ourselves planning

7/28/2019 Ourselves Planning

1/9

Foundation Stage Long Term Planner - ReceptionTheme Personal, Social

and EmotionalCommunication,Language andLiteracy

Mathematics Knowledge andUnderstanding ofthe World

Physical Creative Events

Autumn

1

Ourselves

7- relationships11- dress/undress8- follow rules5- awareness ofown and othersneeds

1- interact and negotiate6- awareness of listener12- explore with sounds15- directionality19- names, labels,captions

20- form letters withcare

1- use number namesin order9- compare quantities13- solve measuresproblems

1- use senses toinvestigate8- past and present

5- keeping healthy6- describe changeafter being active7- use small and largeequipment2- move with control

and co-ordination

1- explore 2D/3Dart2- explore soundsand sing songs4- respond tosenses creatively

Settling inBaseline

Autumn

2

Festivals

6- respect cultures13- treat peoplewith respect14- expect respectfrom others

2- enjoy using language3- listen attentively10- link sounds to letters15- directionality18- write for a purpose20- form letters withcare

2- count reliably to 1010- recreate patterns4- solve numberproblems

11- know about ownand other's cultures

4- awareness of space7- use small and largeequipment1- move withconfidence andimagination

1- explore 2D/3Dart2- recognisemusical patternsand sing songs5- express ideascreatively

HarvestDiwaliChristmas

Spring

1

Toys

1- motivation tolearn2- try newactivities

4- respond to stories etc.7- imagine/recreate roles9- initial/final sounds13- sequence stories18- write for a purpose

3- recognise 1 to 99- compare quantities4- solve numberproblems

4- ask why thingshappen and howthings work7- use ICT to supportlearning

3- travel around,under, over, through4- awareness of space7- use small and largeequipment

1- explore 2D/3Dart2- move to musicand sing songs3- use imagination

creatively

Settling inBaseline

Spring

2

Buildings

12- select activities12- use resourcesindependently

4- respond to stories etc.7- imagine/recreate roles9- initial/final sounds13- sequence stories19-sentences/punctuation

5- use calculationvocabulary11- describe shapes13- solve shapeproblems

5- build and constructand adapt work6- select tools andtechniques

7- use small and largeequipment8- handle materialswith safety andcontrol2. move with controland co-ordination

1- explore 2D/3Dart2- recognisemusical patternsand sing songs5- express ideascreatively

EasterEid

Summer1

Minibeasts

9- right and wrong10- consequencesof actions

5- extend vocabulary11- use phonics to spell16- find information16- character andsequence in stories

6- compare 2numbers7- 1 more/1 less4- solve numberproblems

2- find out aboutliving things3- look at similarities,differences, patternsand change

1- move withconfidence andimagination7- use small and largeequipment8- handle materials

with safety andcontrol

1- explore 2D/3Dart2- move to musicand sing songs4- respond tosenses creatively

Summer2

Transport

4- show feelings

3- developconcentration

8- talk to organise ideas17- use phonics to spell14- read common words16- find information16- character andsequence in stories

8- combine and takeaway objects12- describe positions13- solve spaceproblems

9- identify features inthe natural world10- find out aboutlocal environment

3- travel around,under, over, through7- use small and largeequipment4- awareness of space

1- explore 2D/3Dart2- explore soundsand sing songs3- use imaginationcreatively

Parentsevening


2/9

Foundation Stage Medium Term Plan - Personal Social and Emotional Term Autumn 2007 (Ourselves)

Learning Intentions Spontaneous learning

opportunities and ongoing

Planned activities Resources, events,

outings and visitors

1. Continue to be interested, excited andmotivated to learn.

2. Be confident to try new activities, initiate

ideas and speak in a familiar group.

3. Maintain attention, concentrate, and sit quietlywhen appropriate.

4. Respond to significant experience showing a

range of feelings when appropriate.

5. Have a developing awareness of their own

needs, views and feelings and be sensitive to

the needs, views and feelings of others.

6. Have a developing respect for their own

cultures and beliefs and those of other people.

7. Form good relationships with adults and peers.

8. Work as part of a group or class, taking turns

and sharing fairly, understanding that there

needs to be agreed values and codes ofbehaviour for groups of people, including adults

and children, to work together harmoniously.9. Understand what is right, what is wrong, and

why.

10. Consider the consequences of their words and

actions for themselves and others.

11. Dress and undress independently and manage

their own personal hygiene.

12. Select and use activities and resources

independently.

13. Understand that people have different needs,

views, cultures and beliefs, that need to betreated with respect.

14. Understand that they can expect others to

treat their needs, views, cultures and beliefs

with respect.

Circle time talk, listen, ask

questions, contribute ownfeelings and ideas

Review of the day share

achievements with the group

Show work to class and inassemblies

Develop beginning and end of day

routines

Establish simple routines of the

day

Develop tidy up time routines

Use of tracking sheet for taking

the register in turns

Take turns to use limited

equipment e.g. bikes, computer

etc.

Work in pairs and small groups atclassroom activities

Make presents and cards forpeople on their birthdays

Talk to adults and peers in pairs

and small groups

Put on coats, aprons, dressing up

clothes, sand hats

Dress and undress for PE

Communicate needs

Use self help systems - aprons,

milk, register

Join in discussions about storiesand books that emphasise moral

issues

Introduce different customs

through stories and books etc.

Formulate positive class rules together make

up classroom signs to emphasise them Discuss consequences of breaking rules

Circle time contribute to discussion about

looking after yourself

Set up personal hygiene rules and makeposters to display in the classroom

Ask questions about caring for babies to a

visiting mum

Look at photographs of children when they

were babies empathise with babies needs

Play inside-out where each member of the

class says something nice about a chosen child.

Wash, dress and undress baby dolls in role play

and water tray.

Play name games to familiarise each other with

new class members

Play game "hide and seek with classroomobjects to familiarise themselves with the

classroom areas Role play rules and manners to establish class

protocols

Empathise with Titch when reading the story

relate to own family experiences

Discuss how the owl babies feel when they are

left on their own

Explore stories about caring for each other

through role-play, small world and puppetry.

Play circle games and matching games to

emphasise turn-taking.

Settling in

Invite the school nurse in

Invite a mum and new baby in


3/9

Foundation Stage Medium Term Plan - Communication, Language and Literacy Term Autumn 2007 (Ourselves)




outings and visitors1. Interact with others, negotiating plans and activities and taking

turns in conversation.

2. Enjoy listening to and using spoken and written language, and readily

turn to it in their play and learning.

3. Sustain attentive listening, responding to what they have heard by

relevant comments, questions or actions.

4. Listen with enjoyment, and respond to stories, songs and othermusic, rhymes and poems and make up their own songs, rhymes and

poems.

5. Extend their vocabulary, exploring the meanings and sounds of new

words.

6. Speak clearly and audibly with confidence and control and show

awareness of the listener, for example by their use of conventions

such as greetings, please and thank you.

7. Use language to imagine and recreate roles and experiences.

8. Use talk to organise sequence and clarify thinking, ideas, feelings

and events.

9. Hear and say initial and final sounds in words, and short vowel

sounds within words.

10. Link sounds to letters, naming and sounding the letters of thealphabet.

11. Use their phonic knowledge to write simple regular words and make

phonetically plausible attempts at more complex words.

12. Explore and experiment with sounds, words and texts.

13. Retell narratives in the correct sequence, drawing on language

pattern of stories.

14. Read a range of familiar and common words and simple sentences

independently.

15. Know that print carries meaning and, in English, is read from left to

right and top to bottom.

16. Show an understanding of the elements of stories, such as main

character, sequence of events, and openings, and how information

can be found in non-fiction texts to answer questions about where,

who, why and how.

17. Use their phonic knowledge to write simple regular words and make

phonetically plausible attempts at more complex words.

18. Attempt writing for different purposes, using features of different

forms such as lists, stories and instructions.

19. Write their own names and other things such as labels and captions

and begin to form simple sentences, sometimes using punctuation.

20. Use a pencil and hold it effectively to form recognisable letters,

most of which are correctly formed.

Talk about personal experiences

in class and group circle times,review times, class discussions

Use imaginative talk in role play,

small world play, puppet play,

Listen attentively in group times,play and to audio tapes

Converse with others in all

classroom areas

Develop language skills through

structured and unstructured

discussions linked to books,

topics, routines, events etc.

Choose to look at books alone and

with others

Bring books and take books home Read class labels, names, signs

Talk about pictures in books Retell familiar stories in role play

and small world etc. Join in stories, rhymes and songs

Talk about own experiences

related to content of book

Make up own stories inspired by

books, poems, pictures, music etc

Make marks to signify writing

Write cards, invitations, lists,

books, labels, signs, massages,

instructions, letters, guessing

cards, zig-zag books, flap books Write name at every opportunity

sign up for dinner, computer,

bikes, as label for models, on any

work on paper Practice forming letters using

pens, pencils, crayons, chalks,

paints, sand, dough,

Texts: Peepo

How do I put it onTitch

Owl babies

My history

My body

Play Pips games

Jolly Phonics

Develop role play area into

hospital/clinic

Talk about a personal visit to the

hospital

Listen to above texts on the tape-

recorder

Retell above texts with magnetic story

props/small world toys/puppets

Signs and labels for classroom and role-

play area using ICT Labels and captions for body, tasting

and smelling investigations

Make a thank-you card for nurse

Contribute to big class information book

about senses.

Make books in body shape

Make growth zig-zag book from baby to

grandparent.

Make I spy books (eye shaped)

Make own peepo book with hole andrepetitive sentence

Contribute to class lift the flap book

knock, knock, whos there, someone

beginning with? Focus on names Make feely book with different

textures

Form letters in name correctly using

pens, paints, sand, by labelling models +signing up for class surveys.

Settling in

Invite the school nurse

in

Invite a mum and new

baby in


4/9


5/9

Foundation Stage Medium Term Plan - Mathematics Term Autumn 2007 (Ourselves)

Learning Intentions Spontaneous learning opportunities and

ongoing



1. Say and use number names in order in familiarcontexts.

2. Count reliably up to 10 everyday objects.

3. Recognise numerals 1 to 9.

4. Use developing mathematical ideas and methods to

solve practical problems.

5. In practical activities and discussion begin to use the

vocabulary in adding and subtracting.

6. Use language such as more or less to compare two

numbers.

7. Find one more or one less than a number from one to10.

8. Begin to relate addition to combining two groups of

objects and subtraction to taking away.

9. Use language such as greater, smaller, heavier or

lighter to compare quantities.

10. Talk about, recognise and recreate simple patterns.

11. Use language such as circle or bigger to describe

the shape and size of solids and flat shapes.

12. Use everyday words to describe position.

13. Use developing mathematical ideas and methods to

solve practical problems.

Sing number songs and rhymes e.g.

Count 1-5, 1-10, 1-20 Errors in counting backwards and forwards

using puppet (missing number, repeated

number, wrong order)

Recite number names in order, continuingthe count forwards or backwards from a

given number

Count a set of objects (5, 10, 20) giving

just one number name to each object

Estimate small numbers without counting

e.g. 1-6 dice/dominoes or fingers

Recognise none and zero in stories, rhymes

and when counting

Play error games with puppet e.g. count

same object twice, miss out an object, make

an error in counting sequence, touch but

dont name, summarise incorrectly) Count sounds, movements, moving things,

objects in a circle, blank number track Count quietly on fingers and in head

Count in tens and twos

Estimate a number and check by counting

Recognise numerals 1-9, then 0 and 10, then

10 and beyond

Compare two numbers and say which is more

or less

Say a number which lies between two given

numbers

Begin to use the vocabulary of adding andsubtracting

Find one more or one less than a number

from 1-10

Solve simple practical problems and respond

to what could we try next?

Contribute to graph about eye colour

or hair colour and count responses Collect information in a survey about

favourite colours

Record favourite tastes / smells in a

pictogram and count responses Sort out pictures healthy and non-

healthy foods and display as a

pictogram.

Make age pictogram which changes

over the year I am 4, I am 5 picture

moves on childs birthday

Measure heights using large plastic

bricks

Compare heights and weights of

children Order heights of groups of

children

Sort sets of animals, compare bears,play people, shapes and other

classroom objects by size andcompare and order

Devise different ways to measure and

compare heights of children

Use hands and feet to measure

childrens silhouettes and count.

Play counting games using fingers

(and toes)

Put house numbers to knock, knock

book

Compare Nursery children and

Reception children

Settling in

Invite the school nurse

in

Invite a mum and new

baby in


6/9

Foundation Stage Medium Term Plan -Knowledge and Understanding of the World Term Autumn 2007 (Ourselves)




outings and visitors1. Investigate objects and materials by using all

of their senses as appropriate.2. Find out about, and identify, some features of

living things, objects and events they observe.

3. Look closely at similarities, differences,

patterns and change.4. Ask questions about why things happen and how

things work.

5. Build and construct with a wide range of

objects, selecting appropriate resources, and

adapting their work where necessary.

6. Select the tools and techniques they need to

shape, assemble and join materials they are

using.

7. Find out about and identify the uses of

everyday technology and use communication

technology and programmable toys to support

their learning.8. Find out about past and present events in their

own lives, and in those of their families andother people they know.

9. Observe, find out about and identify features

in the place they live and the natural world.

10. Find out about their environment, and talk

about those features they like and dislike.

11. Begin to know about their own cultures and

beliefs and those of other people.

Explore textures such as

wet/dry sand, dough, sandmousse, gravel, talc, etc

Make DT models with junk

materials e.g. babies bottles,

cots, rattles Make family puppets

Build construction houses for

play people families

Get to know where things are

kept in the classroom

Become familiar with regular

journeys within the school

premises e.g. class to dinner hall,

class to toilets etc.

Observe things closely, record

through drawing and modelling

Discuss changes, patterns,similarities and differences e.g.

Observe and record the weather Use computers, calculators,

programmable toys, tape

recorders, cameras confidently

Explore modelling through clay,

junk, fabric, construction kits,

cookery, woodwork

Use small world and role play to

explore other lives and

environments

Visit other people and places Find out about the world through

looking at books, pictures,

artefacts, talking to visitors

Develop language of time through

sequencing events and daily

routines

Taste 3/4 different foods, identify them and state a

favourite and say why Make different jellies and guess flavour.

Smell 3/4 different smell pots, describe them and

discuss likes and dislikes.

Touch different fabrics and materials in class feelybook/alphabet/names and describe

Play feely bag games, describing objects hidden within

Experience hot and cold contrasts weather, clothes

and record using collage materials on paper doll

Listen to sounds tape and draw what is heard and

discuss as a group.

Game: A chosen child says fish and chips and a

blindfolded child has to guess who it was by

recognising the voice

Listen to instruments behind a screen and guess which

made the sound.

Sort musical instruments into types of sounds e.g.bangs

Experiment with magnifying glasses, telescopes,kaleidoscopes, colour filters, mirrors etc.

Compare and describe seasonal colours, flower colours,

Play blindfold guessing games dependant on hearing,

touch etc

Make graphs of eye colour, hair colour on computer

Talk about a visit to the hospital, dentist, clinic

Ask a new mum about looking after a baby and

Recollect childhood experiences

Bring in photos of children as babies guess who is

who Wash, dress and undress baby dolls

Talk about what babies can and cant do and what they

need when they are young e.g. bottle, cot and explain

why Make a zig-zag book about growing from a baby to

child to adult to grandparent

Settling in


Invite a mum and newbaby in


7/9


8/9

Foundation Stage Medium Term Plan -Physical Term Autumn 2007 (Ourselves)





1. Move with confidence, imagination and safety.

2. Move with control and co-ordination.

3. Travel around, under, over and through balancing and

climbing equipment.

4. Show awareness of space, of themselves and of

others.

5. Recognise the importance of keeping healthy and

those things which contribute to this.

6. Recognise the changes that happen to their bodieswhen they are active.

7. Use a range of small and large equipment.

8. Handle tools, objects, construction and malleable

materials safely and with increasing control.

Gross motor

Explore range of climbing,balancing and sliding apparatus,

wheeled toys, bats and balls,

hoops etc. in the outside area

Join in PE lessons that focus ontravelling skills (running, hopping,

skipping, jumping) and body parts

Fine motor

Make range of jigsaws

Sewing cards, binca, holes

punched in paper

Threading beads, reels, pasta,

shapes etc.

Dressing up Make collages/models using

scissors, glue, tape, paper, junk Use woodwork tools with support

Use paintbrushes and mark-makers

Play with sand and water toys,

Use computer keys and mouse

Model with dough, clay, plasticine

rolling pins and cutters, etc.

Explore textures e.g. gravel, talc,

Use cutlery independently at

lunchtimes

Health Adopt healthy and hygienic

routines throughout the school

day

Play starting and stopping on a signal games

Explore ways of travelling using different bodyparts (feet only, hands/feet, tummies, etc.)

Do aerobics classes to music and explore

changes to bodies afterwards

Make plates of dough food (healthy/non-

healthy)

Sort out pictures/menus of healthy and non-

healthy foods and display as a pictogram.

Design and paint posters concerning personal

hygiene routines lifestyles e.g. brush your teeth,

wash your hands

Make a class book about things that help us to

grow healthily (good food, rest and sleep,

washing etc.) and things that dont (smoking,

sweets etc.)

Read I want my potty as a starting point fordiscussing toiletting routines

Role play keeping baby clean and well-fed

Talk about effects of exercise after PE or

outside play perspiration, racing heart beat,

heavy breathing, tiredness.

Practice sewing skills by punching holes in

shapes (body, face) to sew through Play sending and receiving games with bats and

balls, bean bags, quoits, hoops etc.

Settling in




9/9

Foundation Stage Medium Term Plan - Creative Term Autumn 2007 (Ourselves)





1. Explore colour, texture, shape, form and space intwo or three dimensions.

2. Recognise and explore how sounds can be changed,

sing simple songs from memory, recognise repeated

sounds and sound patterns and match movements to

music.

3. Use their imagination in art and design, music, dance,

imaginative and role play and stories.

4.

Respond in a variety of ways to what they see, hear,

smell, touch and feel.

5. Express and communicate their ideas, thoughts and

feelings by using a widening range of materials,suitable tools, imaginative and role play, movement,

designing and making, and a variety of songs and

musical instruments.

Collage with different fabrics,

papers, foods and materials Painting (finger, bubble, hand,

splatter) with different sized

brushes, different types of

paints on different sized, shapedand textured paper.

Printing with string, shapes, food,

leaves, lino,

Drawing with pencils, pens,

crayons, chalks, charcoal on

different sized, shaped and

textured paper.

Modelling with junk, clay, dough,

construction, wood

Look at paintings and other forms

of art and discuss content and

style

Recreate and make up new

characters and stories through

imaginative and small world play

Make music through singing, body

sounds, classroom objects and

musical instruments

Listen to a wide range of music

from around the world and fromdifferent times

Respond to music through

painting, drawing and writing

Dance to a range of music from

around the world and from

different times

Sing songs relating to body parts e.g. heads,

shoulders, knees and toes, 1 finger, 1 thumb,Tommy Thumb, Clap your hands and wiggle

your fingers, If youre happy and you know it

clap your hands

Explore using body parts, including voices, tomake sounds

Clap syllables in childrens names and make into

patterns over a steady beat

Explore different ways of making sounds with

musical instruments

Make collage alphabet or names with different

textured materials.

Design and paint posters recommending healthy

lifestyles e.g. brush your teeth, wash your hands

Make pictures with hand prints, finger prints,

foot prints etc.

Self portraits using mirrors, mixing skin colours Look at Van Goghs self portrait and interpret

style Observation drawings of eyes using magnifying

glasses

Make collages on paper plates of healthy and

non-healthy meals

Draw skeletons with white chalk on black paper

Make doll figurines from tin foil

Use different body parts to make textures e.g.

bubble painting

Draw members of family focusing on scale

Settling in



ourselves planning

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