EARLY YEARS FOUNDATION STAGE PLANNING.

KG1 Bumblebee CELESTE NARVAEZ

TERM 1 WK BEGINNING: 4th week 28.09.2014

Theme: All About LEARNING INTENTIONS, GOALS OR OBJECTIVES

Me (5 senses/
parts of the body)
PERSONAL SOCIAL AND COMMUNICATION AND LITERACY. MATHEMATICS. UNDERSTANDING PHYSICAL EXPRESSIVE ART &
EMOTIONAL LANGUAGE. THE WORLD. DEVELOPMENT. DESIGN.
DEVELOPMENT. READING NUMBERS
LISTENING AND ATTENTION Has some favourite stories, Selects a small number of PEOPLE & MOVING AND EXPLORING & USING
30-50 months: rhymes, songs, poems or objects from a group COMMUNITIES HANDLING MEDIA AND MATERIALS
MAKING jingles. when asked, for example, Has a sense of own
Listens with interest to the Imitates drawing Joins in singing
RELATIONSHIPS ‘please give me one’, immediate family and
noises adults make when simple shapes such favourite songs.
Seeks out others to Repeats words or phrases ‘please give me two.’ relations.
they read stories. as circles and lines. Creates sounds by
share experiences. from familiar stories.
banging, shaking,
Recites some number In pretend play, imitates
Recognises and responds Fills in the missing word or names in sequence everyday actions and May be beginning tapping or blowing.
Shows affection and
to many familiar sounds, phrase in a known rhyme, events from own family to show preference
concern for people who
e.g. turning to a knock on Story or game, e.g. Creates and experiments and cultural background, for dominant hand. Shows an interest in the
are special to them.
the door, looking at or ‘Humpty Dumpty sat on with symbols and marks e.g. making and drinking way musical
going to the door. a...’. (22-36 months) representing ideas of tea. instruments sound.
May form a special Holds pencil near
number.
friendship with another WRITING Beginning to have their
point between first
Shows interest in play with two fingers and Experiments with
child. Distinguishes between the Begins to make own friends.
sounds, songs and rhymes. thumb and uses it blocks, colours and
(22-36 months) different marks they make. comparisons between
(22-36 months) quantities. Learns that they have with good marks.
Single channelled (22-36 months) similarities and differences Control.
SELF CONFIDENCE
attention. Can shift to a .READERS WRITERS that connect them to, and Sings a few familiar
Expresses own
different task if attention WORKSHOP Shows an interest in distinguish them from Uses one-handed songs.
preferences and interests. numerals in the others. (22-50 months)
fully obtained – using Non Fiction Teaching tools and
(22-36 months) environment. (30-50
child’s name helps focus. Points equipment, e.g. Beginning to move
months) Shows interest in the lives rhythmically.
Can select and use Readers know that of people who are familiar makes snips in
Listens to others one to every story has a main paper with child
activities and resources SHAPES & SPACE to them.
one or in small groups, character. Notices simple shapes and Scissors. Imitates movement in
with help.
when conversation patterns in pictures. Recognises and describes response to music.
interests them Readers think about special times or events for HEALTH AND
Shows confidence in
people. Beginning to categorize family or friends. (30-50 SELF-CARE Taps out simple
asking adults for help. objects according to months)
Listens to stories with Feeds self repeated rhythms.
(30-50 months) properties such as shape
increasing attention and Readers think about competently with
recall. or size. THE WORLD Uses various
MANGAING FEELINGS places. spoon.
Is able to follow directions Enjoys playing with construction materials.
& BEHAVIOUR Readers think about Anticipates specific time- Clearly
small-world models
Seeks comfort from
familiar adults when
needed.
Can express their own
feelings such as sad,
happy, cross, scared, and
worried.
Responds to the feelings
and wishes of others.
Aware that some actions
can hurt or harm others.
Tries to help or give
comfort when others are
distressed.
Shows understanding
and cooperates with
some boundaries and
routines.
Can inhibit own
actions/behaviours, e.g.
stop themselves from
doing something they
shouldn’t do.
Growing ability to distract
self when upset, e.g. by
engaging in a new play
activity. (22-36 months)
(if not intently focused on
own choice of activity).
UNDERSTANDING
Identifies action words by
pointing to the right
picture,
e.g., “Who’s jumping?”
Understands more complex
sentences, e.g. ‘Put your
toys away and then we’ll
read a book.’
Understands ‘who’, ‘what’,
‘where’ in simple questions
(E.g. Who’s that/can?
What’s that? Where is.?).
Developing understanding
of simple concepts (e.g.
big/little
Understands use of objects
(e.g. “What do we use to cut
things?’)
Responds to simple
instructions, e.g. to get or
put away an object.
SPEAKING
Uses language as a
powerful means of
widening contacts,
sharing feelings,
experiences and thoughts.
Holds a conversation,
jumping from topic to
topic.
objects. based events such as such as a farm, a communicates their
mealtimes or home time. garage, or a train track. need for potty or Realises tools can be
Readers think about (22-36 months) toilet. used for a purpose.
events. Notices detailed
Shows an interest in shape
features of objects in Helps with clothing, BEING IMAGINATIVE
and space by playing with Beginning to use
What does this tell their environment e.g. puts on hat,
shapes or making representation to
about the character? (22 – 36 months) unzips zipper on
arrangements with objects. communicate, e.g.
jacket,
(30-50 months) drawing
Comments and asks takes off
questions about unbuttoned shirt. a line and saying ‘That’s
aspects of their familiar me.’
world such as the place Gains more bowel
where they live or the and bladder control Beginning to make-
natural world. and can attend to believe by pretending.
toileting needs
Talks about why things most of the time Developing preferences
happen and how things themselves for forms of expression.
work.
Creates movement in
Shows care and response to music.
concern for living
things and the Notices what adults do,
environment. (30-50 imitating what is
months) observed and then
doing it spontaneously
TECHNOLOGY /ICT when the adult is not
Seeks to acquire basic there.
skills in turning on and
operating some ICT Engages in imaginative
equipment. role-play based on own
first-hand
Operates mechanical Experiences.
toys, e.g. turns the knob
on a wind-up toy or Uses available
pulls back on a friction resources to create
car. props to support role-
(22 – 36 months) play.
Knows how to operate
simple equipment, e.g. Captures experiences
turns on CD player and and responses with a
uses remote control. range of media,
such as music, dance
Learns new words very
rapidly and is able to use
them in communicating.
Uses gestures, sometimes
with limited talk, e.g.
reaches toward toy, saying
‘I have it’.
Uses a variety of questions
(e.g. what, where, who).
Shows an interest in and paint and other
technological toys with materials or words.
knobs or pulleys, or real
objects such as cameras
or mobile phones.
(30-50 months)
Knows that information
can be retrieved from
computers
(30-50 months )

Uses simple sentences

(e.g.’ Mummy gonna work.’) .

Beginning to use word

endings (e.g. going, cats).

Uses talk in pretending that

objects stand for
something else in play, e,g,
‘This box is my castle.’
PSED CL L M UTW PD EAD

Talk about school Vocabulary of the week: Letter of the week: C. Writing: Children Game: My name is….. Make play dough Colour of the week:
routine. The school parts of the body. (Head, Teach them some can use the white And with my….. with them. Show White. Talk about
starts at 7:15; we have neck, shoulders, arms, words which begin boards for write the (Hands, arms, legs, them the recipe white things.
the circle time and hands, fingers, legs, for the letter C: cat, number 2. shoulders, etc.) I and explain how
register. During the Knees, feet and toes, etc. cup, car, camel, can…. (Jump, clap, to make it. Workgroups: Make a
register encourage the (link to L) camera, clock, etc. Number 2: decorate dance, wall, etc.) (link to CL) big poster about the
children says: I’m here, Make simple number two and With my eyes I can… 5 senses.
present or raise their Songs: Head, shoulders, sentences with these stick two legs, two (Read a book, watch Start to uses
hands. Explain: they knees and toes. words. arms or two ears. TV, and see my safety scissors Artwork: prepare an
must come at time. http://www.youtube.co (link to Cl) (lint to PD) friends.) Eid card with a white
They can’t come later m/watch?v=ZanHgPprl- Workbook: colour With my noise I Encourage the sheep.
every days. 0 Look if some student and stick tissue paper can….. (Smell flowers, children the
(link to UTW) This is me! has a name that inside the number food, perfume, etc.) importance of Sing and dance with
http://www.youtube.co begins for the letter two. With my ears I can… washing hands them different songs.
Speak with them about m/watch?v=QkHQ0CYwj C. Shape of the week: (Listen music, sound, before eating or Do you like this
rules: what rules do aI Triangle. my mother voice, after use the song? What song do
you think that we have Decorate a camera. Encourage the etc.) toilet. you want to sing? Do
in our school? Vocabulary: 5 senses: Take photos during children understand With my tongue I (link to CL) you want to sing that
We walk, we don’t run. sight-eyes/ hearing- this activities and their tables names. can… (Taste song again?
We are polite, we are ears/ smell-noise/ taste- uses our cameras Blue square, Green vegetables, fruits, Cut paper into (link to PSED and CL)
not rude. tongue/ touch-all body. and print some circle, Purple triangle biscuits…) small pieces.
We play with our (Link to PSED and UTW) photos for decorate and red rectangle. Follow the leader:
peers; we don’t spit, our literacy blue Talk about the Make balls of Try the children
push or fight them. Etc. Where is Wally? board. Play with puzzles. importance of eats paper. imitate the teachers
Discussion about Wally’s (link to EAD and PD) fruit and vegetables or other students’
5 senses: discussion book. About his clothes Songs: Five little every day. Make bracelets: movements or
about our senses. How and try to search him in Workbook: Decorate ducks. Encourage the Cooking: Make a fruit insert beads / actions.
many senses do we different photos. our letters C and children use the salad and eat it. Uses pieces of straws in
have? colour the camel in fingers for counting spoons (link to CL laces Nursery rhymes: Baa
Sight, hearing, taste, Introduce different yellow. http://www.youtube. and PD) Baa Black Sheep.
touch and smell. concepts like: big-little. (link to PD) com/watch?v=LfXRG Ssupermarket http://www.youtube.c
I can see. I can hear. I W0OXTE Computer games: catalogues: use om/watch?v=6RmzV
can taste, I can feel, Introduce prepositions: What a videos about http://www.sesamest them to teach 9QgnlQ
and I can smell. Ask on-under. the letter C. http://www.youtube. reet.org/games?uuid how to hold it
them questions about Play dough: Make letter http://www.youtube.c com/watch?v=LfXRG =edb864ea-1524- (like books) and
their senses. of the week C. om/watch?v=qmyZy W0OXTE 4f23-808a- turning pages.
(link to CL and UTW) (link to L and PD) pvjqRs 8636b53961d2 (link to CL)
Song: Letter C Let’s count 1.2.3
Discussion about Good morning song and http://www.youtube.c http://www.youtube. Play in the kitchen or
feelings. bye song during circle om/watch?v=hSk_fg com/watch?v=3ku3F in table’s center. .
(link to CL) time (At 7:15 and 1:30). AAjjs ueLlV8
Encourage children use (link to CL)
Songs: hello, how are hello, good morning, (link to EAD)
you today? bye, please, thank, etc.
http://www.youtube.co (link to EAD) Read: Take height of the
m/watch?v=aeQlnlMpi Go away students, we will
zI When I was Little compare our heights,
Feelings and we will repeat
http://www.youtube.co this activities during
m/watch?v=zEk48QQS the year.
Po4 (link to UTW)
(link to CL and EAD)
Read:
Read: 1,2,3 to the zoo
The feelings book
When I feel Scared
 EVALUATION OF ACTIVITIES CHILD INITATED LEARNING
- Daily observation of students. - At times, you let them choose the songs, activities or toys ...
- Encourage the participation of all in class. - Listen to them and consider their proposals. (Last week we had a birthday in
- Individually: Knowing that students can do at present. (He / she participates in class, and one of the girls told me: I want to get her something, together we can
class, enjoys coloring, dancing, singing, etc.). In order to know how much they make a gift. The first surprise was me. She had had a great idea We did not have
have progressed. much time and I did a cardboard crown. Therefore when we have a birthday (if we
have time) we will make a postcard or a crown for the birthday child.)