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

Transcription

1 Match your theme to the 2012 EYFS Books Panning by Rache Sparks Linfied. Iustrated by Cathy Hughes Contents Making pans 2-3 Using the Eary Goas 4-6 EYFS Panning Chart 7 Theme 1: Favourite games 8-9 Theme 2: Letter, word and number games Theme 3: Roe-pay games Theme 4: Ba games Theme 5: Party games Theme 6: medas Bringing it a together The mini Oympics 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 (2nd edition) MA Education Ltd First edition MA Education Ltd Front cover image taken by Lucie Carier MA Education Ltd. Back cover images Nia Waer 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 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 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 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. 2 Panning

3 Using the Eary Goas 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. 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 In addition, an activity may be carried out to deveop a range of different Eary Goas. For exampe, when the chidren make wanted posters peope to compete in games medas they wi deveop their writing skis Literacy. Aso, when they write with a penci and iustrate their posters, they wi use their fine motor skis which are part of Physica Deveopment. 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 number of books featuring games and these can be used to stimuate interest in the chosen themes, encouraging chidren to isten and to tak. When discussing favourite games and searching games within stories, chidren wi have the opportunity to ask questions. When considering the types of ba most suited 4 Panning

4 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

5 Theme 1: Favourite Communication and Language Invite the chidren to bring in a favourite game. Encourage the chidren to tak about why it is a favourite and to expain how it is payed. (CL3) Invove the chidren in coecting story books that have pictures of the characters paying games. Tak about the games. Which ones woud the chidren ike to pay? Which book characters woud they ike to pay with? (CL1) Pick two storybooks that the chidren know we that invove pay in the story. Show the chidren an object that is a cue each book, such as a dinosaur in a bucket Harry and the Bucketfu of Dinosaurs by Ian Whybrow. Tak about how the objects were used to pay games within the stories. Invove the chidren in reteing one of the taes. (CL1, 3) Physica Deveopment Deveop fine motor skis by paying games with pegboards. (PD1) Enjoy paying imaginativey with maeabe materias. (PD1) Invite the group to make suggestions games to pay outside. Enjoy using their suggestions. (PD1) Persona, Socia and Emotiona Deveopment Literacy In groups pay a favourite game. Bee starting, tak about the rues the game and why they matter. Tak about taking turns and being fair. (PSE2) Make a group big book of favourite games. Incude photos of chidren paying the games and sentences about the games written by the chidren. (L2) Mathematics Make jigsaws with fewer than 10 pieces, from greetings cards. Use them in a treasure hunt game (see activity opposite). (M1) Pay games in the sand and water trays to deveop anguage shapes and sizes. (M2) Ask the chidren to draw a picture of their favourite game on a square of card. Sort the cards into sets such as outdoor/indoor games or board/not board games. Invove the chidren in suggesting criteria the sorting and in counting the number of favourite games in each set. (M1) Understanding the Word Invite parents and carers to come and tak about their favourite games from when they were chidren. (UW1) Investigate the best materia making Snap cards (see activity opposite). (UW2) Enjoy paying educationa computer games designed the EYFS. (UW3) Expressive Arts and Design Make posters to advertise a favourite game. (EAD2) Ask chidren to paint portraits, on A3 paper, of themseves paying favourite games. (EAD1) Activity: Jigsaw puzze hunting game opportunity: Counting to ten. Eary Goa: Mathematics. Numbers. Resources: Chid-friendy scissors; a jigsaw with around 10 pieces; used greetings cards; enveopes, pencis. Key vocabuary: Numbers to ten, jigsaw, piece. Organisation: Sma groups. 8 Panning

6 What to do: Show the group the jigsaw with fewer than ten pieces. Te them that it is a favourite one. Look on the box to see how many pieces are in the jigsaw. As a group count the number of pieces in the box. Together make the jigsaw. Expain that you woud ike a jigsaw with fewer than ten pieces. Ask suggestions of how many pieces the jigsaw might have. Together, count to nine. Invite each chid to seect a card and to cut the picture into pieces. Encourage the chidren to count how many pieces are in each jigsaw. Use the enveopes to store the jigsaws. Ask each chid to write on an enveope their name and the number of pieces in their jigsaw. Enjoy using the jigsaws a treasure hunt game. Hide the pieces one puzze around the room. Te the chidren how many pieces there are to find. Ask them to hunt the pieces and to make the puzze. Activity: Investigating materias Snap cards opportunity: Sorting and comparing materias. Eary Goa: Knowedge and Understanding the Word. The word. Resources: An od pack of Snap cards; exampes of Snap cut cards from thin card, writing paper and tissue paper; safe scissors, crayons. Dispay Cover a tabe with fabric and invite the chidren to bring in games to make a Favourite dispay. Provide the chidren with pieces of card on which to write their names. Dispay the portraits and posters on a board covered with back paper. Invove the chidren in choosing paper on which to mount their pictures and border strip that inks with the chosen backing papers. On a second tabe put out a jigsaw with enough pieces to provide chaenge. Put out a sign to say Can you hep to do this favourite jigsaw? Put up the square pictures of favourite games as a bock graph one of the criteria chosen by the chidren. Invove them in making a tite their bar chart. Key vocabuary: Card, paper, Snap, favourite. Organisation: Sma groups. What to do: Pay a short game of Snap. Tak about why Snap is some peope s favourite game. Ask the chidren what the cards are made from. Encourage the chidren to fee the cards. Discuss what Snap cards need to be ike if they are to be used again and again. Show the chidren the cards cut from different materias. Hep them to consider whether the materias are appropriate Snap. Which of the materias work best? Why? Provide crayons and scrap materias the chidren to make their own sets of Snap cards. Panning 9