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Foundation Stage Long Term Planner - Reception

Theme Autumn 1 Ourselve s Personal, Social and Emotional 7- relationships 11- dress/undress 8- follow rules 5- awareness of own and others needs 6- respect cultures 13- treat people with respect 14- expect respect from others 1- motivation to learn 2- try new activities 12- select activities 12- use resources independently Communication, Language and Literacy 1- interact and negotiate 6- awareness of listener 12- explore with sounds 15- directionality 19- names, labels, captions 20- form letters with care 2- enjoy using language 3- listen attentively 10- link sounds to letters 15- directionality 18- write for a purpose 20- form letters with care 4- respond to stories etc. 7- imagine/recreate roles 9- initial/final sounds 13- sequence stories 18- write for a purpose 4- respond to stories etc. 7- imagine/recreate roles 9- initial/final sounds 13- sequence stories 19sentences/punctuation 5- extend vocabulary 11- use phonics to spell 16- find information 16- character and sequence in stories Mathematics 1- use number names in order 9- compare quantities 13- solve measures problems Knowledge and Understanding of the World 1- use senses to investigate 8- past and present Physical 5- keeping healthy 6- describe change after being active 7- use small and large equipment 2- move with control and co-ordination 4- awareness of space 7- use small and large equipment 1- move with confidence and imagination 3- travel around, under, over, through 4- awareness of space 7- use small and large equipment 7- use small and large equipment 8- handle materials with safety and control 2. move with control and co-ordination 1- move with confidence and imagination 7- use small and large equipment 8- handle materials with safety and control 3- travel around, under, over, through 7- use small and large equipment 4- awareness of space Creative 1- explore 2D/3D art 2- explore sounds and sing songs 4- respond to senses creatively 1- explore 2D/3D art 2- recognise musical patterns and sing songs 5- express ideas creatively 1- explore 2D/3D art 2- move to music and sing songs 3- use imagination creatively 1- explore 2D/3D art 2- recognise musical patterns and sing songs 5- express ideas creatively 1- explore 2D/3D art 2- move to music and sing songs 4- respond to senses creatively 1- explore 2D/3D art 2- explore sounds and sing songs 3- use imagination creatively Events Settling in Baseline

Autumn 2 Festivals

2- count reliably to 10 10- recreate patterns 4- solve number problems

11- know about own and other's cultures

Harvest Diwali Christmas

Spring 1 Toys Spring 2 Buildings

3- recognise 1 to 9 9- compare quantities 4- solve number problems 5- use calculation vocabulary 11- describe shapes 13- solve shape problems 6- compare 2 numbers 7- 1 more/1 less 4- solve number problems

4- ask why things happen and how things work 7- use ICT to support learning 5- build and construct and adapt work 6- select tools and techniques

Settling in Baseline

Easter Eid

Summer 1 Minibeast s

9- right and wrong 10- consequences of actions

2- find out about living things 3- look at similarities, differences, patterns and change

Summer 2 Transport

4- show feelings 3- develop concentration

8- talk to organise ideas 17- use phonics to spell 14- read common words 16- find information 16- character and sequence in stories

8- combine and take away objects 12- describe positions 13- solve space problems

9- identify features in the natural world 10- find out about local environment

Parents evening

Foundation Stage Medium Term Plan - Personal Social and Emotional Learning Intentions Spontaneous learning opportunities and ongoing
1. 2. 3. 4. 5. Continue to be interested, excited and motivated to learn. Be confident to try new activities, initiate ideas and speak in a familiar group. Maintain attention, concentrate, and sit quietly when appropriate. Respond to significant experience showing a range of feelings when appropriate. Have a developing awareness of their own needs, views and feelings and be sensitive to the needs, views and feelings of others. Have a developing respect for their own cultures and beliefs and those of other people. Form good relationships with adults and peers. Work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously. Understand what is right, what is wrong, and why. Consider the consequences of their words and actions for themselves and others. Dress and undress independently and manage their own personal hygiene. Select and use activities and resources independently. Understand that people have different needs, views, cultures and beliefs, that need to be treated with respect. Understand that they can expect others to treat their needs, views, cultures and beliefs with respect. Circle time talk, listen, ask questions, contribute own feelings and ideas Review of the day share achievements with the group Show work to class and in assemblies 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 at classroom activities Make presents and cards for people 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 stories and books that emphasise moral issues Introduce different customs through stories and books etc.

Term Autumn 2007 (Ourselves) Planned activities Resources, events, outings and visitors
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 make posters 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 classroom objects 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

6. 7. 8.

9. 10. 11. 12. 13.

14.

Foundation Stage Medium Term Plan - Communication, Language and Literacy Learning Intentions Spontaneous learning opportunities and ongoing
1. 2. 3. 4. Interact with others, negotiating plans and activities and taking turns in conversation. Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning. Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions. Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own songs, rhymes and poems. Extend their vocabulary, exploring the meanings and sounds of new words. 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. Use language to imagine and recreate roles and experiences. Use talk to organise sequence and clarify thinking, ideas, feelings and events. Hear and say initial and final sounds in words, and short vowel sounds within words. Link sounds to letters, naming and sounding the letters of the alphabet. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Explore and experiment with sounds, words and texts. Retell narratives in the correct sequence, drawing on language pattern of stories. Read a range of familiar and common words and simple sentences independently. Know that print carries meaning and, in English, is read from left to right and top to bottom. 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. Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. Attempt writing for different purposes, using features of different forms such as lists, stories and instructions. Write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation. Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.

Term Autumn 2007 (Ourselves) Planned activities


Texts: Peepo How do I put it on Titch 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 taperecorder Retell above texts with magnetic story props/small world toys/puppets Signs and labels for classroom and roleplay 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 and repetitive 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.

Resources, events, outings and visitors


Settling in Invite the school nurse in Invite a mum and new baby in

5. 6.

7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

17. 18. 19. 20.

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,

Foundation Stage Medium Term Plan - Mathematics Term Autumn 2007 (Ourselves) Learning Intentions Spontaneous learning opportunities and Planned activities ongoing
1. Say and use number names in order in familiar contexts. Count reliably up to 10 everyday objects. Recognise numerals 1 to 9. Use developing mathematical ideas and methods to solve practical problems. In practical activities and discussion begin to use the vocabulary in adding and subtracting. Use language such as more or less to compare two numbers. Find one more or one less than a number from one to 10. Begin to relate addition to combining two groups of objects and subtraction to taking away. Use language such as greater, smaller, heavier or lighter to compare quantities. 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, continuing the 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 and subtracting 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 nonhealthy 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 and compare 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

Resources, events, outings and visitors


Settling in Invite the school nurse in Invite a mum and new baby in

2. 3. 4.

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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.

Compare Nursery children and Reception children

Foundation Stage Medium Term Plan -Knowledge and Understanding of the World Term Autumn 2007 (Ourselves) Learning Intentions Spontaneous learning Planned activities Resources, events, opportunities and ongoing outings and visitors
1. 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 and other 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, sand mousse, 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 feely book/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 the school nurse in Invite a mum and new baby in

Foundation Stage Medium Term Plan - Physical Learning Intentions

Term Autumn 2007 (Ourselves) Spontaneous learning Planned activities opportunities and ongoing
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 on travelling 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 markmakers 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 body parts (feet only, hands/feet, tummies, etc.) Do aerobics classes to music and explore changes to bodies afterwards Make plates of dough food (healthy/nonhealthy) Sort out pictures/menus of healthy and nonhealthy 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 for discussing toiletting routines Role play keeping baby clean and well-fed

Resources, events, outings and visitors


Settling in Invite the school nurse in Invite a mum and new baby in

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.

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Recognise the changes that happen to their bodies when they are active.

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Use a range of small and large equipment.

Talk about effects of exercise after PE or outside play perspiration, racing heart beat, heavy breathing, tiredness.

8.

Handle tools, objects, construction and malleable materials safely and with increasing control.

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.

Foundation Stage Medium Term Plan - Creative Term Autumn 2007 (Ourselves) Learning Intentions Spontaneous learning Planned activities opportunities and ongoing
1. Explore colour, texture, shape, form and space in two or three dimensions. Collage with different fabrics, papers, foods and materials Painting (finger, bubble, hand, splatter) with different sized brushes, different types of paints on different sized, shaped and 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 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, to make 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

Resources, events, outings and visitors


Settling in Invite the school nurse in Invite a mum and new baby in

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.

Recreate and make up new characters and stories through imaginative and small world play

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.

Make music through singing, body sounds, classroom objects and musical instruments Listen to a wide range of music from around the world and from different times Respond to music through painting, drawing and writing Dance to a range of music from around the world and from different times