KEY PERSON TIME PLANNING Week Beginning: 7.3.16

KEY PERSON TIME PLANNING Week beginning: 7.3.16

Activity / Role of the Adult / What do we want the children to learn? / Observations
GO activity from ICAN Toolkit / Provide interesting objects and a basket.
Place a few objects in front of the child. Adult to ask the child to place one named object in a basket in the middle of the mat.
Encourage children to listen for the names of the objects. / Listening and attention 30-50 months Focusing attention – still listen or do, but can shift own attention / Is able to follow directions. / Red group
Whole group activity
(See Red group file)
Jolly Phonics activities and Silly Soup / Jolly Phonics – Involve the children in joining in with songs and rhymes and saying/singing letter sounds.
Silly Soup Letters and Sounds activity. Provide a bowl of objects and a spoon – Encourage children to scoop out an object and say the initial letter sound of the object. / Reading 40-60 months Hears and says the initial sound in words.
Exploring and using media and materials 30-50 months Sings a few familiar songs. / Green group
Whole group activity
(See Green group file)
Read a collection of Traditional Tales / Encourage listening skills.
Involve the children in responding to the stories by asking open-ended questions about story events, characters and settings.
Encourage joining in with refrains and anticipating key events in familiar stories.
Encourage children to suggest stories themselves. / Reading 30-50 months Listens to stories with increasing attention and recall / Joins in with repeated refrains and anticipates key events in stories / Describes main story settings, events and principal characters / Shows interest in illustrations in books.
40-60 months Uses vocabulary and forms of speech that are increasingly influenced by their experience of books. / Blue group
including
JHR 1.3.16
SR 3.3.16
RD 4.3.16
OT 4.3.16
(See Blue group file)

CONTINUOUS PROVISION PLAN Week beginning: 7.3.16

Area / 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
Role Play / Adults to encourage children to play in the role play area; taking on roles, using props and markmaking as part of their role play.
Encourage children to role play and develop their own storylines. / Making relationships 22-36 months Interested in others’ play and starting to join in.
30-50 months Can play in a group, extending and elaborating play ideas, e.g. building up a role-play activity with other children.
Being imaginative 22-36 months Beginning to make- believe by pretending.
30-50 months Engages in imaginative and role play based on own first hand experiences.
40-60 months Plays alongside other children who are engaged in the same theme.
Moving and handling 30-50 months Uses one handed tools and equipment.
Writing 30-50 months Sometimes gives meaning to marks.
People and communities 30-50 months Shows interest in different occupations. / All groups
Book Area / Adults to read to children and encourage them to discuss the text; look at and talk about the print and the pictures and share the stories/information with others. / Reading 30-50 months Listens to stories with increasing attention and recall/ Joins in with repeated refrains and anticipates key events and phrases in stories.
40-60 months Enjoys an increasing range of books.
Speaking30-50 months Uses vocabulary focused on objects and people that are of particular importance to them.
40-60 months Extends vocabulary, especially by grouping and naming. / All groups
Writing /Mark Making / Explore various mark making materials available in all areas.
Adults to encourage children to make marks and write using the equipment available in all areas, including the water and brushes, whiteboard easel and pens and chalk available outdoors.
Green group:Encourage name recognition and writing (provide name cards) / Moving and Handling 30-50 months Can copy some letters e.g. letters from their name.
40-60 months Shows preference for a dominant hand / Begins to use anticlockwise movement and retrace vertical lines.
Reading 30-50 months Recognises own name.
Writing 30-50 months Sometimes gives meaning to the marks they make
40-60 months Gives meaning to marks / Writes own name. / All groups including
WM CT 29.2.16
CMc GG 29.2.16
LA LG 1.3.16
HG HH 1.3.16
(See Green group file)
Creative / Encourage the children to use various media, materials, tools and techniques safely and competently. Encourage the children to make their own models and creations using the various materials available.
Encourage children to scribe their names on their pictures and creations.
Provide resources for making Easter baskets (all groups)
Blue group: Explore colour. Provide paper in different shades of green and blue and the words ‘green’ and ‘blue’. Involve children in making a collage. / Exploring and using media and materials 22-36 months Experiments with blocks, colours and marks.
30-50 months Realises tools can be used for a purpose.
40-60 monthsExplores what happens when they mix colours / Manipulates materials to achieve a planned effect.
Being imaginative 30-50 monthsCaptures experiences and responses with a range of media.
40-60 months Creates simple representations of events, people and objects.
Moving and Handling 30-50 months Uses one handed tools and equipment.
Writing 40-60 months Gives meaning to marks as they draw and write / Writes own name.
Exploring and using media and materials30-50 months Explores colour and how colours can be changed. Reading 40-60 months Begins to break the flow of speech into words. / All groups including
SS 2.3.16 BB MR 3.3.16 MD PC 4.3.16 ADC FB 4.3.16 (See Blue group file)
Water / Emptying and filling with various containers, including jugs, bottles, scoops etc.
Adults to encourage the children to fill, pour and empty, to count how many cups it takes to fill a bucket etc. / Numbers 22-36 months Begins to make comparisons between quantities.
30-50 months Shows an interest in number problems.
40-60 months Begins to identify own mathematical problems based on own interests and fascinations.
Shape, space and measures 40-60 monthsOrders two items by capacity. / All groups
Construction / Adults to encourage the children to design, build and create their own constructions using the various construction materials available.
Encourage the children to observe and talk about shapes.
Encourage mark making in this area using the whiteboards and clipboards available.
Encourage children to follow instructions to build things. / Shape, space and measures 30-50 months Shows an interest in shape by sustained construction activity or by talking about shapes or arrangements.
Exploring media and materials 30-50 months Uses various construction materials. Beginning to construct, making enclosures and creating spaces.
Being imaginative 40-60 months Creates simple representations of objects.
Writing 22-36 months Distinguishes between the different marks they make. / All groups
Mathematics / Adults to encourage children to use the maths table; counting and sorting a variety of objects.
Encourage children to use number language, recognise numbers and engage in mathematical play and problem solving discussions.
Encourage children to talk about, match and recognise shapes. / Numbers 22-36 months Uses some language of quantities.
30-50 months Uses some number names accurately in play. Recites numbers in order 1 to 10
Shape, space and measures 30-50 months Uses shapes appropriately for tasks.
40-60 months Selects a particular named shape. / All groups
Music / Adults to encourage the children to play and explore the sounds made by a variety of musical instruments.
Encourage the children to explore rhythm and move their bodies in response to music.
Play a variety of songs and encourage the children to move and dance. / Exploring and using media and materials 22-36 months Creates sounds by banging, tapping, shaking etc.
30-50 months Imitates movement in response to music. Beginning to move rhythmically.
40-60 months Explores the different sounds of instruments.
Being imaginative 30-50 monthsCreates movement in response to music / Makes up rhythms. / All groups
Physical / Adults to encourage children to use the variety of physical equipment available, such as the trampoline, basketball hoop, green rocker and stilts to develop balance and coordination.
Encourage the children to take turns, share the balls etc.
Adults to encourage the children to observe the effects of exercise on their bodies. / Making relationships 22-36 months Interested in others play and starting to join in,
30-50 months Keeps play going by responding to what others are saying or doing.
Health and self-care 30-50 months Observes the effects of activity on their bodies.
Moving and handling 30-50 months Moves freely and with pleasure and confidence in a range of ways.
40-50 months Experiments with different ways of moving.
Social communication 40-60 months Works as part of a group, taking turns. / All groups
Jigsaw Table / Adults to encourage the children to match shapes, fit and join pieces together. / Shape, space and measure 16-26 months
Attempts, sometimes successfully, to fit shapes into spaces on inset boards or jigsaw puzzles.
30-50months Uses shapes appropriately for tasks. / All groups

OUTDOOR PLAY Enhancements Week beginning: 7.3.16

Activity / Role of the Adult / What do we want the children to learn? / Observations
Encourage children to copy adult’s movements and exercises / Adults to demonstrate various movements and exercises for children to copy.
Talk about, and encourage children to be aware of, the effects of exercise on our bodies. / Health and self-care30-50 months Observes the effect of activity on their bodies.
Understanding 30-50 months Responds to simple instructions. / Red group
Whole group activity
(See Red group file)
Exercise Time / Adults to demonstrate various exercises for children to copy.
Talk about, and encourage children to be aware of, the effects of exercise on our bodies.
Talk about how exercise contributes to good health. / Health and self-care30-50 months Observes the effect of activity on their bodies.
40-60 months Shows some understanding that good practices with regard to exercise can contribute to good health.
Understanding 30-50 months Responds to simple instructions. / Green group
Whole group activity
(See Green group file)
Play with balance bricks. / Encourage children to develop and have confidence in their balancing skills. / Moving and Handling 30-50 months Moves freely and with pleasure and confidence in a range of ways / Can stand momentarily on one foot when shown.
40-60 months Travels with confidence and skill over balancing equipment. / Blue group
including
AH 2.3.16
EC 2.3.16
(See Blue group file)

Quiet Room CONTINUOUS PROVISION PLAN Week beginning: 7.3.16

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 groups
Malleable / Messy Play / Activities from continuous provisionincluding playdough, 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.
Green group: Provide gloop or paint and silver foil to encourage mark making and develop skills for writing. / 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 Handling22-36 months Imitates drawing simple shapes such as circles and lines.
30-50 months Uses one handed tools and equipment.
40-60 months Handles tools, objects and malleable materials safely and with increasing control.
Writing 22-36 months Distinguishes between the different marks they make.
30-50 months Sometimes gives meaning to marks. / All groupsincluding
WM CT CMc GG 29.2.16
LA LG HG HH 1.3.16
(See Green group file)
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
Blue group: Number Bingo 0 to 10 for number recognition. Provide bingo boards, card discs, numbered balls, and a large bowl or bucket. (Child to take role of caller).
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 / Shows an interest in number problems.
40-60 months Recognises numerals 1 to 5, then 6 to 10 / Counts up to three or four objects by saying a number name for each item / Finds one more from a group of up to five then ten 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
IS 1.3.16
EMA 1.3.16
EW 3.3.16
(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. / 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 groups
Writing/Mark Making
(Writing/Mark Making contd.) / Provide open ended mark making resources in all areas. Notice and encourage the marks children make and the meanings that they give to them.
Blue group: Provide cut-outs of lego mini figures (from wrapping paper). Encourage children to choose a figure and draw an appropriate scene e.g. a castle for a knight. (Provide scissors for trimming and glue sticks with mark making tools. Include lego logo for recognition) / Moving and Handling 30-50 months Holds pencil between thumb and two fingers.
40-60 months Begins to form recognisable letters.
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, representing some sounds correctly and in sequence.
Exploring and using media and materials 30-50 months Understands that they can use lines to enclose a space, and then begin to use these shapes to represent objects. (contd.)
Being imaginative 40-60 months Creates simple representations of events, people and objects.
Reading 30-50 months Recognises familiar words and signs such as advertising logos. / All groups including
LC 1.3.16
TS 3.3.16
JT 3.3.16
(See Blue group file)
Flexible Area
Small world play
Puzzles, games and jigsaws / Provide a variety of small world play scenarios according to children’s interests.
Red group: Set up an interesting area with figures (dinosaurs) and blocks. Encourage children to interact with each other using the figures. Adult to model play. Encourage building relationships with each other.
Provide a range of jigsaws, puzzles and table top games, including board games, for children to choose from. / The World 22-36 months Enjoys playing with small world models.
Being imaginative 30-50 months Builds stories around toys.
Making relationships 22-36 months Interested in others’ play and starting to join in / Seeks out others to share experiences.
Making relationships 30-50 months Keeps play going by responding to what others are saying or doing.
Listening and attention 30-50 months: Is able to follow directions.
Social communication 40-60 months Works as part of a group, taking turns.
Shape space and measure 22-36 months Notices simple shapes and patterns in pictures.
30-50 months Uses shapes appropriately for tasks.
Numbers 40-60 months Counts objects or actions which cannot be moved (board games) / All groupsincluding
AL Amar SDaul 29.2.16
SAH OD 4.3.16
MF AMi MN 29.2.16
DR SDy PN 4.3.16
(See Red group file)
All groups