Books. Planning. Learning. through. Winter. Contents. Making plans 2-3. Using the Early Learning Goals 4-6. EYFS Planning Chart 7

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1 Books Match your theme to the 2014 EYFS Panning by Rache Sparks Linfied and Penny Cotman. Iustrated by Cathy Hughes Contents Making pans 2-3 Using the Eary Goas 4-6 EYFS Panning Chart 7 Theme 1: Detecting 8-9 Theme 2: foods Theme 3: weather snow Theme 4: weather ice Theme 5: cothes Theme 6: fair Bringing it a together fair 20 Resources 21 Coecting evidence of chidren s earning 22 Activity overview 23 Home inks 24 Famiy page Inside back cover Pubished by Practica Pre-Schoo Books, A Division of MA Education Ltd, St Jude s Church, Duwich Road, Herne Hi, London, SE24 0PB Te: Revised (3rd edition) MA Education Ltd Revised edition MA Education Ltd First edition Step Forward Pubishing Limited Front cover image taken by Lucie Carier MA Education Ltd. Back cover images (eft-right) Lucie Carier MA Education Ltd; Dreamstime.com/Thomas Perkins A rights reserved. No part of this pubication may be reproduced, stored in a retrieva system, or transmitted by any means, eectronic, mechanica, photocopied or otherwise, without the prior permission of the pubisher. Panning ISBN: Panning 1

2 Making pans Chid-friendy panning The purpose of panning is to make sure that a chidren enjoy a broad and baanced experience of earning. Panning shoud be fexibe, usefu and chid-friendy. It shoud refect opportunities avaiabe both indoors and outside. Pans m part of a panning cyce in which practitioners make observations, assess and pan. panning, assessment and recording to ensure that key areas are not overooked. Focused area pans The pans you make each day wi outine areas of continuous provision and focused, adut-ed activities. Pans focused-area activities need to incude aspects such as: Chidren benefit from refective panning that takes into account the chidren s current interests and abiities and aso aows them to take the next steps in their earning. Pans shoud make provision activity that promotes earning and a desire to imagine, observe, communicate, experiment, investigate and create. Pans shoud incude a variety of types of activity. Some wi be adut-initiated or adut-ed, that focus on key skis or concepts. These shoud be baanced with opportunities chid-initiated activity where the chidren take a key roe in the panning. In addition there is a need to pan the on-going continuous provision areas such as construction, sand and water, maeabe materias, sma word, istening area, roepay and mark-making. Thought aso needs to be given to the enhanced provision whereby an extra resource or change may enabe further exporation, deveopment and earning. The outdoor environment provides vauabe opportunities chidren s earning. It is vita that pans vaue the use of outdoor space. The UK Frameworks Within the UK a number of frameworks exist to outine the provision that chidren shoud be entited to receive. Whist a variety of terms and abes are used to describe the Areas of, there are key principes which are common to each document. For exampe they advocate that practitioners panning shoud be persona, based on observations and knowedge of the specific chidren within a setting. They aso acknowedge that young chidren earn best when there is scope chid-initiated activity. In addition, it is accepted that young chidren s earning is hoistic. Athough Areas of are presented separatey within each framework, in reaity chidren s activities and exporations cross over and combine with different subject areas. Thus the Areas of are perhaps of most use Resources needed The way in which you might introduce activities Individua needs The organisation of adut hep Size of the group Timing Safety Key vocabuary. 2 Panning

3 Making pans Identify the earning and the Eary Goas that each activity is intended to promote. Make a note of any assessments or observations that you are ikey to carry out. After carrying out the activities, make notes on your pans to say what was particuary successfu, or any changes you woud make another time. A fina note Panning shoud be seen as fexibe. Not a groups meet every day, and not a chidren attend every day. Any part of the pan can be used independenty, stretched over a onger period or condensed to meet the needs of any group. You wi amost certainy adapt the activities as chidren respond to them in different ways and bring their own ideas, interests and enthusiasms. The important thing is to ensure that the chidren are provided with a varied and enjoyabe curricuum that meets their individua deveoping needs. Using the book Read the section that outines inks to the Eary Goas (pages 4-6) and expains the rationae focusing on. The activity overview chart on page 23 can be used either at the panning stage or after each theme has been competed. It wi hep you to see at a gance which aspects of chidren s deveopment are being addressed and aert you to the areas which may need greater input in the future. As chidren take part in the activities, their earning wi progress. Coecting evidence on page 22 expains how you might monitor each chid s achievements. There is additiona materia to support the working partnership of famiies and chidren in the m of a reproducibe Famiy page found inside the back cover. It is important to appreciate that the ideas presented in this book wi ony be a part of your panning. Many activities that wi be taking pace as routine in your group may not be mentioned. For exampe, it is assumed that sand, dough, water, puzzes, roe pay, foor toys, technoogy and arge-scae apparatus are part of the ongoing eary years experience. Roe-pay areas, stories, rhymes, singing, and group discussion times are simiary assumed to be happening in each week athough they may not be a focus described activities. The chart on page 7 gives an exampe mat weeky panning. It provides opportunity to pan the on-going continuous provision, as we as more focused activities. Use pages 8 to 19 to seect from a wide range of themed, focused activities that recognise the importance of invoving chidren in practica activities and giving them opportunities to foow their own interests. For each theme, two activities are described in detai as exampes to hep you in your panning and preparation. Key vocabuary, questions and earning opportunities are identified. Use the activities as a basis to: Extend current and emerging interests and capabiities Engage in sustained conversations Stimuate new interests and skis. Find out on page 20 how the activities can be brought together within a fair. Use page 21 ideas of resources to coect or prepare. Remember that the books isted are ony suggestions. It is ikey that you wi aready have within your setting a variety of other books that wi be equay usefu. Heath, safeguarding and e-safety Throughout this book there are references to the Internet. Pease ensure that whenever ICT is used directy with chidren, risk assessments have taken pace. Ensure your setting has a e-saftey procedures in pace and that your staff is we-acquainted with them. Ensure your equipment is safe at a times, with contro software instaed, and strict safe search Internet. As appropriate to their age, you must ensure you expain to the chidren how to use the Internet safey, reminding them reguary how to stay safe onine. It shoud aso be recognised that the content of websites may be changed and a sites shoud aways be checked thoroughy bee being used directy with chidren. Panning 3

4 Using the Eary Goas The principes that are common to each of the United Kingdom curricuum frameworks the eary years are described on page 2. It is vita that, when panning chidren within a setting, practitioners are famiiar with the reevant framework s content and organisation areas of earning. Regardess however, of whether a chid attends a setting in Engand, Northern Ireand, Scotand or Waes they have a right to provision a areas of earning. The chidren shoud experience activities which encourage them to deveop their communication and anguage; persona, socia, emotiona, physica, mathematica and creative skis. They shoud have opportunities within iteracy and be encouraged to understand and expore their word. Within the Statutory Framework the Eary Years Foundation Stage (2014), Communication and Language; Physica Deveopment and Persona, Socia and Emotiona Deveopment are described as Prime Areas of that are particuary crucia igniting chidren s curiosity and enthusiasm earning, and buiding their capacity to earn, m reationships and thrive (page 7, DfE 2014). The Specific Areas of are Literacy, Mathematics, Understanding the Word and Expressive Arts and Design. For each Area of, the Eary Goas (ELGs) describe what chidren are expected to be abe to do by the time they enter Year 1. These goas, detaied on pages 4 to 6, have been used out this book to show how activities reating to coud ink to these expectations. For exampe, Persona, Socia and Emotiona Deveopment, one aim reates to the deveopment of chidren s sef-confidence and sefawareness. Activities suggested which provide the opportunity chidren to do this have the reference PSE1. This wi enabe you to see which parts of the Eary Goas are covered a given theme and to pan areas to be revisited and deveoped. In addition, an activity may be carried out to deveop a range of different Eary Goas. For exampe, when the chidren use cornfour dough the snow theme, they wi deveop their fine motor skis Physica Deveopment. Aso, they wi use their creative skis as part of Expressive Arts and Design. Thus, whist adut-focused activities may have ceary defined goas at the panning stage, it must be remembered that as chidren take on ideas and initiate their own earning and activities, goas may change. The Prime Areas of Communication and Language Listening and attention: chidren isten attentivey in a range of situations. They isten to stories, accuratey anticipating key events and respond to what they hear with reevant comments, questions or actions. They give their attention to what others say and respond appropriatey, whie engaged in another activity. (CL1) Understanding: chidren foow instructions invoving severa ideas or actions. They answer how and why questions about their experiences and in response to stories or events. (CL2) Speaking: chidren express themseves effectivey, showing awareness of isteners needs. They use past, present and future ms accuratey when taking about events that have happened or are to happen in the future. They deveop their own narratives and expanations by connecting ideas or events. (CL3) provides many opportunities chidren to enjoy istening, understanding and speaking. There are a wide range of books featuring and these can be used to stimuate interest in the chosen themes, encouraging chidren to isten and to tak. When using the roe-pay cothes sta and ooking at pictures of scenes, chidren wi have the opportunity to isten, to speak and to ask questions. When paying the put the nose on the snowman game and making bird feeders, chidren wi foow instructions. Taking about signs of, how to ook after cothes and desires the Fair, wi encourage chidren to express themseves and to show awareness of isteners needs. Physica Deveopment Moving and handing: chidren show good contro and co-ordination in arge and sma movements. They move 4 Panning

5 Exampe chart to aid panning in the EYFS Week beginning: Monday Tuesday Wednesday Thursday Friday FOCUSED ACTIVITIES Focus Activity 1: Focus Activity 2: Stories and rhymes CONTINUOUS PROVISION (Indoor) Coage Construction (arge) Construction (sma) ICT Imaginative pay Listening Maeabe materias Mark making Painting Roe pay Sand (damp) Sand (dry) Water CONTINUOUS PROVISION (Outdoor) Construction Creative pay Exporatory pay Gross motor ENHANCED PROVISION (Indoor) ENHANCED PROVISION (Outdoor) Panning 7

6 Theme 1: Detecting Communication and Language Look at a arge picture of a scene (trees with no eaves, peope dressed in warm cothes, peope sedging). Discuss what chidren ike to do in. Tak about how they fee in the. What are their favourite activities? What do they do when it is dark in the evenings and they cannot pay outside? (CL1, 3) Enjoy sharing stories and picture books that feature. What signs indicate that the season is? (CL1,3) Physica Deveopment Pretend to be very cod. What can we do to get warm? Pay an action game based on a traditiona favourite: Simon says keep warm by... running on the spot, capping, stamping, bowing on hands, rubbing hands, rubbing toes and so on. Encourage chidren to isten carefuy remember that if the instruction does not begin with Simon says, it shoud be ignored! (PD1) Persona, Socia and emotiona Deveopment Literacy Discuss ideas a themed roe-pay area such as a cothes shop warm hats and goves or a café with menus. Invove chidren in finding resources and encourage them to enjoy cooperative pay. Re-use these areas Theme 2 ( foods) and Theme 5 ( cothes). (PSE3) Make a coaborative big book about (see activity opposite). (L2) Use the etters in to make words. Use the words to write phrases/sentences. Other words may need to be added. (L2) Mathematics Choose a theme a dispay to reince awareness of a chosen number. For exampe if the number chosen is five, make a dispay showing the numera 5, and a variety of coections of five objects: snowfakes, snowmen, winter hats, robins and so on. Invove different groups of chidren in creating each coection to contribute to the dispay. (M1) Use a coection of objects or pictures to reince positiona anguage (see activity opposite). (M2) Use the words made from etters in sorting activities. How many words begin with n? How many words contain three etters? (M1) Understanding the Word On a wak ook signs that is coming/has come. Show the chidren that some trees no onger have eaves. Look under stones any remaining minibeasts. Look birds and tak about ones which have fown away unti the Spring. (UW2) In sma groups go outside and ask chidren to pick out wintry scenes. Hep the chidren to take photographs with a digita camera. Back inside invove chidren in printing their favourite photo. (UW3) Discuss festivas and specia days which chidren in the group ceebrate during. Invite parents to come and tak to chidren about the ceebrations. (UW1) Expressive Arts and Design Use runny paint to 'bow' winter trees. Show the chidren how to use a brush to pace a arge bob of runny paint at the bottom of a piece of paper. Provide each chid with a straw and show them how to hod the straw at a ow eve, amost horizonta and bow the paint aong. Changing the direction of the bowing wi produce ks in knobby branches as the tree grows. (EAD1) Prepare pictures a group book. (EAD2) Use bue, white and back paint to make as many shades and tones as possibe on 30 x 30cm pieces of paper. When dry, dispay the squares as a giant winter patchwork. (EAD2) 8 Panning

7 Activity: The object ine opportunity: Deveoping and reincing the use of positiona anguage within the context of. Eary Goa: Mathematics. Shape, space and measures. Resources: A coection of objects associated with, such as a paper snowfake, a scarf, a pastic robin, a mitten and a toy snowman. A seection of pictures mounted onto A4 cards (if possibe one per chid). Organisation: Whoe or part group, carpet-time activity. Key vocabuary: Positiona anguage such as next to, between, behind, in front of. What to do: Show the coection of objects to the chidren. Tak about each one and make sure that the chidren are famiiar with them. Pace the objects in a row. Use positiona anguage as you tak about the ine: The snowman is next to the robin. The scarf is between the snowfake and the mitten. Use questions to encourage chidren to use the same anguage: What is next to the scarf?. What is between the snowfake and the snowman?. Give each chid a prepared card to hod and ask the chidren to stand in a row. Ask them to describe their positions. Who is next to the Snowman picture?. Who is between the reindeer and the bird tabe?. To extend the activity, see if chidren can move into the right paces: Can you make the snowman be between the cracker and the wooy hat?. Ask the chidren to stand in a ine, one behind the other, so you can incude the anguage of in front of and behind. This can become quite demanding: If the snowman and the scarf change paces, who wi be next to the reindeer?. Organisation: Whoe group introduction foowed by sma group work over the foowing days. Key vocabuary: Book, cover, page, words, pictures, tite, author. What to do: Look at some big books. Show the chidren where the author s name is and tak about the cover. As you read the book draw attention to the iustrations. Expain to the chidren that they are going to work together to make a big book of their own. Each chid is going to draw a picture which wi become part of this specia book. Working in sma groups, provide each chid with a piece of A4 bue sugar paper and chaks with which to draw. Encourage chidren to tak about their experiences of and to deveop their own ideas about what to draw. Hep chidren to write a sentence at the bottom of each picture to record the ideas expressed. To prevent the chaks from smudging, take the pictures to a separate, we ventiated area away from the chidren, and spray with hair-spray or fixative. Mount the pictures onto arger pieces of paper and stape or sew them together to make a book. Encourage chidren to hep in preparing a front cover with tite and group authorship. Safety note: If using a neede to sew the book, be extra cautious that chidren do not get hod of any needes. Dispay Dispay the book, inviting chidren and group visitors to enjoy reading it. Use the coection of objects to m the basis of a wintry interactive dispay to which chidren can contribute. Use abes to reince the positiona anguage deveoped in the activity. Activity: A book opportunity: Writing about own ideas a coaborative book. Eary Goa: Literacy. Writing. Resources: A big book; bue sugar paper; chaks; hair-spray or commercia fixative spray; arger paper; card; stapes or a neede and woo. Panning 9

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