Books. Planning. Learning. through. by Rachel Sparks Linfield. Illustrated by Cathy Hughes. Contents. Making plans 2-3

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1 Books Match your theme to the 2012 EYFS Panning by Rache Sparks Linfied. Iustrated by Cathy Hughes Contents Making pans 2-3 Using the Eary Goas 4-7 Theme 1: Humpty Dumpty 8-9 Theme 2: Litte Miss Muffet Theme 3: Jack and Ji Theme 4: The Grand Od Duke of York Theme 5: Hickory, Dickory, Dock Theme 6: Litte Bo Peep and the Rhyme Day Bringing it a together Rhyme Day 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 Reprinted Revised edition MA Education Ltd First edition Step Forward Pubishing Limited 2001 Front cover and back cover images taken by 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 The UK Frameworks 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 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. 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 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 within the documents Areas of are presented separatey to ensure that key areas are not over-ooked, within settings, chidren s earning wi combine areas. Thus the Areas of are perhaps of most use panning, assessment and recording. 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: 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. 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 2 Panning

3 Using the Eary Goas 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 7, 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 sefconfidence and sef-awareness. 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. 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 (2012), 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 4, DfE 2012). The Specific Areas of are Literacy, Mathematics, Understanding the Word and Expressive Arts and Design. In addition, an activity may be carried out to deveop a range of different Eary Goas. For exampe, when thinking about Litte Bo Peep chidren might make Lost Sheep Posters and use writing skis to deveop their iteracy. In addition, using a penci they wi deveop their pincer grip and, as a resut deveop physicay. 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) provide many opportunities chidren to enjoy istening, understanding and speaking. When 4 Panning

4 the chidren use that feature spiders, or isten to a book being read, they wi deveop skis CL1. Games such as From the top of the hi I can see..., and making Humpty Dumpty stick puppets, encourage both speaking and istening as we as require the chidren to foow instructions. Times spent speaking about sounds which frighten peope, or feeings when something is broken, wi aow chidren to deveop their understanding and provide occasions chidren to ask and answer questions. Physica Deveopment Moving and handing: chidren show good contro and co-ordination in arge and sma movements. They move confidenty in a range of ways, safey negotiating space. They hande equipment and toos effectivey, incuding pencis writing. (PD1) Heath and sef-care: chidren know the importance good heath of physica exercise, and a heathy diet, and tak about ways to keep heathy and safe. They manage their own basic hygiene and persona needs successfuy, incuding dressing and going to the toiet independenty. (PD2) offer many opportunities chidren to enjoy movement activities and to hande toos and equipment. When chidren cimb ike Humpty Dumpty, or move ike Miss Muffet s spider, they can deveop and demonstrate contro and co-ordination. Activities such as using pencis to draw spiders webs, making mice and sheep with dough or throwing beanbags into Jack and Ji s bucket wi hep to deveop chidren s abiity to use equipment and fine motor skis. Areas such as basic hygiene and going to the toiet independenty, however, wi be part of on-going, daiy activity and, as a resut, PD2 is not used within the described activities Physica Deveopment. about how to organise their activity. They show sensitivity to others needs and feeings, and m positive reationships with aduts and other chidren. (PSE3) offer many opportunities, both chidinitiated and adut-ed activities, which wi deveop chidren personay, sociay and emotionay. When discussing how to mend Humpty Dumpty, or views that the Grand Od Duke of York might have seen, chidren can deveop sef-confidence and sef-awareness. Times spent considering how to carry water safey, or feeings when something is ost or broken, wi give chidren the opportunity to manage feeings and behaviour. Roe-pay as Jack and Ji, or being a nursery rhyme character in a doctor s surgery, wi deveop reationships. Many of the areas described within the ELGs Persona, Socia and Emotiona Deveopment though, wi be covered on an amost incidenta basis. Any activity that invoves coaboration wi hep chidren to buid reationships whist sef-confidence can be promoted activities that aow chidren to show initiative and foow their own trains of thought. The Specific Areas of Literacy Reading: chidren read and understand simpe sentences. They use phonic knowedge to decode reguar words and read them aoud accuratey. They aso read some common irreguar words. They demonstrate understanding when taking with others about what they have read. (L1) Persona, Socia and Emotiona Deveopment Sef-confidence and sef-awareness: chidren are confident to try new activities, and say why they ike some activities more than others. They are confident to speak in a famiiar group, wi tak about their ideas, and wi choose the resources they need their chosen activities. They say when they do or don t need hep. (PSE1) Managing feeings and behaviour: chidren tak about how they and others show feeings, tak about their own and others behaviour, and its consequences, and know that some behaviour is unacceptabe. They work as part of a group or cass, and understand and foow the rues. They adjust their behaviour to different situations, and take changes of routine in their stride. (PSE2) Making reationships: chidren pay co-operativey, taking turns with others. They take account of one another s ideas Panning 5

5 Theme 1: Humpty Dumpty Communication and Language Tak about feeings chidren have when something is broken (see activity opposite). (CL3) Encourage chidren to foow instructons to make Humpty Dumpty stick puppets from egg shaped card stuck to oy sticks. Use the puppets to te stories about Humpty Dumpty. (CL2, 3) Physica Deveopment Humpty Dumpty hurt himsef when he fe from the wa. Tak about the need to bend knees when jumping and how to and safey. Enjoy practising jumping. Encourage chidren to make short and ong jumps, high and ow ones, quick and sow jumps. (PD1, 2) Use maeabe materias to make modes of Humpty Dumpty. (PD1) Use cimbing equipment to enjoy pretending to cimb was. (PD1) Provide each chid with a picture of Humpty Dumpty sitting on a arge brick wa. Encourage chidren to use the wa to practise down strokes as they fi the bricks with brighty cooured vertica ines. (PD1) Persona, Socia and Emotiona Deveopment A the king s horses and a the king s men, Coudn t put Humpty together again. As a group, brainstorm ideas how the king s men coud mend Humpty Dumpty. (PSE1) Set up the roe-pay area as a doctor s surgery nursery rhyme characters. In the waiting area, put out a range of nursery rhyme books. Ask chidren to suggest ideas which characters might need to make a visit. Encourage them to visit the surgery in roe as a nursery rhyme character. (PSE3) Literacy Enjoy making new names Humpty Dumpty by changing the initia etters (see activity opposite). (L2) Begin a word bank of words which rhyme with wa. Hep chidren to reaise that by changing the initia sound the word changes. Ask the chidren to write the words on pairs of cards and use them to pay pemanism and other matching games. (L1, 2) Mathematics Use egg cupfus of water to estimate, to measure and to compare the capacity of a variety of pastic containers. (M2) Use a range of construction toys, muti-ink cubes, empty boxes, and so on, to make was Humpty Dumpty to sit on. Count the number of bricks in each wa. Compare the heights of the was and arrange them in order of height. (M1, 2) Provide each chid with a wa drawn on A4 sized card where a number has been written on each brick. In turn, chidren shake a die and cover up the brick which matches the number thrown. If no brick shows the thrown number, the turn is missed. The winner is the first payer to cover a their bricks. (M1) Understanding the Word Grow cress in washed, haf egg-shes on soaked kitchen towe. Observe the cress each day and make sure that the kitchen towe is aways kept damp. Once the cress has grown, decorate the egg shes with fet-pens to turn them into Humpty Dumpty egg heads. (UW2) Humpty Dumpty broke when he fe. Ask chidren to suggest what sorts of materias break when they are dropped. Make a coection of objects which do not break when dropped such as a ba, a teddy bear and a pastic cup. Ask chidren to examine the objects and to think of reasons why they can be dropped safey. (UW2) Humpty Dumpty was shaped ike an egg. Use the Internet and picture books to find out inmation about animas which hatch from eggs. (UW2, 3) Expressive Arts and Design Provide each chid with a Humpty Dumpty shape cut from a piece of A3 sized card. Encourage the chidren to use a variety of fabrics and papers to turn the shape into a Humpty Dumpty. (EAD2) Invite chidren to make a wa from cerea boxes which have been turned inside out and painted. Dispay the Humpty Dumpty coages on the wa. (EAD1) Activity: Taking about breaking something opportunity: Taking with confidence about feeings. Eary Goa: Communication and Language. Speaking Resources: A broken toy in a box. Key vocabuary: Broken, break, mend, fee. 8 Panning

6 Organisation: Whoe group sitting comtaby on the foor. What to do: Show chidren the box which contains the broken toy. Shake the box and ask chidren to isten to the sounds they hear. Can they guess what is in the box? Remove one piece of the broken toy and show it to the group. What is it? What has it come from? Show the group a the pieces. Expain that they used to be a toy but now it is broken. How do chidren think that the toy was broken? Coud it be mended? Finish by inviting chidren to tak about their feeings when they break something and aso, what they shoud do if they find something broken. Activity: Making new names Humpty Dumpty opportunity: Experimenting with rhyming words. Eary Goa: Literacy. Writing. Resources: Large strips of card with the words umpty umpty written on them; thick-tipped fet-pen; area dispaying the name cards; arge poster of the aphabet or cards with the etters written on; A4 paper; a big book version of Humpty Dumpty. What to do: Begin by ooking at a big book version of Humpty Dumpty and enjoy reciting the nursery rhyme, as a group, at a variety of speeds. Expain to the group that they are going to make a new rhyme by changing Humpty Dumpty s name. Show chidren the B aphabet card. Ask them what Humpty Dumpty s name woud be if it began with the b sound. Fi in the etters on a name strip to show Bumpty Dumpty. Encourage chidren to suggest other rhyming names and scribe these on name strips. Break into smaer groups and provide each chid with an A4 piece of paper on which _umpty _umpty is written. Invite chidren to make their own new name and to draw a picture of their new nursery rhyme character. Make up stories about the new characters. Dispay Dispay the Humpty Dumpty coages on the cerea packet brick wa. Invite chidren to choose a name which with Humpty Dumpty to be paced near their coage. On a arge piece of paper, write out the nursery rhyme and mount it near the dispay. Encourage chidren to read the name abes and to count the number of bricks in the wa and the Humpty Dumptys. Key vocabuary: Humpty Dumpty, beginning, start. Organisation: Whoe group sitting comtaby on the foor the introduction. Sma groups at tabes the written activity. Panning 9

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