Early Years Foundation Stage
Planning Examples Pack
-Reception
-Reception/Year one
January 2013
Early Years Foundation Stage (EYFS)
Planning Examples Pack
This pack has been put together by Wiltshire Early Learning and Development Team to
support teachers in school, in planning for both a Reception class and a mixed
Reception/Year one class.
It must be recognised that these are only examples collected from a range of teachers and
internet websites. They are not prescriptive and Wiltshire ELD Team does not endorse
the use of one particular example or format, but expects that any chosen planning
formats will adhere to the requirements of the EYFS.
Electronic copies of this document and the individual blank planning templates can be found
at:
Index of Contents
General Guidance
Page
Page
Page
Page
3
4
5
6
Mixed age classes What should we consider?
A suggestion for a planning grid for mixed age classes
Recipe for long term planning for a mixed reception and key stage 1 class
Recipe for medium term planning for a mixed reception and key stage 1 class
Examples of completed planning documents
Page 8
Page 9
Page 10
Page 11
Page 12
Medium term planning for fictional reception class
Adult guided/focus activity planning sheet (completed example)
Coloured example weekly plan (completed example)
Provision plan reception (completed example)
Weekly environment plan for 2-5 year olds (completed example)
Planning templates
Page 13
Page 14
Page 15
Page 16
Page 17
Page 18
Page 19
Page 20
Page 21
Page 24
Page 26
Page 27
Page 28
EYFS medium term planning for children aged 2-5
Weekly planning for phonic teaching
Short term planning; literacy reception
Short term planning; mathematics reception
Short term planning; phonics reception
Adult guided/focus activity planning sheet
Coloured example weekly plan
Provision plan reception
Weekly plan
Adult led and adult initiated experiences short term planning
Weekly environment plan for 2-5 year olds
Indoor and outdoor adult-initiated experiences
Continuous provision plan for older EYFS children
Observation templates and challenge card templates
Page 29
Page 31
Page 32
Page 33
Planned observation sheet
Observation sheet
Challenge card - cloud
Challenge card - lightbulbs
Mixed age classes What should we consider?
Routines/training of children timing of sessions
Organisation of the day flexibility with time/gaining time
Use of the outdoors/outdoor play
Continuous provision ensuring differentiation so that it offers challenges and takes
account of the interests of both Reception and Year 1 Children
Use of adult time
Having mixed groups dependent on ability
The environment and how it is set up what can be done if there is little space?
Role play area
Ideas for independent tasks how to ensure children stay on task
Extension of play activities through flexible use of resources, eg using small world
for recreating stories, small world in the construction area etc.
Cross curricular links
Opportunities for active learning
Picking out key elements as appropriate
Literacy Tips
Remember big books started in the Early Years!
Be confident to differentiate texts accordingly
Use different starting points
It may not be appropriate for the youngest children to take part in all of a whole class
session
Ensure that the Reception children have a share of teacher time
All children will benefit from active learning. It creates resentment if older children
never have the opportunity to work/play in other areas of the environment
Some play activities can be extended in other areas for the rest of the day. There is
no need to pack away each time
Involve Year R progressively throughout the year
Mathematics
Group the children by ability
Use all the time appropriately
Consider the medium term plan
Consider the whole class input
Try not to introduce too many themes in one week
A Suggestion for a planning grid for mixed age classes
(This is not prescriptive, it is merely a suggested way of working. The teacher will be
aware of what works best for both teacher and children in the class and what
compliments the schools directive for ways of working)
Based on a session of 1 to 1.5 hours.
The 2/3 groups could be further differentiated in the direct teaching input and independent
tasks.
Obviously, with younger children the routines will have to be established first, before this
model will work.
TAs may become involved in any of these phases through the session. The teacher needs
to be aware of the potential training needs in order to be able to carry this out successfully.
Other adults for example volunteers may also be involved in the non directed teaching
sessions, but will need support and direction in how to carry this out.
Whole class
mental/oral
or Intro
Group 1
Group (15/20 mins)
Group (15/20
mins)
Groups (15/20
mins)
Plenary
Mathematics/Literacy Follow up
Direct input from
Mathematics
teacher.
/Literacy tasksindependent.
Routine tasks
Whole
class
Group 2
Child
initiated/routine/ongoing activities
Mathematics
/Literacy-Direct
input from teacher
Follow up
Whole
Numeracy/Literacy class
tasks-independent
Group 3
Child
initiated/routine/ongoing activities.
Child
Mathematics
initiated/routine/on- /Literacy direct
going activities.
teacher input with
youngest children
or most able who
can follow up the
next day.
Whole
class
Knowledge of child development (ages and stages) and how to put the EYFS Principles into practice;
High aspirations for the children and families in your community so that your long term meets their needs;
Information from parents and other settings about the childrens interests and previous experiences.
Remember to add
whole school theme
week (This year
its Jambo Africa)
Adapt this QCA unit of work
children have a good
understanding of houses and
homes in the local area change
to grand designs and
incorporate museum visit and
We need to plan to develop
childrens knowledge and
understanding of weather and
seasons as a continuous unit of
work and be flexible so that our
role play can respond to boys
interests (Perhaps adapt garden
centre topic to include grain
storage depot depending on
childrens interests?)
Lets try it out and review our new long term plan at the end of the year.
Final check: Broad? Balanced? Inclusive Builds on childrens prior learning? Flexible enough to respond to childrens interests?
These are our resource boxes and topic starting points (Tried and tested themes and units of work)
Adapt settling in
programme build
on pre-school
childrens
fascination with
earthworks set
up archaeology site
and laboratory -
Research Polish and
Portuguese
celebrations to make
sure this unit reflects
our community
2. From past experience, which broad themes, units of work, stories and experiences enthuse the children and produce the most powerful learning?
Our overall provision is working well, but we need to make sure that boys do better in writing, so we will;
- implement ideas from write-dance and provide workmens toolkits for graphics;
- review the stories we use to introduce themes;
- adapt the QCA history units so that we include more drama and role-play.
1. Annual review and evaluation - What is working well? What do we need to change?
Method (Mapping out possible learning opportunities)
Ingredients
Recipe for long term planning for a mixed reception and key stage 1 class
We know that these topic starting
points always stimulate childrens
thinking and result in good
learning we agreed to keep
them in our long term plan
Long Term Plan;
Medium Term Plans for any topic starting points that have been particularly successful in the past;
Availability of communal areas e.g. hall, ICT suite, library etc;
Timetable of whole-school events such as, book week, eco-school week, special themed weeks (e.g. Sports / DT);
Special events happening nationally or internationally (e.g. Olympic games);
Dates of special faith and cultural celebrations that you want to include to show consideration and respect to children in your class.
Harvest celebration
World Book Day
Christmas celebration
School Pantomime Visit (This year Jack & the Beanstalk),
Whole School Theme week Nov 1st 8th Jambo Africa.
NC History PoS - famous person we could study Nelson Mandela
Geography our contrasting locality will be Africa Bo in Sierra Leone (we already have contacts here)
Art looking at African art (Gideon Chidongo sculptor)
Music introduce children to music by The Jambo Boys (need to liaise with CMS staff)
Maths: e.g. Handas Surprise
Handling Data
Literacy: e.g. A story for Kakulu
Stories from a range of cultures. Unit 2
2. Which units of work from the Renewed Frameworks for Maths and English will complement the topic starting points?
Autumn term needs to include:
1.How can we combine the units of work and topic starting points taken from the long term to ensure a coherent experience for
children?
Method
Ingredients
Recipe for medium term planning for a mixed reception
and key stage 1 class
Book
Week
World
Book Day
th
4 Oct
Harvest
th
17
October
a.
b.
c.
d.
Jambo
Africa
whole school
18-22
November
Christmas
Nativity theme
is journeys
th
December 10
14th
Broad ? Balanced? Inclusive ? Builds on childrens prior learning?
Flexible enough to respond to childrens interests?
Remember this is only a sketch children will influence your thinking and your planning week by week.
Remain flexible
Write down the expected learning outcomes in brief using the EYFS, National Curriculum PoS, Renewed Frameworks;
Sketch out some possible activities/experiences you might offer to enable the children to achieve these outcomes;
Think about special resources and the organisation of space which spaces might you need to adapt?;
What special resources are likely to be needed? Who will be responsible for collecting them?
What are the anticipated learning outcomes for this term?
Settling in topic
Excavations and
Earthworks (Builds
on pre-school
childrens interests)
Organise YR buddies
Autumn Term
Map out the weeks when special events are taking place during the term
Final checks:
4.
3.
Communication and Language
Opportunities for children to talk with adults on
one-to-one and small group basis
Opportunities for children to share a story with
an adult on one-to one or small group basis
Begin to establish a repertoire of rhymes and
songs and favourite stories
Short daily phonics session to continue as
previous for older September children
Physical
Provide lots of opportunities for large, physical
movement, e.g. climbing equipment, wheeled
toys, balancing equipment, large construction
equipment, hoops, tyres etc
Provide physical activities which will support
childrens friendships / co-operation skills, e.g.
throwing & kicking balls to each other, using large
boxes to make a construction together etc
Ensure that children sit as a whole group for no
longer than 10 minutes at a time
Everyday opportunities for malleable, sand and
water play
Literacy
Encouraging children to link Sounds and
Letters and begin to read and write. Children
must be given access to a wide range of
reading material (books, poems and other
written materials) to ignite their interest.
Environment and Resources:
Listening and responsive adults
Organisation inside and out of workshop areas
Resources accessible and labelled
Use outside to provide/support all areas of
learning
Assessment:
Narrative observation & discussion with parents &
child to be completed for all children by half-term
Providing appropriate support and differentiation
for . (children with special needs, or EAL)
Adapted from Islington EYFS Team (2008)
Expressive Arts
Understanding the World
Encourage and support small world and role play
Local trips in small groups to shops, park etc to
assess childrens storying, interests and
provide opportunities for talk about who we
concerns in these areas
are, where we come from and to get to know
Ensure workshop areas for children to express
one another.
themselves creatively are set up and children
Opportunities for the children to use a wide
know how to use them (painting, music,
range of technology for specific purposes
technology, malleable etc)
Parents: invite parents on local trips to shops, park etc, invite parents to story time at the end of the session
Plan parent / child breakfast morning aim to introduce new parents to existing parents and build up familiarity of setting and how children learn
through play
Mathematics
Begin to develop a repertoire of number rhymes
and songs
Focus on rich mathematical environment,
especially outside
Focus on numbers personal to children , their
age, house number, telephone, siblings age etc
Main focus: Settling in
Displays: Childrens photographs, names
Tidy-up board and visual timetable
Area signs and how to use them (for parents as
well as children)
Displays that show routines
Displays of childrens self portraits for welcome
board
Personal, Social and Emotional
Developing independence in using the provision
Supporting children in developing listening &
attention skills
Focus on self-help skills: dressing, undressing,
using the toilet etc
Establish routines for children and make explicit
Develop relationship with parents/carers
Helping children and parents to make friends
Start to develop profile books for new children
and use regularly as focus activity
Develop familiarity of the school environment /
staff small group tours of the school taking
photos of some key people e.g. FS staff, head
teacher, secretary, premise manager, cook etc
Opportunities for older children to support
younger children
Medium term planning for fictional Reception Class
Spring term Jan-half-term, related theme Settling in
Adult guided/focus activity planning sheet
(Inside and Outside)
Date:
Name of staff: Sue
Area of learning: Personal, social, emotional
Communication and Language
Learning intention:
To develop vocabulary and use language to retell a familiar story
Opportunities for assessment:
Can Tyrone participate in the oral story telling by saying (or showing using the props) what
happens next in the story?
Can Issy & Ismail use their phonic knowledge of initial sounds to match the names of the owl
baby characters (Mummy, Bill, Sarah, Percy) to the appropriate story props?
Targeted children:
Tyrone, Ismail, Issy
Resources:
Owl baby book, story sack, stick puppets and name labels for the owl babies
Experience/activity:
Adult to lead on retelling the story using props, pausing to allow children the opportunity to
continue the story. After story retelling play matching game with owl baby name cards and props
Adult input (including language to be introduced, questions to be asked):
What do you think happens next?
Who is your favourite owl baby and why?
How do you think the owl babies are feeling?
Vocab twigs, branches, nest, forest
Differentiation (how will you adapt this activity to meet all childrens needs?):
Tyrone allow him the opportunity to contribute to the repetitive parts of the story, e.g. I
want my Mummy . Also allow Tyrone the opportunity to participate in the story telling through
non verbal ways, e.g. using the stick puppets and props.
Ismail & Issy to model more complex language and ask more open ended questions
Evaluation to inform future planning (in addition to individual observations):
Children were very animated hearing and participating in the story in small groups. They were
very keen to make their own owl baby stick puppets to take and retell at home. Will set this
activity up in the workshop area later this week
Adapted from: Focus on Planning: Effective planning and assessment in the
Foundation Stage Lewisham Early Years Advice and Resource Network
Islington Early Years Foundation Stage Team 2008
Example Weekly Plan
Date:
Monday
Adult
Initiated
Special
Activity or
New
Provision
Mix paints
Tuff Spot, dogs
and biscuits
Tuesday
Spread crackers,
cut and taste
avocado, tomato,
peppers and
cucumber
Tractor wheel
printing
Wednesday
Thursday
Friday
Digging the
vegetable
patch
Music
Autumn
weather walk
CD Player
animal
soundtracks
Croissants and
hot chocolate
Story role-play
Continuous Provision
Malleable
materials
Dough, activity
set
Clay, tools and
sponges
Cornflour and
water
Dough
and cutters
Dry
Paints
Free choice
Dinosaurs
Tractors and
diggers
Wheels
Containers with
holes
Boats and
people
Green water and
containers
Bubbles
Recycled
materials
Free
choice
Design and
Tech Area
Building bricks
Farm and dolls
house
Free choice
Train set
Wooden bricks
Information
Technology
Tizzys Busy
Week
Fizzys Numbers
Musical Leaps and
Bounds
2Simple Paint
Alphabet Soup
Puzzles,
toys, games
Quack Quack
game
People puzzles
Books and toys
Cobble Road
maths game
Magnetic letters
Stories and
group times
Little Farmer
Joe, by Ian
Whybrow and
Christian
Birmingham,
number rhymes
Webster J Duck,
by Martin
Waddell and
David Parkings,
number rhymes
And The Good
Brown Earth, by
Kathy
Henderson,
number rhymes
Handas Hen, by
Eileen Browne,
music,
number rhymes
Roaring Rockets,
by Tony Mitton
and Ant Parker,
number rhymes
Milk,apples
Milk, crackers,
tomato, avocado,
cucumber
Milk carrots
Milk bananas
Hot chocolate
croissants
Spades, buckets,
seeds and
dibbers
Large sand tray
Large water
equipment,
aqua play
Sand
Water
Food and
drinks
Garden
(activities vary
according to
the weather)
Push-along
tractors
Rakes, spades
Push-along
tractors and
toys
Wheelbarrows,
rakes, buckets,
sweeping brushes
Key
Green
Activities planned in response to the
childrens interests.
Blue
10
Activities to ensure a balance
across the curriculum.
Provision Plan Reception
Term: Autumn 1
Teacher:
Area
Provision
Area of
Learning
Writing Area
Selection of papers and writing implements to introduce
areas use
Number Area
Rotation of rhyme time sack contents, shape feely bags, felt
shape game, timed shape game, simple board games
Creative Area
Selection of materials and tools available to introduce the
areas use.
Exploration Area
Nursery rhyme books, puzzle and selection of
props/characters from nursery rhymes Can you tell a
nursery rhyme using any of these things?
Construction Area
Selection of construction available to introduce the areas
use
Role Play Area
Bakers shop linked to simple simon, 5 currant buns, pata-cake etc to include:
Cooking utensils that could be used for baking in a bakers
shop, copies of rhymes/posters, salt-dough buns with
different numbers painted on the bottom or different
numbers of currants on, salt-dough biscuits of different
shapes and sizes, selection of plate sizes, till and money,
laminated giant pennies, microwave and oven (to be made),
recipe book with instructional writing, pretend ingredient
jars, aprons/costumes, paper bags.
Small world
Nursery rhyme land to include; Jack and Jill, Humpty
Dumpty, Mary Mary, Mulberry Bush and Little Miss Muffet.
Sand
Glittter, shells and glass beads to make attractive for
children to explore use.
Water
Different coloured water and pouring apparatus to
encourage exploration and use of area
Computer, IWB, ICT
Introduce use of IWB and active Primary.
Number every day (linked to ikeepbookmarks) and nursery
rhyme games
Book Corner
Old class books from last years class, selection of simple
nursery rhymes and story books
Listening Station
Nursery rhyme tapes and CDs
Outside
Introduce use of shed and equipment.
Large wall building equipment
Play house: Hospital for Humpty Dumpty, Jack and Jill and
other nursery rhyme characters
Story Time
The listening walk
Starting school stories
Various nursery rhymes
11
Assessment to
inform planning
Weekly Environment Plan for 2-5 year olds
Week beginning:
Area
Mon - Wed
Thursday - Friday
Outdoors
Small world dinosaurs and nonfiction books
Childrens dinosaur book
Books about dinosaurs in tent
Thick felt tips, crayons, colouring
pencils
Small home made books
Clipboards in block area
Mark making
White and blue chalks on
blackboard easel outside
Construction
and blocks
Different sized dinosaurs in block
area
Story/talk
Props, objects
Duplo set
Workshop
Creative
Junk modelling using cardboard
boxes, fabrics, card, paper, and
all making tools made available:
masking tape, glue, scissors,
staplers
Water colour: pallets and paint
trays, small and medium size
brushes,
Water
Exploring with a range of boats
(including ones children have
made) Can anyone make a
plasticine boat that will float?
(Marian; mon. a.m &p.m)
Sand
Damp sand + small dinosaurs:
Small World
Play
Printing with cars and big
trucks (use shallow trays)
Small objects to drop into
water (pebbles, buttons,
plasticine in different
shapes) and explore effects
(Nuray)
Add boxes, twigs, leaves,
stones, pebbles etc for
dinosaur environment
Garage, train set and small cars;
small dinosaurs (Josh & Hamza)
Start making signs for parking
bays for bikes.
Corn flour and water builders
tray,
with spatulas and wooden spoons
and sticks
Clay
Playdough - add twigs
and leaves
Clay on builders tray; wed-fri
Take out small drums and
shakers: use sticks on fence
Music
ICT
Big easel.
Use big
blocks/fabric/dinosaurs/sticks/s
tones etc for mountain
landscape (Josh)
Dropping larger objects in
puddles and water tray.
Buckets of water and
decorators paintbrushes for
painting walls
Bricks and buses, cars, on
road mat
Role play/
Home corner /
dressing up
Malleable/tactile
Large wooden blocks for parking
bays for bikes.
Making ramps for cars and trucks
to travel down (Hamza) Rolling
large trucks and cars down ramps
which goes furthest?
(put 5 minute sand timers in
computer area and
clipboard for names)
Circle dances: Mulberry bush
Large physical
development
12
13
Adapted from Islington EYFS Team (2008)
Parents
Physical Development
Communication and Language
Personal, Social and Emotional
Mathematics
Assessment:
Expressive Arts and Design
Understanding the World
Literacy
Environment and Resources:
EYFS medium term planning children aged 2-5
Main focus:
Displays:
Date:
14
Friday
Thursday
Wednesday
Tuesday
Monday
Class:
Year:
Teacher:
KEY Objectives:
Revisit/review
Weekly planning for phonic teaching
Teach
Date:
Practise
This weeks phonemes
Apply
Lead:
Assess focus:
Focus grp:
Lead:
Assess focus:
Focus grp:
Lead:
Assess focus:
Focus grp:
Lead:
Assess focus:
Focus grp:
Lead:
Assess focus:
Pupil assessment within
session/ use of support
Focus grp:
This weeks HFWs
Evaluation of session
Adapted from CEA@Islington
Adapted from a Wiltshire school
Short term planning; literacy reception
Teacher:
Term:
Week Beginning:
Topic:
Key learning outcomes:
Links to
other areas:
C of EL
Whole class activity:
Teacher directed group activities:
Differentiation of the activity for individual children/extension work:
Resources:
Key vocabulary:
Assessment opportunities:
Evaluation/Next steps
15
16
Session
Assessment
Focus CT
Teacher
Directed Tasks
Key Learning
Outcomes
LO for Quick
Maths
Teacher:
Term:
Week beginning:
TA:
CT:
Teacher Input
1
2
3
EF
Differentation
Assessment
Focus TA
Teacher
Initiated
Tasks
Links to
other areas
Vocabulary
C of
EL
Plenary/Celebration
Short term planning; mathematics reception
Assessment to
inform planning
Adapted from a Wiltshire School
Adapted from a Wiltshire School
Short term planning; phonics reception
Teacher:
Term:
Week beginning:
Topic:
Letters and Sounds Objective:
Phase
Monday
(Review)
Tuesday
Wednesday
(PE)
Thursday
(PE)
Friday
(Welly Walk)
Letters and Sounds Objective:
Phase
Monday
(Review)
Tuesday
Wednesday
(PE)
Thursday
(PE)
Friday
(Welly Walk)
17
Adult guided/focus activity planning sheet
(Inside and Outside)
Date:
Name of staff:
Area of learning: Personal, social, emotional
Communication and Language
Literacy
Understanding of the world
Physical
Mathematics
Expressive Arts and Design
Learning intention:
Opportunities for assessment:
Targeted children:
Resources:
Experience/activity:
Adult input (including language to be introduced, questions to be asked):
Differentiation (how will you adapt this activity to meet all childrens needs?):
Evaluation to inform future planning (in addition to individual observations):
Adapted from: Focus on Planning: Effective planning and assessment in the
Foundation Stage Lewisham Early Years Advice and Resource Network
Islington Early Years Foundation Stage Team 2008
18
Weekly Plan
Date:
Monday
Tuesday
Wednesday
Thursday
Adultinitiated,
special
activity
or new
provision
Continuous Provision
Key
Green
Activities planned in response
to the childrens interests.
Blue
19
Activities to ensure a balance
across the curriculum.
Friday
Provision plan reception
Term:
Teacher:
Area
Provision
Area of
Learning
Writing Area
Number Area
Creative Area
Exploration Area
Construction Area
Role Play Area
Small world
Sand
Water
Computer, IWB, ICT
Book Corner
Listening Station
Outside
Story Time
20
Assessment to
inform planning
21
Literacy
Expressive Arts
and Design
Understanding
of the World
Mathematical
Development
Language and
Communication
Monday
Tuesday
Wednesday
Weekly plan
Thursday
Friday
Adapted from a Wiltshire School
22
Outdoor Play
Bilingualism &
Multi-cultural
Personal &
Social
Development
Physical
Development
Monday
Wednesday
Evaluation Report and Way Forward
Tuesday
Thursday
Friday
23
Headteacher/
co-ordinator
Comments
Outdoor Play
Personal & Social
Development
Physical
Development
Literacy
Expressive Arts
and Design
Understanding of
the World
Mathematical
Development
Language and
Communication
Adult led & adult initiated experiences short term planning (birth to 5yrs)
Areas of Learning
PSED
CL
Lit
Maths
UW
CD
PD
Information from Home
/ Summary of
Observations (Needs &
Interests)
EYFS Development
Matters /
Learning Intention
Whole Group / Class
Shared Experience
(FS1 & FS2 /
Nursery & Reception)
Differentiation
(Individual and / or Group
Support & Challenge)
Role of Adult
(During
Child-Initiated / AdultInitiated / Adult-Led
Experiences)
- Vocabulary
- Key Open-Ended
Questions
- Resources
Possible adult-led & adult-initiated experiences in the workshops / learning areas:
Role Play
Sand
Water
Sensory / Messy
Play
Construction
24
Small World
Malleable
Painting / Collage
Printing
Model Making
Mark-making
Books & Stories
Games / Discovery
ICT
Music
Evaluation
(Supported by
Observations)
NB: The learning intention / development matters can be met anywhere within the indoor/outdoor learning environment
Footnotes for Guidance / Reference
Planning needs to be flexible and a working document
Daily routines may be used to meet the planned learning intentions / development matters
The EYFS requires providers to ensure a balance of child-initiated and adult-led play based activities
There should be an adult focused activity for each area of learning
Symbols or colours may also be used to indicate adult-led and adult-initiated experiences in the workshop /
learning areas
A proportion of blank boxes promotes a balance between child-initiated and adult-initiated /led experiences
Child initiated activity - a self initiated activity wholly decided upon by the child and is the result of their own
motivation to explore a project or express an idea. The child takes total ownership of the activity and may change
it to a different purpose than originally intended by an adult
Adult initiated activity - an activity planned by an adult that focuses on a specific learning intention that the child
may complete independently or with adult support. Children can have free access or they may be directed
particularly if they will benefit from the experience
Adult led activity an activity planned, structured and delivered by an adult to a child or group of children. It
focuses on the direct teaching of skills and knowledge with a specific learning intention in mind
Adapted from
25
Weekly Environment Plan for 2-5 year olds
Week beginning:
Area
Mon - Wed
Thursday - Friday
Outdoors
Story/talk
Props, objects
Mark making
Construction
and blocks
Workshop
Creative
Water
Sand
Small World
Play
Role play/
Home corner /
dressing up
Malleable/tactile
Music
ICT
Large physical
development
26
Indoor and outdoor adultinitiated experiences
Independent play / workshop experiences which support
the planned adult-initiated learning experiences
Date:
Week no:
Personal,
Social &
Emotional
Development
Communication &
Language
Literacy
Mathematics
Understanding of the
World
Physical
Development
Role Play /
Home-Corner
Sand
Water
Construction
Small World
Malleable
Painting
Collage
Printing
Model
Making
Sensory /
Exploration &
Investigation
Messy Play
Mark-making
Books &
Stories
ICT
NB: Ensure there is a balance of adult guided and child initiated experiences across all 6 areas of learning
Adapted from
27
Creative
Development
28
ICT / listening corner
Inside
Outside
Inside
Inside
Music/ dance area
Outside
Small world
Outside
Sand
Outside
Inside
Inside
Inside
Inside
Green Activities planned in response to childrens
interests
Malleable play
Outside
Outside
Inside
Inside
Sensory area
Outside
Puzzles and games
Outside
Investigation area/ interest table
Inside
Outside
Inside
Inside
Book corner
Blue Activities to ensure a balance across the
curriculum
Water
Outside
Construction area
Outside
Designing/ making area
Inside
Outside
Outside
Creative Area
Outside
Inside
Outside
Role play
Inside
Week beginning:
Graphics/ mark making area
Continuous provision plan for older EYFS children
Adapted from
Adapted From
Early Years Foundation Stage
No.
Planned observation
Childs name:
SEN
Context (where, how)
Age (in months):
EAL
Observer:
Date:
Time:
Adult involvement:
yes
no
OBSERVATION: What did you find out about the childs learning across any of the 3 prime
areas and 4 specific areas of learning? What was significant for the child?
GENERAL
PSED (MR; SC&SA; MF&B)
PD (M&H; H&SC)
CL(L&A; U; S)
L (R; W)
M (N; SSM)
UW (P&C; TW; T)
EAD (E&UM&M; BI)
29
Characteristics of Effective Learning
Playing and Exploring (Engagement)
General (continued)
Active Learning (Motivation)
Creating and Thinking Critically (Thinking)
Childs Response (verbal and / or non-verbal (try to make time to inform the child about
the observation. Consider showing the child a photograph of his / her play that was observed
and capture his / her response).
Significant progress and achievements identified
during the observation.
30
Learning priorities identified
What next?
Observation
Primary School:
Childs Name:
Context:
Date:
Links to the Early
Years Foundation
Stage
Observation
Next Steps:
How did the adult support
the learning:
31
32
I am ............
33
Was that what we expected?
Observations and Results:
Predictions and Reasons:
Question:
Names:
