eyfs planning examples pack
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useful planning for nurseryTRANSCRIPT
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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:
1
-
Index of Contents General Guidance Page 3 Mixed age classes What should we consider? Page 4 A suggestion for a planning grid for mixed age classes Page 5 Recipe for long term planning for a mixed reception and key stage 1 class Page 6 Recipe for medium term planning for a mixed reception and key stage 1 class Examples of completed planning documents Page 8 Medium term planning for fictional reception class Page 9 Adult guided/focus activity planning sheet (completed example) Page 10 Coloured example weekly plan (completed example) Page 11 Provision plan reception (completed example) Page 12 Weekly environment plan for 2-5 year olds (completed example) Planning templates Page 13 EYFS medium term planning for children aged 2-5 Page 14 Weekly planning for phonic teaching Page 15 Short term planning; literacy reception Page 16 Short term planning; mathematics reception Page 17 Short term planning; phonics reception Page 18 Adult guided/focus activity planning sheet Page 19 Coloured example weekly plan Page 20 Provision plan reception Page 21 Weekly plan Page 24 Adult led and adult initiated experiences short term planning Page 26 Weekly environment plan for 2-5 year olds Page 27 Indoor and outdoor adult-initiated experiences Page 28 Continuous provision plan for older EYFS children Observation templates and challenge card templates Page 29 Planned observation sheet Page 31 Observation sheet Page 32 Challenge card - cloud Page 33 Challenge card - lightbulbs
2
-
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
3
-
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.
TAs 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 (15/20 mins) Group (15/20 mins)
Groups (15/20 mins)
Plenary
Group 1
Mathematics/Literacy Direct input from teacher.
Follow up Mathematics /Literacy tasks-independent.
Routine tasks Whole class
Group 2 Child initiated/routine/on- going activities
Mathematics /Literacy-Direct input from teacher
Follow up Numeracy/Literacy tasks-independent
Whole class
Group 3 Child initiated/routine/on-going activities.
Child initiated/routine/on-going activities.
Mathematics /Literacy direct teacher input with youngest children or most able who can follow up the next day.
Whole class
4
-
Rec
ipe
for l
ong
term
pla
nnin
g fo
r a m
ixed
rece
ptio
n an
d ke
y st
age
1 cl
ass
Ingr
edie
nts
Kn
owle
dge
of c
hild
dev
elop
men
t (ag
es a
nd s
tage
s) a
nd h
ow to
put
the
EYF
S Pr
inci
ples
into
pra
ctic
e;
H
igh
aspi
ratio
ns fo
r the
chi
ldre
n an
d fa
milie
s in
you
r com
mun
ity s
o th
at y
our l
ong
term
mee
ts th
eir n
eeds
;
Info
rmat
ion
from
par
ents
and
oth
er s
ettin
gs a
bout
the
child
ren
s in
tere
sts
and
prev
ious
exp
erie
nces
.
Met
hod
(Map
ping
out
pos
sibl
e le
arni
ng o
ppor
tuni
ties)
1.
Ann
ual r
evie
w a
nd e
valu
atio
n -
Wha
t is
wor
king
wel
l? W
hat d
o w
e ne
ed to
cha
nge?
2. F
rom
pas
t exp
erie
nce,
whi
ch b
road
them
es, u
nits
of w
ork,
sto
ries
and
expe
rienc
es e
nthu
se th
e ch
ildre
n an
d pr
oduc
e th
e m
ost p
ower
ful l
earn
ing?
Fi
nal c
heck
: Bro
ad?
Bal
ance
d? In
clus
ive
Bui
lds
on c
hild
ren
s pr
ior l
earn
ing?
Fle
xibl
e en
ough
to re
spon
d to
chi
ldre
ns
inte
rest
s?
Le
ts tr
y it
out a
nd re
view
our
new
long
term
pla
n at
the
end
of th
e ye
ar.
Th
ese
are
our r
esou
rce
boxe
s an
d to
pic
star
ting
poin
ts (T
ried
and
test
ed th
emes
and
uni
ts o
f wor
k)
Ada
pt th
is Q
CA
uni
t of w
ork
ch
ildre
n ha
ve a
goo
d un
ders
tand
ing
of h
ouse
s an
d ho
mes
in th
e lo
cal a
rea
ch
ange
to
gr
and
desi
gns
and
in
corp
orat
e m
useu
m v
isit
and
We
need
to p
lan
to d
evel
op
child
ren
s kn
owle
dge
and
unde
rsta
ndin
g of
wea
ther
and
se
ason
s as
a c
ontin
uous
uni
t of
wor
k an
d be
flex
ible
so
that
our
ro
le p
lay
can
resp
ond
to b
oys
in
tere
sts
(Per
haps
ada
pt g
arde
n ce
ntre
topi
c to
incl
ude
grai
n st
orag
e de
pot d
epen
ding
on
child
ren
s in
tere
sts?
)
Res
earc
h Po
lish
and
Port
ugue
se
cele
brat
ions
to m
ake
sure
this
uni
t ref
lect
s ou
r com
mun
ity
Ada
pt
settl
ing
in
pr
ogra
mm
e
build
on
pre
-sch
ool
child
ren
s fa
scin
atio
n w
ith
ear
thw
orks
set
up a
rcha
eolo
gy s
ite
and
labo
rato
ry -
Rem
embe
r to
add
who
le s
choo
l the
me
wee
k
(Thi
s ye
ar
its
Jam
bo A
fric
a)
Our
ove
rall
prov
isio
n is
wor
king
wel
l, bu
t we
need
to m
ake
sure
that
boy
s do
bet
ter i
n w
ritin
g, s
o w
e w
ill;
- im
plem
ent i
deas
from
writ
e-da
nce
and
pro
vide
wor
kmen
s to
olki
ts fo
r gra
phic
s;
- rev
iew
the
stor
ies
we
use
to in
trodu
ce th
emes
; - a
dapt
the
QC
A hi
stor
y un
its s
o th
at w
e in
clud
e m
ore
dram
a an
d ro
le-p
lay.
5
-
Rec
ipe
for m
ediu
m te
rm p
lann
ing
for a
mix
ed re
cept
ion
a
nd k
ey s
tage
1 c
lass
Ingr
edie
nts
Lo
ng T
erm
Pla
n;
M
ediu
m T
erm
Pla
ns fo
r any
topi
c st
artin
g po
ints
that
hav
e be
en p
artic
ular
ly s
ucce
ssfu
l in
the
past
;
Avai
labi
lity
of c
omm
unal
are
as e
.g. h
all,
ICT
suite
, lib
rary
etc
;
Tim
etab
le o
f who
le-s
choo
l eve
nts
such
as,
boo
k w
eek,
eco
-sch
ool w
eek,
spe
cial
them
ed w
eeks
(e.g
. Spo
rts /
DT)
;
Spec
ial e
vent
s ha
ppen
ing
natio
nally
or i
nter
natio
nally
(e.g
. Oly
mpi
c ga
mes
);
Dat
es o
f spe
cial
faith
and
cul
tura
l cel
ebra
tions
that
you
wan
t to
incl
ude
to s
how
con
side
ratio
n an
d re
spec
t to
child
ren
in y
our c
lass
. M
etho
d 1
.How
can
we
com
bine
the
units
of w
ork
and
topi
c st
artin
g po
ints
take
n fr
om th
e lo
ng te
rm to
ens
ure
a co
here
nt e
xper
ienc
e fo
r c
hild
ren?
2
. Whi
ch u
nits
of w
ork
from
the
Ren
ewed
Fra
mew
orks
for M
aths
and
Eng
lish
will
com
plem
ent t
he to
pic
star
ting
poin
ts?
We
know
that
thes
e to
pic
star
ting
poin
ts a
lway
s st
imul
ate
child
ren
s th
inki
ng a
nd re
sult
in g
ood
lear
ning
w
e ag
reed
to k
eep
them
in o
ur lo
ng te
rm p
lan
Aut
umn
term
nee
ds to
incl
ude:
H
arve
st c
eleb
ratio
n
W
orld
Boo
k D
ay
Chr
istm
as c
eleb
ratio
n
Sc
hool
Pan
tom
ime
Visi
t (T
his
year
Jac
k &
the
Bean
stal
k),
Who
le S
choo
l T
hem
e w
eek
Nov
1st
8
th
J
ambo
Afri
ca.
NC
His
tory
PoS
- fa
mou
s pe
rson
w
e co
uld
stud
y N
elso
n M
ande
la
Geo
grap
hy
our
con
trast
ing
loca
lity
will
be A
frica
B
o in
Sie
rra L
eone
(we
alre
ady
have
con
tact
s he
re)
Art
look
ing
at A
frica
n ar
t (G
ideo
n C
hido
ngo
sc
ulpt
or)
Mus
ic
int
rodu
ce c
hild
ren
to m
usic
by
The
Jam
bo B
oys
(n
eed
to li
aise
with
CM
S st
aff)
Mat
hs:
e.g
. Han
das S
urpr
ise
H
andl
ing
Dat
a
Lite
racy
: e
.g.
A s
tory
for
Kak
ulu
St
orie
s fr
om a
ran
ge o
f cu
ltur
es. U
nit
2
6
-
3.
M
ap o
ut th
e w
eeks
whe
n s
peci
al e
vent
s a
re ta
king
pla
ce d
urin
g th
e te
rm
Au
tum
n Te
rm
4.
W
hat a
re th
e an
ticip
ated
lear
ning
out
com
es fo
r thi
s te
rm?
a.
W
rite
dow
n th
e ex
pect
ed le
arni
ng o
utco
mes
in b
rief u
sing
the
EYFS
, Nat
iona
l Cur
ricul
um P
oS, R
enew
ed F
ram
ewor
ks;
b.
Sket
ch o
ut s
ome
poss
ible
act
iviti
es/e
xper
ienc
es y
ou m
ight
offe
r to
enab
le th
e ch
ildre
n to
ach
ieve
thes
e ou
tcom
es;
c.
Thin
k ab
out s
peci
al re
sour
ces
and
the
orga
nisa
tion
of s
pace
w
hich
spa
ces
mig
ht y
ou n
eed
to a
dapt
?;
d.
W
hat s
peci
al re
sour
ces
are
likel
y to
be
need
ed?
Who
will
be re
spon
sibl
e fo
r col
lect
ing
them
?
Fi
nal c
heck
s:
Bro
ad ?
Bal
ance
d? In
clus
ive
? B
uild
s on
chi
ldre
ns
prio
r lea
rnin
g?
Fle
xibl
e en
ough
to re
spon
d to
chi
ldre
ns
inte
rest
s?
Settl
ing
in to
pic
E
xcav
atio
ns a
nd
Eart
hwor
ks
(Bui
lds
on p
re-s
choo
l ch
ildre
ns
inte
rest
s)
Org
anis
e YR
bud
dies
W
orld
Bo
ok D
ay
4th O
ct
Bo
ok
Wee
k
Har
vest
17
th
Oct
ober
J
ambo
Af
rica
w
hole
sch
ool
18-2
2 N
ovem
ber
C
hris
tmas
N
ativ
ity th
eme
is jo
urne
ys
Dec
embe
r 10t
h
14th
Rem
ain
flexi
ble
Rem
embe
r thi
s is
onl
y a
sket
ch
chi
ldre
n w
ill in
fluen
ce y
our t
hink
ing
and
your
pla
nnin
g w
eek
by w
eek.
7
-
Med
ium
term
pla
nnin
g fo
r fic
tiona
l Rec
eptio
n C
lass
Sp
ring
term
Jan
-hal
f-ter
m, r
elat
ed th
eme
Set
tling
in
Mai
n fo
cus:
Set
tling
in
Dis
play
s: C
hild
ren
s ph
otog
raph
s, n
ames
Ti
dy-u
p bo
ard
and
visu
al ti
met
able
Ar
ea s
igns
and
how
to u
se th
em (f
or p
aren
ts a
s w
ell a
s ch
ildre
n)
Dis
play
s th
at s
how
rout
ines
D
ispl
ays
of c
hild
ren
s se
lf po
rtrai
ts fo
r wel
com
e bo
ard
Ass
essm
ent:
Nar
rativ
e ob
serv
atio
n &
disc
ussi
on w
ith p
aren
ts &
ch
ild to
be
com
plet
ed fo
r all
child
ren
by h
alf-t
erm
Pr
ovid
ing
appr
opria
te s
uppo
rt an
d di
ffere
ntia
tion
for
. (
child
ren
with
spe
cial
nee
ds, o
r EAL
)
Envi
ronm
ent a
nd R
esou
rces
: Li
sten
ing
and
resp
onsi
ve a
dults
O
rgan
isat
ion
insi
de a
nd o
ut o
f wor
ksho
p ar
eas
Res
ourc
es a
cces
sibl
e an
d la
belle
d U
se o
utsi
de to
pro
vide
/sup
port
all a
reas
of
lear
ning
Pers
onal
, Soc
ial a
nd E
mot
iona
l D
evel
opin
g in
depe
nden
ce in
usi
ng th
e pr
ovis
ion
Supp
ortin
g ch
ildre
n in
dev
elop
ing
liste
ning
&
atte
ntio
n sk
ills
Focu
s on
sel
f-hel
p sk
ills: d
ress
ing,
und
ress
ing,
us
ing
the
toile
t etc
Es
tabl
ish
rout
ines
for c
hild
ren
and
mak
e ex
plic
it D
evel
op re
latio
nshi
p w
ith p
aren
ts/c
arer
s H
elpi
ng c
hild
ren
and
pare
nts
to m
ake
frien
ds
Star
t to
deve
lop
prof
ile b
ooks
for n
ew c
hild
ren
and
use
regu
larly
as
focu
s ac
tivity
D
evel
op fa
milia
rity
of th
e sc
hool
env
ironm
ent /
st
aff
sm
all g
roup
tour
s of
the
scho
ol ta
king
ph
otos
of s
ome
key
peop
le e
.g. F
S st
aff,
head
te
ache
r, se
cret
ary,
pre
mis
e m
anag
er, c
ook
etc
O
ppor
tuni
ties
for o
lder
chi
ldre
n to
sup
port
youn
ger c
hild
ren
Phys
ical
Pr
ovid
e lo
ts o
f opp
ortu
nitie
s fo
r lar
ge, p
hysi
cal
mov
emen
t, e.
g. c
limbi
ng e
quip
men
t, w
heel
ed
toys
, bal
anci
ng e
quip
men
t, la
rge
cons
truct
ion
equi
pmen
t, ho
ops,
tyre
s et
c
Prov
ide
phys
ical
act
iviti
es w
hich
will
supp
ort
child
ren
s fri
ends
hips
/ co
-ope
ratio
n sk
ills, e
.g.
thro
win
g &
kick
ing
balls
to e
ach
othe
r, us
ing
larg
e bo
xes
to m
ake
a co
nstru
ctio
n to
geth
er e
tc
Ensu
re th
at c
hild
ren
sit a
s a
who
le g
roup
for n
o lo
nger
than
10
min
utes
at a
tim
e Ev
eryd
ay o
ppor
tuni
ties
for m
alle
able
, san
d an
d w
ater
pla
y
Com
mun
icat
ion
and
Lang
uage
O
ppor
tuni
ties
for c
hild
ren
to ta
lk w
ith a
dults
on
one-
to-o
ne a
nd s
mal
l gro
up b
asis
O
ppor
tuni
ties
for c
hild
ren
to s
hare
a s
tory
with
an
adu
lt on
one
-to o
ne o
r sm
all g
roup
bas
is
Begi
n to
est
ablis
h a
repe
rtoire
of r
hym
es a
nd
song
s an
d fa
vour
ite s
torie
s Sh
ort d
aily
pho
nics
ses
sion
to c
ontin
ue a
s pr
evio
us fo
r old
er S
epte
mbe
r chi
ldre
n Li
tera
cy
Enco
urag
ing
child
ren
to li
nk S
ound
s an
d Le
tters
and
beg
in to
read
and
writ
e. C
hild
ren
mus
t be
give
n ac
cess
to a
wid
e ra
nge
of
read
ing
mat
eria
l (bo
oks,
poe
ms
and
othe
r w
ritte
n m
ater
ials
) to
igni
te th
eir i
nter
est.
Mat
hem
atic
s Be
gin
to d
evel
op a
repe
rtoire
of n
umbe
r rhy
mes
an
d so
ngs
Focu
s on
rich
mat
hem
atic
al e
nviro
nmen
t, es
peci
ally
out
side
Fo
cus
on n
umbe
rs p
erso
nal t
o ch
ildre
n , t
heir
age,
hou
se n
umbe
r, te
leph
one,
sib
lings
age
etc
Expr
essi
ve A
rts
Enco
urag
e an
d su
ppor
t sm
all w
orld
and
role
pla
y
asse
ss c
hild
ren
s st
oryi
ng, i
nter
ests
and
co
ncer
ns in
thes
e ar
eas
Ensu
re w
orks
hop
area
s fo
r chi
ldre
n to
exp
ress
th
emse
lves
cre
ativ
ely
are
set u
p an
d ch
ildre
n kn
ow h
ow to
use
them
(pai
ntin
g, m
usic
, te
chno
logy
, mal
leab
le e
tc)
Und
erst
andi
ng th
e W
orld
Lo
cal t
rips
in s
mal
l gro
ups
to s
hops
, par
k et
c to
pr
ovid
e op
portu
nitie
s fo
r tal
k ab
out w
ho w
e ar
e, w
here
we
com
e fro
m a
nd to
get
to k
now
on
e an
othe
r. O
ppor
tuni
ties
for t
he c
hild
ren
to u
se a
wid
e ra
nge
of te
chno
logy
for s
peci
fic p
urpo
ses
Pare
nts:
invi
te p
aren
ts o
n lo
cal t
rips
to s
hops
, par
k et
c, i
nvite
par
ents
to s
tory
tim
e at
the
end
of th
e se
ssio
n
Plan
par
ent /
chi
ld b
reak
fast
mor
ning
a
im to
intro
duce
new
par
ents
to e
xist
ing
pare
nts
and
build
up
fam
iliarit
y of
set
ting
and
how
chi
ldre
n le
arn
thro
ugh
play
Ad
apte
d fr
om Is
lingt
on E
YFS
Team
(200
8)
8
-
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 childrens 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
Adult guided/focus activity planning sheet (Inside and Outside)
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
9
-
Example Weekly Plan
Date: Monday Tuesday Wednesday Thursday Friday
Adult Initiated Special Activity or New Provision
Mix paints
Tuff Spot, dogs and biscuits
Spread crackers, cut and taste
avocado, tomato, peppers and cucumber
Tractor wheel printing
Digging the vegetable
patch Story role-play
Music
CD Player
animal soundtracks
Autumn
weather walk Croissants and hot chocolate
Continuous Provision
Malleable materials
Dough, activity
set
Clay, tools and
sponges
Cornflour and
water
Dough
and cutters
Dry
Paints
Sand Free choice
Dinosaurs
Tractors and
diggers
Wheels
Containers with
holes
Water
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
Tizzys Busy
Week
Fizzys 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
Handas Hen, by Eileen Browne,
music, number rhymes
Roaring Rockets, by Tony Mitton and Ant Parker, number rhymes
Food and drinks
Milk,apples
Milk, crackers,
tomato, avocado, cucumber
Milk carrots
Milk bananas
Hot chocolate croissants
Garden (activities vary according to the weather)
Spades, buckets, seeds and
dibbers Large sand tray
Large water equipment, aqua play
Push-along tractors Rakes, spades
Push-along tractors and
toys
Wheelbarrows, rakes, buckets,
sweeping brushes
Key
Green Activities planned in response to the childrens interests.
Blue Activities to ensure a balance across the curriculum.
10
-
Provision Plan Reception Term: Autumn 1 Teacher:
Area Provision Area of
Learning Assessment to inform planning
Writing Area Selection of papers and writing implements to introduce areas 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 rhyme using any of these things?
Construction Area Selection of construction available to introduce the areas use
Role Play Area Bakers shop linked to simple simon, 5 currant buns, pat-a-cake etc to include: Cooking utensils that could be used for baking in a bakers shop, copies of rhymes/posters, salt-dough buns with different numbers painted on the bottom or different numbers of currants on, salt-dough biscuits of different shapes and sizes, selection of plate sizes, till and money, laminated giant pennies, microwave and oven (to be made), recipe book with instructional writing, pretend ingredient jars, aprons/costumes, paper bags.
Small world Nursery rhyme land to include; Jack and Jill, Humpty Dumpty, Mary Mary, Mulberry Bush and Little Miss Muffet.
Sand Glittter, shells and glass beads to make attractive for children to explore use.
Water Different coloured water and pouring apparatus to encourage exploration and use of area
Computer, IWB, ICT Introduce use of IWB and active Primary. Number every day (linked to ikeepbookmarks) and nursery rhyme games
Book Corner Old class books from last years class, selection of simple nursery rhymes and story books
Listening Station Nursery rhyme tapes and CDs
Outside Introduce use of shed and equipment. Large wall building equipment Play house: Hospital for Humpty Dumpty, Jack and Jill and other nursery rhyme characters
Story Time The listening walk Starting school stories Various nursery rhymes
11
-
Weekly Environment Plan for 2-5 year olds Week beginning: Area Mon - Wed Thursday - Friday Outdoors
Story/talk Props, objects
Small world dinosaurs and non-fiction books
Childrens dinosaur book Books about dinosaurs in tent
Mark making
Thick felt tips, crayons, colouring pencils Small home made books
Clipboards in block area White and blue chalks on blackboard easel outside
Construction and blocks
Different sized dinosaurs in block area
Duplo set
Large wooden blocks for parking bays for bikes. Making ramps for cars and trucks to travel down (Hamza) Rolling large trucks and cars down ramps which goes furthest?
Workshop
Junk modelling using cardboard boxes, fabrics, card, paper, and all making tools made available: masking tape, glue, scissors, staplers
Creative
Water colour: pallets and paint trays, small and medium size brushes,
Printing with cars and big trucks (use shallow trays)
Big easel. Use big blocks/fabric/dinosaurs/sticks/stones etc for mountain landscape (Josh)
Water
Exploring with a range of boats (including ones children have made) Can anyone make a plasticine boat that will float? (Marian; mon. a.m &p.m)
Small objects to drop into water (pebbles, buttons, plasticine in different shapes) and explore effects (Nuray)
Dropping larger objects in puddles and water tray. Buckets of water and decorators paintbrushes for painting walls
Sand
Damp sand + small dinosaurs:
Add boxes, twigs, leaves, stones, pebbles etc for dinosaur environment
Small World Play
Garage, train set and small cars; small dinosaurs (Josh & Hamza)
Bricks and buses, cars, on road mat
Role play/ Home corner / dressing up
Start making signs for parking bays for bikes.
Malleable/tactile
Corn flour and water builders tray, with spatulas and wooden spoons and sticks Clay
Playdough - add twigs and leaves
Clay on builders tray; wed-fri
Music
Take out small drums and shakers: use sticks on fence
ICT (put 5 minute sand timers in
computer area and clipboard for names)
Large physical development
Circle dances: Mulberry bush
12
-
EYFS
med
ium
term
pla
nnin
g ch
ildre
n ag
ed 2
-5
D
ate:
M
ain
focu
s:
Dis
play
s:
Ass
essm
ent:
Envi
ronm
ent a
nd R
esou
rces
:
Pers
onal
, Soc
ial a
nd E
mot
iona
l
Com
mun
icat
ion
and
Lang
uage
Lite
racy
Mat
hem
atic
s
Phys
ical
Dev
elop
men
t
Und
erst
andi
ng th
e W
orld
Ex
pres
sive
Art
s an
d D
esig
n
Pare
nts
A
dapt
ed fr
om Is
lingt
on E
YFS
Team
(200
8)
13
-
Adap
ted
from
CEA
@Is
lingt
on
Wee
kly
plan
ning
for p
honi
c te
achi
ng
KEY
Obj
ectiv
es:
Cla
ss:
Year
: Te
ache
r:
Dat
e:
This
wee
ks
phon
emes
Th
is w
eek
s H
FWs
R
evis
it/re
view
Te
ach
Prac
tise
Appl
y Pu
pil a
sses
smen
t with
in
sess
ion/
use
of s
uppo
rt
Eval
uatio
n of
ses
sion
Mon
day
Fo
cus
grp:
A
sses
s fo
cus:
Le
ad:
Tues
day
Fo
cus
grp:
A
sses
s fo
cus:
Le
ad:
Wed
nesd
ay
Fo
cus
grp:
A
sses
s fo
cus:
Le
ad:
Thur
sday
Fo
cus
grp:
A
sses
s fo
cus:
Le
ad:
Frid
ay
Fo
cus
grp:
A
sses
s fo
cus:
Le
ad:
14
-
Adapted from a Wiltshire school
Short term planning; literacy reception Teacher: Term: Week Beginning: Topic: Key learning outcomes: Links to
other areas: C of EL
Whole class activity: Teacher directed group activities: Differentiation of the activity for individual children/extension work: Resources: Key vocabulary:
Assessment opportunities: Evaluation/Next steps
15
-
Ada
pted
from
a W
iltsh
ire S
choo
l Sh
ort t
erm
pla
nnin
g; m
athe
mat
ics
rece
ptio
n Te
ache
r:
Term
: W
eek
begi
nnin
g:
K
ey L
earn
ing
Out
com
es
Vo
cabu
lary
LO fo
r Qui
ck
Mat
hs
Li
nks
to
othe
r are
as
C
of
EL
Teac
her
Dire
cted
Tas
ks
CT:
Teac
her
Initi
ated
Ta
sks
1 2 TA
:
3 EF
Ass
essm
ent
Focu
s C
T
Ass
essm
ent
Focu
s TA
Sess
ion
Teac
her I
nput
D
iffer
enta
tion
Plen
ary/
Cel
ebra
tion
Ass
essm
ent t
o in
form
pla
nnin
g 1
2
3
4
16
-
Adapted from a Wiltshire School
Short term planning; phonics reception Teacher: Term: Week beginning: Topic: Letters and Sounds Objective:
Phase
Monday (Review)
Tuesday
Wednesday (PE)
Thursday (PE)
Friday (Welly Walk)
Letters and Sounds Objective:
Phase
Monday (Review)
Tuesday
Wednesday (PE)
Thursday (PE)
Friday (Welly Walk)
17
-
Date:
Name of staff:
Area of learning: Personal, social, emotional Physical Communication and Language Mathematics Literacy Expressive Arts and Design Understanding of the world Learning intention: Opportunities for assessment: Targeted children: Resources: Experience/activity: Adult input (including language to be introduced, questions to be asked): Differentiation (how will you adapt this activity to meet all childrens needs?): Evaluation to inform future planning (in addition to individual observations):
Adult guided/focus activity planning sheet (Inside and Outside)
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
18
-
Weekly Plan
Date: Monday Tuesday Wednesday Thursday Friday
Adult- initiated, special activity or new provision
Continuous Provision
Key
Green Activities planned in response to the childrens interests.
Blue Activities to ensure a balance across the curriculum.
19
-
Provision plan reception Term: Teacher:
Area Provision Area of
Learning Assessment to inform planning
Writing Area
Number Area
Creative Area
Exploration Area
Construction Area
Role Play Area
Small world
Sand
Water
Computer, IWB, ICT
Book Corner
Listening Station
Outside
Story Time
20
-
Ada
pted
from
a W
iltsh
ire S
choo
l W
eekl
y pl
an
M
onda
y Tu
esda
y W
edne
sday
Th
ursd
ay
Frid
ay
La
ngua
ge a
nd
Com
mun
icat
ion
M
athe
mat
ical
D
evel
opm
ent
U
nder
stan
ding
of
the
Wor
ld
Ex
pres
sive
Arts
an
d D
esig
n
Li
tera
cy
21
-
M
onda
y Tu
esda
y W
edne
sday
Th
ursd
ay
Frid
ay
E
valu
atio
n R
epor
t and
Way
For
war
d
Ph
ysic
al
Dev
elop
men
t
Pers
onal
&
Soci
al
Dev
elop
men
t
Bi
lingu
alis
m &
M
ulti-
cultu
ral
O
utdo
or P
lay
22
-
Lang
uage
and
C
omm
unic
atio
n
Mat
hem
atic
al
Dev
elop
men
t
Und
erst
andi
ng o
f th
e W
orld
Expr
essi
ve A
rts
and
Des
ign
Lite
racy
Phys
ical
D
evel
opm
ent
Pers
onal
& S
ocia
l D
evel
opm
ent
Hea
dtea
cher
/ co
-ord
inat
or
Com
men
ts
Out
door
Pla
y
23
-
Adult led & adult initiated experiences short term planning (birth to 5yrs)
Areas of Learning PSED CL Lit Maths UW CD PD
Information from Home / Summary of
Observations (Needs & Interests)
EYFS Development
Matters / Learning Intention
Whole Group / Class Shared Experience
(FS1 & FS2 / Nursery & Reception)
Differentiation
(Individual and / or Group Support & Challenge)
Role of Adult
(During Child-Initiated / Adult-Initiated / Adult-Led
Experiences)
- Vocabulary
- Key Open-Ended Questions
- Resources
Possible adult-led & adult-initiated experiences in the workshops / learning areas:
Role Play
Sand
Water
Sensory / Messy
Play
Construction
24
-
Small World
Malleable
Painting / Collage
Printing
Model Making
Mark-making
Books & Stories
Games / Discovery
ICT
Music
Evaluation
(Supported by Observations)
NB: The learning intention / development matters can be met anywhere within the indoor/outdoor learning environment
Footnotes for Guidance / Reference
Planning needs to be flexible and a working document Daily routines may be used to meet the planned learning intentions / development matters The EYFS requires providers to ensure a balance of child-initiated and adult-led play based activities There should be an adult focused activity for each area of learning Symbols or colours may also be used to indicate adult-led and adult-initiated experiences in the workshop /
learning areas A proportion of blank boxes promotes a balance between child-initiated and adult-initiated /led experiences Child initiated activity - a self initiated activity wholly decided upon by the child and is the result of their own
motivation to explore a project or express an idea. The child takes total ownership of the activity and may change it to a different purpose than originally intended by an adult
Adult initiated activity - an activity planned by an adult that focuses on a specific learning intention that the child may complete independently or with adult support. Children can have free access or they may be directed particularly if they will benefit from the experience
Adult led activity an activity planned, structured and delivered by an adult to a child or group of children. It focuses on the direct teaching of skills and knowledge with a specific learning intention in mind
Adapted from
25
-
Weekly Environment Plan for 2-5 year olds Week beginning: Area Mon - Wed Thursday - Friday Outdoors
Story/talk Props, objects
Mark making
Construction and blocks
Workshop
Creative
Water
Sand
Small World Play
Role play/ Home corner / dressing up
Malleable/tactile
Music
ICT
Large physical development
26
-
Indoor and outdoor adultinitiated experiences Independent play / workshop experiences which support
the planned adult-initiated learning experiences Date: Week no:
Personal, Social &
Emotional Develop-
ment
Communi- cation &
Language
Literacy Mathematics Understand-ing of the
World
Physical Develop-
ment
Creative Develop-
ment
Role Play /
Home-Corner
Sand
Water
Construction
Small World
Malleable
Painting Collage Printing
Model Making
Sensory / Exploration & Investigation
Messy Play
Mark-making
Books & Stories
ICT
NB: Ensure there is a balance of adult guided and child initiated experiences across all 6 areas of learning Adapted from
27
-
Ada
pted
from
C
onti
nu
ous
pro
visi
on p
lan
for
old
er E
YFS
ch
ildre
n
W
eek
beg
inn
ing
:
G
rap
hic
s/ m
ark
mak
ing
are
a R
ole
pla
y B
ook
corn
er
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
Cre
ativ
e A
rea
Des
ign
ing
/ m
akin
g a
rea
Mal
leab
le p
lay
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
M
usi
c/ d
ance
are
a IC
T /
liste
nin
g c
orn
er
Inve
stig
atio
n a
rea/
inte
rest
tab
le
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
Sm
all w
orld
C
onst
ruct
ion
are
a P
uzz
les
and
gam
es
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
S
and
Wat
er
Sen
sory
are
a In
sid
e
Ou
tsid
e
Insi
de
Ou
tsid
e
Insi
de
Ou
tsid
e
Gre
en
Act
ivit
ies
pla
nn
ed in
res
pon
se t
o ch
ildre
ns
in
tere
sts
Blu
e
Act
ivit
ies
to e
nsu
re a
bal
ance
acr
oss
the
curr
icu
lum
28
-
Planned observation No. Childs name: Age (in months): Observer: SEN EAL Date: Time: Context (where, how)
Adult involvement: yes no
OBSERVATION: What did you find out about the childs learning across any of the 3 prime areas and 4 specific areas of learning? What was significant for the child? GENERAL
PSED (MR; SC&SA; MF&B) PD (M&H; H&SC) CL(L&A; U; S)
L (R; W) M (N; SSM)
UW (P&C; TW; T)
EAD (E&UM&M; BI)
Adapted From
Early Years Foundation Stage
29
-
General (continued)
Characteristics of Effective Learning Playing and Exploring (Engagement)
Active Learning (Motivation)
Creating and Thinking Critically (Thinking)
Childs Response (verbal and / or non-verbal (try to make time to inform the child about the observation. Consider showing the child a photograph of his / her play that was observed and capture his / her response).
Significant progress and achievements identified during the observation.
Learning priorities identified What next?
30
-
Observation Primary School:
Childs Name: Context: Date:
Observation Links to the Early Years Foundation
Stage
How did the adult support the learning:
Next Steps:
31
-
I am
.....
......
.
32
-
Nam
es:
Que
stio
n:
Pre
dict
ions
and
Rea
sons
: O
bser
vatio
ns a
nd R
esul
ts:
Was
that
wha
t we
expe
cted
?
33
Front-coverNew EYFS Planning Examples Pack01 Early Years Foundation Stage-Planning pack inside cover02 Index of Contents03 Mixed age classes - What should we consider04 A Suggestion for a planning grid for mixed age classes05 Recipe for long term planning mixed R KS1 classMethod (Mapping out possible learning opportunities)These are our resource boxes and topic starting points (Tried and tested themes and units of work)
06 Recipe for medium term planning mixed R KS1 classMethodAutumn Term
Final checks: Broad ? Balanced? Inclusive ? Builds on childrens prior learning?Flexible enough to respond to childrens interests?Settling in topic
08 Medium term planning for fictional reception classCommunication and LanguagePhysicalPersonal, Social and EmotionalLiteracyUnderstanding the WorldExpressive ArtsMathematicsLocal trips in small groups to shops, park etc to provide opportunities for talk about who we are, where we come from and to get to know one another.Ensure workshop areas for children to express themselves creatively are set up and children know how to use them (painting, music, technology, malleable etc)
09 adult-guided focus activity planning sheet (completed)Adult guided/focus activity planning sheet
10 Coloured example weekly plan (completed)11 Provision plan - reception (completed)12 Weekly environment plan for 2-5s (completed)13 EYFS medium term planning childre aged 2-5LiteracyCommunication and LanguagePersonal, Social and EmotionalUnderstanding the WorldPhysical DevelopmentMathematicsExpressive Arts and Design
14 Weekly planning for phonic teachingAdapted from CEA@IslingtonWeekly planning for phonic teaching
15 Short term planning; literacy reception16 Short term planning; mathematics reception17 Short term planning; phonics reception18 EYFS adult-guided focus activity reception blankAdult guided/focus activity planning sheet
19 Coloured example weekly plan20 Provision Plan - Reception21 Weekly Plan22 Adult led & Adult initiated experiences -Short term PlanningAreas of LearningRole of AdultFootnotes for Guidance / Reference
23 Weekly environment plan for 2-5 year olds24 Indoor and outdoor adult initiated experiencesRole Play / Home-Corner
25 continuous provision plan for older EYFS children26 Planned Observation SheetEarly Years Foundation Stage Planned observation No.L (R; W)M (N; SSM)UW (P&C; TW; T)EAD (E&UM&M; BI)General (continued)
Learning priorities identified What next?
27 Observation Sheet28 Challenge Card Cloud29 Challenge Card