat around hall. When tambourine is shaken stop and go back to circle-repeat for different animals, ask children to name nocturnal animals. Cool-down- musical statues. (Tues PM)
Explore sand-use small spoons to fill cake cases and pots. / Using 1-handed tools fill cake cases and other small pots with sand. How many spoonfuls do you think will fill the pot? Cake case? Manipulate playdoh to create a desired effect.
Play outdoor games that involve running, jumping, skipping. E.G What’s the time Mr Wolf
Large chalk and paint brushes-form letters/numbers/draw stars etc / Take part in movement to music session, can children follow actions/join in. e.g. if your happy and you know it wave your arms/stamp your feet.
Creative
Explore the different sounds of instruments
Try to capture experiences and responses with music, dance, paint and other materials or words-ss3
Use available resources to create props to support role play-ss2 / ss3- Make constructions, collages, paintings, drawings and dances
Tap out simple repeated rhythms and make some up (ss2)
Use ideas involving fitting, overlapping, in, out, enclosure, grids and sun-like shapes-ss3
Respond to comments and questions, entering into dialogue about their creations-SS3 / Explore musical instruments on offer to create a tune. Paint a picture using easel. / Using a variety of media make a glittery glue/paint to decorate your star.
Sing star rhymes, count stars. / Bubble paint night time animals, cat or bat. What happens to paint when we blow through straw? Why does that happen? What sound does cat begin with? Make up rhymes, there once was a bat who wore a smart hat, until he bumped into a low flying bat…etc
Musical instrument session, explore the sound of musical instruments and make a tune to go with rhymes, fast slow, loud, quiet. / Make constructions with junk modelling media, talk about creations and what they can do.
Wish stars, join shapes together to make a star, decorate and make a wish.
Paint a night time picture free-choice easel.
Explore the different sounds of instruments- create a musical instrument / Print a star pattern using star printers. aa,b,aa,b/a,b,a,b what comes next? Where do we see stars? Are they there all the time? Some children may make there own pattern.
Outside
Ss2- Show increasing control in using equipment for climbing, scrambling, sliding and swinging
See other FS areas for linked objectives. / Ongoing large apparatus
Variety of writing media
See ongoing medium term plan for links to other ss/Elg & and other areas in plan / Bouncers/hoppers/bike
Hide a set of wooden numerals or number cards (one per child). The children have to find a number, bring it back to an agreed point and then arrange themselves in order. As a variation, they could place the numbers along a number line (either chalk the line or use a skipping rope – label the ends 0 and 10).
Questions could include:
-Which number will go before 7 / after 3?
-Hold up your number if it is less than 5.
-Show on your fingers a number between 4 and 8.
-Which is the largest number on the line? How do you know?
-I’m thinking of a number. My number has a straight line at the top. Which numbers on the line might I be thinking of? / Bikes/bats and balls – free choice
Provide children with different resources to practise writing numerals. - large paintbrushes and buckets of water, chalk, paint (to use on large rolls of wallpaper). Numerals can also be traced in sand/ or made out of playdoh/pieces of string. Children should work on a large as well as a small
Model how to form number, what number have you written? What number comes next? Can you collect the amount to match the number? / Hide a set of shapes (2D / 3D). Place a hoop on the ground for the children to place the shapes in when they have been found. Discuss the shapes that have been found and try out different ways of sorting them. Draw sets on the playground and write labels according to the children’s suggestions.
Questions could include:
-What can you tell me about this shape?
-How do you know this is a square?
-How do you know this shape is not a square?
-I’m thinking of a shape. It has 3 corners. Can you see the shape I might be thinking of?
-What is the same / different about these two shapes?
-How could we sort these shapes?
-Why does this shape belong in that group? / -Provide a range of materials for children to use to make repeating patterns.use people to make a pattern e.g stand, stand, sit
-bean bags etc – and arrange in a pattern on the playground / Chalk numbers on the playground Ask a question or give an instruction. The children have to stand by an appropriate number. Ask the children to explain their reasoning.
Questions/instructions could include:
-Which number is one more than 6?
-Stand by a number that is smaller than 4.
-Find a number that comes between 5 and 8.
-This is the number of toes you have.
-What is double 3?
-Why did you choose that number?
Group time /before snack / Story – goodnight owl / Songs and night time rhymes. Twinkle, twinkle little star. IWB / IWB-rhymes, counting etc… / Number rhymes-five current buns, encourage children to count and sing. How many left? / Memory game (Kim’s game) show animals are they the same, what is different? What do they all do? Can children name them? Cover and take one away, choose child to name missing animal-focus on initial sound.
After snack
9-10
13:00-14
Develop a repertoire of actions by putting a sequence of movements together (SS2) / Ring games, take part in whole class ring games, sing using actions. / Goodnight owl, ask questions related to story-see PSE / Musical session-use a variety of musical instruments to accompany night time rhymes-focus, loud, quiet. If off to the moon would a rocket be loud or quiet? / IWB-interactive story- The witches spell. Choose child to dress up as witch, children help to make spell, encourage joining in with spell, and repeating options for ingredients. Can children think of other things to put in pot that might work?
Movement rhymes, e.g. Grand Old Duke, Twinkle, Twinkle. / Circle time- what we like about the night –see PSE
Mat time 9:10
Letter of the week: sound and model write-chosen children attempt to write.
Number of the week: identify-clap-jump amount, count-find and stick on board mat
Colour of the week: chosen children identify colour of objects, look and se if you are wearing the colour- what do we know that is that colour
Shape of the week: identify shape/chosen children identify shape-sky draw-draw on board, how many faces, sides, and vertices, 2D or 3D. Could play close your eyes and which shape is it

The enclosed weekly plan links to the rhyme twinkle twinkle little star, all areas of the foundation stage curriculum are on the plan, e.g. maths, Communication Language and Literacy etc...