EARLY YEARS FOUNDATION STAGE PLANNING.

KG1 BUMBLEBEE CELESTE NARVAEZ

TERM 1 WK BEGINNING: 1st week 07.09.2014

Theme: All About LEARNING INTENTIONS, GOALS OR OBJECTIVES

Me (Who am I?)

PERSONAL SOCIAL AND COMMUNICATION AND
EMOTIONAL LANGUAGE.
DEVELOPMENT.
LISTENING AND ATTENTION
30-50 months:
MAKING
Listens with interest to the
RELATIONSHIPS
noises adults make when
Seeks out others to
they read stories.
share experiences.
Recognises and responds
Shows affection and
to many familiar sounds,
concern for people who
e.g. turning to a knock on
are special to them.
the door, looking at or
going to the door.
May form a special
friendship with another
Shows interest in play with
child.
sounds, songs and rhymes.
(22-36 months)
Single channelled
SELF CONFIDENCE
attention. Can shift to a
Expresses own
different task if attention
preferences and interests.
fully obtained – using
(22-36 months)
child’s name helps focus.
Can select and use
Listens to others one to
activities and resources
one or in small groups,
with help.
when conversation
interests them
Shows confidence in
asking adults for help.
Listens to stories with
(30-50 months)
increasing attention and
recall.
MANGAING FEELINGS
Is able to follow directions
& BEHAVIOUR
LITERACY.
READING
Has some favourite stories,
rhymes, songs, poems or
jingles.
Repeats words or phrases
from familiar stories.
Fills in the missing word or
phrase in a known rhyme,
Story or game, e.g.
‘Humpty Dumpty sat on
a...’. (22-36 months)
WRITING
Distinguishes between the
different marks they make.
(22-36 months)
.READERS WRITERS
WORKSHOP
Non Fiction Teaching
Points
Readers know that
every story has a main
character.
Readers think about
people.
Readers think about
places.
Readers think about
MATHEMATICS. UNDERSTANDING PHYSICAL EXPRESSIVE ART &
THE WORLD. DEVELOPMENT. DESIGN.
NUMBERS
Selects a small number PEOPLE & COMMUNITIES MOVING AND EXPLORING & USING
of objects from a group Has a sense of own HANDLING MEDIA AND MATERIALS
when asked, for example, immediate family and
Imitates drawing Joins in singing
‘please give me one’, relations.
simple shapes such favourite songs.
‘please give me two.’
as circles and lines. Creates sounds by
In pretend play, imitates
banging, shaking,
Recites some number everyday actions and events
names in sequence from own family and May be beginning tapping or blowing.
cultural background, e.g. to show preference
Creates and experiments making and drinking tea. for dominant hand. Shows an interest in the
with symbols and marks way musical
representing ideas of Beginning to have their own instruments sound.
Holds pencil near
number. friends.
point between first
two fingers and Experiments with
Begins to make Learns that they have
thumb and uses it blocks, colours and
comparisons between similarities and differences
quantities. that connect them to, and with good marks.
(22-36 months) distinguish them from Control.
others. (22-50 months) Sings a few familiar
Shows an interest in Uses one-handed songs.
numerals in the Shows interest in the lives of
tools and
environment. (30-50 people who are familiar to
equipment, e.g. Beginning to move
months) them. rhythmically.
makes snips in
paper with child
SHAPES & SPACE Recognises and describes
Notices simple shapes special times or events for Scissors. Imitates movement in
and patterns in pictures. family or friends. (30-50 response to music.
months) HEALTH AND
Beginning to categorize SELF-CARE Taps out simple
objects according to THE WORLD
Feeds self repeated rhythms.
properties such as shape Enjoys playing with
competently with
or size. small-world models such Uses various
spoon.
as a farm, a garage, or a construction materials.
Anticipates specific time- Clearly
Seeks comfort from
familiar adults when
needed.
Can express their own
feelings such as sad,
happy, cross, scared,
worried.
Responds to the feelings
and wishes of others.
Aware that some actions
can hurt or harm others.
Tries to help or give
comfort when others are
distressed.
Shows understanding
and cooperates with
some boundaries and
routines.
Can inhibit own
actions/behaviours, e.g.
stop themselves from
doing something they
shouldn’t do.
Growing ability to distract
self when upset, e.g. by
engaging in a new play
activity. (22-36 months)
(if not intently focused on
own choice of activity).
UNDERSTANDING
Identifies action words by
pointing to the right
picture,
e.g., “Who’s jumping?”
Understands more complex
sentences, e.g. ‘Put your
toys away and then we’ll
read a book.’
Understands ‘who’, ‘what’,
‘where’ in simple questions
(e.g. Who’s that/can?
What’s that? Where is.?).
Developing understanding
of simple concepts (e.g.
big/little
Understands use of objects
(e.g. “What do we use to cut
things?’)
Responds to simple
instructions, e.g. to get or
put away an object.
SPEAKING
Uses language as a
powerful means of
widening contacts,
sharing feelings,
experiences and thoughts.
Holds a conversation,
jumping from topic to
topic.
objects. based events such as train track. communicates their
mealtimes or home time. need for potty or Realises tools can be
Readers think about (22-36 months) Notices detailed features toilet. used for a purpose.
events. of objects in their
Shows an interest in
environment Helps with clothing, BEING IMAGINATIVE
shape and space by Beginning to use
What does this tell (22 – 36 months) e.g. puts on hat,
playing with shapes or representation to
about the character? unzips zipper on
making arrangements communicate, e.g.
Comments and asks jacket,
with objects. (30-50 drawing
questions about aspects takes off
months) of their familiar world unbuttoned shirt. a line and saying ‘That’s
such as the place where me.’
they live or the natural Gains more bowel
world. and bladder control Beginning to make-
and can attend to believe by pretending.
Talks about why things toileting needs
happen and how things most of the time Developing preferences
work. themselves for forms of expression.
Shows care and concern Creates movement in
for living things and the response to music.
environment. (30-50
months) Notices what adults do,
imitating what is
TECHNOLOGY /ICT Seeks observed and then
to acquire basic skills in doing it spontaneously
turning on and operating when the adult is not
some ICT equipment. there.
Operates mechanical Engages in imaginative
toys, e.g. turns the knob role-play based on own
on a wind-up toy or pulls first-hand
back on a friction car. Experiences.
(22 – 36 months)
Knows how to operate Uses available
simple equipment, e.g. resources to create
turns on CD player and props to support role-
uses remote control. play.
Shows an interest in Captures experiences
technological toys with and responses with a
knobs or pulleys, or real range of media,
objects such as cameras such as music, dance
Learns new words very
rapidly and is able to use
them in communicating.
Uses gestures, sometimes
with limited talk, e.g.
reaches toward toy, saying
‘I have it’.
or mobile phones. and paint and other
(30-50 months) materials or words.
Knows that information
can be retrieved from
computers
(30-50 months )

Uses a variety of questions .

(e.g. what, where, who).

Uses simple sentences

(e.g.’ Mummy gonna work.’)

Beginning to use word

endings (e.g. going, cats).

Uses talk in pretending that

objects stand for
something else in play, e,g,
‘This box is my castle.’
PSED CL L M UTW PD EAD

Show the children the Introduce a simple Sing nursery rhymes Look shapes Talk about us likes Draw their hands, Sing and dance with
different parts of the book and make simple or simple songs and around us. and dislikes. music
class and assign a chair sound during the repeat with them (link to UTW) (link to CL) Play with play (link to CL)
and a place for snack reading. some words of dough.
bags for each student. If there is a Duck, dog, phrases. Sing numbers Play with the kitchen Ask if they know the
car, cat... make animals (link to CL and EAD) songs. and imitate everyday Start to use colours and search
Show them the labels sound. (link to EAD) actions or activities. pencils and safety colours in our class.
with their names and (link to L) Look and read scissors. For example red,
encourage they start some\books, such Show them how to Make a little garden everybody have to
to recognise their Encourage the children as, draw a body using with seed. Colour look toys or stuff
names. close their eyes and All by Myself only shapes. (link to PD) Bumblebees, with red colour.
(link to L) listen the nature sounds Best Friends (link to PD) flowers... and
like rain, wind, sea... Today is Monday Take picture of the decorate the class Make a free draw
Introduce the school Ask if they recognise Make a draw children. about them.
Go away.
and our routine. The the sounds. about them.
(Lakeshore
school starts at 7:15; (link to EAD) Measure the height of
Books)
we have the circle time children Collins Books
and register.... Before Talk about their names Fly Away Home
to go at home, we and characteristics. Repeat the friend’s
have circle time centre My name is.. names.
again. I’m.... years old. (link to CL)
(link to PD and UTW) My eyes are green.
My hair is long/short. Talk about our
Talk about what days (link to UTW) feeling (link to
they will have PE and PSED)
Arabic. Introduce Encourage they start to
Feelings Happy
names of the teacher. understand the routine.
(Raintree Books)
Teach them to say:
Sing simple songs water, toilet, please...
during the day, such when they have to meet
as, Good morning a need.
song or How are you? (link to PD)
At first time in the
morning and Bye Bye Start to use simple
song before to finish instructions and
the day. In this ways accompany with
the children can gestures or movements.
understand when the
school starts or
finishes.
(link to EAD)

EVALUATION OF ACTIVITIES CHILD INITATED LEARNING