The Characteristics of Effective learning-

Playing and exploring, Active learning and Creating and Thinking Critically support children’s learning across all areas

Long Term Key Learning Opportunities: Taken from Development Matters statements Sand Area inside and out

Prime area-

Personal, Social and Emotional Development /

Prime area-

Physical Development /

Prime area-

Communication and Language / Specific area-
Mathematics / Specific area-
Literacy
Making Relationships; p.9
Children can play in a group extending and elaborating play ideas.
Keeps play going by responding to what others are saying or doing.
Self Confidence and Self Awareness; p.11
Can select and use resources with help.
Enjoys the responsibility of carrying out small tasks.
Managing Feelings and Behaviour: p.13
Begins to accept the needs of others and can take turns and share resources sometimes with support from others. / Moving and Handling: p24
Can use one handed tools.
Shows increasing control over objects e.g. pushing and patting wet sand / Listening and Attention: p.15
Is able to follow directions
Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems. *Explore and experiment with sounds, words and texts.
Understanding: p.18
Responds to simple instructions
Begins to understand ‘how’ and
‘why’ statements.
Is able to retell a story.
Speaking p21
Uses talk in pretending that objects stand for something else in play.
Uses language to imagine and recreate roles and experiences in play situations. / Numbers: p34 Uses some number names in play.
Shape, Space and Measures: p36
Uses positional language. Shows an interest in shape is the environment / Reading- p.29Shows an interest in print in the environment.
Is able to retell a story.
Writing-p.31Sometimes ascribes meaning to marks.

Specific area-

Expressive Arts and Design /

Specific area-

Understanding of the world
Exploring and using media and materials P44.
Begins to describe the texture of things.
Realises that tools can be used for a purpose.
Manipulates materials to achieve a planned effect.
Being imaginative p45
Creates simple representations of events, people and objects.
Introduces a storyline into their play
Plays along side children engaged in the same theme
Uses available resources to create resources to support role-play. / The world p.40
Enjoys playing with small world.
Talks about why things happen
Permanent Resources-Across the provision (inside and outside) / Possible Experiences / Adult’s Role & Links to EYFS
Walk in sand area
Spades of different types and sizes
Buckets of different types and sizes
Rakes
Trowels
Scoops
Resource enhancements throughout the year
Wheelbarrow
Wheeled vehicle and trailer
Child sized broom
Pulley system
Hosepipe / water
Large trucks e.g. tipper truck, cement mixer.
A range of buckets in different shapes and sizes.
A selection of containers e.g. bowls, trays, cups, boxes, bottles, jars.
‘Oven’ cake tins, utensils, moulds.
A selection of recycled resources such as cable reels, tyres, drain pipes, guttering, crates, planks, plant pots.
Natural materials such as stones / pebbles, cones, sticks, leaves and flowers.
Metal detectors
Dust pan and brush
Sand wheels,
Funnels, variety of sizes – different levelled
Sieves and colanders
Various graded plastic bottles
Various graded plastic/metal bowls
Small world – cars, trucks, people,
Pattern making equipment – patterned rolling pins, metal/plastic
Paper and pencils
Clipboard
Platforms with holes to hold funnels whilstpouring Spoons/scoops – perforated, spaghetti, slotted
Wide gauge, clear plastic tubing
Natural objects – shells, fir cones, conkers, pebbles, stones, drift wood, pumice, sponge, loafer, wicker baskets etc
For texture – lentils, pasta, pea gravel etc
Junk items with holes – plant pots, plastic cones, cardboard tubes, yoghurt pots, etc Labels - models and flags – pencils etc
Measuring spoons
Measuring jugs
Funnels, variety of sizes – different levelled / Looking at how sand changes – ‘What happens when you add water, shingle, pebbles, pasta etc?’
Exploring different textures & colours.
Role play – holidays, desserts, beach etc.
Exploring patterns using additional tools, wheeled vehicles etc.
Observing the different capabilities of wet and dry sand e.g. dry sand in a sieve, fast flowing sand, wet sand – moulding etc.
Sand art.
Mark making.
Digging
Pouring, mixing, tipping, weighing.
Exploring descriptive language
Designing, Constructing and building. /
Unique Child
*Promote access to all areas
* Follow individual interests.
*Promote and encourage independence.
* Praise and acknowledge children’s explorations and
Discoveries.
* Support language development /

Positive Relationships

* Respecting others feelings.
*Sharing and taking turns.
* Children playing cooperatively.
* Encourage children to listen and respond to each
Other.

Enabling Environments

* Provide resources to support children in discovering
different ways to make marks – in wet and dry sand- in
Different ways etc.
* Demonstrate clear and consistent boundaries re safety.
* Providing a wide range of enhancements for children to
Extend their play.
* Ensure accessibility to all children. / Supporting planning for continuous provision spaces for play both inside and out:
Sand Area

3.