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s Faculty of Education & Sport School of Education
Planning Guidance for the Early Years Foundation Stage
BA Primary Education with QTS (3-7)
PGCE 3-7
Sue Lynch Erica Evans
2016
Contents Page
Introduction Good quality teaching and learning in the early years Planning for the Foundation Stage Characteristics of Learning Medium term planning/centre of interest – complete Medium term planning/centre of interest (version 2) – blank Weekly planner – prompts Weekly planner – complete Weekly planner – blank Short term Session Plan for adult intended learning - prompts Short term Session Plan for adult intended learning - complete Short term Session Plan for adult intended learning – blank Planning format for additional adult Statement of Intent for PSED
3 4 5 6 7 8 9 10 12 14 16 21 23 24
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Introduction The Early Years Foundation Stage is a stage of children’s development from birth to the end of their first (Reception) year in school. The 2014 revised Early Years Foundation Stage framework is mandatory for all settings caring for and educating these children. It describes how early years practitioners should work with children and their families to support their development and learning. Planning the curriculum is an essential part of your role in facilitating young children’s learning and development. A well planned curriculum will provide a cornerstone of quality provision and ensure that children’s needs and interests are met, their achievements acknowledged and built on, and that all children are enabled to progress towards the early learning goals.
The revised curriculum has seven areas:
PRIME AREAS
Personal, Social and Emotional Development Making relationships
Self-confidence and self- awareness
Managing feelings and behaviour
Communication and Language Listening and attention
Understanding
Speaking
Physical Development Moving and handling
Health and self-care
SPECIFIC AREAS
Literacy Reading
Writing
Mathematics Numbers
Shape, space and measures
Understanding the World People and communities
The world
Technology
Expressive Arts and Design Exploring and using media and materials
Being imaginative
The term curriculum describes everything children do, see, hear or feel in their setting, both planned and unplanned (QCA, 2000). The curriculum encompasses each child’s total experience within the setting. When planning for the Early Years Foundation Stage you will need to consider not only what children will learn but also why, where, when, with whom and how. Intrinsic to all areas of learning is the personal and social well-being of the children. A positive attitude and disposition to learning will only occur when children are emotionally secure. Therefore the child’s personal, social and emotional needs are fundamental and should be embedded in all planning.
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What does quality Teaching and Learning in the Early Years look like? Implications of these principles in your planning
Teaching
Learning
Adults should be aware that child development is age related but not age dependent
Adults enthuse children through the environment they plan, their response to children’s enquiry and their support of children as learners
Space and resources should be planned to encourage children to be active and independent learners
Planning must address all areas of learning, ensure continuity and progression and show differentiation
Planning should be personalized and based on systematic, recorded observation of children in action as learners
Children’s individual learning styles must be accommodated and positive attitudes fostered
The role of the educator is one of intervention but not interference
The adult should divide her/his time between direct teaching, facilitating, supporting and observing
Adults must make strong links between home and the setting
Adults should plan regular opportunities for children to self evaluate their own learning
Adults should ensure that they engage in sustained shared thinking with children
Adults are respectful of children, their opinions and their ideas
Children need to be interactive learners
Exploration for play and talk are the key processes of learning
Teachers should ensure that children build on their prior successes as learners at home and in the community
Learning should take place in a variety of contexts and settings (whole class/group/pairs/individuals).
There must be a balance between adult initiated and child initiated learning
Learning should take place in a free-flow indoor and outdoor environment
Children should value their own efforts and those of others
A secure and supportive learning environment will encourage confidence and initiative
Learning will only take place with a secure supportive environment
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Guidance for planning Personal, Social and Emotional Development Making relationships; Self-confidence; Managing feelings and
behaviour
Communication and Language Development
Listening and attention; Understanding; Speaking
Physical Development
Moving and Handling; Health and self-care
Attitudes to encourage
Co-operation * motivation
Independence * excitement
Confidence * interest
Responsibility * perseverance
Empathy * autonomy
Valuing self and others
Respect for oneself and others
Appreciation of differences in culture, religion, race and ability
Respect for oneself and others
Appreciation of needs and feelings of others
A sense of joy and sorrow, awe and wonder
A caring attitude towards others
Appreciation of beauty and diversity of the natural world
Knowledge and understanding of
The needs, views and feelings of themselves and others
Acceptable social behaviour
The significance of living things
The fact that actions have consequences
The fact that there are differences between people, and that different does not mean better or worse
Own and other cultures, races, religions and life styles
Actions which may be considered right or wrong
Fairness and justice
The significance of living things
The stories and symbols associated with festivals and celebrations
The symbolism and rituals which are part of everyday life
Skills which help a child to
Form relationships with adults and other children
Co-operate
Function as part of a group
Concentrate and share
Take turns
Cope with feelings
Communicate feelings, needs and wishes
Negotiate
Take responsibility
Be aware of feelings and experiences of others
Recognise right and wrong
Challenge stereotypes
reflect
Attitudes to encourage
Confidence
Desire to communicate
Respect for the contribution of others
A view of oneself as a communicator
Enjoyment
Playing with words and sounds
Knowledge and understanding of
The range and variety of languages
The appropriate use of language in different situations
Communication being a two way process
Different sounds: environmental, instrumental, spoken
Rhythm and rhyme in words and sounds
Skills which help a child to
Listen
Follow instructions
Sequence
Recall
Communicate – verbally and non-verbally
Take turns
Express needs and feelings
Describe
Question
Negotiate
Discriminate sounds
Organise and clarify thinking
Attitudes to encourage
Co-operation and Collaboration
Turn taking
Sharing resources
Enjoyment
Confidence
Independence
Knowledge and understanding of
Spatial Awareness
Body Awareness
Control and Co-ordination
Moving safely
Changes to the body that happen during
and after exercise
Skills which help a child to
Listen to instructions
Remember and repeat
Link Movement ideas together
Practise and Persevere
Observe and Copy
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What you will do
Students should plan for effective learning by considering the Characteristics of Effective Learning and both the Prime and Specific areas of learning and development, taking into account the Themes: A Unique Child, Positive Relationships and Enabling Environments.
The Characteristics of Effective Learning, as set out in the Statutory Framework for the EYFS (DfE, 2014), consider the ways in which children engage with other people and their environment; they underpin learning and development across all areas of learning and support young children in being motivated and thinking learners
The three Characteristics of Effective Learning are:
Playing and Exploring – engagement
Active Learning - motivation
Creating and Thinking Critically – thinking
Further details of this can be found in Early Education (2012) Development Matters in the Early Years Foundation Stage. London: British Association of Early Education
Students can choose an area of interest from, or consistent with, the class teacher’s medium term planning and should plan for all Areas of Learning.
The medium term planning should
be informed by what the children have done before, what you know about the class (e.g. their attainment level) and their interests
link Areas of Learning wherever possible
support young children’s playing and exploring, active learning and creative, critical thinking
provide opportunities for both adult initiated and child initiated activities
consider both the inside and outside learning environments
incorporate an inclusive approach
See below for examples of medium term, weekly and daily planning.
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Medium term planning/centre of interest
Learning intention:
Have a positive self-image
Play and work in a group; takes turns
Show affection and empathy to others
Welcomes and values praise
Beginning to solve own conflicts Learning experience:
Introduce more collaborative work
Share celebration of harvest
Look at other food celebrations
Add utensils for different types of cooking to role play
Caring for the plants and seeds
Food
Learning intention:
Respond to story with actions and gestures
Show developing control and co-ordination
Develop skills in manipulating small resources
Increase awareness of healthy eating
Practices some safety measures Learning experience:
Lots of gardening and planting
Introduce strawberry-raspberry- milkshake game
Encourage paired work, e.g. pushing/pulling
Develop ideas about healthy lunches
Data collecting favourite healthy food/drink
Learning intention:
Be confident to ask and respond to a variety of ‘wh’ questions
Recount experiences or stories
Sequence events, e.g. plant growth or cooking stages
Use specialist vocabulary/signing Learning experience:
Use puppets to aid re-telling
TPs for planning greengrocers
Hot seat a gardener or chef
Take photos of planting/cooking sequence to order
Learning intention:
Use some number names accurately
Counts items that cannot be touched/moved
Recognises numeral 0-10
Classifies items by properties
Uses comparative language to describe size/measures
Learning experience:
Printing sequences/patterns
Ordering days of week/months
Introduce the timers
Identifying and using coins in shopping role play
Learning intention:
Be interested in others’ occupations
Talk about things they have closely observed
Shows curiosity about plants and food stuffs
Develop understanding of growth cycle Learning experience:
Use the digi-camera to take own photos
Buy, plant and nurture some seeds
Cook ideally with own grown and harvested produce
Use lenses and microscopes to look closely
Learning intention:
Explore colour mixing to match real items
Discriminate, describe and recreate different textures
Engage in imaginative role play (shop, garden centre)
Move imaginatively to songs and music
Selects appropriate tool or medium for task Learning experience:
Observational drawing, painting and modelling
Creating own recipes
Develop story line in role play
Learning new songs, rhymes
Books: Jasper’s Beanstalk, The Doorbell Rang, Handa’s Surprise, Hungry Caterpillar. Non-fiction e.g. recipe books Visits/visitors: greengrocers, Mrs T’s allotment, garden centre, parent helpers for cooking. Role play: set up with children a greengrocers outside – keep house inside Displays: data handling record of favourite fruit or . . . ; printing sequences; pictures for identifying foods/plants/tools; interactive small world garden scene; children’s photos of walk to allotment and processes
Learning intention:
Know information books are different from story books
Recognise and begin to write some related words
Writing can be for different purposes
Retell familiar stories (with and without puppets/props
Begin to think of words to describe properties Learning experience:
Write thank you letters, recipes and invitations
Play Handa’s word-picture matching game
Develop simple story writing in pairs/groups
Find rhyming words with plants, foods – make a poem
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Medium term planning/centre of interest
Learning intention: Learning experience:
Learning intention: Learning experience:
Learning intention: Learning experience:
Learning intention: Learning experience:
Learning intention: Learning experience:
Learning intention: Learning experience:
Learning intention: Learning experience:
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Weekly planner: Week commencing:
Monday Tuesday Wednesday Thursday Friday
Themed learning experience and enrichment:
Child inspired where possible – should relate to last week’s evaluation Stimulus/starting point for learning, e.g. visit, event, key intervention or experience
Planned adult focus:
The adult led learning, e.g. a PD session
Focus group time
Book, song, game linked to children’s needs/interests or the theme
Enhanced Provision
Workshop area In Out
or area of learning Learning experience - what the children will be doing. Note specific LI too
e.g. Graphics
Small world
Investigation
Creative/expressive
Role play
Physical o
. . .
Reflection
Notes on children’s interests
What did you notice? What did your formative assessment reveal? What about feedback from other members of the team? Record individual children here as well as general trends
Evaluation and planning individual progression (PIP) for next week
Go back to key/focus children – did they respond to your planning? What have they shown you that can be developed? It should be possible to track your evaluation here from this planner, through to next week’s
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Weekly planner: Week commencing: 11th Oct Focus children: SS, SL and DK Monday Tuesday Wednesday Thursday Friday
Themed learning experience and enrichment Child inspired where possible Food – see medium term planner
Walk to Mrs T’s allotment to see food growing and pick some apples and dig up potatoes to bring back
Cooking with the potatoes Looking closely at apples and potatoes for similarities and differences linked to differences and similarities in each other
Writing thank you letters to Mrs T – JK DF and BN especially (Lit – W)
Cooking with the apples (Mr P) Walk to letterbox
Harvest festival with parents/carers
Planned adult focus PD focus – see SPAIL 11th Oct
Mind map of how to set up our greengrocer’s
PD focus re-visited Printing AB sequences
Focus group time The Enormous Turnip Hungry Caterpillar Recipe/cooking books Books on dragons, snakes, birds crocodiles
Handa’s Surprise
Enhanced Provision
Movement In Out
Portable resources, e.g. beanbags, spots, quoits, small hoops, buckets, small ropes To develop hand:eye co-ordination (PD)
Graphics Add paper, postcards, envelopes To make own marks, beginning to form letters and use phonic knowledge, mastering writing tools and laterality (PD, Lit))
Add thank you cards, stampers, and stickers Develop a sense of community, encourage children to make positive relationships and say thank you (PSED,C & L, Lit)
Maths area
Add assortment of different sized apples and potatoes and containers Counting, sorting, classifying, comparing (PSED, Maths)
Add sectioned plastic fruit, for cutting, halving and joining together. Counting, sorting, classifying, comparing (PSED, Maths)
Computers Counting and sorting programme (As above- PSED, UW, PD and Maths)
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Small world Farm figures, tractors etc. Use imaginative language and practise fine motor skills C & L, UW and PD)
Dry compost for ‘planting’ and designing ‘fields’ etc.
Sand/water Wet and dry sand Tactile exploration, comparing properties and changes (UW, PSED, EAD)
Apples and potatoes in water – sinking/floating
Toy insects buried in the sand
Creative/expressive Apples and potatoes and magnifying glasses Close observation, exploring colour, shape, texture (EAD, UW)
Trays left outside to use for collecting things Close observation, exploring colour, shape, texture (EAD, UW)
Small nest hidden in the garden with two small eggs (EAD,UW)
Role/imaginative play
Develop greengrocer’s shop with children Plan a vegetable patch Holistic development (PSED, UW, EAD, C & L, Maths, PD)
Bags of apples delivered for sale Holistic development (PSED, UW, EAD, C & L, Maths, PD)
Bags of potatoes delivered for sale Holistic development (PSED, UW, EAD, C & L, Maths, PD)
Music Range of instruments or sound makers that can be shaken Know how to control the sound effects; develop rhythmic abilities (EAD, PD)
Add resources for children to make shakers Know how to control the sound effects; develop rhythmic abilities (EAD, PD)
Notes
Notes on children’s interests
CF pointed out ants in garden, maggots in apples. Interested in insects. LB, DH and CF danced rhythmically to shakers – took them in garden. JK and SF-G initiated talk about healthy foods whilst with the cooking group WE very knowledgeable about tractors and farm vehicles – build on this as good for her esteem SD, JK, SD and SF-H made AABAA patterns spontaneously in printing – develop this next week for others LB, SS, SL, and DK found the nest and investigated in ref books. Confident to go to school library together, also showed head teacher. SL and DK think they may be a dragon’s eggs because SL thinks she has seen one before. Other children think it is a snake’s nest as they have seen trails of snakes in the garden. Develop imaginative aspect here. Follow up FG’s suggestion for all to write a note and/or create picture of what they think it will be then hide them until the eggs hatch
Evaluation and planning individual progression (PIP) for next week
SS, SL and DK engaged collaboratively with the investigation re the eggs and nest. They demonstrated confidence and good co-operative skills as they looked in books, visited the head teacher and school library. Self-initiated paintings of what they thought would hatch – found all own resources. Continue with them leading on the caring of the eggs. Use the opportunity to develop 3 D artwork across the class, e.g. using clay.
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Weekly planner: Week commencing: Focus children: Monday Tuesday Wednesday Thursday Friday
Themed learning experience and enrichment:
Planned adult focus:
Focus group time
Enhanced Provision
In Out
o
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Reflection
Notes on children’s interests
Evaluation and planning individual progression (PIP) for next week
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Session plan for adult intended learning
Student teacher’s name: Date: Duration/timings: Other adults:
Children: the ‘who’ e.g. whole class, group, pair, one child, any specific needs, e.g. EAL, severe allergies
Student teacher’s target in relation to Teachers’ Standards and Action Plan: Check your on-going Action plan
Issues based upon reflection of previous teaching evaluation*: (same learning/curriculum area) This is about your developing pedagogic and practice skills as a teacher
Rationale – the ‘why’ What has happened before based on observation/evaluation, e.g. a child’s or children’s interest/fascinations, or schema, or what the child/ren already know
Learning intentions: the ‘what’ In terms of knowledge and understanding, skills and attitudes/dispositions. These should be differentiated when relevant, or key children noted Whole EYFS statements should not appear here, but should relate to the areas of learning, Themes or Principles
Areas of Learning and Development (highlight relevant areas in addition to PSED): PSED: Characteristics of Effective Learning (Playing & exploring; Active learning; Creating & thinking critically): There should be one main focus in addition to PSED, but you can list realistic links here by aspects of area, e.g. Maths – Numbers. Noting the learning characteristic will focus your learning intentions too
Practitioner’s role: the ‘how’(include details of adult led input & provision for independent learning where appropriate) For example: Sequence Pedagogy and practice Resources Inside and outside Opportunity for children to engage in adult- or child- initiated play Drawing session to close and reviewing - from the children’s perspective
Role of other adults: e.g. with a group/child, hearing reading, observation assessments, etc. This will be recorded in more depth on the Activity Plan
Key questions, ideas and vocabulary: Variety of types of questions, core vocabulary/specific terms or prompts
Management, organisation and risk assessment: Supporting class routines, health and safety linked to the learning
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Formative assessment opportunities: the ‘how will I know?’ What opportunities are there to check if intentions are being met? This includes noting the children’s own and reciprocal assessment, talk, outcomes, misconceptions - through observation
Evaluation – the ‘how I DO know’
Evidence and analysis of learning linked to learning intention(s): Have learning intentions been met? Likely to make reference to notes, observations, photographs from the session or following it and include evaluations from other adult(s) Analysis of your evaluations should feature here
Progression: What does the child/ren need to do/learn next? What do I need to do next to move on this learning?
Reflection of teaching, management, organisation*: (this is about the student teacher’s professional development and relates to the primary format) What do I need to do in terms of my pedagogy and practice This will inform your ITDP and targets for next session in this aspect – see above*
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Session plan for adult intended learning (example)
Student teacher’s name: Date: 11th October Duration/timings: 10.00-10.30 Other adults: INA, parent helper(class teacher)
Children: Whole (reception) class EB – Hearing VR – EAL (Punjabi)
Student teacher’s target in relation to Standards, National Priorities, Action Plan: TS1, TS5, TS7
Issues based upon reflection of previous teaching evaluation:* Ensuring children are listening to and follow more complex instructions/requests Including EB and VR and DK, SS and SL Improve preparation/timings for PD
Rationale: From previous observation most children are struggling with spatial awareness especially in the large hall space and show a lack of control and co-ordination. Most children can walk in a variety of different directions and speed. Most children are keen to run, jump or skip but some need more practise to avoid collisions All children can listen and respond to simple instructions
Learning intentions, main area of learning: Physical Development To encourage children to develop body awareness and spatial awareness through moving skilfully, showing control and co-ordination (PD) To be able to use locomotor movements in the space, without bumping into each other, changing direction and speeds, moving and stopping in response to instructions (PD)
Other areas of Learning and Development: PSED: feeling part of a class, maintaining behaviour expectations; confidence to try new activities and maintain attention/concentration C&L: responding to new vocabulary; sustaining attentive listening Characteristic of Effective Learning: Active Learning- keep trying
Practitioner’s role: Resources: indoor or outdoor space, spots, hoops, tambour, illustrations of movements Ensure children are appropriately prepared for being active Demonstrate skilful walking, running, skipping, jumping and hopping movements Children to practise and explore the movements individually Begin game using practised movements (Simon Says) – teacher led (5min) Select child to be Simon – child led. Teacher to observe skill development and ability to follow instructions (5min) Children to set out resources well-spaced – hoops and spots (2min) Children to select one movement at a time to travel in the space and stop in a hoop/on a spot on a signal (e.g. tambour) – teacher led (5min)
Role of other adults: INA to sign verbs for all especially EB and VR Model teacher’s instructions/point to illustrations around hall Partner EB and /or VR as required
Key questions, ideas and vocabulary: Where are you looking? Are you looking for spaces when you are moving? What do you do with your arms when you run/walk? Can you run with your arms by your side? How do you use your body to help you stop?
Management, organisation and risk assessment: Outside – weather permitting Ensure all resources available
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Teacher to intervene if children need support with movement Split class into 2 so that half watch whilst half are active. Repeat last activity with the children who are watching. Children to positively respond to teacher’s questions. Children swap roles (2min) Children to return to classroom ready for next activity
Make sure children know expectations for going to and being on the playground Check before if surface is clear and clean Appropriate footwear/clothing Remind children about removing jewellery Make sure FG has glasses INA to oversee VR changing Comply with school policy for PD/PE
Formative assessment opportunities: Ask children: Can you tell me anything you liked about/was good about someone’s movement? Observation of children moving and stopping Note if children can skip or do they ‘gallop’
Evaluation
Evidence and analysis of learning linked to learning intention(s): Children on the whole successful in following instructions in Simon says and moved well avoiding collision Signing wasn’t really needed as EB and VR in particular followed other children’s examples Improved concentration noted for DK, SS who fully participated in whole session. SL chose to sit out after 10min Several children found hopping and/or skipping tricky
Progression: Re-visit movements to consolidate Explore hopping next session – maybe in action rhymes in classroom Use WE and TY to model skipping to others next time Combine two or more movements in a phrase of movement; remember and repeat Monitor SL’s activity and participation level in other whole class experiences
Reflection of teaching, management, organisation*: We had to use hall as weather bad, then too much planned for the limited time – had to keep to hall timetable Need to consider where I stand so all children can see/hear me and move around perimeter so know that all children are on task Involve VR’s family by asking for some useful action words in Punjabi
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Session plan for adult intended learning (example)
Student teacher’s name: Date: 14th October Duration/timings: 30 min Other adults: parent helper
Children: Yellow group 13 children (3 and 4 yr olds) E R – SLI (comprehension) JK – first week for whole session attendance
Student teacher’s target in relation to Standards, National Priorities, Action Plan: TS3, TS5
Issues based upon reflection of previous teaching evaluation:* Timing – must not over-run! Make sure I notice and praise ER trying hard to sit and be attentive Challenge/extension for AS and FG who seem quite mathematical
Rationale: Centre of Interest -Traditional Tales Overheard lots of children referring to middle-sized items as the ‘mummy one’ - from Three Bears last week maybe? AS, FG and some of the older ones are beginning to make up/spot ‘sums’ with small quantities in their play Some children inconsistent in responding to positional vocabulary, especially ER and CV As several new children in group now need to reinforce expectations for group time
Learning intentions: Problem Solving, Reasoning and Numeracy To respond to key positional vocabulary (Maths - SSM) – all as appropriate To know that quantities can be partitioned but the cardinal value stays the same (Maths - Numb) – AS, FG, HJ To reliably use and respond to terms biggest, smallest and middle-sized (Maths - Numb) – ER, JS, BN, SD, BNM
Other areas of Learning and Development: PSED: to begin to recognise that everyone will have a turn, to show good sitting and listening skills C&L: to retell a familiar story – Three Billy Goats Gruff Characteristic of Effective Learning: Creating and Thinking Critically – making links
Practitioner’s role: Group time routines Review last week’s story – Three Bears and revise book handling skills. Find front of book, right way up, title and author Explain that we’ll have fruit at the end so we don’t make the book and props sticky – I will be looking for good sitting/listening Praise children who are sitting well Ask if any children already know the story Read story using props on the magnet board for the children
Role of other adults: Mrs M to sit with E modelling good sitting and listening – signing key words too and praising /noticing
Key questions, ideas and vocabulary: Book vocabulary; modelling size vocab. as goats cross river; focus on over, under, up, down; calculating language, building vocab. for number sentences - How many goats have crossed over the bridge? How many are left? If one more goes over how many in the meadow? How many altogether? What if there were 4 goats? Do the children independently use comparative vocab.?
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Draw attention to what is happening: one goat in the meadow so there are 2 goats left behind. Count how many goats altogether each time. Link to numeral cards Act out the story with a child as story teller using children for the goats and troll. Note the partitioning of three and number sentence for the children Emphasise OVER and UNDER, UP and DOWN Play game – instructions to put e.g. middle-sized goat under the bridge . . .; biggest goat on the bridge – make more complex for some, children to give instructions too Play active game – similar to above but children move over/under/up/down
Songs – Grand Old Duke of York (up/down), When Goldilocks went to the house of the Bears (revision) Fruit and water. Choose child who’s been sitting/listening really well for group time (hopefully ER!) to open door for families Resources: goat toys, book, Billy Goats Gruff magnet set, numerals cards, blocks to make bridge
Management, organisation and risk assessment: Close blind before we sit down to shut out sun Make sure fruit is already cut today so we have longer for the story, and we have enough cups Encourage JK to sit next to LZ Collect goats and co before we sit down
Formative assessment opportunities: Watch for JK, ER and CV responding to positional words in the game Note if children can predict/spot the pattern (3 and 0, 1 and 2, 2 and 1, 0 and 3) Do the story tellers sequence the story appropriately Are any children still muddled with smallest, middle-sized and biggest? Look out for strategies to work out number of goats each side of river, e.g. use fingers or in head
Evaluation
Evidence and analysis of learning linked to learning intention(s): AS seemed to be working it out in his head – “I just knowed it”. Independently chose to pretend there were 4 goats and made correct number sentences – systematically too! Most children responded to over/under consistently. ER sat beautifully all group time! Can he do this on his own tomorrow? Helped as story is one of his favourites (likes the Troll voice!) ER, RT, HJ, and LZ made very good attempt to retell the story. HZ used correctly ordinal numbers 1st, 2nd and “finally” – only one to use this vocab Most children recognised numerals 1-3. ER and JK recognised as ‘my number’ FG seemed quite worried about the troll illustration – ask mum if monsters bother her JK settling in well under caring wing of LZ Only GH used ‘mummy one’
Progression:
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Continue to address positional vocab.(more complex) using whole body experience, e.g. in garden tomorrow (ER, JK, CV) Extend AS, HJ and FG in partitioning numbers in practical opportunities – do they subitise or count? Are they visualising the quantity and so remembering how number break down? Continue to use numerals (up to 10) attached to quantities to emphasise cardinality as well as numeral recognition/sequence. Make sure numeral cards out in graphics and maths area tomorrow – inside and out Leave book and props in book area so children can independently retell story Continue with comparative language and ordering – maths area and cooking tomorrow What is the sign for goat?! And troll?
Reflection of teaching, management, organisation*: Continue to plan group times with lots of different activities to keep younger ones involved and motivated. Better timing today – cut fruit before group time tomorrow too. Still wrestling with meeting all children’s needs in same group time as such a range. Build up signing knowledge – speak to Ruth (SENCO)
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Session plan for adult intended learning
Student teacher’s name: Date: Duration/timings: Other adults:
Children:
Student teacher’s target in relation to Standards and Action Plan :
Issues based upon reflection of previous teaching evaluation:*
Rationale:
Learning intentions:
Areas of Learning and Development (highlight relevant areas in addition to PSED): PSED: Characteristics of Effective Learning (Playing & exploring; Active learning; Creating & thinking critically):
Practitioner’s role (include details of adult led input & provision for independent learning where appropriate):
Role of other adults:
Key questions, ideas and vocabulary:
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Management, organisation and risk assessment:
Formative assessment opportunities:
Evaluation
Evidence and analysis of learning linked to learning intention(s):
Progression:
Reflection of teaching, management, organisation*:
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Use this format when planning for other adults
Activity plan (for adult focused activities) Area(s) of learning Intended learning outcomes Activity Personalised learning/ grouping / names of children Resources Evidence of learning
Evaluation
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Statement of Intent for Personal, Social and Emotional Development for all children
This statement will identify the diverse and specific needs of all children
Narrative account based on observation of what is happening in the learning environment,
(including inside and outside as appropriate) with reference to routines and provision in
response to the individual needs of children with diverse and special needs
Record brief overview here of any child already identified with diverse or special needs and any
interventions
NB ensure the UoB conventions for confidentiality are upheld
