Consider the role of expressive art and design within the provision. How are all children promoted to access music, dance and drama? What developments could be made to value sculpture and technological art with young children? What resources, websites and books could you suggest to enhance the Early Years staff team’s focus on these areas? Reflect on what you have learnt. Conclude all outstanding placement tasks. Discuss with your setting based mentor the opportunity to have another supportive role within the staff meeting. Suggestions may be; you create some safeguarding scenarios; you consider the summative data and share the headlines; you feedback some learning from University which is relevant to the setting, etc. Plan you element of the staff meeting. Consider how you will communicate your messages to ensure they will be; Clear, concise and easily understood Presented objectively and in a manageable form Able to be revisited Relevant Open to scrutiny/reflection A two-way process. Consider which methods of communication you will use to ensure your messages are received by all, consistent, able to be revisited at other times. Ask your setting based mentor to review your improvement and suggest developments. The Early Years Foundation Stage Planning Guide Underpinning Planning The Early Years Foundation Stage is a statutory and distinct phase that recognises a crucial stage in life for physical, intellectual, emotional and social wellbeing and is not merely a preparation for later schooling.
Age group Number in cohort Theme or topic starting point Area Cross curricular/ topic (including seasonal changes, festivals etc) Communication and Language Physical Development Personal, social and emotional development Literacy Mathematics Understanding the World Expressive Arts and Design Date Week 1 Week 2 Week 3 Week 4 Appendix 1b Step 1 Planned Overview: Overview of key events, curricular intentions and resources
EG... Date / Time Learning Objectives Dev. Matters / ELGs Focused Activities Independent Activities Resources / organisation Assessment and ways forward 9-9.20am 9.20-9.55am 9.55-10 10-10.15 am PSE Relate and make attachments to members of their group C. L. Attempt writing for a purpose EAD Create different textures CL Use writing as a means of recording CL Know information can be relayed in the form of print Draw / paint ascribe meaning to marks Begin to be aware of the way stories are structured PSE Relate and make attachments to members of group All levels 40-60+ (ELGs, HA) 30-50 (AA) 30-50 (AA) 30-50 (LA) 22-36 (LA) 22-36 (LA) All Small construction activities. White board emergent writing Lotto games Make own books about favourite story or own story- discuss sequence, characters, etc. Finger puppets made based on story chosen-discuss story and materials, textures used for puppet Choose filling for sandwiches for grandma record choice Bake strawberry jam recipe books Red monoprint paintings. Finger pathways Puppet play based on Little Red Riding Hood Review work achieved – share and discuss. Letters to wolf, Little RR Hood Large bricks – make grandma’s house Dolls house –room plans, positional language Listen to tapes of stories/rhymes Red playdoh – ‘sausage’ letters, matching and identifying Red water – movement – vocabulary - pouring, filling, full, empty etc. Sand toys – pathways for cars Painting pictures of favourite rhyme / story Nursery rhyme / story jigsaws – colour coded for level of difficulty Role play – grandma’s house Computer programme –Bailey’s Book House Pastoral groups. Welcome parents/carers and children. Named adults help each group. Teacher focus group Pupils who are more able to make own books. Show younger children, tell story and describe how they made the books. OA to help children make puppets and discuss materials OA Record choice of sandwich filling Red, older group - copy for profile records OA to help yellow group bake tarts. OA to help children with monoprint paintings OA help pupils identified as SEN Whole class tidy resources for group time