Planning. Learning. through. by Marianne Sargent. Illustrated by Cathy Hughes. Contents. Making plans 2-3. Using the Early Learning Goals 4-6

Transcription

1 Books Match your theme to the EYFS Panning by Marianne Sargent. Iustrated by Cathy Hughes Contents Making pans 2-3 Using the Eary Goas 4-6 EYFS Panning Chart 7 Theme 1: Meat-eating predators 8-9 Theme 2: Gente giants Theme 3: in the sky Theme 4: of the deep Theme 5: Exposive andscape Theme 6: Finding fossis Bringing it a together Prehistoric pay andscape 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: MA Education Ltd 2014 Front cover image istockphoto.com/juanmonino. Back cover images Lucie Carier MA Education Ltd. 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. 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 activities that promote 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 and focus on key skis or concepts. This 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, book corner, roe-pay 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. Furthermore, 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 earning 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 and athough areas of earning are presented separatey within each framework, in reaity chidren s activities and exporations cross over and combine the different subject areas. Thus the areas of earning are perhaps of most use 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 activities need to incude aspects such as: 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; key questions. Identify the earning and the Eary Goas that each activity is intended to promote. Make a note of any 2 Panning

3 Making pans 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 next 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 questions. 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 which 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 each week athough they may not be a focus described activities. The chart on page 7 gives an exampe mat weeky panning, incuding 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 Dinosaur 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 Dinosaur theme can be brought together by creating a prehistoric pay andscape. 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. Panning 3

4 Using the Eary Goas 4 to 6, have been used out this book to show how the activities reating to aim to hep chidren meet these expectations. For exampe, Persona, Socia and Emotiona Deveopment, one aspect reates to the deveopment of chidren s sef-confidence and sefawareness. Activities aimed at heping chidren deveop in this area have the reference PSE1. This wi enabe you to see which of the Eary Goas are covered a given theme and to pan areas to be revisited and deveoped. 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 earning 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 In addition, an activity may be carried out to deveop a range of areas of earning. For exampe, when the chidren make Pterosaur mobies they wi deveop skis in art and design as we as their fine motor skis, which are part of physica deveopment. Thus, whist focused adut-ed 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) activities provide many opportunities chidren to enjoy istening, understanding and speaking. By paying the word games with dinosaur names, chidren are encouraged to count syabes and isten initia sounds. They aso tak about their favourite dinosaurs, examine toys and describe their features. Chidren find out about vocanoes by watching videos and ooking up inmation in books, prompting them to ask questions, tak and share ideas. In addition, as roe- 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: Meat-eating predators Communication and Language Pay dinosaur name games. Say the names of different dinosaurs out oud and cap the syabes. Chaenge the chidren to think of an aiterative name each dinosaur. The name must start with the same sound as the species, exampe Anna Ankyosaurus or Danie Dipodocus. (CL1, 2, 3) Press some giant dinosaur footprints into the sand pit or soi area. Otherwise print some muddy footprints running the setting. Upturn tabes and chairs as if something has come crashing in the night. Stand back and et the chidren specuate about what has happened. (CL1, 2, 3) Physica Deveopment Take the chidren to a arge space and encourage them to move ike enormous dinosaur predators. For exampe, Veociraptor (running fast), Pterodon (swooping), Gigantosaurus (stomping), Tyosaurus (swimming and eaping out of the water), Troodon (running together in packs). (PD1) Make dinosaurs out of construction materias, such as brio, Lego, sticke bricks or magnetic bocks. (PD1) Persona, Socia and Emotiona Deveopment Literacy Read Gigantosaurus by Jonny Dudde. It is a story about a itte dinosaur who cries wof one too many times. Tak about itte Bonehead s antics and ask the chidren why his friends stopped beieving him. Ask them why Bonehead was ucky. What coud have happened? (PSE2) Recite the rhyme, I Had a Tiny T-rex (see activity opposite). (L1) Make vita statistic posters the fiercest carnivorous dinosaurs. Invite the chidren to draw or paint arge pictures of dinosaurs. Use inmation books to find out how ta, heavy, strong and fast each dinosaur was. Look up how many spikes, caws or teeth they had. Find out how many miions of years ago they existed. Write these facts on the posters. (L1, 2) Mathematics Make a pictogram of scariest meat-eating dinosaurs (see activity opposite). (M1, 2) Print off some pictures of carnivorous dinosaurs with mouths wide-open. Count how many teeth each dinosaur has. (M1) Use payground chak to draw numbered dinosaur footprints on the foor outside the chidren to jump on. (M1) Read Ten Terribe by Pau Stickand. Line up ten toy dinosaurs in a row and take away one each time. (M1) Understanding the Word Use inmation books and the Internet to find out what dinosaurs were. Ask the chidren if they have seen or touched any repties that are aive today. Can they describe what a reptie fees ike to touch? Arrange someone to bring some repties into the setting the chidren to see. (UW2) Expain the difference between herbivores and carnivores using animas and repties as exampes. Find out what different dinosaurs ate. Look at how their physica features heped them source and eat different types of food, exampe, Tyrannosaurus arge teeth ripping into meat and Brachiosaurus ong neck reaching high branches. (UW2) Expressive Arts and Design Make fierce carnivorous dinosaur masks with big sharp teeth and dress up ike dinosaurs. (EAD1) Make junk mode dinosaurs. (EAD1) 8 Panning

7 Read Katie and the by James Mayhew. Ask the chidren to imagine going on a simiar adventure. Which dinosaur woud they ike to go with? Where woud they go and what woud they do? (EAD2) What to do: Use payground chaks to draw a grid on the foor outside. Write numbers to 10 down one axis and pace a seection of toy dinosaurs from a sorting tub aong the other axis. Activity: I Had a Tiny T-rex opportunity: Shows awareness of rhyme and aiteration; joins in with repeated refrains and anticipates key phrases in rhymes. Eary Goa: Literacy. Reading. Resources: Water tray; soapy water; Tyrannosaurus rex toys; water aprons Key vocabuary: Bubbe, bubby, frothy, pop, dip, spash, swim, padde. Organisation: Sma group What to do: Give each chid a toy Tyrannosaurus rex. Encourage them to join in the foowing rhyme, which is based on the traditiona version about a turte: Invite the chidren to choose what they beieve to be the scariest of the meat-eating dinosaurs from the tub and pace it on the grid in the corresponding coumn. Encourage the chidren to ook data presented in the graph by asking them questions. Can they see which is the most scary/east scary of the meat-eating dinosaurs? Can they count how many thought each dinosaur was scariest? Can they work out how many chidren voted atogether? Can they think of any other ideas pictograms? Dispay Set up an interactive carnivore/herbivore sorting dispay. Put two hoops on a tabe, one abeed carnivore, with a picture of some meat next to it, and another abeed herbivore, with a picture of a pant. Pace a bow fu of toy dinosaurs in between the hoops. Dispay pictures and posters of various dinosaurs eating to hep the chidren decide. I had a tiny T-rex, his name was Tiny Tim, I put him in the bath tub to see if he coud swim. He drank up a the water and gobbed up a the soap, Then when he tried to tak he had bubbes in this throat. Bubbe, bubbe, bubbe, bubbe pop! As you recite the rhyme, swim the toy dinosaurs in the water. When singing the ast ine drop the dinosaurs in the water, raise hands into the air and cap them the pop. After singing the rhyme aow the chidren time to pay around with the bubby water and encourage them to tak about how it ooks, fees and sounds. Activity: Dinosaur pictogram opportunity: Counts reiaby with numbers from one to 20; uses everyday anguage to compare quantities. Eary Goa: Mathematics. Numbers. Shape, space and measure. Resources: Payground chaks; tub of sorting dinosaurs. Key vocabuary: Numbers to twenty, names of dinosaurs, count, how many, tota, atogether, coumn, pictogram, most popuar, east popuar. Organisation: Whoe group. Panning 9