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Early Years Foundation Stage Planning Examples Pack -Reception -Reception/Year one January 2013

Early Years Foundation Stage (EYFS) Planning Examples Pack This pack has been put together by Wiltshire Early Learning and Development Team to support teachers in school, in planning for both a Reception class and a mixed Reception/Year one class. It must be recognised that these are only examples collected from a range of teachers and internet websites. They are not prescriptive and Wiltshire ELD Team does not endorse the use of one particular example or format, but expects that any chosen planning formats will adhere to the requirements of the EYFS. Electronic copies of this document and the individual blank planning templates can be found at:

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Index of Contents General Guidance Page Page Page Page

3 4 5 6

Mixed age classes – What should we consider? A suggestion for a planning grid for mixed age classes Recipe for long term planning for a mixed reception and key stage 1 class Recipe for medium term planning for a mixed reception and key stage 1 class

Examples of completed planning documents Page 8 Page 9 Page 10 Page 11 Page 12

Medium term planning for fictional reception class Adult guided/focus activity planning sheet (completed example) Coloured example weekly plan (completed example) Provision plan – reception (completed example) Weekly environment plan for 2-5 year olds (completed example)

Planning templates Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 24 Page 26 Page 27 Page 28

EYFS medium term planning for children aged 2-5 Weekly planning for phonic teaching Short term planning; literacy reception Short term planning; mathematics reception Short term planning; phonics reception Adult guided/focus activity planning sheet Coloured example weekly plan Provision plan – reception Weekly plan Adult led and adult initiated experiences – short term planning Weekly environment plan for 2-5 year olds Indoor and outdoor adult-initiated experiences Continuous provision plan for older EYFS children

Observation templates and challenge card templates Page 29 Page 31 Page 32 Page 33

Planned observation sheet Observation sheet Challenge card - cloud Challenge card - lightbulbs

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Mixed age classes – What should we consider? • • • • • • • • • • • • •

Routines/training of children – timing of sessions Organisation of the day – flexibility with time/gaining time Use of the outdoors/outdoor play Continuous provision ensuring differentiation so that it offers challenges and takes account of the interests of both Reception and Year 1 Children Use of adult time Having mixed groups dependent on ability The environment and how it is set up – what can be done if there is little space? Role play area Ideas for independent tasks – how to ensure children stay on task Extension of play activities – through flexible use of resources, eg using small world for recreating stories, small world in the construction area etc. Cross curricular links Opportunities for active learning Picking out key elements as appropriate

Literacy Tips • • • • • • • •

Remember big books started in the Early Years! Be confident to differentiate texts accordingly Use different starting points It may not be appropriate for the youngest children to take part in all of a whole class session Ensure that the Reception children have a share of teacher time All children will benefit from active learning. It creates resentment if older children never have the opportunity to work/play in other areas of the environment Some play activities can be extended in other areas for the rest of the day. There is no need to pack away each time Involve Year R progressively throughout the year

Mathematics • • • • •

Group the children by ability Use all the time appropriately Consider the medium term plan Consider the whole class input Try not to introduce too many themes in one week

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A Suggestion for a planning grid for mixed age classes (This is not prescriptive, it is merely a suggested way of working. The teacher will be aware of what works best for both teacher and children in the class and what compliments the schools directive for ways of working) Based on a session of 1 to 1.5 hours. The 2/3 groups could be further differentiated in the direct teaching input and independent tasks. Obviously, with younger children the routines will have to be established first, before this model will work. TA’s may become involved in any of these phases through the session. The teacher needs to be aware of the potential training needs in order to be able to carry this out successfully. Other adults for example volunteers may also be involved in the non directed teaching sessions, but will need support and direction in how to carry this out. Whole class mental/oral or Intro Group 1

Group (15/20 mins)

Group (15/20 mins)

Groups (15/20 mins)

Plenary

Mathematics/Literacy –Direct input from teacher.

Follow up Mathematics /Literacy tasksindependent.

Routine tasks

Whole class

Group 2

Child initiated/routine/ongoing activities

Mathematics /Literacy-Direct input from teacher

Follow up Numeracy/Literacy tasks-independent

Whole class

Group 3

Child initiated/routine/ongoing activities.

Child initiated/routine/ongoing activities.

Mathematics /Literacy direct teacher input with youngest children or most able who can follow up the next day.

Whole class

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Recipe for long term planning for a mixed reception and key stage 1 class Ingredients   

Knowledge of child development (ages and stages) and how to put the EYFS Principles into practice; High aspirations for the children and families in your community so that your long term meets their needs; Information from parents and other settings about the children’s interests and previous experiences.

Method (Mapping out possible learning opportunities) 1. Annual review and evaluation - What is working well? What do we need to change? Our overall provision is working well, but we need to make sure that boys do better in writing, so we will; - implement ideas from “write-dance” and provide workmen’s toolkits for graphics; - review the stories we use to introduce themes; - adapt the QCA history units so that we include more drama and role-play. 2. From past experience, which broad themes, units of work, stories and experiences enthuse the children and produce the most powerful learning?

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Adapt “settling in “ programme – build on pre-school children’s fascination with “earthworks” – set up archaeology site and laboratory -

Research Polish and Portuguese celebrations to make sure this unit reflects our community

Remember to add whole school theme week – (This year it’s ‘Jambo Africa’)

Adapt this QCA unit of work – children have a good understanding of houses and homes in the local area – change to “grand designs” and incorporate museum visit and

We need to plan to develop children’s knowledge and understanding of weather and seasons as a continuous unit of work and be flexible so that our role play can respond to boys’ interests (Perhaps adapt garden centre topic to include grain storage depot depending on children’s interests?)

These are our resource boxes and topic starting points (Tried and tested themes and units of work) Final check: Broad? Balanced? Inclusive Builds on children’s prior learning? Flexible enough to respond to children’s interests? Let’s try it out and review our new long term plan at the end of the year.

Recipe for medium term planning for a mixed reception and key stage 1 class Ingredients      

We know that these topic starting points always stimulate children’s thinking and result in good learning – we agreed to keep them in our long term plan

Long Term Plan; Medium Term Plans for any topic starting points that have been particularly successful in the past; Availability of communal areas e.g. hall, ICT suite, library etc; Timetable of whole-school events such as, book week, eco-school week, special themed weeks (e.g. Sports / DT); Special events happening nationally or internationally (e.g. Olympic games); Dates of special faith and cultural celebrations that you want to include to show consideration and respect to children in your class.

Method 1.How can we combine the units of work and topic starting points taken from the long term to ensure a coherent experience for children?

Autumn term needs to include:

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♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦ ♦

Harvest celebration World Book Day Christmas celebration School Pantomime Visit (This year Jack & the Beanstalk), Whole School ‘Theme week’ Nov 1st – 8th “ Jambo Africa.” NC History PoS - famous person – we could study Nelson Mandela Geography – our contrasting locality will be Africa – Bo in Sierra Leone (we already have contacts here) Art – looking at African art (Gideon Chidongo – sculptor) Music – introduce children to music by “The Jambo Boys” (need to liaise with CMS staff)

2. Which units of work from the Renewed Frameworks for Maths and English will complement the topic starting points? Maths: e.g. “Handa’s Surprise” Handling Data

Literacy: e.g. “A story for Kakulu” Stories from a range of cultures. Unit 2

3.

Map out the weeks when ‘special events’ are taking place during the term Autumn Term Settling in topic “Excavations and Earthworks “ (Builds on pre-school children’s interests) Organise YR buddies

4.

World Book Day th 4 Oct

Harvest th 17 October

Book Week

“Jambo Africa” whole school 18-22 November

Christmas Nativity theme is journeys th December 10 – 14th

What are the anticipated learning outcomes for this term?

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a. b. c. d.

Write down the expected learning outcomes in brief using the EYFS, National Curriculum PoS, Renewed Frameworks; Sketch out some possible activities/experiences you might offer to enable the children to achieve these outcomes; Think about special resources and the organisation of space – which spaces might you need to adapt?; What special resources are likely to be needed? Who will be responsible for collecting them?

Remain flexible Remember this is only a sketch – children will influence your thinking and your planning week by week.

Final checks:

Broad ? Balanced? Inclusive ? Builds on children’s prior learning? Flexible enough to respond to children’s interests?

Medium term planning for fictional Reception Class Spring term Jan-half-term, related theme ‘Settling in’

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Main focus: Settling in Displays: Children’s photographs, names Tidy-up board and visual timetable Area signs and how to use them (for parents as well as children) Displays that show routines Displays of children’s self portraits for welcome board Personal, Social and Emotional Developing independence in using the provision Supporting children in developing listening & attention skills Focus on self-help skills: dressing, undressing, using the toilet etc Establish routines for children and make explicit Develop relationship with parents/carers Helping children and parents to make friends Start to develop profile books for new children and use regularly as focus activity Develop familiarity of the school environment / staff – small group tours of the school taking photos of some key people e.g. FS staff, head teacher, secretary, premise manager, cook etc Opportunities for older children to support younger children Mathematics Begin to develop a repertoire of number rhymes and songs Focus on rich mathematical environment, especially outside Focus on numbers personal to children , their age, house number, telephone, siblings age etc

Assessment: Narrative observation & discussion with parents & child to be completed for all children by half-term Providing appropriate support and differentiation for ……. (children with special needs, or EAL)

Environment and Resources: Listening and responsive adults Organisation inside and out of workshop areas Resources accessible and labelled Use outside to provide/support all areas of learning

Physical Provide lots of opportunities for large, physical movement, e.g. climbing equipment, wheeled toys, balancing equipment, large construction equipment, hoops, tyres etc Provide physical activities which will support children’s friendships / co-operation skills, e.g. throwing & kicking balls to each other, using large boxes to make a construction together etc Ensure that children sit as a whole group for no longer than 10 minutes at a time Everyday opportunities for malleable, sand and water play

Communication and Language Opportunities for children to talk with adults on one-to-one and small group basis Opportunities for children to share a story with an adult on one-to one or small group basis Begin to establish a repertoire of rhymes and songs and favourite stories Short daily phonics session to continue as previous for older September children Literacy Encouraging children to link Sounds and Letters and begin to read and write. Children must be given access to a wide range of reading material (books, poems and other written materials) to ignite their interest.

Expressive Arts Understanding the World Encourage and support small world and role play Local trips in small groups to shops, park etc to – assess children’s storying, interests and provide opportunities for talk about who we concerns in these areas are, where we come from and to get to know Ensure workshop areas for children to express one another. themselves creatively are set up and children Opportunities for the children to use a wide know how to use them (painting, music, range of technology for specific purposes technology, malleable etc) Parents: invite parents on local trips to shops, park etc, invite parents to story time at the end of the session Plan parent / child breakfast morning – aim to introduce new parents to existing parents and build up familiarity of setting and how children learn through play Adapted from Islington EYFS Team (2008)

Adult guided/focus activity planning sheet (Inside and Outside)

Date:

Name of staff: Sue

Area of learning: Personal, social, emotional Communication and Language Learning intention: To develop vocabulary and use language to retell a familiar story Opportunities for assessment: Can Tyrone participate in the oral story telling by saying (or showing using the props) what happens next in the story? Can Issy & Ismail use their phonic knowledge of initial sounds to match the names of the owl baby characters (Mummy, Bill, Sarah, Percy) to the appropriate story props? Targeted children: Tyrone, Ismail, Issy Resources: Owl baby book, story sack, stick puppets and name labels for the owl babies Experience/activity: Adult to lead on retelling the story using props, pausing to allow children the opportunity to continue the story. After story retelling play matching game with owl baby name cards and props Adult input (including language to be introduced, questions to be asked): What do you think happens next? Who is your favourite owl baby and why? How do you think the owl babies are feeling? Vocab – twigs, branches, nest, forest Differentiation (how will you adapt this activity to meet all children’s needs?): Tyrone – allow him the opportunity to contribute to the repetitive parts of the story, e.g. ‘I want my Mummy’ . Also allow Tyrone the opportunity to participate in the story telling through non verbal ways, e.g. using the stick puppets and props. Ismail & Issy – to model more complex language and ask more open ended questions Evaluation to inform future planning (in addition to individual observations): Children were very animated hearing and participating in the story in small groups. They were very keen to make their own owl baby stick puppets to take and retell at home. Will set this activity up in the workshop area later this week

Adapted from: Focus on Planning: Effective planning and assessment in the Foundation Stage Lewisham Early Years Advice and Resource Network Islington Early Years Foundation Stage Team 2008

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Example Weekly Plan Date:

Monday

Adult Initiated Special Activity or New Provision

Mix paints Tuff Spot, dogs and ‘biscuits’

Tuesday Spread crackers, cut and taste avocado, tomato, peppers and cucumber Tractor wheel printing

Wednesday

Thursday

Friday

Digging the vegetable patch

Music

Autumn weather walk

CD Player – animal soundtracks

Croissants and hot chocolate

Story role-play

Continuous Provision Malleable materials

Dough, activity set

Clay, tools and sponges

Cornflour and water

Dough and cutters

Free choice

Dinosaurs

Tractors and diggers

Wheels

Containers with holes

Boats and people

Green water and containers

Bubbles

Recycled materials

Free choice

Design and Tech Area

Building bricks

Farm and dolls’ house

Free choice

Train set

Wooden bricks

Information Technology

Tizzy’s Busy Week

Fizzy’s Numbers

Musical Leaps and Bounds

2Simple Paint

Alphabet Soup

Puzzles, toys, games

Quack Quack game

People puzzles

Books and toys

Cobble Road maths game

Magnetic letters

Stories and group times

Little Farmer Joe, by Ian Whybrow and Christian Birmingham, number rhymes

Webster J Duck, by Martin Waddell and David Parkings, number rhymes

And The Good Brown Earth, by Kathy Henderson, number rhymes

Handa’s Hen, by Eileen Browne, music,

Roaring Rockets, by Tony Mitton and Ant Parker,

number rhymes

number rhymes

Milk,apples

Milk, crackers, tomato, avocado, cucum ber

Milk carrots

Milk bananas

Hot chocolate croissants

Sand Water

Food and drinks Garden (activities vary according to the weather)

Spades, buckets, seeds and dibbers Large sand tray

Push-along tractors

Large water equipment, aqua play

Rakes, spades

Push-along tractors and toys

Dry Paints

Wheelbarrows, rakes, buckets, sweeping brushes

Key

Green

Activities planned in response to the children’s interests.

Blue

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Activities to ensure a balance across the curriculum.

Provision Plan – Reception Term: Autumn 1 Teacher: Area

Provision

Area of Learning

Writing Area

Selection of papers and writing implements to introduce area’s use

Number Area

Rotation of rhyme time sack contents, shape feely bags, felt shape game, timed shape game, simple board games

Creative Area

Selection of materials and tools available to introduce the areas use.

Exploration Area

Nursery rhyme books, puzzle and selection of props/characters from nursery rhymes ‘Can you tell a nursery r...